Active Learning Through Service-Learning

Purpose The purpose of this study is to ascertain the role of servant leadership in promoting employees’ engagement in learning activities. Additionally, the study is intended to explicate the mediating role of employees’ promotion focus relating servant leadership to employees’ engagement in learning activities. Design/methodology/approach Data was collected from 401 manager–subordinate dyads employed in the Pakistani software industry located in Karachi in two phases which were conducted two months apart. The data analysis was done through hierarchical regression. Findings The study found that servant leadership was related to promotion focus and employees’ learning engagement. The study also found promotion focus was related to employees’ learning engagement. Finally, the results revealed promotion focus mediates the relationship between servant leadership and employees’ learning engagement. Originality/value The study unearthed the previously unexplored role of servant leadership in affecting employees’ engagement in learning activities. Additionally, the study explicated how servant leadership affects employees’ promotion focus to motivate employees’ learning engagement.

Socioeconomic status and early child development in East Asia and the Pacific: The protective role of parental engagement in learning activities

Given the expanding scale of Internet access and ample language learning opportunities associated with the emergence of new digital resources and out-of-class digital environments, SLA researchers started to pay more attention to the language learning experiences of students beyond the classroom level (Lai et al., 2018; Soyoof et al., 2021; Toffoli, 2020). Particular interest is aligned to the perception that while formal education may not satisfy all individual expectations, informal language learning practices might grant students opportunities to engage in cross-cultural communication (Lee & Lee, 2021) and construct their own self-directed authentic learning situations (Lai & Zheng, 2018). Expanding this line of thinking, learning patterns are known to be greatly determined by the members of students’ social milieu who can exhibit a favorable or detrimental impact (Niemiec & Ryan, 2009). Ryan and Deci (2016), for instance, numerously stressed out that the nature of relationships between language teachers and students could have an impact on satisfaction of students’ fundamental psychological needs and as a consequence influence students’ motivation, affecting students’ engagement in learning activities. However, researchers underline that EFL students’ exposure to authentic language patterns and direct interaction with other people in their online vicinity should be scrutinized more closely nowadays (Noels et al., 2019). Owing to the complex mechanisms behind these processes and interactions, we aim to apply the sub-theory of Basic Psychological Needs (BPN) to consider the impact of significant others (i.e., language instructors, peers, and target language community members) and the perspective of learning ecology (Barron, 2006) to focus on the apparent differences in contextual factors pertaining to formal and informal language learning environments. Based on these frameworks, the data obtained via the mixed-methods research approach is set to provide valuable conclusions that could shed some light on the determinants of EFL students’ informal language learning activities among prospective EFL teachers of one Central Asian country, Kazakhstan.

Post Covid-19 is a real challenge, as students� faces are not visible to teachers during interaction or nor the students are available physically, leaving teachers clueless about their active learning and active engagement in learning. Achieving graduate attributes poses further challenge as it has to ensure imbibing Higher Order Thinking skills [HOTs] in students. There is a need to develop online integrated pedagogy to overcome this problem. It is observed that creating content specific videos, really creates interest in students and ensures active learning, if they are asked to upload in YouTube provided students are guided with Rubric based learning for video creation. Moodle integrated YouTube [MIY] channel is developed to let the teachers create their own Video of short duration with rubric guidance. The paper presents a case study dedicated to PO7 [Program Outcome Environment and Sustainability], supported by Open Education for better World [OE4BW]. The Moodle based methodology [73 activities in Moodle- Games like crossword, Quiz, Discussion Forum], integrating with google meet to interact with participants, Rubric guidance, query solving, active learner�s motivation and impact of posting in YouTube channel are presented in study.Out of 268 participants, 217 participants peer reviewed videos were selected and added in YouTube channel [Environment and sustainability OE4BW, https://www.youtube.com/channel/UCQWwEFdEMeS7Kc 3MuWw3Jkg/videos] based on quality content [Carbon foot print analysis, Environment and Sustainability computation] created by them. Participant�s happiness index for learning was attributed as A+ [4.79/5] during the entire video development process.

