Providing structure: The critical element

Miller, Judith E.; Groccia, James E.; Wilkes, John M.

doi:10.1002/tl.37219966705

Cited by 15 publications

(10 citation statements)

References 11 publications

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“…Students simply provided anonymous, written feedback to the instructor, as prescribed by the individual activities. This technique was used primarily to monitor student comprehension and understanding and provide written feedback to the instructor, who then relayed the information back to the students (4,8,10,25,26,33). Toward the end of the first half of the semester, students formed informal learning groups with students in their immediate vicinity of two to four students each to share in the activities mentioned above (20).…”

Section: Treatment and Control Groupsmentioning

confidence: 99%

The Effect of Active Learning on Student Characteristics in a Human Physiology Course for Nonmajors

Wilke

2003

Advances in Physiology Education

139

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This study investigated the effect of active-learning strategies on college students' achievement, motivation, and self-efficacy in a human physiology course for nonmajors. Variables were studied via a quasi-experimental, Solomon four-group design on 141 students at a small west-Texas university. Treatment groups were taught using a continuum-based, active-learning model implemented over the course of a semester. Control groups were taught using traditional didactic lecture methods. To assess the effects of the continuum-based active learning strategies, students were administered a comprehensive physiology content exam, the Motivated Strategies for Learning Questionnaire, and attitude surveys. Factorial analyses indicated that the treatment groups acquired significantly more content knowledge and were significantly more self-efficacious than students in the control groups. There were no significant differences in motivation. Attitude surveys indicated that students in both the treatment and control groups demonstrated a positive attitude toward active learning, believed it helped (or would help) them to learn the material, and would choose an active learning course in the future.

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Section: Treatment and Control Groupsmentioning

confidence: 99%

The Effect of Active Learning on Student Characteristics in a Human Physiology Course for Nonmajors

Wilke

2003

Advances in Physiology Education

139

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“…Miller and her colleagues argue that for active collaborative learning, it is important not to relinquish structure along with control to avoid learner frustration (Miller et al, 1996). In a traditional class, because teachers maintain control of the procedures, it is comparatively easier for the instructor to regulate learners' activity.…”

Section: Resultsmentioning

confidence: 99%

Communicative Language Learning and Curriculum Development in the Digital Environment

Kim

2015

ASS

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Many schools in non-native English speaking countries are making efforts to implement English Immersed Education (EIE) in order to teach students English in context. Concurrently, the field of education is changing with the rapid evolution of technology, and with teachers and students becoming more technologically adept, ways of teaching and learning are advancing. Computer-supported collaborative learning (CSCL) is readily being applied to second language learning, as technologically rooted activities can provide many benefits to English Language Learners (ELLs). The aim of this study was to explore how the design of collaborative tasks within a virtual environment can enhance ELLs interactive communication, in terms of quality and quantity. First, literature on pedagogical applications of virtual worlds, in a general context and in a language learning context, is explored, as is the notion of cultural relevance and its impact on learning. Design-based methodology was employed, as five different virtual tasks were designed and implemented at Chungwhang Middle School and Indam High School in Seoul, South Korea. Results showed that the amount of interactivity among students and the nature of that interactivity were positively affected through the use of task-based virtual activities. Higher levels of conversation, in terms of quality and quantity, were developed when tasks focused on culture. Thus, further research is suggested on designing culturally relevant quests based on academic content.

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“…Entire class periods can be devoted to an active approach with students working individually or in groups. Structure of the environment (class meetings, the curriculum, and assessment) is a factor deemed critical to the success of active learning (Miller, Groccia, & Wilkes, 1996).…”

Section: History and Definitionsmentioning

confidence: 99%

Assessing Active Alternatives for Teaching Programming

Poindexter

2003

JITE:Research

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Executive SummaryActive learning and cooperative learning are two alternatives to the traditional lecture/lab approach to teaching software development. Evidence supporting use of these learning strategies in Computer Information Systems (CIS) began to emerge in the mid-1990s as faculty sought ways to improve student understanding of programming concepts, reduce the level of frustration, and better prepare students for jobs based on teamwork.Shifts in the competencies of incoming students have influenced the type of material covered in the sta ndard class period. Though a higher percentage of students may enter knowing the basic mechanics of the computer, it remains difficult for them to effectively apply that skill beyond their personal interests of music, games, and surfing. Used to an advantage, these changes in student competencies can provide more time for "why" topics in place of "how to" topics. Technology integration enables the shift to occur more efficiently, but alternatives to a pure lecture mode of course delivery may be worthwhile.A study with active and peer learning strategies that was conducted at this mid-west USA institution involving software development is reported here. The results of this study indicate that some lecture is necessary, structure is critical, and careful attention to group processes and facilitation is needed. The rewards are that active exercises shorten the learning cycle and improve problem-solving abilities, attitude is significantly improved, and interpersonal skills are gained. Using literature and empirical research this paper assesses the value of active and peer learning environments in programming courses.

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Providing structure: The critical element

Abstract: This chapter describes the various ways that the level and type of structure can be varied in an active learning course and discusses how to use the manipulation of course structure to meet the challenges presented by a diverse student body.

Cited by 15 publications

References 11 publications

The Effect of Active Learning on Student Characteristics in a Human Physiology Course for Nonmajors

The Effect of Active Learning on Student Characteristics in a Human Physiology Course for Nonmajors

Communicative Language Learning and Curriculum Development in the Digital Environment

Assessing Active Alternatives for Teaching Programming

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