An Active Learning Classroom in Construction Management Education: Student Perceptions of Engagement and Learning

Farrow, C. Ben; Wetzel, Eric M.

doi:10.1080/15578771.2020.1757536

Cited by 13 publications

(10 citation statements)

References 14 publications

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“…Gamification, with its interactive and immersive elements, aligns well with the principles of active learning. By demonstrating the positive impact of gamification on Psychological Ownership and Perceived Importance, this research provides empirical support for the effectiveness of active learning strategies [ 50 – 52 ] in fostering a sense of personal investment and perceived relevance among students.…”

Section: Discussionmentioning

confidence: 68%

Enhancing ESG learning outcomes through gamification: An experimental study

Zhang

2024

PLoS ONE

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This study investigates the effectiveness of gamification in enhancing learning outcomes in Environmental, Social, and Governance (ESG) education. Employing a cluster randomized experiment, the research involved 22 classes from four universities, divided into gamified and traditional teaching groups. The gamified group engaged with ESG concepts through interactive, game-like elements, while the control group followed standard educational practices. The study aimed to determine whether gamification could improve ESG course effectiveness and enhance Psychological Ownership and Perceived Importance, thereby influencing learning outcomes. Data collected through post-experiment surveys were analyzed using multiple linear regression and Structural Equation Modeling (SEM). Results indicated that students in the gamified group performed significantly better in ESG exams compared to the control group, demonstrating the effectiveness of gamification in enhancing academic achievement. The SEM analysis further revealed that gamification positively impacted Psychological Ownership and Perceived Importance, which in turn significantly improved academic performance. These findings suggest that incorporating gamification in ESG education can effectively engage students and deepen their understanding of complex sustainability issues. This study contributes to the field by highlighting the potential of gamification as a transformative tool in higher education, particularly in teaching abstract and multifaceted subjects like ESG.

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Section: Discussionmentioning

confidence: 68%

Enhancing ESG learning outcomes through gamification: An experimental study

Zhang

2024

PLoS ONE

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“…Hal ini terlihat dari berbagai macam aktifitas pembelajaran yang diselenggarakan secara online maupun offline yang berorientasi pada keaktifan para mahasiswa. Strategi pembelajaran aktif sebagaimana penelitian Farrow dan Wetzel (2020) melaporkan bahwa pembelajaran aktif memberikan pengalaman positif terhadap para peserta didik karena dapat melahirkan suasana kelas yang menarik dan interaktif (Farrow & Wetzel, 2020).…”

Section: Kegiatan Inti Pembelajaranunclassified

Peer Teaching Method to Support the Students’ Learning Motivation In Arabic Speaking Skills During The Covid-19 Pandemic

Wahdah

Mubarak²,

Hamidah³

et al. 2022

j. arabic learning

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The current covid-19 pandemic phenomenon has a major impact on the learning process at various universities in Indonesia. The adoption of the online lecture system caused by the pandemic has become a problem for some lecturers who are still unfamiliar with technological development. This situation is also experienced by a lecturer who teaches the Speaking Skill Course at a Higher Education in Central Kalimantan Province as a consequence of lacking motivation for the students to attend Speaking Course. To overcome this demotivation, the Arabic Students’ Association at the tertiary education institution organizes Speaking learning using the ”Peer Teaching Method. Therefore, this study aims to explore the speaking skill learning process. This study uses a qualitative approach with a case study type and uses two data collection techniques, namely observation and interviews. This study produced two findings. First, there were several steps used by the organizational coordinator in implementing Speaking Skill learning using the peer teaching method, namely (1) selecting prospective tutors based on their scientific capacity and experience in the field of Arabic language learning, (2) Active learning process speaking skill organized by tutors using various interactive games such as nurakkizu, word chain, and ice breaking. Second, there are several motivational factors for students in participating in speaking skill learning using the peer teaching method, namely (1) The convenience of interaction between tutors and students is caused by the age distance that is not too far, (2) Peer tutor creativity in organizing innovative Speaking Skill learning, and (3) flexibility in communication time between tutors and students.

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“…A study aimed at assessing student perspectives on the impact of active learning spaces in the education process, reported that the majority of participants believed that their active engagement enhanced their interaction with peers, academic performance, quality of education, and assessment results. 11 Colleges for studying health professions in Saudi Arabia have shifted their teaching modality from teacher-centred to more student-centred learning such as King Saud University, King Khalid University and Alfaisal University. The focus is mainly on an effective use of blended and self-regulated learning, together with an emphasis on monitoring results.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Active Learning on the Development of Learner Capabilities in the College of Applied Medical Sciences: Mixed-Methods Study

Alhawiti¹

2023

AMEP

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Background The learning process and the development of learning capabilities depend heavily on students’ active participation in their education. However, no study from the Gulf region has previously evaluated the effects of active participation in the capability development of students studying in the College of Applied Medical Sciences (COAMS). Objectives The study’s objectives were twofold: to assess the undergraduate students’ active participation in the development of their abilities at COAMS, and then to evaluate the teachers’ viewpoints on how active participation affects the general capabilities of COAMS students were examined. Methods This mixed-methods study employed an explanatory sequential design with quantitative (survey) data collected before qualitative data (face-to-face interviews). All final year students and faculty members from four programs were included. Eligible students were invited to complete the self-administered “Student Engagement Questionnaire (SEQ)” along with a questionnaire eliciting demographic information between January and April 2022. We further conducted open-ended ethnographic interviews with 12 faculty members. The programs and their effects on the students” abilities were assessed using ANOVA. The contribution of categorical variables to student active engagement was analysed using the Chi-square test. The responses from faculty members were analyzed thematically. Responses from the faculty members were analyzed using a thematic approach. Results Total of 145 eligible students (100%) completed the questionnaires. With regard to most of the questions regarding active engagement in the development of abilities, students expressed a high level of satisfaction. Therefore, modifying the curriculum to include critical thinking that addresses community issues, providing real-world experience, collaborative learning, and peer learning would improve students’ cognitive, learning, and skills while also improving engagement. Conclusion This study provides first-hand information on the effects of active participation in the development of capabilities. It suggests that these effects are related to the interactions between students and teachers as well as the learning environment, which are essential for improving academic performance.

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An Active Learning Classroom in Construction Management Education: Student Perceptions of Engagement and Learning

Cited by 13 publications

References 14 publications

Enhancing ESG learning outcomes through gamification: An experimental study

Enhancing ESG learning outcomes through gamification: An experimental study

Peer Teaching Method to Support the Students’ Learning Motivation In Arabic Speaking Skills During The Covid-19 Pandemic

The Influence of Active Learning on the Development of Learner Capabilities in the College of Applied Medical Sciences: Mixed-Methods Study

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