Does Active Learning Contribute to Transfer Intent Among 2-Year College Students Beginning in STEM?

Wang, Xueli; Sun, Ning; Lee, Seo Young; Wagner, Brit

doi:10.1080/00221546.2016.1272090

Cited by 19 publications

(16 citation statements)

References 41 publications

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“…We will call the current cohort EC (established cohort) and the developing cohort TC (transfer cohort). Researching and developing the TC is particularly important, as limited research has been done on the experience of transfer students after transferring [4,5].…”

Section: Iintroductionmentioning

confidence: 99%

Researching experiences in a cohort program to influence transfer self-efficacy

Wood¹,

Little²,

Sawtelle³

2019

2018 Physics Education Research Conference Proceedings

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Section: Iintroductionmentioning

confidence: 99%

Researching experiences in a cohort program to influence transfer self-efficacy

Wood¹,

Little²,

Sawtelle³

2019

2018 Physics Education Research Conference Proceedings

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“…We addressed this limitation in our Fall 2021 study by crafting daily journal prompts to investigate specific tasks reported in the ESM survey response(s). As a part of future work, we plan to investigate how specific tasks and contexts impacts a student's SE [10,[20][21][22].…”

Section: Discussionmentioning

confidence: 99%

A Mixed Methods Approach Towards Defining A Student's Ranges of Self-Efficacy

Myers¹,

Sawtelle²,

Henderson³

2022

2022 Physics Education Research Conference Proceedings

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Traditionally, self-efficacy (SE), or the confidence in one's capability to execute a task, is measured using pre/post-surveys to demonstrate shifts in students' SE. In this work, we present a preliminary analysis of a single student drawing on a mixed methods approach to examine how their SE fluctuates over time. This novel design employs the Experience Sampling Method, a quantitative technique using surveys of domain-specific self-efficacy, and daily reflections, a qualitative technique investigating threats and supports towards students' SE. The preliminary analysis was broken into two strands: (1) using interquartile range (IQR) to define low, normal, and high SE for a student based on their survey scores, and (2) using the student's daily journal reflection responses as proof of concept for defining the student's SE as low, normal, or high from the IQR analysis of survey responses. Findings indicate the boundaries of a student's IQR can define high, normal, and low SE and the student's responses to the daily journal prompts corroborates these definitions.

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“…It is easy to see why. Advocates suggest that active learning methods can improve students’ performance in every subject at every academic level from grade school to grad school, and that these methods have special benefits for students whose backgrounds leave them at risk for academic failure (Haak, HilleRisLambers, Pitre, & Freeman, 2011) or reluctance to transfer from two- to 4-year institutions (Wang, Sun, Lee, & Wagner, 2017). Active learning methods are also said to be more enjoyable than traditional lectures, not only for students but also for their teachers…”

Section: Active Teacher Active Students: the Active Learning Approachmentioning

confidence: 99%

Does active learning work? A good question, but not the right one.

Bernstein

2018

Scholarship of Teaching and Learning in Psychology

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Some studies of active learning methods suggest that they are effective teaching tools, whereas others have found them to be no better than traditional lecture methods. The situation is much like the one that began to play out in the 1950s with respect to the effects of psychotherapy. In that realm, it eventually became clear that the question "does therapy work?" was not the right one. It was more important to ask "which therapies result in clinically significant benefits when delivered by whom in what manner to which clients with what problems and how durable are the benefits"? This article suggests that it is time for researchers in the scholarship of teaching and learning to go beyond asking whether active learning "works" and address instead of a set of deeper questions about it. Doing so will require a more systematic and critical analysis of existing evidence as well as a new generation of research designed specifically to fill in the gaps in our understanding of what active learning methods can and cannot do.

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Does Active Learning Contribute to Transfer Intent Among 2-Year College Students Beginning in STEM?

Cited by 19 publications

References 41 publications

Researching experiences in a cohort program to influence transfer self-efficacy

Researching experiences in a cohort program to influence transfer self-efficacy

A Mixed Methods Approach Towards Defining A Student's Ranges of Self-Efficacy

Does active learning work? A good question, but not the right one.

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