Quantifying the effects of active learning environments: separating physical learning classrooms from pedagogical approaches

Hao, Qiang; Barnes, Bradley; Jing, Mengguo

doi:10.1007/s10984-020-09320-3

Cited by 21 publications

(18 citation statements)

References 23 publications

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“…Active learning was considered as a method focused on learner-centered approach to organize teaching activities to promote their active learning roles through different methods, for instance, group discussion, teamwork, case studies and role-play to solve problems and enhance their knowledge and skills ( Campbell et al., 2020 ; Daouk et al., 2016 ); improve communication and collaboration skills and learning performance ( Cole et al., 2021 ; Hao et al., 2021 ). It is important for teachers to design lessons and create a pleasant learning atmosphere in the classroom to pay attention to students and motivate learning needs.…”

Section: Related Literaturementioning

confidence: 99%

How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project

Nguyen

Kanjug

Lowatcharin

et al. 2022

Heliyon

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Section: Related Literaturementioning

confidence: 99%

How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project

Nguyen

Kanjug

Lowatcharin

et al. 2022

Heliyon

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“…Research findings have also revealed that learners not only show different levels of attitudes towards chemistry (Hao, 2020) but that these attitudes are affected among other factors by the amount of subject matter content and teachers' approach to teaching (Méndez, 2006). According to Sata and Tzougraki (2004), the attitudes of eleventh-grade students in Greece regarding the difficulty of chemistry lessons were found to be related to concepts, symbols, and problem-solving.…”

Section: Introductionmentioning

confidence: 99%

Effects of Inquiry-Based Chemistry Experimentation on Students’ Attitudes Towards the Teaching and Learning of Chemistry

Nicol

Gakuba

Habinshuti

2022

JBSE

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Students' attitude towards a subject is a key indicator of academic performance, therefore its enhancement is imperative for academic success. A sample of 328 grade eleven students was selected using cluster random sampling. Two different study groups; the experimental and control groups, were composed and exposed to the guided inquiry and demonstration methods of teaching chemistry experiments respectively. The Non-equivalent control group research design was employed with instruction lasting six weeks. Data on pre-test and post-test attitudes were collected using a 25-item attitude towards teaching and learning chemistry through experiment survey. Comparisons of mean attitude scores were made between the experimental and control groups, and between the pre-test and post-test for each group. The Mann-Whitney U test analyses indicated a higher mean attitude score for the control group. However, the difference in the mean scores was not statistically significant. The Wilcoxon Signed-Rank test analyses indicated statistically significant differences between the pre-test and post-test attitude mean scores for both independent groups. These outcomes show that both methods of teaching chemistry through experiments enhance students' attitudes to essentially the same extent. These findings imply that Liberian teachers can enhance students' attitudes through demonstrations. Keywords: chemistry experiments, demonstration, guided inquiry, non-equivalent control group, students’ attitude

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“…At Kings’ College London, four selected rooms (3 T1 and 1 T2) will be fully tested acoustically, impulse responses will be calculated from the position of the microphones, and a survey will be used to collect opinions from staff and students and to explore links between the subjective data and the objective parameters of the room. Future evaluations could use the framework of Hao et al ( 2021 ) to quantify effects on the space as a learning environment, (distinct from pedagogical approaches). We also intend to undertake a full technical evaluation of the audio quality following on from comments during the implementation concerning how this increases the sense of immersion in the learning environment.…”

Section: Discussionmentioning

confidence: 99%

Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic

Detyna

Sanchez-Pizani

Giampietro

et al. 2022

Learning Environ Res

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In 2020, King’s College London introduced HyFlex teaching as a means to supplement online and face-to-face teaching and to respond to Covid-19 restrictions. This enabled teaching to a mixed cohort of students (both online and on campus). This article provides an outline of how such an approach was conceptualized and implemented in a higher-education institution during an intense three-month period over that summer and prior to the limited re-opening of the university campus. This was a new approach that offers a number of pointers for reflection and provides key insights in on this novel learning environment and the physical and pedagogical contexts in which learning can occur. Technical implementation factors are detailed, along with both reflections on challenges and solutions. Pedagogical issues such as cognitive load, social presence, and resolving the issues of a cohort spread across two locations are discussed. While we should be mindful of the limitations of this relatively-specific research, and shouldn’t therefore over-extrapolate our findings, one key finding is that delivering Hyflex is associated with a higher cognitive load. Further, the audio quality of our implementation enhanced the feeling of presence in the learning environment. We recommend providing appropriate technical and pedagogical training, as well as audio-visual and digital education support.

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Quantifying the effects of active learning environments: separating physical learning classrooms from pedagogical approaches

Cited by 21 publications

References 23 publications

How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project

How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project

Effects of Inquiry-Based Chemistry Experimentation on Students’ Attitudes Towards the Teaching and Learning of Chemistry

Hybrid flexible (HyFlex) teaching and learning: climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic

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