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Separated by Spaces: Undergraduate Students Re-Sort along Attitude Divides When Choosing Whether to Learn in Spaces Designed for Active Learning
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Michael C. Ralph; Blair Schneider; David R. Benson; Douglas Ward – Active Learning in Higher Education, 2024
Institutions of higher education are seeking to support more active learning among faculty, and that support includes the creation of active learning spaces to support more student-centered course activities. However, incremental development of these learning spaces leads to a sorting of students between active and passive learning environments.…
Descriptors: Undergraduate Students, Organic Chemistry, College Science, Science Instruction
Changes in the Socially Shared Regulation, Academic Emotions, and Product Performance in Venue-Based Collaborative Learning
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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
The Effects of Collaborative Testing on Higher Order Thinking: Do the Bright Get Brighter?
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Mahoney, John W.; Harris-Reeves, Brooke – Active Learning in Higher Education, 2019
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…
Descriptors: Thinking Skills, College Science, Undergraduate Students, Foreign Countries
Does "Flipping" Promote Engagement?: A Comparison of a Traditional, Online, and Flipped Class
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Burke, Alison S.; Fedorek, Brian – Active Learning in Higher Education, 2017
"Flipped" or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students' time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The…
Descriptors: Teaching Methods, Technology Uses in Education, Educational Technology, Homework
The Impact of Assessment Tasks on Subsequent Examination Performance
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Van Gaal, Frank; De Ridder, Annemieke – Active Learning in Higher Education, 2013
In this article, the impact of assessment tasks on examination result (measured by examination grades) is investigated. Although many describe the advantages of electronic assessment tasks, few studies have been undertaken which compare a traditional approach using a classical examination with a new approach using assessment tasks. The main…
Descriptors: Higher Education, Active Learning, Undergraduate Students, Tests
Supporting Student Self-Study: The Educational Design of Podcasts in a Collaborative Learning Context
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Taylor, Lucy; McGrath-Champ, Susan; Clarkeburn, Henriikka – Active Learning in Higher Education, 2012
One activity-rich way to utilize collaborative learning, team-based learning (TBL), can present students and teachers with both opportunities and challenges. TBL requires students to prepare for each class, where they are then assessed for their "readiness" to apply the concepts learned during their pre-class preparation. This study addresses two…
Descriptors: Active Learning, Teaching Methods, Cooperative Learning, Academic Achievement
Performance of Cooperative Learning Groups in a Postgraduate Education Research Methodology Course: The Role of Social Interdependence
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Onwuegbuzie, Anthony J.; Collins, Kathleen M. T.; Jiao, Qun G. – Active Learning in Higher Education, 2009
This study investigated the degree that social interdependence predicted the achievement of 26 cooperative learning groups. Social interdependence was assessed in terms of postgraduate students' individual orientation (that is, cooperative, competitive, and individualistic). Participants were 84 postgraduate students enrolled in an…
Descriptors: Individualism, Research Methodology, Cooperative Learning, Active Learning