Investigating Student Engagement in First-Year Biology Education: A Comparison of Major and Non-Major Perception of Engagement Across Different Active Learning Activities

Hymers, Devin; Newton, Genevieve

doi:10.5206/cjsotl-rcacea.2019.1.7993

Cited by 8 publications

(12 citation statements)

References 20 publications

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“…is a correlation between pupils' perceived engagement and their performance (e.g. Halverson & Graham, 2019;Hymers & Newton, 2019). Teachers often want to see direct signs of pupils' engagement during lessons, as this is considered a sign that pupils are learning (Abrahamsson et al, 2019).…”

Section: Maria Sparfmentioning

confidence: 99%

“…Teachers often want to see direct signs of pupils' engagement during lessons, as this is considered a sign that pupils are learning (Abrahamsson et al, 2019). The importance of engagement has been documented in both formal natural science teaching settings (Chang et al, 2017;Hymers & Newton, 2019) and informal contexts (Melander Bowden, 2019). This suggests that it will be useful to study the role of engagement in different learning activities and contexts, including programming education.…”

Section: Maria Sparfmentioning

confidence: 99%

“…Previous studies show that learning engagement and educational outcomes are connected (e.g. Cochran et al, 2017;Halverson & Graham, 2019;Hymers & Newton, 2019). Engagement should be promoted since there is a correlation between pupils' perceived engagement and their performance.…”

Section: Digital Competence and Programmingmentioning

confidence: 99%

“…As pupils' engagement is not always visible in different digital learning environments (Kjällander, 2011), there is a risk that their entire learning processes will not be noticed. Pupils' engagement can be encouraged by using different types of teaching strategies (Hymers & Newton, 2019). Therefore, it is essential to plan for a learning design that uses learning technologies that support engagement (Bergdahl et al, 2018).…”

Section: Digital Competence and Programmingmentioning

confidence: 99%

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“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

Sparf

2021

Designs for Learning

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Section: Maria Sparfmentioning

confidence: 99%

Section: Maria Sparfmentioning

confidence: 99%

Section: Digital Competence and Programmingmentioning

confidence: 99%

Section: Digital Competence and Programmingmentioning

confidence: 99%

See 2 more Smart Citations

“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

Sparf

2021

Designs for Learning

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“…This approach was also successfully applied to different areas of education like biology, medical, engineering, English as a foreign language (EFL), information technology (IT), and design educations. [7][8][9][10][11][12] Peer review is another active learning approach, where the students are required to critically think and comment on the materials provided by their classmates. The question we would like to address is how the teachers can make use of these two approaches of "learning by teaching" and "peer review" to design an improved teaching method and provide better-quality learning process for students.…”

Section: Introductionmentioning

confidence: 99%

Learning by teaching efficiently enhances learning outcomes in molecular biology of the cell course

Mijakovic,

Rahimi

2023

Biochem Molecular Bio Educ

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To evaluate the impact of active learning approaches in a basic molecular and cell biology course for undergraduate students, we assessed the effect of learning by teaching and peer review on the learning outcomes. A literature seminar activity with peer review and feedback was organized as a compulsory activity for all students, covering about 25% of the course content. The remaining 75% of the course was delivered as classical lectures. The students collaborated in groups to present the content of a review article complemented with a research article. For each group of students, an opponent group was assigned to challenge the presenting group by questions and contribute to the evaluation of the presentation together with the teacher. Based on the feedback survey, the students reacted positively to this active learning exercise, and they strongly recommended keeping it in the future editions of the course. The students' exam scores strongly indicated that the learning outcomes from the learning by teaching part of the course were consistently higher than from the classical lecture part of the course. Further optimization of the active learning part of the course is outlined based on student feedback.

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Impact of combination of short lecture and group discussion on the learning of physiology by nonmajor undergraduates

Asem

Rajwa

2023

Advances in Physiology Education

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This study assessed the impact of an "active learning" strategy employed alone or in combination with traditional lectures on the learning of mammalian physiology by undergraduate students. The study investigated the impact of three teaching strategies, namely: (a) traditional lecture, (b) group discussion alone, and (c) combination of lecture and group discussion. For all strategies, students were given homework in a textbook and they completed written assignment before each session. Every student led the discussion of at least one assigned theme during each group session. The students had no access to the textbook or notes during group discussions. Four examinations (three in-semester and a final) assessed the students' knowledge of fundamental concepts of physiology of specific organ systems. Part of the final examination re-assessed knowledge of previously tested topics. The results show that the teaching modality employed to introduce physiology topics influenced students' learning. The average marginal effect of the lecture+discussion modality (average improvement linked to lecture+discussion strategy) on students' performance was 6.45%, CI95 (4.73, 8.16), P = 1.74×10-13, and the average improvement associated with the discussion-only modality was 5.5%, CI95 (3.84, 7.16), P = 7.84×10-11. On average, all class ranks performed better on materials covered under active learning settings than under lecture-only conditions. Moreover, students' performance under combined lecture and discussion conditions is predictive of their overall performance in the course. The results support the positive effect of student-centered learning and demonstrate the efficacy of a combination of lectures with group discussions on learning physiology by non-major students.

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Investigating Student Engagement in First-Year Biology Education: A Comparison of Major and Non-Major Perception of Engagement Across Different Active Learning Activities

Cited by 8 publications

References 20 publications

“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

Learning by teaching efficiently enhances learning outcomes in molecular biology of the cell course

Impact of combination of short lecture and group discussion on the learning of physiology by nonmajor undergraduates

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