scholarly journals Student and Instructor Perceptions of a First Year in Active Learning Classrooms

2020 ◽  
Vol 13 ◽  
pp. 41-49
Author(s):  
Michael Murphy ◽  
Jovan Groen
Keyword(s):  
Active Learning ◽  
Learning Opportunities ◽  
First Year ◽  
Nous Proposons ◽  
Course Redesign ◽  
Evaluation Protocol ◽  
Nous Examinons ◽  
The University ◽  
Institutional Stakeholders ◽  
Future Practice

This article presents evaluation of an active learning classroom (ALC) initiative at the University of Ottawa. Preliminary results indicate three broad trends to inform future practice and classroom design: 1) Despite advances in educational technology, there remains a strong appetite for low-tech, interactive learning opportunities. 2) Instructors feel that consistent institutional support is necessary to foster innovation in the classroom, particularly for course redesign. 3) a collaborative strategy, bringing together multiple institutional stakeholders, is necessary to ensure a whole-of-university approach to optimal use of the ALCs. This article briefly reviews ALC research, outlines the methodology of the program-evaluation protocol, discusses the three central findings, and concludes with potential directions in ALC research.   Nous examinons ici une initiative, menée à l’Université d’Ottawa, de classe d’apprentissage actif (CAA). Les résultats préliminaires permettent de dégager trois tendances qui permettront d’orienter les pratiques et la configuration de la classe : 1) malgré les avancées dans les technologies éducatives, l’intérêt pour les méthodes simples et pour l’apprentissage interactif ne se dément pas; 2) Les enseignants croient que l’innovation en classe, et tout particulièrement la refonte des cours, sont tributaires d’un soutien institutionnel constant; 3) pour utiliser toutes les ressources de l’université et ainsi faire un usage optimal des CAA, il doit y avoir une stratégie de collaboration regroupant différents intervenants de l’établissement. Dans notre article, après avoir survolé la recherche au sujet des CAA et défini la méthodologie du protocole d’évaluation de programme, nous présentons les trois résultats principaux et nous proposons, en guise de conclusion, trois avenues possibles pour la recherche sur les CAA.

Using e-assessment to support flipped-style teaching

2017 ◽  
Vol 15 (2) ◽  
pp. 34 ◽  
Author(s):  
Karen Henderson
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Student Feedback ◽  
Teaching Approach ◽  
First Year ◽  
Mathematics Students ◽  
The West ◽  
Group Activities ◽  
Reading Material ◽  
The University

We show how weekly formative e-assessments are used to support flipped-style teaching of a module delivered to all first year Mathematics students at the University of the West of England, Bristol (UWE). The flip lecture approach places students at the centre of the learning process. For the module described here, a highly scaffolded approach was employed. A workbook containing gapped lecture notes was created as well as a handbook containing exercise sheets and extra reading material. Each week students were expected to independently: watch screencasts and fill in the relevant gaps in their workbooks; take a formative e-assessment; try some basic questions from the exercise sheet and optionally do some extra reading and/or work through a Maple file. During the following two hour class, TurningPoint questions and group activities were used to encourage active learning. Student feedback of this new teaching approach has been very positive.

scholarly journals Strategies for Improving the International Elective Process: SWOT Analysis of an Elective in Butare, Rwanda

2016 ◽  
Vol 6 (2) ◽  
pp. 55-60
Author(s):  
Hashim Kareemi ◽  
Victoria Rose Myers
Keyword(s):  
Swot Analysis ◽  
Learning Opportunities ◽  
Nous Proposons ◽  
School Students ◽  
Internal Factors ◽  
Medical Settings ◽  
Hand Off ◽  
The University ◽  
Support Students ◽  
Insight Into

