Teaching in the Information Age:

Jacobson, Trudi; Mark, Beth

doi:10.1300/j120v24n51_11

Cited by 32 publications

(2 citation statements)

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“…Allen (1995) noted the potential positive impact of active learning on library instruction and argued that "Active learning strategies provide the opportunity to offer students the freedom and the responsibility to be themselves, to utilize their interests and learning styles in the content and design of their educational experiences" (p. 91). Jacobson and Mark (1995) discussed the potential for active learning to empower learners in the library classroom. A 2002 survey (Hollister & Coe, 2002) of over 2,000 instruction librarians revealed that those librarians favored active learning as an instructional strategy, but noted that active-learning activities can be time-consuming given the time limitations imposed on library instruction.…”

Section: Active Learning In Librariesmentioning

confidence: 99%

Ethnography in Action: Active Learning in Academic Library Outreach to Middle School Students

Godbey

Fawley

Goodman

et al. 2015

Journal of Library Administration

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This article describes an outreach activity developed and coordinated by academic librarians as part of a state program for low-income middle school students. Rather than offering a traditional library tour, the library organizers wanted to provide the middle school students with a meaningful experience that would encourage active participation, critical thinking, and alleviate library anxiety. As a spin on the traditional tour, students applied an ethnographic approach to learning about the library. The authors describe the development and implementation of the activity and provide recommendations for other librarians involved in outreach to K-12 students.

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Section: Active Learning In Librariesmentioning

confidence: 99%

Ethnography in Action: Active Learning in Academic Library Outreach to Middle School Students

Godbey

Fawley

Goodman

et al. 2015

Journal of Library Administration

View full text Add to dashboard Cite

show abstract

“…Students construct knowledge and understanding by modifying and refining their current concepts and adding new concepts to what is already known. Put simply, student centred approaches motivate students to construct knowledge through real-life examples and relevant activities and require 'active' engagement to comprehend the new information: by selecting, deciphering and applying knowledge to everyday situations to resolve complicated vocational issues (Jacobson and Mark, 1995;Meyers and Jones, 1993;Silberman, 1996;Tenenbaum et al, 2001;White, 1996). Active learning (AL) is a method for engaging students in higher-order thinking tasks (e.g., analysis, evaluation, reflection, creation) through engaging learning activities so that students achieve more than being merely passive learners.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Learners’ Academic Performances Using Student Centered Approaches

Jaiswal

Al-Hattami

2020

Int. J. Emerg. Technol. Learn.

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Abstract- Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom’s taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom’s Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to examine the effects of using the hierarchical instructional set of cognitive processes delineated in Bloom’s taxonomy for boosting learners’ vocabulary competency in English language learning, in higher education. The sample for this study consisted of 39 students (nine males and thirty females) who were studying course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2018-19 at University of Bahrain. The course aims to enhance learners’ language skills to enable them to communicate constructively in various business contexts. The results revealed that Bloom’s learning approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary in language learning and conducive for promoting proficiency in English vocabulary knowledge.

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Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance

2008

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This paper aims to investigate students' likes and dislikes of the teaching that they have experienced and its effects on students' perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based setting to a studentactivating learning/teaching environment, considering both instructional and assessment practices. Data (N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While lecture-taught students' evaluations of the experienced teaching were generally focused and positive, students' perceptions of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students' (dis)likes in instruction on students' perceptions of the learning environment (except for appropriate assessment), their learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students' learning and caution against detrimental consequences of students' negative appraisal of the teaching methods that they experience. A matching strategy between a student's teaching tastes and the teacher's instructional interventions provides the best educational prospects.

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Teaching in the Information Age:

Cited by 32 publications

References 0 publications

Ethnography in Action: Active Learning in Academic Library Outreach to Middle School Students

Ethnography in Action: Active Learning in Academic Library Outreach to Middle School Students

Enhancing Learners’ Academic Performances Using Student Centered Approaches

Students’ likes and dislikes regarding student-activating and lecture-based educational settings: Consequences for students’ perceptions of the learning environment, student learning and performance

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