Massive Open Online Courses (MOOCs), as one type of disruptive technology, has been described as the “campus tsunami” that is purportedly poised to change the face of higher education. Peer assessment has been adopted as a strategy to stimulate students’ active engagement in learning in MOOCs. While it is considered an effective pedagogical strategy to empower students and support learning by some, it is regarded as one of the main criticisms by others. It has been the focus of the dispute among developers of MOOCs in the field in the past few years. Based on a case of the MOOC entitled, The Red Chamber Dream, on Coursera, this study aims to explore the relationship between the perception of usefulness of peer assessment and the quality of learner assignments, and whether community knowledge is advanced in MOOCs facilitated by peer assessment. All notes related to learning in the discussion board were retrieved for further analysis. Notes indicating students’ perceptions about peer assessment were downloaded for analysis. Finally, students’ essays available on the course site were also saved in individual files for further analysis. Research found that there is no correlation between the quality of students’ essay writing and note writing and the reported usefulness of providing feedback/grading to their peers. Results also suggest that no correlation exists between the quality of students’ essay writing and note writing and the reported usefulness of receiving peer feedback. Meanwhile, results suggest that students were engaged in discussions and advanced their understanding. They produced a large number of explanations and knowledge building discourse, all of which involved knowledge advancement in each week. This improvement in knowledge may result in part from their expertise and in part from peer review of peers’ work. However, we cannot identity improvement of students’ work between different weeks.

The concept of active learning as a superior mode of instruction has recently received great attention in the education research literature. It holds promise of steering students away from rote memorization towards higher order thinking. However, few studies focus on student perceptions of higher order thinking activities and diverse student voices are all but absent in this regard. This study applies a combined approach of exploratory qualitative and supplementary quantitative analysis to address this gap. We examined perceptions of underrepresented and non-underrepresented students regarding their engagement in active learning to foster higher order thinking. The study was set within a large enrollment (198 students), undergraduate course in the area of science, technology, engineering and mathematics (STEM). The study sample comprised of 33 purposefully selected, ethnically and racially diverse students. Data sources included class attendance/participation, graded activity assignments, and a perception survey. Class attendance and graded assignments were used to triangulate responses on the perception surveys. The Generic Inductive Approach supported our qualitative analysis. Quantitative data were analyzed via two-way ANOVA, non-parametric Mann-Whitney Test (when assumptions did not hold) and simple linear regression. Findings include three themes that cut across groups; participants perceived their higher order thinking skills improved, that there were benefits and challenges to active learning and a fear of failing the course. Quantitative data from the active learning activities and attendance supported similar engagement and achievement in higher order thinking activities across race/ethnicity groups as differences failed to reach the a priori established significance threshold. This study extends the knowledge on active learning and demonstrates that it was possible to engage underrepresented and non-underrepresented students equally and effectively in higher order thinking actives in large enrollment courses and that students perceived this as beneficial.

Therapists’ active learning increases treatment fidelity, but research is needed on supervisory strategies to engage therapists in active learning. This study used sequential analysis to examine consultant behaviors associated with increased and decreased probability of eliciting therapists’ active learning. The study included 162 consultation sessions from 27 community therapists implementing Attachment and Biobehavioral Catch-up. Consultants’ client discussion, information provision, and modeling were associated with reduced likelihood of active learning. Consultants’ questions, engagement in active learning strategies, use of video, and silence were associated with greater likelihood of therapist active learning. These findings inform supervisors’ attempts to encourage active learning.

