Predict-observe-explain activities preserve introductory geology students’ self-efficacy

Active learning encompasses a broad variety of activities designed to engage students with material while instructors are present to answer questions. In contrast, traditional lecture instruction is passive, and students' initial interaction with material is relegated to homework, which is often completed alone. Freeman et al.'s meta-analysis of 225 studies comparing lecture and active learning concluded that active learning is the "preferred empirically validated teaching practice" and showed that active learning courses have significantly lower failure rates than lecture courses [PNAS, 2014]. Incorporating proven active learning techniques into acoustics courses will improve student learning. In Acoustics Today [2016], John Buck, Jill Nelson, and I compared the professor in an active learning course to a DJ mixing different modes of instruction. DJ Prof designs a student-centered environment combining collaborative in-class exercises, short lecture segments, online video examples, and reading assignments. If you're an active learning skeptic, this talk will highlight empirical evidence of its benefits. If you're interested in getting started with active learning, this talk will suggest easy exercises to try. If you're an experienced DJ Prof, this talk will provide examples to amp up your pedagogical playlist.

The world is changing so fast, and therefore education needs to adapt to the challenges of times. In order to update the content of school education in the Republic of Kazakhstan modern trends are going to be used. These trends contain pedagogical methods that can be used to preserve and even increase internal motivation, as active learning. Active learning method is an treatment where students participate or interact with the learning process, as opposed to passively taking in the information.The goal of this study is to identify the impact of active learning method on 10th grade students’ attitude towards mathematics of the students the second semester of the school year 2019-2020. More specifically, it attempted to determine and compare the attitude toward mathematics of students’ exposure to active learning and traditional teaching strategy. The Likert scale used to evaluate the attitude of students toward mathematics. Mean, Cronbach value, T-test were the statistical tools used in anatomizing and interpreting the research data. The discovering showed that the students in the active learning group had auspicious attitude than students in the conventional teaching group. According to the findings after research, we saw the direct relation between attitude and active learning. It is concluded that the students’ attitude toward mathematics was better by using active learning strategy. It is recommended that mathematics teacher should use active learning strategy in order to improve the attitude toward mathematics of the students.Keywords: attitude, mathematics, active learning

Introductory university physics courses often face the dual challenge of introducing students to new physics concepts while also addressing their preconceived notions that conflict with scientific principles. Active learning pedagogical approaches, which employ constructivist principles and emphasize active participation in the learning process, have been shown to be effective in teaching complex physics concepts. However, while the behavioral effects of constructivist methodologies are largely understood, the neurobiological underpinnings that facilitate this process remain unclear. Using functional magnetic resonance imaging (fMRI), we assessed students enrolled in either an active learning or lecture-based physics course before and after a 15-week semester of learning and examined changes in hippocampal whole-brain connectivity. We focused on the hippocampus given its critical role in learning and memory. Our findings revealed that hippocampal connectivity with brain regions in the frontal and parietal lobes decreased over time, regardless of instructional approach. Results also indicated that active learning students exhibited increased hippocampal connectivity with parietal, cerebellar, and frontal regions, reflecting experiential learning based on constructivist principles, whereas lecture-based students exhibited increased hippocampal connectivity with the fusiform gyrus, suggesting learning through passive observation. Our findings demonstrate that while some aspects of hippocampal functional connectivity may decrease over time, active vs. passive learning may preferentially enhance hippocampal connectivity during physics learning.

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.

