Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence

Abstract

Background: Productive learning processes and good learning outcomes can be attained by applying the basic elements of active learning. The basic elements include fostering discussions and disputations, facing alternative conceptions, and focusing on conceptual understanding. However, in the face of poor course retention and high dropout rates, even learning outcomes can become of secondary importance. To address these challenges, we developed a research-based instructional strategy, the primetime learning model. We devised the model by organizing the basic elements of active learning into a theory-based four-step study process. The model is based on collaborative and technology-enhanced learning, on versatile formative assessment without a final exam, and on genuine teacher presence through intimate meetings between students and teachers. Results: We piloted the model in two university physics courses on thermodynamics and optics and observed persistent student activity, improved retention, and good learning outcomes. Feedback suggested that most students were satisfied with the learning experience. Conclusions: The model suits particularly well for courses that, in addition to the teaching subject itself, focus on teaching balanced study habits and strengthening social integration. By its very construction, it also helps the propagation of research-based instructional strategies. Although the model does contain challenges, it represents a generic framework for learning and teaching that is flexible for further development and applicable to many subjects and levels.

Design and Validation of Inquiry-based STEM Learning Strategy as a Powerful Alternative Solution to Facilitate Gift Students Facing 21st Century Challenging

“…These findings lead to the conclusion that non-talented students will not be interested in integrated STEM implementation. Engagement in STEM across the primary-secondary school transition, colleges, and universities had been widely investigated (Dare, Ellis, & Roehrig, 2018;Koskinen, Lämsä, Maunuksela, Hämäläinen, &Viiri, 2018;Basham &Marino, 2013;Laboy-Rush, 2011;Fairweather, 2008;Tytler, Osborne, Williams, Tytler, & Cripps, 2008). We need to understand the difference between STEM, integrated STEM Education, and STEM learning strategy definitions.…”

Visualising the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning

“…Our previous findings (Koskinen et al, 2018) indicate that the primetime learning model increased students' retention rate and maintained good learning outcomes in the courses in which the model was implemented. To better understand how students work (Krathwohl, 2002).…”

“…This study was conducted during a seven-week introductory physics course in thermodynamics and optics. The course was based on a new instructional strategy developed at a Finnish universitythe primetime learning model (Koskinen, Lämsä, Maunuksela, Hämäläinen, & Viiri, 2018). The primetime learning process is comprised of four phases: principles, practice, problem solving, and primetime (presented in Table 1).…”

The Influence of Scientific Independence towards Students’ Content Analysis and Science Process Skills on Cell Metabolism Topic

“…Nevertheless, in the experimental group, the teacher sometimes too much assisted the students while the learning orientation was scientific independence. This was probably because the teacher was used to provide any learning need (Koskinen et al 2018).…”