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Active Learning in Higher Education
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1.97
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376
Papers 376
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Published on Mar 1, 2019in Active Learning in Higher Education 1.97
Amit Sharma10
Estimated H-index: 10
(Pennsylvania State University),
Hubert B. Van Hoof8
Estimated H-index: 8
(Pennsylvania State University),
Crystal M. Ramsay6
Estimated H-index: 6
(Pennsylvania State University)
The study reported here investigated reading among students from the perspective of how students choose to use their time and whether they self-ration it. A survey of undergraduate students found that their self-reported allocation of time to academic activities other than reading was positively correlated to the reading that they did and that students’ reading was significantly correlated to their belief of being time constrained. Furthermore, the study found that students’ participation in non...
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Published on Mar 1, 2019in Active Learning in Higher Education 1.97
John W Mahoney1
Estimated H-index: 1
(Australian Catholic University),
Brooke Harris-Reeves1
Estimated H-index: 1
(Griffith University)
Collaborative testing has been shown to enhance student performance compared to individual testing. It is suggested that collaborative testing promotes higher order thinking, but research has yet to explore this assumption directly. The aim of this study was to explore the benefits of collaborative testing on overall performance, as well as performance on higher order thinking questions. It was hypothesised that, compared to individual test results, students would perform better overall and on h...
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Published on Mar 1, 2019in Active Learning in Higher Education 1.97
Mary C. Wright1
Estimated H-index: 1
(Brown University),
Inger Bergom6
Estimated H-index: 6
(Tufts University),
Tracy Bartholomew (University of the Arts)
Small class size is often used as an indicator of quality in higher education, and some research suggests that instructors in smaller classes more often use activities that are learner-centered and that involve physical and mental activity on the part of learners, such as group work, simulations, and case studies. However, we have little information on how instructors change their pedagogical practice when they teach in large- versus small-class settings. In this study, we examine alignment betw...
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Published on Mar 1, 2019in Active Learning in Higher Education 1.97
Robert A. Ellis25
Estimated H-index: 25
(Griffith University),
Ana-Marie Bliuc1
Estimated H-index: 1
(University of Sydney)
As online learning technologies are becoming an integral part of the learning experience at university, the quality of student learning is increasingly shaped by their experience of using these new artefacts. In many cases, the research frameworks investigating the contribution of online learning technologies to quality outcomes are yet to have explicitly identified their role and contribution. Adopting a Student Approaches to Learning perspective, the study described in this article analyses ho...
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Published on Mar 1, 2019in Active Learning in Higher Education 1.97
Elizabeth Swanson18
Estimated H-index: 18
(University of Texas at Austin),
Lisa V. McCulley5
Estimated H-index: 5
+ 2 AuthorsMichael Solis9
Estimated H-index: 9
(University of California, Riverside)
This article reports a synthesis and meta-analysis of intervention studies investigating the effects of team-based learning on content knowledge outcomes. Team-based learning is a particular set of instructional components most often used in higher education classrooms. Authors of team-based learning reviews report that team-based learning improves students’ end of course grades, test performance, and classroom engagement. Students report that team-based learning is interesting, allows for deepe...
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Published on Mar 1, 2019in Active Learning in Higher Education 1.97
David W. Roberts27
Estimated H-index: 27
(Loughborough University)
An important contemporary challenge to the large-group lecture in higher education is that it encourages passive learning which is claimed to be out of sync with academic rhetoric and social needs. Attempts to change this practice have salvaged some aspects of the higher education experience for students, but they have not transformed the learning environment that is the most usual one, that is, one characterized by lectures, into an arena of active learning. This article tests recent multimedia...
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Published on Apr 13, 2018in Active Learning in Higher Education 1.97
Student question generation is a constructive strategy that enriches learning, yet is hardly practiced in higher education. The study described here presents a potential model for integrating student question generation into an education setting. In all, 133 students generated questions in groups, answered and assessed the questions of their peers. Comparison of the examination grades before and after question generation found that the activity did not result in a statistically significant impro...
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Published on May 14, 2018in Active Learning in Higher Education 1.97
Fernando Rodriguez3
Estimated H-index: 3
(University of California, Irvine),
Sabrina Kataoka1
Estimated H-index: 1
(University of California, Irvine)
+ 3 AuthorsMark Warschauer42
Estimated H-index: 42
(University of California, Irvine)
Studies have demonstrated that utilizing spacing (spreading out study sessions at regular intervals) and self-testing strategies are optimal for learning. While some applied work has examined the relationship between these strategies on general academic achievement, there is still a need to explore how both spacing and self-testing are related to course-level learning outcomes. The goal of this study was to examine whether utilizing spacing and self-testing strategies was related to final course...
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Published on Nov 9, 2018in Active Learning in Higher Education 1.97
Stephanie K Knight (Grand Canyon University), Scott Greenberger1
Estimated H-index: 1
(Grand Canyon University),
Morgan E McNaughton (Grand Canyon University)
Students need feedback from instructors to learn from their mistakes and improve their academic skills. Responding to student writing is a central and necessary component of the instructor–student feedback loop. There are many forms of feedback on written assignments, and not all of them have the same role in supporting student learning. For example, as for written feedback, one primary distinction is between comments made in the margins and comments at the end of the written work. Work has focu...
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Published on Nov 1, 2018in Active Learning in Higher Education 1.97
Nadia Ali3
Estimated H-index: 3
,
Lubna Ahmed3
Estimated H-index: 3
(St Mary's University, Twickenham),
Sarah Rose4
Estimated H-index: 4
(Staffordshire University)
Higher education students’ perception of and level of engagement with the feedback they receive has gained increasing attention in the literature to identify areas which require educators’ attention. However, predictors of students' perception and engagement have yet to be identified. To address this, a survey measuring students’ views and practices regarding feedback was completed. Characteristics of the individual student (gender, age and whether English is their first language) the learning e...
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