Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

Abstract

Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.

Non-Scientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

“…Clearly, positive emotions are more frequent than negative ones (Figure 9). This is consistent with previously published work in the literature, for example Bujacz et al [39] obtained a correlation of positive emotions with creative activities, Suwal and Singh [40] found mainly positive emotions in the use of the Building Information Modelling (BIM) methodology using an online platform, Jeong et al proposed that active learning methodologies [12] and flipped classroom [13,32] cause positive emotions in students. On the contrary, Zamora et al found a plane emotional performance in a project-based learning activity developed using BIM in the university context [11].…”

“…Innovative methodologies are trending topic within the education spheres. Methodologies like flipped classroom, problem-based learning, design thinking or gamification are widely spread and many scholars are working on them, either at primary school level [7], high school [8] or higher education [5,[9][10][11][12][13][14]. Despite the relative novelty of such initiatives, obviously all of them respond to a very old question that is already stated out from a long time: How to engage more and better the students in the education process, making it a real excellent event?…”

Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom

“…This is consistent with previously published works in the literature, for example, Bujacz et al [39], who obtained a correlation of positive emotions with creative activities, or Suwal and Singh [40], who found mainly positive emotions in the use of the building information modeling (BIM) methodology using an online platform. Similarly, Jeong et al proposed that active learning methodologies [41] and the flipped classroom cause positive emotions in students [23,30,42] and enhance science self-efficacy in preservice teachers [43]. By contrast, Zamora et al [8] found a plain emotional performance in a project-based learning activity developed using BIM in the university context.…”

“…On the other hand, the student who used fewer emotional expressions is Blanca, a student who had initially a high online platform. Similarly, Jeong et al proposed that active learning methodologies [41] and the flipped classroom cause positive emotions in students [23,30,42] and enhance science self-efficacy in preservice teachers [43]. By contrast, Zamora et al [8] found a plain emotional performance in a project-based learning activity developed using BIM in the university context.…”

Análise De Cenários Envolvendo Estilo Gerencial E Aprendizagem Organizacional Por Meio Da Dinâmica De Sistema

“…Além do mais, é essencial que este preocupe-se com aspectos de aprendizagem de seus funcionários, importante para melhorar os resultados e o ambiente organizacional, tema este que será compreendido na subseção seguinte. MOREIRA, 2018;VASCONCELOS et al, 2019;DUMINELLI et al, 2019;JEONG et al, 2019;FÉLIX;BRAGA, 2019;ARRUABARRENA et al, 2019).…”