Active Learning Facilitated by Using a Game-Show Format or Who Doesn’t Want to be a Millionaire?

Sarason, Yolanda; Banbury, Catherine

doi:10.1177/1052562903260808

Cited by 69 publications

(41 citation statements)

References 7 publications

(6 reference statements)

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“…During traditional lectures, students are generally passive (Dorestanni, 2005;Felder & Brent, 2004;Steward-Wingfield & Black, 2005), and consequently, information received passively with no attendant action is not readily retained in long-term memory (van Eynde & Spencer, 1988). Research also suggests that students learn best when they take an active role in learning through discussion, practicing, games, and applying concepts and ideas (Chickering & Gamson, 1987;Cortright, Collins, & DiCarlo, 2005;Mierson, 1999;Sarason & Banbury, 2004). A recent study involving engineering students found that active learners achieved greater levels of learning and motivation than did their passive peers (Gonzalez, Rodriguez, Olmos, Borham, & Garcia, 2012).…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

Lawanto¹,

Santoso²

2013

IES

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The current study evaluated engineering college students' self-regulated learning (SRL) strategies while learning electric circuit concepts using enhanced guided notes (EGN). Our goal was to describe how students exercise SRL strategies and how their grade performance changes after using EGN. Two research questions guided the study: (1) To what degree students' grade performance change after using the EGN?; and (2) To what degree students' SRL profiles change after using the EGN? The subjects for this study were 97 engineering students enrolled in the Fundamental Electronics for Engineers course at a university in Utah. A survey instrument developed using Butler and Cartier's SRL model was used to capture SRL strategies with a focus on the sixth feature which includes including planning, monitoring, and regulating. Regular examinations and the DC/AC conceptual inventory were used to assess grade performance. Descriptive statistics, independent and paired t-tests, and a cluster analysis technique were used to analyze survey data. A phenomenological data analysis was used to analyze interview transcripts to support findings from questionnaire data. The findings revealed an improvement on students' grade performance. Data analysis of the SRL survey revealed that students' had different SRL profiles. Students in the improved group reported a greater awareness of planning, monitoring, and regulating strategies. On the other hand, those in the declined group showed a lower awareness of the SRL strategies at the end of semester. In addition, emergent themes related to students' SRL and learning experience while using the EGN were found. This article will also discuss the potential implications for electric circuit concepts instructions.

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Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

Lawanto¹,

Santoso²

2013

IES

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“…The goal of this research is to achieve better understanding for student attitudes toward use platform as learning resources format at UGr, in addition, in this research paper investigative the effect use platform as learning resources on gender, owning a PC, and access to the internet. Numerous studies have demonstrated that a student's active involvement in the learning process enhances learning, a process often referred to as active learning (Benek-Rivera & Matthews, 2004;Sarason & Banbury, 2004). Simply stated, active learning involves "instructional activities involving students in doing things and thinking about what they are doing" (Bonwell & Eisen, 1991, p. 5).…”

Section: Literature Reviewmentioning

confidence: 99%

The Student's Attitude toward Use Platform as Learning Resources at University of Granada

Alobiedat¹,

Saraierh²

2010

RES

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The study aim to investigate students' attitudes towards use platform as learning resources at University of Granada (UGr), a survey of two hundred fifty-eight male and female undergraduate students from faculty of education, were randomly selected to participate in the study. The results of the study shows a positive attitude toward use of platform as learning resources and there was a significance difference, due to the gender, owning a personal computer (PC), and having access to the internet, and it was in favor of male students, and student who own a pc, and student whom do have access to the internet respectively.

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“…These include improved classroom interaction, improved student learning, improved motivation, better retention of material and better attendance (Blasco-Arcas, et al, 2013, Bruff, 2009, Caldwell, 2007, Moredich and Moore, 2007, Rowlett, 2010. In addition, action learning activities and classroom assessment techniques (Angelo and Cross, 1993) are easier implemented through the use of SRSs (Sarason andBanbury, 2004, McLoone et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

UniDoodle: A Multi-Platform Smart Device Student Response System – Evaluated in an Engineering Mathematics Classroom

McLoone

Kelly

Brennan

et al. 2017

MSOR

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Most of the existing student response systems, such as clickers, have limited input capabilities, typically only offering students a multiple-choice selection. In some instances, students can input a numerical or textual response. However, mathematical equations, diagrams, etc. are all beyond the capabilities of such systems. This paper proposes and presents a novel multi-platform smart device-based student response system, called UniDoodle, that allows for a more generic and flexible input. This system consists of a student application that allows for freeform input through sketching capabilities, a lecturer application that allows easy viewing of multiple sketch-based responses and a cloud-based service for co-ordinating between these two applications. In essence, students can now respond to a question posed by the lecturer using sketches and, hence, mathematical equations, circuit diagrams, graphs, etc. are all possible on the UniDoodle system. In addition, the lecturer can now gain a richer and more useful insight to the students' understanding of the relevant material. This paper also evaluates the UniDoodle system in a large class of first year Engineering Mathematics students. Details of the UniDoodle system, the evaluation process and the feedback obtained are all presented within.

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Active Learning Facilitated by Using a Game-Show Format or Who Doesn’t Want to be a Millionaire?

Cited by 69 publications

References 7 publications

Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

The Student's Attitude toward Use Platform as Learning Resources at University of Granada

UniDoodle: A Multi-Platform Smart Device Student Response System – Evaluated in an Engineering Mathematics Classroom

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