Editorial: Active Learning: Theoretical Perspectives, Empirical Studies, and Design Profiles

Cassidy, Robert M.; Charles, Elizabeth S.; Slotta, James D.

doi:10.3389/fict.2019.00003

Cited by 7 publications

(10 citation statements)

References 16 publications

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“…Active learning is an emerging approach that can be seen as an enabler of the constructivism learning theory (Waluyo, 2020), wherein the engagement of students is argued as the most important element (Arrosagaray, González-Peiteado, Pino-Juste and Rodríguez-López, 2019). Moreover, active learning emphasizes the core elements of constructivism in that the student is the center of the learning environment (Cassidy, Charles and Slotta, 2019). Furthermore, it highlights the need to develop competencies in higher education rather than knowledge (Johnson & Johnson, 2008;Cassidy, Charles and Slotta, 2019).…”

Section: Student-centered Education To Enhance Competenciesmentioning

confidence: 99%

“…Moreover, active learning emphasizes the core elements of constructivism in that the student is the center of the learning environment (Cassidy, Charles and Slotta, 2019). Furthermore, it highlights the need to develop competencies in higher education rather than knowledge (Johnson & Johnson, 2008;Cassidy, Charles and Slotta, 2019). The accessibility and mobility of Information and Communication Technologies is a blessing in disguise, wherein ICT initiated and accelerated the insignificance of knowledgebased learning.…”

Section: Student-centered Education To Enhance Competenciesmentioning

confidence: 99%

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Bringing ICT into the Classroom: Perceptions from Tourism Students on Technology-Enhanced Learning

Fuchs¹

2021

eqr

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The advancement of Information and Communication Technology (ICT) can be seen as a blessing in disguise. On one hand, digital information is readily available nowadays, which in turn makes the hardwiring of knowledge less significant and shifts the focus towards competency development. In a digitalized world where information is easily accessible, it is argued that students in higher education need to develop more sensible soft skills that allow them to systematically and critically analyze information. Whilst knowledge can be acquired in a relatively short period, competency development requires more active repetition and patience. Thus, applying relevant and supportive teaching methods is seen as essential. Quantitative data was collected from the participants (n=107) and examined through descriptive analysis. The results of the research revealed that students in higher education generally had a positive perception of technology-enhanced learning (TEL) and considered themselves proficient with the usage of ICT in the classroom. Based on the empirical findings from this paper, a qualitative study was recommended to identify how ICT can be more effectively integrated into the traditional classroom.

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Section: Student-centered Education To Enhance Competenciesmentioning

confidence: 99%

Section: Student-centered Education To Enhance Competenciesmentioning

confidence: 99%

Bringing ICT into the Classroom: Perceptions from Tourism Students on Technology-Enhanced Learning

Fuchs¹

2021

eqr

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“…6 Advancements in technology, use of automation, and artificial intelligence have affected the nature of the workforce. 7 As a result, expectations for higher education have also changed. As more students choose to enroll in universities and colleges in search for better job opportunities, the demand for better quality education is rising.…”

Section: ■ Introductionmentioning

confidence: 99%

“…8 Providing students with basic skills and factual information is no longer sufficient as developing criticalthinking and problem-solving skills are becoming increasingly important. 7 To address the evolving needs of students, there has been a notable shift from a teacher-centered to a student-centered approach. In this approach, students' opinions, backgrounds, and learning styles are considered when delivering course content and designing assessments.…”

Section: ■ Introductionmentioning

confidence: 99%

Students as Investigators: Promoting Active Learning through a Case Study Assignment in a Lecture-Based Analytical Chemistry Course

Shahmuradyan

Doughan

2021

J. Chem. Educ.

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Active learning and student-centered learning are becoming the preferred teaching approach in higher education. Once heavily based on lectures, science instructors are adopting new teaching methods to promote active learning. Lecture-based courses can be modified to increase student engagement by including in-class discussions, activities, and opportunities for students to reflect on their learning. Incorporating case-study-based assignments into the curriculum is one such method that can foster an environment for active learning. To this end, we designed a case study assignment that transformed third-year analytical chemistry students into lead investigators of a fictional disease outbreak. The assignment was designed around course material but also required students to research the literature to complete a comprehensive investigation. The case study described herein provided students with an opportunity to develop essential skills such as research, critical thinking, problem solving, and communication. The assignment was well received by students as evident in course evaluations.

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“…In higher education, a growing body of research has encouraged a move away from traditional methods of knowledge transmission in favour of active learning methods (Dancy, Henderson, & Turpen, 2016; Deslauriers, Schelew, & Wieman, 2011; Freeman et al, 2014). At the frontier of theory and practice, active learning refers to a wide range of instructional methods based on social constructivist theories and/or technological innovations aiming to engage students in learning (Bonwell & Eison, 1991; Cassidy, Charles, & Slotta, 2019; Chickering & Gamson, 1991; Harton, Richardson, Barreras, Rockloff, & Latané, 2002; Mathie et al, 1993; Zepke & Leach, 2010). Theoretically, active learning can be subdivided into different categories, and Chi (2009) proposed a framework of differentiated overt learning activities as active, constructive, and interactive based on their underlying cognitive principles and their effectiveness on students' learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Guiding the use of collective feedback displayed on heatmaps to reduce group conformity and improve learning in Peer Instruction

Michinov

Anquetil

Michinov

2020

Computer Assisted Learning

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Peer Instruction is an active learning method widely used in higher education, whereby students answer a series of questions twice, once before and once after peer discussion. There is an ongoing debate as to whether a collective feedback should be given after the students' initial answer, and if so, how the frequently observed group conformity can be avoided. This study examined whether guiding on the use of this feedback can reduce group conformity and improve learning using an interactive learning environment to administer a new type of quiz using graphics, and delivering collective feedback to the whole class in a novel heatmap format. In the experimental group, the teacher told the students that the answer indicated by the heatmap was not necessarily the correct one; this information was not given to students in the control group. Results revealed that guided students were less likely to adopt the (incorrect) majority answer than the nonguided students, and consequently, they were more likely to improve their learning by reaching an agreement about the correct answer through discussion with their peers. These findings suggest that guiding students in their use of collective feedback may have a crucial role in Peer Instruction.

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Editorial: Active Learning: Theoretical Perspectives, Empirical Studies, and Design Profiles

Cited by 7 publications

References 16 publications

Bringing ICT into the Classroom: Perceptions from Tourism Students on Technology-Enhanced Learning

Bringing ICT into the Classroom: Perceptions from Tourism Students on Technology-Enhanced Learning

Students as Investigators: Promoting Active Learning through a Case Study Assignment in a Lecture-Based Analytical Chemistry Course

Guiding the use of collective feedback displayed on heatmaps to reduce group conformity and improve learning in Peer Instruction

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