FísicActiva: applying active learning strategies to a large engineering lecture

Auyuanet, A.; Modzelewski, Helena; Loureiro, Silvia; Alessandrini, Daniel; Miguez, Marcelo Gomes

doi:10.1080/03043797.2017.1306026

Cited by 11 publications

(8 citation statements)

References 9 publications

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“…[ 1 Total n may include multiple entries of a single study (e.g., definition in [40] covers four sub-categories: Student-centered, opposite of lectures, reflection and thinking, collaboration).…”

Section: Opposite Of Lecturesmentioning

confidence: 99%

“…The problems seem easy when the instructor works them at the board; it is not until problems are assigned and students get stuck part way through or fail to complete them that real learning occurs." [48] (p. 188) [40,41,43,47,48,68,82,84,85] Learning theory (n = 8) 1…”

Section: The Argument For Use Example Referencesmentioning

confidence: 99%

“…However, in most studies, the methods for measuring student learning targeted overall achievements in the course rather than examining the effects of various activities individually. [46,51,52,58,60,62,64,68,70,73,74,84] 10 (C) [40,41,48,53,55,58,65,69,77,79] + 1 (NC) [50] 9 (C) [39,48,54,57,61,63,66,79,80]…”

Section: Learning Outcomes and The Measurement Of Learningmentioning

confidence: 99%

“…Total n includes multiple entries of a single study (e.g., the article of[40] includes both self-reports and course grades). Note.…”

mentioning

confidence: 99%

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The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

et al. 2019

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Active learning has gained growing political, instructional, and research interest. However, the definitions of active learning are wide. The learning outcomes related to it have been mostly positive but the measurement methods are not without problems. This review provides an overview of active learning, especially in the context of engineering higher education, by answering two research questions: (1) How is the concept of active learning defined and justified in engineering higher education research? (2) What are the learning outcomes connected to active learning and how is learning measured in engineering higher education research? Sixty-six empirical articles were analyzed inductively with qualitative content analysis. The analysis showed that active learning was defined in various ways, and in some articles, it was not defined at all. In addition, justification (theoretical or empirical) for the use of active learning was seldomly reported. Finally, the indicators used to measure the impact of active learning on students’ learning outcomes were mostly based on students’ self-report data and focused on course specific development in subject-related knowledge. More thorough descriptions and theoretical justifications, as well as the consideration of learning outcomes with appropriate research methods, could reinforce the transparency of empirical interventions and the application of active learning.

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Section: Opposite Of Lecturesmentioning

confidence: 99%

Section: The Argument For Use Example Referencesmentioning

confidence: 99%

Section: Learning Outcomes and The Measurement Of Learningmentioning

confidence: 99%

“…Total n includes multiple entries of a single study (e.g., the article of[40] includes both self-reports and course grades). Note.…”

mentioning

confidence: 99%

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The Concept of Active Learning and the Measurement of Learning Outcomes: A Review of Research in Engineering Higher Education

et al. 2019

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“…Felder and Silverman [12] pointed out that most engineering classes are passive, auditory, and abstract, thus leading to poor student performance and the loss of potentially talented engineers. The concept of active learning has, therefore, gained increasing attention over recent years [13]. Compared with passive learning, active learning requires students to participate in visible actions instead of merely sitting, listening, and reading [11].…”

Section: Active Learning In Engineering Educationmentioning

confidence: 99%

A Peer Review System for BIM Learning

Tsai

2019

Sustainability

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This research proposed a peer review system for the instruction of building information modeling (BIM). With the rapid growth of BIM technology, 3D modeling has become an essential skill for civil engineers. However, it is difficult for an engineer to gain 3D modeling skills through conventional lecture-based learning. The peer review approach has been recently introduced as an educational method and is widely utilized to promote learners' active learning that is hard to teach using conventional approaches; however, no peer review system has been developed thus far for teaching 3D modeling. Therefore, this research developed a peer review system for 3D modeling courses and proposed guidelines for developing a peer review-based BIM course. Additionally, this study developed a web-based reviewing system, which allows the learner to review others' works online. The system was implemented in an undergrad-level course for validation. The results revealed that using the peer review system for 3D modeling instruction can help learners to gain more detailed skills; it also allows learners to learn from others' works. The system can also help the instructor to identify potential mistakes that the students may make while constructing the BIM model and to make continuous improvements for future courses.

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