This two-year qualitative study explored the learning process alongside students' perceived outcomes within an interdisciplinary project-based learning (PjBL) task. Students from three different undergraduate courses were assigned a project that spanned across all three classes and placed student teams in the roles of client and contractor.…

This qualitative study explores the attitudes that STEM (Science, Technology, Engineering, and Mathematics) faculty have about active learning (AL), the barriers that STEM faculty face when implementing AL, and what would encourage STEM faculty to use AL. Data was gathered using a modified Group-Level Assessment (GLA), a participatory method meant…

The aim of this study is to analyze the opinions of prospective teachers' opinions on peer assessment. The research was conducted in Buca Education Faculty Primary School Mathematics Department, third grade course "Measurement and Evaluation in Education". There were in 46 participants in the study (m = 20, f = 26). The study lasted for…

In recent years, many institutions have transformed traditional classrooms (TCs) into technology-rich active learning classrooms (ALCs) to accommodate the pedagogical concept of "active learning". In order to investigate the impact of ALCs on teaching and learning, we observed an instructor teaching in an ALC for an entire academic year,…

The aim of this study was to develop an Active Learning Based-Interactive Conceptual Instruction (ALBICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore, and Explain) for promoting conceptual change and investigating its effectiveness of pre-service physics teachers' understanding on electric field…

The current work seeks to explore University professors' perspectives on teaching and learning in an innovative classroom characterized by flexible design of space, furniture and technology. The study took place during the 2015-2016 academic year at Fairfield University, a Masters comprehensive university in the Northeastern United States.…

Although the idea of responding to learners' individual needs is far from new in the middle grades movement, there have been renewed efforts in recent years for schools to tailor programs and practices to students' unique interests and needs through "personalized learning" (Bingham, Pane, Steiner, & Hamilton, 2016). To date, little…

The research process and associated literacy requirements are often unfamiliar and daunting obstacles for undergraduate students. The use of social media has the potential to assist research training and encourage active learning, social inclusion and student engagement. This paper documents the lessons learned from developing a blended learning…

Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…

This paper describes the development, implementation, and students' perceptions of a new trilayer approach of teaching (TLAT). The TLAT model involved blending lecture, in-class group activities, and out-of-class assignments on selected content areas and was implemented initially in a first-year integrated pharmacy course. Course contents were…

An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation,…

This paper presents the findings of an exploratory case study into the relationship between student autonomy and motivation in project based learning, using Self-Determination Theory (SDT) to frame the investigation. The case study explores how different forms of motivation affect the students' response to challenges and their intention to…

This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the…

This paper presents an investigation of a research entitled, " An Application of Project-based Learning on the Development of Young Local Tour Guides on Tai Phuan's Culture and Tourist Attractions in Sisatchanalai District, Sukhothai Province. It was intended to develop young local tour guides on Tai Phuan's culture and tourist attractions in…

Students' learning experiences in an introductory statistics course for non-math majors are compared between two different instructional approaches under controlled conditions. Two sections of the course (n = 52) are taught using a flipped classroom approach and one section (n = 30) is taught using a traditional lecture approach. All sections are…