No AccessPerspectives on School-Based IssuesArticle1 Dec 2005SocialNetworks and Its Use in School-Based Settings Sarah W. Blackstone Sarah W. Blackstone Augmentative Communication, Inc.Monterey, CA Google Scholar More articles by this author https://doi.org/10.1044/sbi6.4.13 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Albrecht, M. B., & Adelman, T. L. (1987). Communication networks as structure of social support..T. L Adelman & M. B Albrecht (Eds.), Communicating social support (pp. 40–64). London: SAGE Publications. Google Scholar Baxter, L. A. (2004). Relationships as dialogues..Personal Relationships, 11, 1–22. Google Scholar Beukelman, D. R., & Mirenda, P. (1998). Augmentative and alternative communication.. Baltimore: Paul H. Brookes. Google Scholar Blackstone, S. W., & Hunt Berg, M. (2002). 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ASHAWireGoogle Scholar Additional Resources FiguresReferencesRelatedDetails Volume 6Issue 4December 2005Pages: 13-16 Get Permissions Add to your Mendeley library History Published in issue: Dec 1, 2005 Metrics Topicsasha-topicsasha-sigsasha-article-typesleader-topicsCopyright & PermissionsCopyright © 2005 American Speech-Language-Hearing AssociationPDF downloadLoading ...

Education is one of the fields that continuously evolves alongside the rapid advancement of technology. One effort to enhance the quality of education is by implementing a scientific approach in the learning process. This research aims to analyze the contribution of the scientific learning approach to the development of students' self-directed learning at SDN Semper Barat 11, especially in class V. The research method used is descriptive qualitative with data collection techniques through interviews, observations, and documentation. The results show that lesson planning with a scientific approach is well executed, covering the setting of learning objectives, selection of learning models, strategies, learning media, and evaluation. The implementation of learning with a scientific approach in class V is carried out through activities such as observing, questioning, gathering information, reasoning, and communicating. The research also indicates that students experience an improvement in self-directed learning, characterized by active engagement in learning, high motivation, initiative-driven learning, and self-control. Thus, the scientific learning approach significantly contributes to the development of students' self-directed learning at SDN Semper Barat 11. This research provides valuable insights for educational practitioners in designing more effective learning strategies and offers empirical groundwork for enhancing learning methods oriented towards developing students' self-directed learning.

Pedagogy in English as foreign language situations has undergone a significant shift at present and receiving an increased attention of educators and scholars from worldwide that teaching strategies should ensure the involvement of students in learning activities. This qualitative research study aims to explore the perceptions and experiences of teachers on student engagement in secondary level EFL classrooms. Four English language teachers as research participants were purposively selected from public secondary schools of Kanchanpur district, Nepal. I employed narrative inquiry as a research method in which in-depth interview protocols were used as research tools to obtain the information. The findings of the study showed that English teachers at secondary level make efforts to employ student-focused teaching methods to promote student engagement in learning activities. The study also revealed that English teachers utilize student-centred techniques like group and pair work, conversation, project works, presentations, role-playing, spelling and quiz contests, etc., to engage students in learning. The study further revealed student motivation as crucial element of teaching that teachers employ promoting students’ learning through their active involvement. Likewise, this study revealed students’ poor base of English as the primary challenge, and other challenges like lack of infrastructural facility and ICT facilitated classes for language teaching-learning. The findings suggest that English teachers need to devise their teaching plans to improve students’ basic knowledge in English. They have to develop students’ confidence level providing extensive exposure to English so that they feel comfortable involving in learning activities.

