Moving Active Learning Forward

Hovelynck, Johan

doi:10.1177/105382590302600103

Cited by 12 publications

(7 citation statements)

References 9 publications

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“…Active learning enhances student retention of concepts, particularly when the students are the authors of their own learning (for example, Hovelynck, 2003;Landrum and Nelsen, 2002). Reaching every student in the classroom may be particularly challenging in large introductory classes.…”

Section: Abstract : Active Lear Ning Co Gnitive Psycholo G Y mentioning

confidence: 99%

The effects of active learning on students' memories for course content

Cherney

2008

Active Learning in Higher Education

136

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Two studies examined the free recall for course content of 314 American undergraduate students across various course levels. The purpose was to examine how students' memories and level of understanding for introductory materials would differ from those of more advanced classes. Across all class levels, the most frequently listed items were concepts introduced through active learning exercises, followed by videos and lecture materials. Depending on the course level and content, different types of class presentations yielded enhanced understanding of the material. Mean relevance scores were high for materials introduced with video clips in introductory classes, whereas mean scores were high for information introduced by lecture for upper level courses.

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Section: Abstract : Active Lear Ning Co Gnitive Psycholo G Y mentioning

confidence: 99%

The effects of active learning on students' memories for course content

Cherney

2008

Active Learning in Higher Education

136

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“…Active learning is one of the seven principles for effective practice in undergraduate education set by Chickering and Gamson and endorsed by the American Association for Higher Education and the Education Commission of the States (Chickering and Gamson, 2001; Misra and Ballard, 2003). This change in approach is revolutionary – requiring not just that teachers be more active in their pedagogical techniques, but that they create a learning environment where individuals have a central role in setting their own learning agendas and in defining and solving “real‐life” problems (Hovelynck, 2003). Far from abandoning people to experiment with random activities, active learning theory intentionally combines action with reflection, discussion and integration of new insights (Cone, 2001; Hovelynck, 2003; Ulrich and Cole, 1987).…”

Section: Literature Reviewmentioning

confidence: 99%

Learning strategies as predictors of transformational leadership: the case of nonprofit managers

Trautmann

Maher²,

Motley³

2007

Leadership & Org Development J

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PurposeThe purpose of this study is to explore the intersection between managers' learning strategies and their organizational leadership practices in a nonprofit context.Design/methodology/approachSurvey methodology was utilized including items from the multi‐factor leadership questionnaire and the learning tactics inventory. The survey was administered to a sample of nonprofit professional at various managerial levels.FindingsFindings illustrate that effective learning from experience is significantly predictive of transformational leadership. Further analysis reveals that frequent use of thinking and action learning strategies have positive and significant relationship to transformational leadership in nonprofit managers.Research limitations/implicationsNumerous authors have discussed the connections between effective learning and transformational leadership, but there has been insufficient empirical research to investigate the nature of this relationship. Brown and Posner's preliminary research found a strong correlation between learning and leadership but did not specifically examine transformational leadership. This study extends the literature by empirically testing each of four learning strategies and their relationship to transformational leadership. This extension is applied in a nonprofit context, which supports the transfer of for‐profit human resource management tools to the nonprofit environment. Limitations include a convenience sampling method. The study also provides human resource managers with career development tools in order to assess managers' learning styles then foster the learning styles that positively impact transformational leadership behaviors.Originality/valueThis study makes an important contribution to the empirical link between transformational leadership and learning.

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“…It is quite possible this joint process enriched client understanding before they became engaged in the isomorphic framing process, as well as the eventual appli cation of leaming to their jobs in banking. What is interesting to note is this joint process seems to be promoted both in "established" models to metaphor development in adventme programming (Gass, 1997;Hfrsch & Gillis, 2004), as well as the theoretical writings of several critics of this process (Hovelynck, 1998(Hovelynck, , 2003Mack, 1996;Pinkard, 1996).…”

Section: Resultsmentioning

confidence: 99%

“…Several facilita tion models associated with CAT experiences have been touted as proven professional practices (Hirsch & Gillis, 2004;Priest & Gass, 1993, 1997, 2005. Some professionals have questioned whether these truly benefit individuals and their respective organizations (Hovelynck, 1998(Hovelynck, , 2003Mack, 1996;Rongen, 2004). To the critics' credit, research processes dif ferentiating facilitation techniques, how they are used, and when they are best implemented remain unsubstantiated.…”

mentioning

confidence: 99%

The Effectiveness of Metaphoric Facilitation Styles in Corporate Adventure Training (CAT) Programs

Gass

Priest²

2006

Journal of Experiential Education

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The purpose of this study was to examine the outcomes of using metaphors to enhance learning in the framing and debriefing of teamwork issues for a corporate adventure training (CAT) program. Through random assignment, four different but intact regional work groups from a European banking institution participated in a CAT program for the purposes of team-building. A fifth randomly selected intact work group from another region in Europe served as a control group. Each group received the same CAT program, but the groups were provided with different forms of facilitative metaphors in their program. All groups were measured for changes in teamwork during an initial development period, as well as during two follow-up periods to determine the maintenance of potential changes. The mixed isomorphic framing/metaphoric debriefing approach proved to be the most effective training methodology for initially developing, as well as maintaining, teamwork in the CAT training program.

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Moving Active Learning Forward

Cited by 12 publications

References 9 publications

The effects of active learning on students' memories for course content

The effects of active learning on students' memories for course content

Learning strategies as predictors of transformational leadership: the case of nonprofit managers

The Effectiveness of Metaphoric Facilitation Styles in Corporate Adventure Training (CAT) Programs

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