Utilizing the Active and Collaborative Learning Model in the Introductory Physics Course

Nam, Nguyễn Hoài

doi:10.5539/jel.v3n3p108

Cited by 4 publications

(4 citation statements)

References 31 publications

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“…While most of the aforementioned studies reported the benefits and challenges of the individual dimensions of ABC learning environments or a combination of active and collaborative learning [26] or blended and collaborative learning [27] [28] [25], new challenges may arise when one simultaneously combines the ABC learning environments, making their implementation complex. This may explain the lack of wide-spread development and simultaneous adoption of ABC learning environments in core STEM courses.…”

Section: Benefits and Challenges Of Abc Learning Environmentsmentioning

confidence: 99%

Student Perspectives on the Learning Resources in an Active, Blended, and Collaborative (ABC) Pedagogical Environment

et al. 2020

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Digital technologies have become central to higher education teaching and learning practices. This paper presents the results of a qualitative study of students’ experiences within a resource-rich and digitally-driven pedagogical system in a second year engineering dynamics course. Course instructors created an Active, Blended, and Collaborative (ABC) learning environment providing students with multiple learning resources. The resources included a hybrid Lecturebook (a combination of textbook and workbook), an online discussion forum, a large repository of online videos, and a tutorial room staffed by teaching assistants. A thematic analysis of semi-structured interview transcripts characterized how students perceived the utility of the available resources, especially given the complex integration of pedagogies and resources available in person and across the technology platform. The findings revealed that students valued the blended structure because it provided them with both immediate and asynchronous access to the learning resources. Students used the resources to help them solve homework problems, study for exams, and improve their conceptual understanding in the course. The students reported engaging with their peers to receive feedback constantly throughout out the course. The results highlight how the learning resources were aligned with each other and in-class pedagogies, and they worked in tandem to support students’ academic success. The results from this paper contribute to the literature on student perceptions of technology-mediated learning environments in core engineering courses.

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Section: Benefits and Challenges Of Abc Learning Environmentsmentioning

confidence: 99%

Student Perspectives on the Learning Resources in an Active, Blended, and Collaborative (ABC) Pedagogical Environment

et al. 2020

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“…Based on interviews conducted and findings in previous journals, the elements of collaborative learning to identify technology knowledge, pedagogical knowledge and content knowledge of students in enhancing quality and employability skills in the future when they work in industries. According to the data collected and analysed, from the interview sessions, all experts highlighted that collaborative learning is critical to be applied in the class, especially in terms of technologies such as using desktop workspace to produce group projects, using web-based software in designing product, developing projects through internet networks and using digital tools to search information needed like those used in researching [41,42,43]. Moreover, group learning can be used to teach students to become confident in social interaction and communication with other people, to create a discussion group, a forum for sharing information, views and knowledge to build teamwork spirit to control emotions and self-motivation when receiving instructions from tutors and peers [44,45,46].…”

Section: Elements Of Collaborative Learningmentioning

confidence: 99%

Elements of Technology Enabled/Enhanced Active Learning (TEAL) to Enhance Quality and Employability of Bachelor’s Students

Hassan

Puteh

Sanusi

2018

MATEC Web of Conferences

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The application of technology innovation is rapidly increasing in industries and educational institutions. This phenomenon has led to the emergence of Technology Enabled/Enhanced Active Learning (TEAL) which emphasizes the use of various techniques and technologies. TEAL is a new learning format that combines educational content from a lecturer, simulation, and student’s experiences using technological tools to provide a rich collaborative learning experience for students. This approach is used to provide academic professional development that brings innovation to the learning content, practically by using pedagogy, technology and classroom design. TEAL ensures the enhanced development of student's knowledge and skills in order to produce quality skilful workers with adequate employability skills. Technology is an effective tool used to facilitate the teaching and learning process, which can, in turn, create an active environment for students to build their knowledge, skill and experience. This paper determines the elements of TEAL based on interview sessions with expert academicians and from a systematic literature review. The selection of TEAL elements for this study was carried out using thematic analysis approach. Findings show that these TEAL elements would help institutions to promote students in involving themselves in active learning in order to enhance the quality of graduates in improving their technical knowledge, thereby enhancing their employability skills.

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“…Students should be encouraged to exchange the ideas and to improve the sample design. The teacher can use various tactics to have the best achievements [42,52,53]. The concern is that students constrained a strong basis or background within any given area for the experiential to strengthen the learning effectiveness [48].…”

Section: Competencies From Subjects Figurementioning

confidence: 99%

Integrated Science, Technology, Engineering and Mathematics (STEM) Education through Active Experience of Designing Technical Toys in Vietnamese Schools

Quang

Hoàng

Chuan

et al. 2015

BJESBS

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Aim: STEM has attracted great consideration. The purpose of research is: (i) study STEM education; (ii) explore STEM education with the creative and experiential activity; (iii) suggest applying STEM education by designing technical toys for the middle school student. Study Design: This study used a qualitative approach to carry out teaching integration for STEM education. Place and Duration of the Study:The study applied to teaching the technological field in Vietnamese middle schools. The design performed at the Faculty of Technology Education, Hanoi Quang et al.; BJESBS, 11(2): 1-12, 2015; Article no.BJESBS.19429 2 National University of Education (HNUE), Vietnam in April 2015. Methods: This study used the integrated approach to design subjects for STEM education. Results: Two procedures for integration undertook with analysis. A sample of producing technical toy was consistent with developing students' competencies. Conclusion: Integrated approach to STEM education through designing technical toys is possible. Recently, there has been a booming interest in Integrated Science, Technology, Engineering and Mathematics (STEM) education [1,2], but the approaches to STEM still remains controversial in diverse educational contexts. This study addressed this issue by exploring STEM education with the use of creative and experiential activities in a Vietnamese educational context. It also proposed a practical model for integrating STEM into teaching technology in secondary schools by designing technical toys. The implementation of the practical model suggests the possibility in using the integrated approach to STEM education through designing technical toys for middle school students in Vietnam. By applying the subject knowledge domains to solve real world problems and settings, the students can experience the benefits of a concrete and active learning in a meaningful and practical context. The multidisciplinary and interdisciplinary integration approaches are consistent with the development of the students' competencies. Original Research Article

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Utilizing the Active and Collaborative Learning Model in the Introductory Physics Course

Cited by 4 publications

References 31 publications

Student Perspectives on the Learning Resources in an Active, Blended, and Collaborative (ABC) Pedagogical Environment

Student Perspectives on the Learning Resources in an Active, Blended, and Collaborative (ABC) Pedagogical Environment

Elements of Technology Enabled/Enhanced Active Learning (TEAL) to Enhance Quality and Employability of Bachelor’s Students

Integrated Science, Technology, Engineering and Mathematics (STEM) Education through Active Experience of Designing Technical Toys in Vietnamese Schools

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