The Department of Neurobiology & Behavior at Stony Brook University offers a large‐enrollment gateway undergraduate physiology course, BIO 203 ‐ Fundamentals of Biology: Cellular and Organ Physiology. BIO 203 is a required course in the biology and biochemistry majors and in the pre‐health curriculum, and undergraduates typically register for BIO 203 in their sophomore year. Since Fall 2015, BIO 203 has been offered in two formats, traditional PowerPoint‐based lectures presented twice per week (80 min / session) in a 570‐seat auditorium with individual fixed seats and a flipped, active‐learning format delivered once per week (113 min / session) in a 250‐seat auditorium with shared desks and rotating chairs. Students in both sections had equal access to prerecorded lectures and online activities (content quizzes, journal activities and thought questions). The focus of the lecture section was content delivery while the flipped section emphasized active group learning facilitated by instructors and experienced undergraduate teaching assistants. Student learning was evaluated by performance on common high‐stakes multiple choice exams. On average, students in the flipped section exhibited better performance on the common exams than students in the lecture section (Fall 2019 exam total, p < 0.05 in two sample t test and Wilcoxon rank sum test). As a result of the COVID‐19 pandemic, Stony Brook University required large‐enrollment courses to switch to online instruction starting in March 2020 and continuing through the Fall 2020 semester. The BIO 203 instructors implemented a synchronous online version of BIO 203 based on the active‐learning curriculum developed for the flipped section. In Fall 2020, this synchronous online version of BIO 203 was offered simultaneously to two sections. Students in both sections had access to the same online resources (recorded lectures, content quizzes and activities) and were evaluated using low‐stakes quizzes (administered during scheduled class time) and a common cumulative final exam (administered during a common final exam period). The primary difference between the two sections was the frequency and duration of the synchronous online meetings with instructors and teaching assistants. Section 01 (595 students) met twice a week for 80 min per session, whereas section 02 (257 students) met once a week for 130 min. A preliminary analysis of the scores on the common final exam indicates that students in section 01 (two meetings per week) performed better than students in section 02 (1 meeting per week) (p < 0.05 in two sample t test and Wilcoxon rank sum test). These preliminary findings are consistent with the hypothesis that student learning is enhanced by frequent engagement in active learning.

Parenting styles are an essential aspect of the development of school-age children, as children tend to adopt and implement behaviors they observe and experience. Therefore, parenting styles play a crucial role and are associated with various aspects of children's growth. One of the most closely related factors to parenting styles is motivation. This study aims to examine the relationship between parenting styles and students' active engagement in PJOK learning, the relationship between students' motivation and their active engagement in PJOK learning, and the extent to which parenting styles and motivation influence students' active engagement in PJOK learning at SDN 2 Selur. This research employs a correlational design with an ex post facto approach. The population in this study consists of all fifth-grade students. Data on parenting styles, motivation, and students' active engagement were collected through questionnaires. Data analysis was conducted using descriptive analysis and multiple correlation analysis, with the Pearson product-moment correlation applied as the statistical technique. The results of the study indicate a positive and significant relationship between parenting styles and students' active engagement in PJOK learning, with a correlation coefficient of 0.320. Furthermore, a positive and significant relationship was found between motivation and students' active engagement in PJOK learning, with a correlation coefficient of 0.555. Based on the data analysis, parenting styles and motivation collectively influence students' active engagement by 32.7%..

This study examines the experiential phenomenon of shinmyungin the arts, focusing on its core conditions, potential therapeutic functions. A scoping review of 39 academic sources across music, dance, and visual arts was conducted. The analysis revealed that shinmyunghas been predominantly explored in the fields of arts and physical education, particularly in dance and interdisciplinary art forms. The experience of shinmyungencompasses multiple dimensions: spiritual (altered states of consciousness), performative (dynamic movement), psychological (expression of inner vitality), emotional (multi-layered affective responses), and social (communal interaction and shared empathy, such as han-puri). Key enabling conditions include open, inclusive environments and active learner engagement. The findings suggest that shinmyungcontributes to emotional regulation, increased physical and cognitive energy, personal empowerment, and strengthened group cohesion. Based on this, the study proposes a conceptual framework that supports learner-centered and experience-driven approaches in arts education. Further research is needed to explore practical strategies for integrating shinmyung-inspired elements into educational settings and identifying specific artistic features that facilitate meaningful learner engagement.

Education in Clinical Reasoning: An Experimental Study on Strategies to Foster Novice Medical Students’ Engagement in Learning Activities

Trajectories of Low-income Mothers’ and Fathers’ Engagement in Learning Activities and Child Academic Skills