Finance students’ experiences of lecture-based active learning tasks

McCullough, Kerry; Munro, Nicholas

doi:10.1080/14703297.2016.1189843

Cited by 10 publications

(5 citation statements)

References 13 publications

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“…Mizokami (2014) argued that the emergence of AL signifies a paradigm shift from instructors' lecture-based teaching to students' activity-based learning. However, as McCullough and Munro (2018) argue, AL and lectures should not be mutually exclusive because combining lectures with AL may help address the disadvantages of the latter (e.g. reduction in content coverage).…”

Section: Discussionmentioning

confidence: 99%

The demise of active learning even before its implementation? Instructors’ understandings and application of this approach within Japanese higher education

Ito

Takeuchi

2020

Education Inquiry

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Active learning is the outcome of a series of higher education policy reforms conducted in the late 2000s and early 2010s in Japan. This approach gained momentum after it was prioritised in a comprehensive report produced by the Central Council of Education (an advisory board of the Ministry of Education, Culture, Sports, Science, and Technology). It was also emphasised in a project undertaken by this Ministry. Despite its popularity and the emergence of publications focusing on its definition and associated methods, some scholars have expressed concern that active learning is not well understood or appropriately applied by Japanese university instructors. However, to date, no large-scale empirical studies have been conducted to elicit their understanding and practice of active learning. The current study addressed this research gap through a nation-wide survey of university instructors. Its findings indicate that the scholars' concerns are largely justified. Whereas the majority of respondents reported the use of instructional methods for implementing active learning recommended by the Central Council (e.g. project-or problembased learning and cooperative learning), they tended to equate active learning with the mere use of these methods. In conclusion, we offer suggestions on how active learning should be understood and practiced by instructors.

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Section: Discussionmentioning

confidence: 99%

The demise of active learning even before its implementation? Instructors’ understandings and application of this approach within Japanese higher education

Ito

Takeuchi

2020

Education Inquiry

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“…The desires of staff to utilise active learning are in line with the general trajectory of teaching approaches in recent years prior to the pandemic [30]. Furthermore, efforts to introduce active learning in lecture settings have met with mixed responses from students [31] meaning flipped or blended approaches may be preferable.…”

Section: How Were In-class Lectures Replaced During the Emergency Onl...mentioning

confidence: 94%

The Post-Pandemic Lecture: Views from Academic Staff across the UK

2022

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COVID-19 forced the closure of UK universities. One effect of this was a change in how lectures, and their recordings, were made and used. In this research, we aimed to address two related research questions. Firstly, we aimed to understand how UK universities replaced in-person lectures and, secondly, to establish what academic staff believed the post-pandemic lecture would look like. In a mixed-methods study, we collected anonymous quantitative and qualitative data from 87 academics at 36 UK institutions. Analysis revealed that respondents recognised the value and importance of interactive teaching and indicated that the post-pandemic lecture would and should make greater use of this. Data also revealed positive views of lecture capture, in contrast to pre-pandemic studies, and demonstrated that staff recognised their value for those who were unable to attend, or who had specific learning differences. However, staff also recognised the value of asynchronous lecture videos within a blended or flipped approach. This study provides evidence that the pandemic has engendered changes in attitudes and practices within UK higher education that are conducive to educational reform.

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“…This relationship extends to the organizational practice, where active learning develops environments conducive to business practice [7] and reinforced by the online context [8], reducing the time of treatment and data interpretation and translating into a significant improvement in the review and design of financial, social and commercial scenarios, and strategies. Therefore, we are dealing with a very practical and very motivational way of knowledge transmission [9] and to increase interest in various subjects [10] namely in practicing medicine [11] and to choose collected data about informal nonhuman aspects for human condition explanation [12] combining soft and technical skills with physical activity to improve the performance [13] and using technology kits to increase experiences and increase the subjective knowledge [14].…”

Section: Objectives and Preoccupationsmentioning

confidence: 99%

Introductory Chapter: Active Learning—Beyond the Future

Brito¹

2019

Active Learning - Beyond the Future

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Training-group (an interactive technique where people learn from each other, the bestknown technique is the psychodrama) [24]. 2. Team-building (use of intervention different types that enhance social relationships and clarify the roles of group members, one of the known techniques is outdoor) [25]. 3. Delphi technique (use of an experts group to compare unstructured or individual groups) [26]. 4. Technique of help interview/consultation (consultation process-technique of psychological interview) [27]. 5. Force-field analysis technique (the technique of events diagnosis for results optimization) [28]. 6. Confrontation group technique (a technique that means having the courage to tell a person what they have seen or heard, to show that they are worried about them and to suggest that they are willing to help) [29]. 7. Data feedback technique (data feedback-ability to give and receive opinions, criticisms and suggestions about our attitudes, behaviors, and/or performances, with the purpose of reorienting and/or stimulating a particular individual or group action) [30]. 8. Third-party technique (the third party-is a procedure for the resolution of controversies-is one of the alternative methods to classic judiciary litigation), [31].

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Finance students’ experiences of lecture-based active learning tasks

Cited by 10 publications

References 13 publications

The demise of active learning even before its implementation? Instructors’ understandings and application of this approach within Japanese higher education

The demise of active learning even before its implementation? Instructors’ understandings and application of this approach within Japanese higher education

The Post-Pandemic Lecture: Views from Academic Staff across the UK

Introductory Chapter: Active Learning—Beyond the Future

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