Browsing by Subject "Active learning"

Now showing 1 - 8 of 8
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    10x10=100: Best Practices and Lessons Learned from a Decade of Teaching Online Courses
    (2015-11-21) Hook, Sara Anne
    Drawn from the literature and the Quality Matters rubric as well as the presenter’s own experiences of 10 years of teaching online and in developing 10 courses on a wide variety of subjects, this presentation will offer a generous number of practical approaches and strategies that can be taken to enhance instructor-to-student and student-to-student interaction, encourage active learning and accountability, incorporate peer review and self-reflection, assess student learning outcomes and utilize technology most effectively.
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    Big and Small: Active Learning in Online and Face-to-Face Courses
    (2017-04-07) Hook, Sara Anne; Zhu, Liugen
    Drawn from the literature and the experiences of two faculty members, this presentation will highlight a variety of opportunities to promote active learning in online and face-to-face courses. Although some options may require substantial adjustment in pedagogical and logistical approaches, they will demonstrate how even small changes in a course can result in big improvements in student engagement and success.
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    An Integrated Approach to Teaching Research in a First-Year Seminar
    (Heldref Publications, 2000) Stamatoplos, Anthony C., 1958-
    This article discusses an approach to integrating library skills instruction into a first-year seminar. It presents an example from a unit on diversity, for which students conduct library research in preparation of term projects. Two class sessions center on information needs and skills associated with students’ projects, as well as general knowledge about university level library and information resources. Students learn about and model the early stages of research through structured brainstorming, small group activities, and role-playing.
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    Interactive web-based learning modules prior to general medicine advanced pharmacy practice experiences
    (American Association of Colleges of Pharmacy, 2015-04-25) Isaacs, Alex N.; Walton, Alison M.; Nisly, Sarah A.; Medicine Faculty Volunteers, School of Medicine
    OBJECTIVE: To implement and evaluate interactive web-based learning modules prior to advanced pharmacy practice experiences (APPEs) on inpatient general medicine. DESIGN: Three clinical web-based learning modules were developed for use prior to APPEs in 4 health care systems. The aim of the interactive modules was to strengthen baseline clinical knowledge before the APPE to enable the application of learned material through the delivery of patient care. ASSESSMENT: For the primary endpoint, postassessment scores increased overall and for each individual module compared to preassessment scores. Postassessment scores were similar among the health care systems. The survey demonstrated positive student perceptions of this learning experience. CONCLUSION: Prior to inpatient general medicine APPEs, web-based learning enabled the standardization and assessment of baseline student knowledge across 4 health care systems.
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    The Relationship Between Undergraduate, Baccalaureate Nursing Student Engagement and Use of Active Learning Strategies in the Classroom
    (2010-03-03T17:17:34Z) Popkess, Ann M.; Halstead, Judith A.; McDaniel, Anna; Fisher, Mary L., Ph.D.; Stokes, Lillian
    Nursing schools are facing demands to admit and graduate increasing numbers of students to meet the needs of the future healthcare system. Nursing schools must therefore admit, retain and graduate qualified applicants, able to provide care in complex healthcare environments. Educators are challenged to identify the best educational practices to retain and engage learners in the learning process. Research has indicated that student engagement contributes to student success in college. Learning environments may influence student engagement through the use of active learning strategies in the classroom. The purpose of this descriptive study was to explore the extent of engagement reported by nursing students in classrooms and determine relationships among student engagement, demographic and academic variables and learning environments. Astin’s (1985) Input-Environments-Output model provided the framework for this study, linking student characteristics, and student engagement in learning with outcomes of learning. A sample of 347 undergraduate baccalaureate nursing students from 5 mid-western schools of nursing completed the Adapted Engaged Learning Index (AELI) and the Active Learning Environments Scale (ALES), measuring their level of engagement and perceived degree of active learning in the classroom, respectively. Subjects also provided demographic data including age, academic level, type and number of hours worked off campus, and prior learning experience. T-test and ANOVA analyses were conducted to compare group differences on demographic, learning environments (active, passive and mixed) and levels of engagement. Results indicated a significant (p≤.001) difference in the level of student engagement related to the perceived active learning occurring in the classroom. Students in active and mixed learning environments reported higher engagement levels than those in passive learning environments. Students over 25 years (p=.003), students with higher GPA’s (p≤ .05) and junior students (p≤ .001) reported significantly higher engagement scores than their counterparts. Findings from this study indicate that student engagement in the learning process may be positively influenced by an active learning environment in the classroom.
