Managing Active Learning Processes in Large First Year Physics Classes: The Advantages of an Integrated Approach

Drinkwater, Michael J.; Gannaway, Deanne; Sheppard, Karen; Davis, Matthew J.; Wegener, Margaret; Bowen, Warwick P.; Corney, J. F.

doi:10.20343/teachlearninqu.2.2.75

Cited by 11 publications

(8 citation statements)

References 30 publications

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“…Successful integration of active learning in high-enrolment undergraduate courses (Drinkwater et al, 2014) could provide MOOC instructors with design ideas. In the present study, alternative assessment approaches that were integrated in the IntroPsych MOOC, for example, show that there is potential for fostering active learning in large and diverse learning environments similar to MOOCs.…”

Section: Significancementioning

confidence: 99%

Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines

Najafi

Rolheiser

Håklev

et al. 2017

TLI

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Given that few studies have formally examined pedagogical design considerations of Massive Online Open Courses (MOOCs), this study explored variations in the pedagogical design of six MOOCs offered at the University of Toronto, while considering disciplinary characteristics and expectations of each MOOC. Using a framework (Neumann et al., 2002) characterizing teaching and learning across categories of disciplines, three of the MOOCs represented social sciences and humanities, or "soft" MOOCs, while another three represented sciences, or "hard" MOOCS. We utilized a multicase study design for understanding differences and similarities across MOOCs regarding learning outcomes, assessment methods, interaction design, and curricular content. MOOC instructor interviews, MOOC curricular documents, and discussion forum data comprised the data set. Learning outcomes of the six MOOCs reflected broad cognitive competencies promoted in each MOOC, with the structure of curricular content following disciplinary expectations. The instructors of soft MOOCs adopted a spiral curriculum and created new content in response to learner contributions. Assessment methods in each MOOC aligned well with stated learning outcomes. In soft MOOCs, discussion and exposure to diverse perspectives were promoted while in hard MOOCs there was more emphasis on question and answer. This study shows disciplinary-informed variations in MOOC pedagogy, and highlights instructors' strategies to foster disciplinary ways of knowing, skills, and practices within the parameters of a generic MOOC platform. Pedagogical approaches such as peer assessment bridged the disciplines. Suggestions for advancing research and practice related to MOOC pedagogy are also included. KEYWORDSMassive Open Online Courses (MOOCs); Pedagogical design; Disciplinary differences; MOOC pedagogy PURPOSE Few studies have formally examined pedagogical design considerations of MOOCs. In this study we focused on deconstructing curriculum design and implementation in six MOOCs representing a range of disciplinary affiliation and then identified promising practices. The purpose of this research is to understand Massive Open Online Course (MOOC) design across disciplines with respect to four dimensions: learning outcomes, assessment of learning outcomes, interaction design, and curricular content (Neumann, Parry, & Becher, 2002). Within existing literature, students' overall learning experience, course design, and course implementation in higher education may reflect discipline-specific Najafi, Rolheiser, Håklev, & Harrison Najafi, H., Rolheiser, C., Håklev, S., & Harrison, L. (2017). Variations in pedagogical design of massive open online courses (MOOCs) across disciplines. Teaching & Learning Inquiry, 5(2). http://dx.doi.org/10.20343/teachlearninqu.5.2.5 48 epistemological differences. Researchers have pointed out such disciplinary differences in various dimensions of teaching practices, including fostering deep approaches to learning (Laird, Shoup, Kuh, & Schwarz, 2008); teacher ...

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Section: Significancementioning

confidence: 99%

Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines

Najafi

Rolheiser

Håklev

et al. 2017

TLI

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“…Introductory college courses, many of which are large enrollment, have traditionally been taught through lecture-based methods (Deslauriers, Schelew & Wieman, 2011). However, as active instructional methods gain acceptance in higher education, many studies have documented their benefits on interest, motivation, and performance of learners in introductory courses (Yuretich, Khan, Leckie, & Clement, 2001;Deslauriers et al, 2011;Drinkwater et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

Erickson

Marks

Karcher

2020

TLI

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This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively. Overall, the greater situational interest experienced during laboratory stations and case studies indicates that these activities can be leveraged to create learning environments that promote interest, engagement, and achievement.

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“…Consistent with many studies on teaching and learning in higher education, we did not have a control group comparison (Bennett 2018; Drinkwater et al 2014; Gillis and Taylor 2018; Levy and Merenstein 2005) that received the lecture but not the exercise including those on teaching activities using pre- and posttest designs (Njoku 2018). It is possible that the student gains in confidence on the knowledge survey and content knowledge were due to the lecture alone and not the “eyes” exercise or the combination of the two.…”

Section: Discussionmentioning

confidence: 99%

The “Eyes” Are Watching You: Social Control in an Introduction to Sociology Classroom

2019

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Students learn more when their minds are engaged, when abstract concepts become constructs they can see and understand in the context of their everyday lives. In this article, we present an activity designed to engage students to apply sociological concepts to their everyday experiences as college students. In this applied learning activity, we use the concept of “eyes” from The Handmaid’s Tale to teach students about deviance, social control, surveillance, and dramaturgical theory in a large (174 student) introduction to sociology class. We assign a portion of the class to be “eyes” and observe their classmates’ deviant behaviors. We measured students’ knowledge of and confidence in the content using pretest and posttest surveys. We found that students engaged in fewer acts of deviance when they knew they were being watched and the activity and lecture increased students’ confidence in the material and content knowledge.

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Managing Active Learning Processes in Large First Year Physics Classes: The Advantages of an Integrated Approach

Cited by 11 publications

References 30 publications

Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines

Variations in Pedagogical Design of Massive Open Online Courses (MOOCs) Across Disciplines

Characterizing student engagement with hands-on, problem-based, and lecture activities in an introductory college course

The “Eyes” Are Watching You: Social Control in an Introduction to Sociology Classroom

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