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Direct linkVäyrynen, Karin; Lutovac, Sonja; Kaasila, Raimo – Active Learning in Higher Education, 2023
Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students' engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that…
Descriptors: Reflection, Peer Evaluation, Undergraduate Students, Learner Engagement
Chase Young; Benjamin Mitchell-Yellin; George Kevin Randall – Active Learning in Higher Education, 2025
The purpose of this study was to develop a valid, reliable, and brief measure of active learning in college classrooms that is cheap and easy to complete and yields results that faculty can easily use to inform their development as instructors. Initial construct and face validity was achieved by modifying existing instruments and creating a draft…
Descriptors: College Faculty, College Students, Active Learning, Classroom Observation Techniques
Wei Xu; Ye-Feng Lou – Active Learning in Higher Education, 2024
Teachers' knowledge of the socially shared regulation of learning (SSRL) process of learners, which consists of the task analysis, planning, elaboration, and monitoring, can help teachers intervene when students face difficulties during the collaborative learning. Students' academic emotions have major effects on their learning motivation,…
Descriptors: Foreign Countries, Undergraduate Students, Educational Technology, Cooperative Learning
Micari, Marina; Calkins, Susanna – Active Learning in Higher Education, 2021
Instructors' actions in the classroom matter; what the instructor does and says can impact students' attitudes about the course and learning approaches, which can in turn impact the quality of their learning. This study examines the relationships among instructor openness to student questions, student help-seeking behavior, and student final grade…
Descriptors: Help Seeking, Questioning Techniques, Teacher Student Relationship, Undergraduate Students
Jones, Jennifer A. – Active Learning in Higher Education, 2019
Self-regulated learning assumes learners are active agents who can establish and make progress toward learning goals. Classroom activities can facilitate the emergence of self-regulated learning. One strategy to encourage self-regulated learning is to ask students to develop questions for a quiz or examination. The process of developing questions…
Descriptors: Active Learning, Metacognition, Learning Strategies, Class Activities
Hammond, John A.; Bithell, Christine P.; Jones, Lester; Bidgood, Penelope – Active Learning in Higher Education, 2010
This study aimed to evaluate the implementation of a same-year peer-assisted learning (PAL) scheme, introduced in the first year of an undergraduate degree. The students participated in voluntary timetabled PAL sessions which encouraged a cooperative approach through student-directed activities. An action research design was used, and evaluation…
Descriptors: Research Design, Action Research, Student Motivation, Study Skills
