From Lecture to Active Learning: Rewards for All, and Is It Really So Difficult?

Pengelley, David

doi:10.1080/07468342.2020.1680228

Cited by 5 publications

(10 citation statements)

References 9 publications

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“…For the purposes of this paper, we distinguish between passive and active engagement. We note that, while there are numerous articles on active learning (Braun et al, 2018;Gavalcová, 2008;Pengelley, 2020;Prince, 2004), where the accepted meaning of this term relates to classroom-based learning strategies, our focus is on learning resources that are either supplementary or alternatives to face-to-face classes and are accessed principally in the students' own time. We therefore use the term active engagement to refer to the use of resources, where the student has demonstrably engaged with the resource beyond accessing the resource in the first place; in our context this engagement is used to reflect participation such as selecting an answer to a multiple-choice question or entering a numerical or algebraic answer.…”

Section: Scope Of Current Papermentioning

confidence: 99%

Exploring the use and impact of online digital resources in a mathematics module

Morari,

Palmer,

Carroll

et al. 2024

EUR J SCI MATH ED

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This study examines the relationship between student engagement with digital resources and final module grade in a particular mathematics module delivered online in an Irish technological university. Measures of student engagement with the module are defined and calculated using data from virtual learning environment. These measures are analyzed to provide a description of students’ online study habits. We make an initial distinction between resources provided by the lecturer that are lecture-based or exam-focused. We further categorize student engagement with these resources as active or passive and consider these measures of student engagement in an online context. With these categories and measures in mind, we then examine the correlation between student engagement and final module grade using a multivariable linear regression model.

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Section: Scope Of Current Papermentioning

confidence: 99%

Exploring the use and impact of online digital resources in a mathematics module

Morari,

Palmer,

Carroll

et al. 2024

EUR J SCI MATH ED

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“…Perkara ini adalah bertepatan kerana kemahiran pemikiran sejarah dapat menggalakkan murid-murid untuk berfikir secara kritis dan analitis melalui sumber dan peristiwa sejarah dalam memahami peristiwa masa lalu. Tambahan pula, peluang pembelajaran yang aktif melalui teknik Peer Instruction adalah berupaya untuk menggalakkan proses inkuiri melalui bacaan bahan-bahan pembelajaran, membolehkan murid-murid mampu menerima banyak maklumat serta mencuba penyelesaian masalah yang baharu (Tolga, 2012;Mazur, 1997;Luisa, 2011;Pengelley, 2020).…”

Section: Perbincangan Kajianunclassified

Teknik Peer Instruction Dengan Penggunaan Sumber-Sumber Sejarah Terhadap Pencapaian Pemikiran Sejarah dan Kekekalannya

Kaviza

2021

Attarbawiy

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The experimental study aimed to identify the effect of Peer Instruction techniques with using of historical sources towards historical thinking achievement and its retention among students. A total of 25 form four students through the purposive sampling technique are involved as the sample in this study. This historical thinking achievement test which has been adapted and verified by content matter experts and has good reliability value was research instrument are used in this study. The data were analysed descriptively and inferred such as One Way ANOVA test with repeated measures through IBM SPSS software. The findings indicated that Peer Instruction techniques with using of historical resources is significantly effective on historical thinking achievement and its retention among students. The implications of this study have suggested that Peer Instruction techniques with using of historical resources as innovative history pedagogy which potential implemented at all level of schools. ABSTRAK Kajian eksperimental ini bertujuan untuk mengenal pasti kesan teknik Peer Instruction dengan penggunaan sumber-sumber sejarah terhadap pencapaian pemikiran sejarah dan kekekalannya dalam kalangan murid. Seramai 25 orang murid Tingkatan Empat melalui teknik persampelan bertujuan telah dipilih sebagai sampel dalam kajian ini. Instrumen kajian ini merupakan ujian pencapaian pemikiran sejarah yang telah diadaptasi dan disahkan pakar penilai dan mempunyai nilai kebolehpercayaan yang baik. Data kajian ini dianalisis secara deskriptif dan inferensi iaitu ujian ANOVA sehala dengan pengukuran berulang melalui perisian IBM SPSS. Dapatan kajian ini menunjukkan teknik Peer Instruction dengan penggunaan sumber-sumber sejarah adalah berkesan secara signifikan terhadap pencapaian pemikiran sejarah dan kekekalannya dalam kalangan murid. Implikasi kajian ini telah mencadangkan teknik Peer Instruction dengan penggunaan sumber-sumber sejarah sebagai kaedah pengajaran sejarah yang inovatif yang boleh dilaksanakan pada semua peringkat persekolahan.

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“…Active learning is an alternative paradigm to traditional lecturing, where a more student-centered approach is taken [1]. This way, students get a more proactive role in their education, while the teacher's role turns into a facilitator in their learning process [2]. Furthermore, extensive research states that scholars learn more if they get actively engaged in a classroom environment than if they are in a passive lecture condition [3].…”

Section: Introductionmentioning

confidence: 99%

A Generic Multilevel Structure for Educational Escape Rooms

Roig,

Alcaraz,

Gilly

et al. 2024

Education Sciences

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The use of active learning activities for evaluation purposes has been reported to improve results in all areas within the education field. In this paper we describe a generic multilevel structure for educational escape rooms, along with a use case where such a design was applied for assessment in a course within the STEM area. Furthermore, a project-based learning activity was also added to complement that assessment. The results obtained expose an increase in both academic performance and success rate, where the percentage rises in both cases go in line to the literature. Additionally, a high level of engagement was measured during those active learning activities, which is reported to lead to better performance and improved learning. Hence, this high engagement seems to be the primary source of the increments experienced.

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From Lecture to Active Learning: Rewards for All, and Is It Really So Difficult?

Cited by 5 publications

References 9 publications

Exploring the use and impact of online digital resources in a mathematics module

Exploring the use and impact of online digital resources in a mathematics module

Teknik Peer Instruction Dengan Penggunaan Sumber-Sumber Sejarah Terhadap Pencapaian Pemikiran Sejarah dan Kekekalannya

A Generic Multilevel Structure for Educational Escape Rooms

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