The impact of course format on student perceptions of the classroom learning environment and teamwork

Rusticus, Shayna A.; Wiechers, Michael; Landaverde-Umana, Leonardo

doi:10.1177/14697874221128023

Cited by 3 publications

(1 citation statement)

References 39 publications

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“…I elected to utilize a flipped learning approach with this cohort for three reasons: firstly, if these students have not enjoyed a successful school experience, then continuing with a transference model of teaching that situated the students as passive learners receiving instruction from the master seems unlikely to disrupt that trajectory (Minosky et al, 2022;Prince, 2004).…”

Section: Setting the Scenementioning

confidence: 99%

The Evolution of Learning and Technological Innovation

Grabarski

Mouratidou

Fellows

2023

Handbook of Research on Sustainable Career Ecosystems for University Students and Graduates

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The chapter describes the major guiding learning theories and paradigms, and summarizes classic and recent instruction methodologies while exploring technology's impact on learning. An interesting finding is that while methods for teaching children differed from adult ones in the past, current approaches to adult learning adopt methodologies that were developed for children, such as gamification, to make learning feasible, consistent, engaging, and motivating. The chapter also reports on the findings of a case study within a UK university setting employing the flipped classroom approach. The chapter concludes by connecting learning to career sustainability in ecosystems and providing practice recommendations.

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Section: Setting the Scenementioning

confidence: 99%

The Evolution of Learning and Technological Innovation

Grabarski

Mouratidou

Fellows

2023

Handbook of Research on Sustainable Career Ecosystems for University Students and Graduates

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Constructivist learning environments: Validating the community of inquiry survey for face-to-face contexts

Ariati

Pham

Vogler

2023

Active Learning in Higher Education

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Serving as a prominent framework for online learning, the Community of Inquiry (CoI), identifies three factors critical to learning in online environments: teaching presence, cognitive presence, and social presence. However, application of the CoI framework to face-to-face classes has not been broadly or systematically explored, despite constructivist paradigms (e.g. flipped classrooms, team-based learning) being increasingly incorporated at the post-secondary level. Further, there remains some debate on whether such constructivist environments adequately support learning, with studies on their effectiveness revealing mixed results, as have studies comparing face-to-face and online learning contexts. A tool that measures students’ perceptions of constructivist learning environments could help address such inconsistencies. The purpose of this study was to validate the CoI scale, a measure developed for online contexts, for use in face-to-face contexts. Undergraduates ( n = 282) enrolled in face-to-face classes incorporating team-based learning completed the 34-item CoI scale. Confirmatory Factor Analysis validated the original three-factor structure for face-to-face classes has acceptable fit, suggesting this tool measures teaching, cognitive, and social presences in face-to-face courses. Further suggestions for how this measure might be used for the purposes of research and instructional feedback are included.

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Contribution of peer-feedback to the development of teamwork skills

Díaz-Vicario,

Duran-Bellonch,

Ion

2024

Active Learning in Higher Education

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Peer-feedback is a widely-used strategy at the university level for its positive impact on student learning and its multifaceted advantages encompassing social, cognitive, and metacognitive development. However, few studies have assessed its contribution to the development of teamwork skills. This study analyzes students’ perception of how peer-feedback contributes to the development of teamwork skills by comparing the results of two class groups that have taken the same subject, though with different feedback experience designs (face-to-face and mixed feedback vs. non-face-to-face and written feedback, with or without consensus among group members). At the end of the study, 82 participants completed a questionnaire to assess their perception of the peer-feedback experience and its impact on learning and the development of teamwork skills. The findings reveal that students perceive that giving and receiving feedback in face-to-face mixed modality contributes more to developing teamwork skills; however, the presence or absence of consensus among group members to give or receive feedback does not appear to exert a clear impact on the development of these skills. Additionally, the findings suggest that students perceive a greater development of teamwork skills by giving feedback rather than receiving it. These results highlight the importance for teachers to consider such aspects when designing peer-feedback experiences, aiming to maximize the impact on the development of teamwork skills.

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The impact of course format on student perceptions of the classroom learning environment and teamwork

Cited by 3 publications

References 39 publications

The Evolution of Learning and Technological Innovation

The Evolution of Learning and Technological Innovation

Constructivist learning environments: Validating the community of inquiry survey for face-to-face contexts

Contribution of peer-feedback to the development of teamwork skills

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