Faculty motivations to use active learning among pharmacy educators

The main purpose of this study was to assess the current practices and challenges of active learning in Amhara Region Police College in teaching police science. To congregate the objective of the study, mixed research design was employed. Simple random sampling for cadets and census method for instructors’ was used to select cadets and instructors of Amhara Region Police College. Quantitative data were collected from cadets and instructors using structured and pretested questionnaire. The academic director and research department head were interviewed using interview guide. Data analysis was done in three phases. First, analysis of the quantitative data was done in SPSS Version 24 and percentages, means and a frequency, second, qualitative data was analyzed considering the research question, by using descriptive which is a deductive approach. Finally, quantitative and qualitative results were merged. The findings indicated that almost all instructors and cadets had awareness about active learning. Sometimes instructors are practicing active learning but the level of their practice was not satisfactory. Large class size, lack of administrative support, lack of materials or equipment needed to support active learning and cadets lack of interest on active learning methods were rated as the factors that have been negatively affecting the practice of active learning in Amhara Region Police College. Thus, it is critically important that instructors should be committed to discharge their roles to exercise active learning, the administration of the college and other stakeholders should design and implement a mechanism to monitor the practice of active learning, the concerned bodies of the college should design different mechanisms to avoid these problems by appropriately allocating the time, revising crowded materials and avoiding large and unnecessary contents to practice active learning in Amhara Region Police College. Keywords: Active learning, challenges, Amhara Region Police College, cadets DOI: 10.7176/JEP/12-1-02 Publication date: January 31 st 2021

First-generation college students face a variety of barriers in higher education compared with their continuing-generation peers. Active learning practices in STEM classrooms can potentially narrow the achievement gap by increasing academic self-efficacy, or confidence in academic abilities. However, these practices can also provoke anxiety in students. Given that anxiety can impair cognitive performance, we sought to understand how first-generation students perceive active learning practices and whether these perceptions affect the anticipated benefits of active learning. As part of a larger study on pedagogical practices in anatomy and physiology courses at the community college level, we asked students to rate various active learning techniques on how much each provoked anxiety and how much each contributed to their learning. All students (N = 186) rated some techniques as more anxiety-provoking than others (e.g., cold calling); however, compared to continuing-generation students, first-generation students’ ratings tended to be higher. First-generation students anticipated doing more poorly in a course and attained lower final grades. Notably, the use of active learning practices did not improve first-generation students’ academic self-efficacy: by the end of term, academic self-efficacy decreased in non-white first-generation students whereas other students showed little change. When introducing active learning strategies, instructors may need to proactively address underrepresented minority students’ emotional reactions and ensure that all students experience success with these practices early in a course as a way to bolster academic self-efficacy.

Staying Active

The Earth's Record of Climate is an introductory geology course offered at the University of St. Thomas that explores the science of paleoclimatology and its relevance to the climate change of the last century. Most undergraduate students that enroll in the course believe that climate change is a significant concern, but lack knowledge of the scientific basis or express important misconceptions about the problem. Students build the necessary skills to work with different forms of earth science data including oxygen isotopic data, fossils, and sediment descriptions. They also read and respond to articles on climate change. Students demonstrate their learning with: 1) a final project in which they complete a detailed paleoclimate reconstruction 2) a final exam essay in which they respond in a substantive fashion to a climate change skeptic, and 3) the results of a Knowledge Survey. Knowledge Survey results show a significant increase (1.17 points on a 3 pt scale) in student confidence by the end of the course. Representative comments from student reports on teaching suggest that it both challenges them and increases their interest in earth science. Numerical ratings from student reports on teaching are consistently higher (by 5% on average) than those for an introductory physical geology course that I teach.

