An Intervention-Based Active Learning Strategy Employing Principles of Cognitive Psychology

Sidhu, Gaganpreet; Srinivasan, Seshasai

doi:10.24908/pceea.v0i0.5819

Cited by 3 publications

(2 citation statements)

References 8 publications

(8 reference statements)

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“…The prompt feedback through the debugging environment helps students understand their mistakes (McMillan & Hearn, 2008) and actively explore ways to fix bugs. In other words, using appropriate active learning and intervention strategies (Gaganpreet Sidhu & Srinivasan, 2015Srinivasan & Centea, 2015Srinivasan & Sidhu, 2014), we can significantly enhance student learning, preparing them adequately for assessments using such integrated development environments.…”

Section: Automated Assessment Toolsmentioning

confidence: 99%

A Short Review of Online Learning Assessment Strategies

Amer

Sidhu

Zhao

et al. 2022

International Journal of Pedagogy and Teacher Education

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<p class="Abstract"><span lang="EN-ZA">The COVID-19 pandemic has caused a paradigm shift in how teachers, instructors and students approach teaching and learning, especially concerning the migration to online learning environments. One of the most challenging aspects of adapting to online/virtual education is evaluating students’ knowledge acquisition through learning assessments. The lack of face-to-face proctoring renders many of the traditional paper-based assessment techniques impractical, especially in the context of an engineering education that is heavily focused on applied learning. Since virtual education now represents an important evolution in education, it is pertinent for educators to familiarise themselves with the new possibilities of assessment methods in a virtual setting and to design tailored assessment strategies for individual courses. This article reviews and summarises commonly employed virtual assessment methods that are applicable to most engineering educational situations, such as open-book exams, online quizzes, or peer assessments. The paper also discusses some concerns that may arise in implementing these methods. Additionally, there is a particular focus on qualitatively-graded ePortfolios as a unique pedagogical tool in the virtual classroom due to their role as both a repository for storing learning artifacts and a vehicle for advancing students’ learning experience.</span></p>

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Section: Automated Assessment Toolsmentioning

confidence: 99%

A Short Review of Online Learning Assessment Strategies

Amer

Sidhu

Zhao

et al. 2022

International Journal of Pedagogy and Teacher Education

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“…More recently, studies have also used the principles of cognitive science to deliver lectures and have found success in improving student learning and retention (Deslauriers, Schelew, & Wieman, 2011;Butler et al, 2014, Srinivasan & Sidhu 2014, Sidhu & Srinivasan 2015). For instance, Butler et al (2014) have integrated cognitive science and technology in the classroom to improve student learning.…”

Section: Introductionmentioning

confidence: 99%

An Intervention-Based Active-Learning Strategy To Enhance Student Performance in Mathematics

Sidhu

Srinivasan

2018

International Journal of Pedagogy and Teacher Education

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Experiments were performed to study the effect of integrating an intervention strategy on student learning in an active learning environment in three different undergraduate mathematics courses. In these pedagogical experiments, the learning was measured via several subjective tests and the overall final grade for each course. For each course the comparison was made between two sections, one receiving the material via traditional instruction (control section) and the second receiving the material via instruction based on the active learning strategy (experimental section). It was found that students taught using the latter approach performed significantly better in the tests and exams, reflecting a good understanding of the material.

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