Using an Active Learning Environment to Increase Students' Engagement

Freitas, Sergio Antonio Andrade de; Silva, Wander C. M. P.; Marsicano, George

doi:10.1109/cseet.2016.24

Cited by 16 publications

(5 citation statements)

References 5 publications

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“…In fact, other studies have already shown that active learning approaches in the classroom improve academic performance. In a long-term study (3 years), the implementation of problem-based learning (PBL) and learning by teaching (LbT) resulted in an increase from 5 to 6-7 in the average scores in final exams of engineering students (Freitas et al, 2016). Interactive-engagement also shows score improvements in physics courses compared to traditional pedagogical strategies (Hake, 1998).…”

Section: Discussionmentioning

confidence: 99%

Active learning tools improve the learning outcomes, scientific attitude and critical thinking in higher education: Experiences in an online course during the COVID-19 pandemic

Rossi¹,

Lima²,

Sabatke³

et al. 2020

Preprint

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Active teaching methodologies have been placed as a hope for changing education at different levels, transiting from passive lecture-centered to student-centered learning. With the health measures of social distance, the COVID-19 pandemic forced a strong shift to remote education. With the challenge of delivering quality education through a computer screen, we validated and applied an online course model using active teaching tools for higher education. We incorporated published active-learning strategies into an online construct, with problem-based inquiry and design of inquiry research projects to serve as our core active-learning tool. The gains related to students' science learning experiences and their attitudes towards science were assessed by applying questionnaires before, during and after the course. The course counted on the participation of 83 students, most of them (60,8%) from post-graduate students. Our results show that engagement provided by active learning methods can improve performance both in hard and soft skills. Students participation seems to be more relevant when activities require interaction of information, prediction and reasoning, such as open-ended questions and design of research projects. Therefore, our data shows that, in pandemic, active learning tools benefit students and improve their critical thinking and their motivation and positive positioning in science.

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Section: Discussionmentioning

confidence: 99%

Active learning tools improve the learning outcomes, scientific attitude and critical thinking in higher education: Experiences in an online course during the COVID-19 pandemic

Rossi¹,

Lima²,

Sabatke³

et al. 2020

Preprint

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show abstract

“…A similar approach was also adopted at the University of Brasilia [17], that used a methodology of combining Problem Based Learning with Learning by Teaching. They believe that by having to teach another person the same concept, a person will learn more effectively.…”

Section: E Teaching Using Integrated Active Learning Toolsmentioning

confidence: 99%

Learning CS Subjects of Professional Software Development and Team Projects

Chan,

Min Gan,

Lim

et al. 2022

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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Professional Software Development (PSD) course is about the emerging profession of software engineering which involves developing, deploying, testing, and maintaining software. Currently, the Bachelor of Science with Honours in Computing Science (CS) joint degree programme of University of Glasgow (UofG) and Singapore Institute of Technology (SIT) carries out both PSD and Team Projects (TP) courses concurrently, where students are expected to apply the theory learnt from PSD to real-world projects in TP. TP is a practical project continuation from knowledge learnt in the PSD course. Both PSD and TP last two trimesters in parallel. This paper analyses the advantages and disadvantages of the current learning methods in PSD and TP. It is possible that there is still room for improvement in the current system. To further analyse the current learning system, a comparison of how the Software Engineering course is taught in other universities is also performed, from where ideas and methodology are proposed. The proposed methodology is analyzed and discussed from the suggestions or feedback of the CS students who have gone through both PSD and TP courses. The purposes are to improve the learning effectiveness of both PSD and TP courses.

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“…Cabe salientar que a disciplina já testou outras metodologias de ensino/aprendizagem: Aprender ensinando (Fiorella & Mayer, 2014;Freitas, Silva, & Marsicano, 2016) e Aprendizagem baseada em problemas (PBL) (Bell, 2010). Em todas, as metodologias o processo de avaliação foi sempre o mesmo.…”

Section: Metodologia De Avaliaçãounclassified

“…A aferição do quanto o aluno teve uma maior aprendizagem do conteúdo da disciplina foi feita de forma indireta e qualitativa: o professor observou continuamente o teor das perguntas e respostas é identificou melhoras no nível de profundidade dos assuntos discutidos em relação aos últimos quatro semestres quando outra metodologia foi adotada (Freitas, Silva, & Marsicano, 2016). Como a avaliação da aprendizagem ainda carece de maior sustentação, a continuação deste trabalho prevê o estudo e a utilização de métodos da área de Learning Analytics, mais adequados às metodologias ativas de aprendizagem.…”

Section: Conclusõesunclassified

Gamificação e avaliação do engajamento dos estudantes em uma disciplina técnica de curso de graduação

Freitas

Lima

Canedo

et al. 2016

Anais Do XXVII Simpósio Brasileiro De Informática Na Educação (SBIE 2016)

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Abstract. The gamification of activities other than games has become one of the main objectives of a new area of research. In the education area the proposal IntroduçãoParece ser senso comum que bons professores motivam seus estudantes. Entretanto, será que ensinar melhor através de aulas expositivas é a única maneira pela qual um aprendiz pode se sentir motivado a aprender? Uma resposta alternativa é a aprendizagem ativa (Briggs, 2005), onde é proposto um modelo de ensino focado na responsabilidade da aprendizagem por parte dos aprendizes. Na aprendizagem ativa, os estudantes estão inseridos num ambiente de aprendizagem no qual os três domínios de Bloom (Bloom, 1956) são estimulados, a saber: conhecimento, aptidões e atitudes.

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Using an Active Learning Environment to Increase Students' Engagement

Cited by 16 publications

References 5 publications

Active learning tools improve the learning outcomes, scientific attitude and critical thinking in higher education: Experiences in an online course during the COVID-19 pandemic

Active learning tools improve the learning outcomes, scientific attitude and critical thinking in higher education: Experiences in an online course during the COVID-19 pandemic

Learning CS Subjects of Professional Software Development and Team Projects

Gamificação e avaliação do engajamento dos estudantes em uma disciplina técnica de curso de graduação

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