Aim/Purpose: Two popular methods for encouraging active learning are Augmented Reality (AR) and Virtual Field Trips (VFTs). This exploratory case study examines college students’ perceptions of a prototype AR and VFT app as an active learning strategy. Background: AR allows students to learn as they physically explore a destination, while VFTs give students the opportunity to visit exciting destinations without leaving their homes. AR and VFTs promote active learning, which has been shown to increase college student success in Science, Technology, Engineering, and Math (STEM) courses. The aim of the VFT app in this study is to provide college students in a STEM course with an interactive lesson on modeling information systems using diagrams. Methodology: This exploratory case study is intended to serve as a condensed case study performed with the prototype version of a VFT app before implementing a large-scale investigation of students’ perceptions of a more refined version of the app. The study employed a qualitative approach involving a survey with open-ended questions to gather college students’ perceptions of learning with a VFT. The data were analyzed using inductive coding. The participants are students at a mid-sized, urban, public university. Contribution: This exploratory case study serves as a proof-of-concept and starting point for other faculty who may be interested in developing their own AR and VFT apps to engage students in active learning. Releasing the app to a common Open Educational Resources (OER) repository will give other faculty easy access to re-use the app and build upon it to create their own virtual field trips. OER are learning materials that are freely available for students and faculty to download and use in their coursework. Findings: Students overwhelmingly perceived the VFT app helped them learn about the subject that was presented, citing the visual nature of the app, the real-life scenarios presented in the app, and the app’s ease of use as reasons why. The majority (over 89%) also agreed that the app motivated them to learn more about the subject, mainly due to the app’s real-life scenarios, and over 83% of students cited at least one benefit to learning with the app, such as the navigation/location features, the easy-to-use interface, and the real-world scenarios. Recommendations for Practitioners: The pedagogical implications of this study are that faculty should adopt VFTs as an active learning strategy, particularly in STEM college courses, based on the students’ positive perceptions of learning, motivation, and benefits of VFTs. Recommendations for Researchers: Researchers can expand on this exploratory case study by conducting a larger-scale study of the VFT app employed in the case study, or by developing their own VFT app based on the one in this study, to capture a broader group of students’ perceptions of VFTs as an active learning strategy. Impact on Society: The broad impact of this research on society is encouraging the adoption of VFTs as an active learning strategy since active learning strategies are shown to increase college students’ success and engagement. Future Research: Future research will be conducted in subsequent terms to gather additional data on students’ perceptions of the VFT app, as well as their perceptions of the relationship between learning and the VFT technology. Further research is also needed to survey faculty on their perceptions of how engaging with the app impacts student learning, particularly in regards to the VFT technology within the app.

BackgroundWith the increased attention on the need to retain students within STEM majors, it is important for STEM instructors to adopt evidence-based instructional practices that are student-centric and employ active learning techniques. However, traditional approaches for increasing student-centric, active learning practices such as workshops, seminars, and department or college mandates have been either inefficient or ineffective at motivating institutional change. This is particularly true for introductory STEM courses with large enrollments. One promising approach is to develop and support instructors in forming communities of practice around reforming introductory and foundational STEM courses. By engaging instructors within these communities of practice, and connecting the communities with each other, instructors may be more likely to experience an epistemological shift that will lead to adoption of active learning practices.To explore whether participating in a community of practice is related to the use of student-centered, active learning techniques, 25 undergraduate foundational STEM courses whose instructors were members of a community of practice were observed using the Classroom Observation Protocol for Undergraduate STEM Courses. The results were compared to a sample of 35 undergraduate foundational STEM courses whose instructors were not members of a community of practice.ResultsInstructors who were members of a community of practice were much more likely to employ student-centric practices, such as asking questions, following up, and engaging in discussion, and much less likely to use instructor-centered practices, such as lecturing. In addition, students in these classes were more likely to be actively engaged in problem-solving activities rather than passively listening. We found that student-centric, active learning practices correlated with students attending and actively participating in class, an effect that is stronger for courses taught by instructors who were members of a community of practice.ConclusionCommunities of practice are a potentially effective mechanism for enhancing student learning and retention by increasing the use of active learning practices by STEM instructors. These communities are particularly effective when they consist of small, disciplinary teams working on the same course(s) and are linked with other individuals or groups that use evidence-based instructional practices.

Undergraduate biology students describe fear of negative evaluation (FNE), defined as a sense of dread associated with being unfavorably evaluated in a social situation, as negatively affecting their experiences in active learning courses. Yet, few studies have examined who is prone to experiencing FNE, the severity and duration of FNE, and whether the effects of FNE are experienced equally among undergraduates. To address these gaps, we surveyed 494 undergraduates enrolled in active learning introductory biology courses about their FNE as it relates to students in their courses (classmate FNE) and to their instructor (instructor FNE). Students reported higher instructor FNE than classmate FNE. Using linear regressions, we found that women and nonbinary students, persons excluded based on ethnicity or race (PEERs), continuing-generation college students, LGBTQ+ students, and non-native English speakers had higher instructor FNE than their respective counterparts. PEER students also had higher classmate FNE than white students. Women, nonbinary, and PEER students were more likely than men and white students to report a greater negative impact of FNE on their abilities to articulate their thoughts about science in class. This work highlights the importance of reducing FNE with the intent to create more equitable active learning biology classrooms.