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    Remediation Trends in an Undergraduate Anatomy Course and Assessment of an Anatomy Supplemental Study Skills Course
    (2014-01-15) Schutte, Audra Faye; O'Loughlin, Valerie Dean; Brokaw, James J.; Flinders, David J., 1955-; Mescher, Anthony L.
    Anatomy A215: Basic Human Anatomy (Anat A215) is an undergraduate human anatomy course at Indiana University Bloomington (IUB) that serves as a requirement for many degree programs at IUB. The difficulty of the course, coupled with pressure to achieve grades for admittance into specific programs, has resulted in high remediation rates. In an attempt to help students to improve their study habits and metacognitive skills Medical Sciences M100: Improving Learning Skills in Anatomy (MSCI M100) was developed. MSCI M100 is an undergraduate course at IUB which is taught concurrently with Anat A215, with the hopes of promoting academic success in Anat A215. This multifaceted study was designed to analyze the factors associated with students who remediate Anat A215, to predict at-risk students in future semesters, and assess the effectiveness of MSCI M100. The first facet involved analysis of Anat A215 students’ demographic information and class performance data from the spring semester of 2004 through the spring semester of 2010. Results of data analysis can be used by IUB instructors and academic advisors to identify students at risk for remediating, as well as provide other undergraduate anatomy instructors across the U.S. with potential risk factors associated with remediation. The second facet of this research involved analyzing MSCI M100 course assignments to determine if there are improvements in student study habits and metacognitive skills. This investigation involved quantitative analysis of study logs and a learning attitudes survey, as well as a thorough inductive analysis of students’ weekly journal entries. Lastly, Anat A215 exam scores and final course grades for students who completed MSCI M100 and students who did not complete MSCI M100 were compared. Results from these analyses show promising improvements in students’ metacognition and study habits, but further research will better demonstrate the efficacy of MSCI M100.
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    Teaching data literacy skills in a lab environment
    (2014-06-04) Coates, Heather L.
    Equipping researchers with the skills to effectively utilize data in the global data ecosystem requires proficiency with data literacies and electronic resource management. This is a valuable opportunity for libraries to leverage existing expertise and infrastructure to address a significant gap data literacy education. This session will describe a workshop for developing core skills in data literacy. In light of the significant gap between common practice and effective strategies emerging from specific research communities, we incorporated elements of a lab format to build proficiency with specific strategies. The lab format is traditionally used for training procedural skills in a controlled setting, which is also appropriate for teaching many daily data management practices. The focus of the curriculum is to teach data management strategies that support data quality, transparency, and re-use. Given the variety of data formats and types used in health and social sciences research, we adopted a skills-based approach that transcends particular domains or methodologies. Attendees applied selected strategies using a combination of their own research projects and a carefully defined case study to build proficiency.
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    Workshop: Project-Enhanced Learning in Engineering Science Education
    (2012) Nalim, M. Razi; Rajagopal, Manikanada; Helfenbein, Robert
    Early drop out and poor retention rates are a major challenge to engineering education, which in many institutions have prompted a focus on improved first-year experiences. Retention and contributing learning challenges persists into the middle years, particularly when students confront the first engineering science courses in their major field. Students often perceive these courses as too abstract, intended to weed them out, and not meaningfully connected to their professional aspirations. A proven approach to improve student learning, self-efficacy, motivation, and retention is the use of active learning, including problems and projects. Despite evidence of the benefits of active learning, engineering schools and faculty members have inadequate incentives to experiment with non-traditional approaches.