An Invitation to Deep Active Learning

Matsushita, Kayo

doi:10.1007/978-981-10-5660-4_2

Cited by 36 publications

(41 citation statements)

References 3 publications

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“…Moreover, research has conclusively demonstrated that active learning develops problem-solving proficiency and supports the desired learning outcomes (Sivan, Leung, Woon, & Kember, 2000;Zwaal & Otting, 2012). Active learning pedagogies designed to stimulate learner creativity and move learning from a receptive to an interactive mode markedly promote analysis and reflection, which are essential parts of learning, particularly in terms of applicability of knowledge (Abrami, 2001;Matsushita, 2018). Hence, active learning strategies go beyond recall by deeply engaging students through the use of authentic learning strategies to promote critical thinking and foster the development of higher-level learning skills.…”

Section: Technology-enabled Active Learningmentioning

confidence: 99%

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

Shroff

Ting

Lam

2019

AJET

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This article reports on the design, development, and validation of a new instrument, the Technology-Enabled Active Learning Inventory (TEAL), to measure students’ perceptions of active learning in a technology-enabled learning context. By laying the theoretical foundation, a conceptual framework for technology-enabled active learning was developed. The conceptual framework formed the basis of the instrument development process including the design, development and validation of TEAL to measure students’ perceptions of active learning in a technology-enabled learning context. The self-reporting questionnaire consisted of four scales: interactive engagement, problem-solving skills, interest and feedback. All scales were assessed on a 7-point Likert scale. The survey items were designed to measure the four aspects of technology-enabled active learning and were verified by two panels using a formalised card sorting procedure as well as confirmatory factor analysis of a small-scale (n = 61) pilot survey. The TEAL questionnaire demonstrated internal consistency. Reliability as measured by Cronbach’s coefficient alpha ranged from 0.83 to 0.88 indicating good reliability and internal consistency of the items. The resultant instrument is a valid and reliable instrument that can be used in future research to gather and represent data on students’ perceptions of active learning in a technology-enabled learning context.

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Section: Technology-enabled Active Learningmentioning

confidence: 99%

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

Shroff

Ting

Lam

2019

AJET

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“…It is reported that for active learning to be applied in higher education, faculty members need to see technology as a tool to promote their teaching and students' learning (Şahin, Muhammed, Kurban, Caroline Fell, & Mazur, 2019). Active learning can be defined as any learning approach that allows students to do an active learning task and encourage them to think about the activities they are involving in (Matsushita, 2017). In other words, the student practices working, talking, and receiving during the class, which can be used to discriminate between active and passive learning (Johnson, Johnson, & Smith, 1998).…”

Section: Introductionmentioning

confidence: 99%

Using Nearpod as a Tool to Promote Active Learning in Higher Education in a BYOD Learning Environment

Hakami¹

2020

JEL

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The present study aims to explore Nearpod as a tool to promote active learning in higher education. In this study, Nearpod is regarded as a tool that can be used to enhance teaching and learning for those lectures provided by male instructors to female students at Sharoura College of Science and Arts, Najran University. Hence, the Nearpod is integrated with video-conference learning system which is used as distance learning system to provide lectures by male lecturers to female students who study at a separate campus. Consequently, students' own devices have been used to fulfil learning activities during classes. The author utilized the mainly quantitative research method and designed an electronic learning questionnaire applied to (74) female students. The findings of the study showed that the affordances of Nearpod and the BYOD model have promoted active learning in the classroom. Students were very satisfied with integrated learning environment, and they commended Nearpod in all courses specially those ones taught by video-conference learning system.

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“…The findings indicate that the students seemed to mix the two approaches within the flipped classroom, applying the surface approach as they listened to the recordings and the deep approach as they fully engaged in the active in-class learning assignments. Although this contradicts the idea that students use a single approach across all platforms (Ellis et al, 2008), it is in line with Matsushita (2018) that they need to internalise certain knowledge in order to participate in active deep learning. The lack of preparation might, in a way, explain Awidi and Paynters' (2019) findings that students did not find the inclass activities of the flipped classroom enjoyable, as they did not prepare and thus did not have the information they needed to actively participate.…”

Section: Discussionmentioning

confidence: 93%

“…Her emphasis on deep active learning is derived from students' "deep understanding" to learning and includes "deep engagement" and "deep learning." With the emphasis on the active aspect of deep learning, she further pointed out that, in order for deep active learning to occur, students need to internalize some information in order to apply and understand it in the classroom, which, she also points out, the flipped classroom offers through the internalization of online lectures and participation in class activities (Matsushita, 2018;Mori, 2018). The internalization of information by means of passive learning in order to enhance active learning is in conflict with some other studies on learning approaches.…”

Section: Approaches To Learningmentioning

confidence: 99%

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

Sigurðardóttir

Heijstra

2020

cjsotl-rcacea

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Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.

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An Invitation to Deep Active Learning

Cited by 36 publications

References 3 publications

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

Using Nearpod as a Tool to Promote Active Learning in Higher Education in a BYOD Learning Environment

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

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