Existing meta-analyses have shown that active learning strategies are effective in improving students’ learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about teaching and learning, teaching experience, and teaching strategies for active learning across school levels. An online survey was conducted with 550 in-service elementary, middle, and high school teachers. Participants completed a questionnaire that measured their teaching strategies, beliefs about teaching and learning, and teaching experience. The results revealed differences in the frequency of use of six teaching strategies, including those that promoted active learning. Elementary school teachers used teaching strategies that promoted active learning most frequently, followed by middle and high school teachers. There were no differences in teachers’ beliefs about teaching and learning across school levels. Multigroup structural equation modeling indicated no differences in the influence of beliefs about teaching and learning on active learning teaching strategies among school levels, except that the traditional conception was negatively associated with the implementation of active learning in middle school. Constructivist beliefs were positively associated with active learning strategies across all levels, whereas teaching experience was negatively associated with teaching strategies that promoted student output at the higher school level. These findings have implications for the implementation of active learning, particularly at higher school levels.

Education 4.0 emphasizes the use of hybrid approaches in the learning process. The use of peeragogy, heutagogy, and cybergogy may engage students in the learning processes in which active learning plays a key role. This study aimed to examine the effect of the implementation of the Merdeka Curriculum on active learning practices and their relationships with hybrid activities based on hybrid learning approaches, and active learning counterparts of (1) self-regulated learning: (2) self-directed learning, and (3) self-determined learning. These relationships will be examined in Indonesian curriculum implementation in which student-centered principles are emphasized. A cross-sectional survey was conducted by collecting responses of vocational high school students on survey. The digital questionnaire was sent to 600 Indonesian students, of whom 555 completed it. The relationships among the constructs were examined using a structural equation modeling. The results showed that a curriculum emphasizing student-centered principles was fully mediated by active learning and hybrid activities to promote student self-regulated learning (SRL), self-determined learning (SDET), and self-directed learning (SDL). Active learning and hybrid activities directly affect students’ SRL, SDET, and SDL, Three counterparts of active learning that form important parts of long-life learning. This model indicates that Indonesian curriculum implementation may encourage active learning and indirectly increase learner engagement, autonomy, and metacognitive development.

Active learning is one form of supervised machine learning. In supervised learning, a set of labeled samples is passed to a learning algorithm for training a classifier. However, labeling large amounts of training samples can be costly and error-prone. Active learning deals with the development of algorithms that interactively select a subset of the available unlabeled samples for labeling, and aims at minimizing the labeling effort while maintaining classification performance. The key challenge for the development of so-called active learning strategies is the balance between exploitation and exploration: On the one hand, the estimated decision boundary needs to be refined in feature space regions where it has already been established, while, on the other hand, the feature space needs to be scanned carefully for unexpected class distributions. In this thesis, two approaches to active learning are presented that consider these two aspects in a novel way. In order to lay the foundations for the first one, it is proposed to express the uncertainty in class prediction of a classifier at a test point in terms of a second-order distribution. The mean of this distribution corresponds to the common estimate of the posterior class probabilities and thus is related to the distance of the test point to the decision boundary, whereas the spread of the distribution indicates the degree of exploration in the corresponding region of feature space. This allows for the evaluation of the utility of labeling a yet unlabeled point with respect to classifier improvement in a principled way and leads to a completely novel approach to active learning. The proposed strategy is then implemented and evaluated based on kernel density classification. The generic active learning strategy can be combined with any other classifier, but it performs best if the derived second-order distributions are sufficiently good approximations to the sampling distribution. Although second-order distributions for random forests are derived in this thesis, they do not approximate sufficiently well the sampling distribution and mainly allow only for the relative comparison of prediction uncertainty between test points. In order to combine the state of the art classification performance of random forests with the principal ideas of the first active learning approach, a related second approach for random forests is derived. It is, in addition, tailored to the demands in industrial optical inspection: bag-wise labeling with weak labels and strongly imbalanced classes. Moreover, an outlier detection scheme based on random forests is derived that is used by the proposed active learning algorithm. Finally, a new computational scheme for Gaussian process classification is presented. It is compared to two standard methods in geostatistics, both with respect to theoretical consistency and practical performance. The method evolved as a by-product when considering using Gaussian process models for active learning.