A New Comparison Of Active Learning Strategies To Traditional Lectures For Teaching College Astronomy

LoPresto, Michael C.; Slater, Timothy F.

doi:10.19030/jaese.v3i1.9685

Cited by 15 publications

(11 citation statements)

References 24 publications

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“…This is an entirely different skill set, and a role where the instructor may be untrained or is uncomfortable performing. There may also be a reluctance of students to engage, as they may prefer to be passive instead of enthusiastically participating in the activities [8,23]. Given the instructor's engagement with PER colleagues and education coursework, he felt prepared to attempt these pedagogical changes.…”

Section: Reflections On the Design Process A A Textbook Example mentioning

confidence: 99%

“…In determining these goals a curriculum design strategy was followed. A learner centered design was used, in which the needs, interests, and goals of the students influence the curriculum choices [23,24]. After the goals were established the next step was to select a curriculum, or create a curriculum from parts of several curricula, based on meeting the course goals.…”

Section: B Steps and Timeline For Course Revisionmentioning

confidence: 99%

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A revision of a traditional astronomy course through active learning

Zich¹,

Sammons²,

Rosenblatt³

2020

2019 Physics Education Research Conference Proceedings

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We report on the conversion of a general education sophomore-level astronomy course from traditional lecture-based methods to a more active-learning course. The course was reworked into an active-learning environment through the addition of concept-oriented group worksheets, hands-on experimental activities, and planetarium-based lessons. We reflect on the process of this transition and report on factors that led to the adoption of active learning, factors that supported the change, and barriers faced while implementing this change. We compare and contrast these findings with other case studies of instructional change and theories of adoption. In addition, student learning pre to post was measured with the TOAST and LPCI, and qualitative data was collected in the form of 35-minute semi-structured interviews with each student to investigate student learning, attitudes, and perceptions of the course as a whole.

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Section: Reflections On the Design Process A A Textbook Example mentioning

confidence: 99%

Section: B Steps and Timeline For Course Revisionmentioning

confidence: 99%

A revision of a traditional astronomy course through active learning

Zich¹,

Sammons²,

Rosenblatt³

2020

2019 Physics Education Research Conference Proceedings

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“…In a typical occupational therapy classroom, a lecture is followed by an active learning activity guided by the instructor (Schaber, 2014). The evidence indicates the use of lecture no longer adequately prepares students (Neistadt, 1999) because students are passive participants in the teaching-learning process (Knowles, 1980;Knowles, 1984;LoPresto & Slater, 2016). Literature suggests a wide array of instructional methods as alternatives to lecture format, but does not define what educators do to adequately prepare students engaged in occupational therapy entry-level education.…”

Section: Teaching Clinical Reasoningmentioning

confidence: 99%

Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design

Henderson

Coppard

Yuan

2017

JOTE

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Occupational therapy education must teach using contemporary and evidence-based practices that yield graduates with clinical reasoning skills to successfully practice in dynamic and challenging environments. Researchers used a mixed-methods research design to identify the most frequently used and valued instructional methods for developing clinical reasoning with entry-level occupational therapy students. Researchers recruited full-time educators teaching in entry-level occupational therapy programs throughout the United States. Ninety-two occupational therapy educators completed the survey for the quantitative portion of the study. Subsequently, six occupational therapy educators participated in an interview for the qualitative portion of the study. Participants most frequently used laboratory experiences and least frequently used rotating chair discussion for developing clinical reasoning. Participants perceived experiential learning as the most valuable and rotating chair discussion as the least valuable instructional method for developing clinical reasoning. The three themes of the educator, the student, and the environment emerged from the qualitative data. Outcomes suggest occupational therapy educators must embrace the role of facilitator and continue to explore a variety of effective instructional methods. In order to achieve this role, occupational therapy educators need to engage in personal and professional development. Researchers provide additional strategies for developing the clinical reasoning skills required for successful occupational therapy practice.

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“…There is ample literature on active learning and flipped classrooms encouraging instructors or professors to incorporate more active learning into their classrooms (Armbruster, Patel, Johnson, & Weiss, 2009;LoPresto & Slater, 2016;Niemi, 2002;Wong, Ip, Lopes, & Rajagopalan, 2014). Part of this learning involves the acquisition of social skills; we need to have the skills necessary to interact with one another.…”

Section: Introductionmentioning

confidence: 99%

Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

Costouros

2020

TLI

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Despite significant research supporting active learning, many professors continue to use traditional lectures as their primary teaching method, particularly in introductory level courses. This article explores whether jigsaw cooperative learning had a positive impact on student grades and enhanced their learning experience, as compared to the traditional lecture method. The question was answered by collecting data from an insurance and risk management introductory course in the business school. To answer the question on learning experience, students completed a validated survey on each pedagogy, consisting of 15 statements that they rated on a Likert scale of 1 to 5, strongly disagreeing or agreeing with the statements. The course content was taught using lectures for four learning modules and the jigsaw learning method for four learning modules. After each module, a quiz was written by each student, and these grades were compared to establish the impact of each teaching method on student grades. Data was analyzed using descriptive statistics and two-way ANOVA testing to determine significant differences. Data was collected from two student groups. One group was a traditional university group of diverse students and the other group consisted of international students from India. I compared the results of the two student groups to identify any differences. This research adds to the studies on active learning in insurance education, specifically jigsaw cooperative learning. It also contributes to literature on effective teaching strategies for international student groups.

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A New Comparison Of Active Learning Strategies To Traditional Lectures For Teaching College Astronomy

Abstract: ABSTRACT

Cited by 15 publications

References 24 publications

A revision of a traditional astronomy course through active learning

A revision of a traditional astronomy course through active learning

Identifying Instructional Methods for Development of Clinical Reasoning in Entry-Level Occupational Therapy Education: A Mixed Methods Design

Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

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