ABSTRACTBackground: Medical electives in developing countries present challenges in their planning and execution. We are two University of Ottawa Medical School students who recently completed a 3-week pre-clerkship elective in Butare, Rwanda and have insight into the elective planning process.Methods: A Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis was conducted to evaluate the elective process for areas of improvement. “Internal factors” were defined as those pertaining to the University of Ottawa and us as the elective students. “External factors” were defined as those pertaining to Butare and Rwanda, including the teaching and administration staff, and the hospital itself.SWOT Analysis: The main strengths of the elective program at the University of Ottawa was its ability to support students in the choice of elective, training, and funding, while the weaknesses involved communication between faculties and students. The opportunities for students included excellent learning opportunities and exposure to novel medical settings, while the threats involved clinical, ad­ministrative, and cultural factors.Conclusion: We present a proposed template of an “elective hand-off” document for students to complete after returning from their elective. This document addresses the significant lack of longitudinal communication between students and presents a more detailed summary of the opportunities and threats associated with a given placement. We also propose mandated email contact between the elective student and the home faculty as well as between home and foreign faculties. RÉSUMÉContexte: Les stages au choix en médecine dans les pays en développement comportent des défis d’organisation et d’exécution. Nous sommes deux étudiants à l’école de médecine de l’Université d’Ottawa ayant récemment complété un stage au choix au préexternat de trois semaines à Butare, au Rwanda, et avons ainsi une vue d’ensemble du processus de planification de stages au choix.Méthodes: Une analyse des forces, faiblesses, possibilités et menaces (SWOT, de l’anglais) a été menée pour évaluer les éléments des stages au choix pouvant bénéficier d’améliorations. Les « facteurs internes » étaient définis comme ceux étant reliés à l’Université d’Ottawa et à nous, les étudiants participant au stage. Les « facteurs externes » étaient définis comme ceux étant reliés à Butare et au Rwanda, incluant les personnels enseignant et administratif, et l’hôpital lui-même.Analyse SWOT: La force principale du programme de stages au choix de l’Université d’Ottawa était sa capacité de soutenir les étudiants dans leur sélection de stages, leur formation et leur financement, alors que sa faiblesse était dans la communication entre les facultés et les étudiants. Les possibilités pour les étudiants incluaient d’excellentes opportunités d’apprentissage et l’exposition à de nouveaux milieux médicaux, tandis que les menaces comprenaient des facteurs cliniques, administratifs et culturels.Conclusion: Nous proposons un gabarit pour l’évaluation des stages au choix, à compléter par les étudiants lorsqu’ils reviennent de leur stage. Ce document aborde le problème que représente le manque considérable de communication longitudinale entre les étudi­ants, et offre un résumé plus détaillé des possibilités et des menaces propres à un placement précis. Nous proposons également une communication par courriel obligatoire entre l’étudiant faisant un stage et sa faculté, ainsi qu’entre la faculté de l’étudiant et les autres facultés de médecine. 

From paper to pixels: using Google Forms for collaboration and assessment

2015 ◽  
Vol 32 (4) ◽  
pp. 9-13 ◽  
Author(s):  
Mireille Djenno ◽  
Glenda M. Insua ◽  
Annie Pho
Keyword(s):  
Active Learning ◽  
First Year ◽  
Library Instruction ◽  
First Year Students ◽  
University Of Illinois ◽  
Content Type ◽  
College And University ◽  
School Settings ◽  
The University ◽  
University Settings

Purpose – The purpose of this paper is to discuss the use of Google Forms in the university library instruction classroom. Librarians at the Richard J. Daley Library at the University of Illinois at Chicago (UIC) began using Google Forms as a way of increasing active learning and as an instrument of formative assessment. The paper describes the information literacy context at the UIC and gives examples of best practices for using Google Forms in library instruction. Design/methodology/approach – The authors collaborated with other instruction librarians at their institution to develop Google Forms for use in library instruction sessions and used them primarily in sessions geared toward first-year students. Findings – Google Forms provides an easy and inexpensive way to incorporate both active learning and assessment in library instruction sessions. Students and faculty were receptive to their use in the library classroom. These early findings will be incorporated into the longer assessment study by the authors, currently underway. Originality/value – While Google Forms has heretofore been used in primary and secondary school settings, it is only now being more widely adopted for use by instruction librarians at the university level. This paper will be of value to those who wish to use Google Forms in library instruction in college and university settings, among others.

Language Support Strategies in First Year Chemistry

2011 ◽  
pp. 18-57 ◽  
Author(s):  
Adam James Bridgeman
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Student Response ◽  
Peer Instruction ◽  
First Year ◽  
Group Discussions ◽  
Large Classes ◽  
Chemical Concepts ◽  
Active Learning Strategies ◽  
The University

In-class and online active learning strategies, which have been implemented at The University of Sydney, are described to respond to the challenge of teaching chemistry at a first year level, to students with a wide range of abilities and levels of motivations. Core to the design of these activities is the belief that students learn chemical concepts most effectively when they are actively engaged in doing and talking, rather than rote learning and listening. The strategies described have been developed within the context of large classes and limited resources. They are fully adaptable to other topics beyond first chemistry and to other sciences. They are also necessarily designed to be scalable to large or small classes and to be sustainable. Online resources are useful for helping students become familiar with chemical language and symbolism and to provide them with a means of practicing their use. Online quizzes are an invaluable means of students self-assessing their progress and of providing meaningful assessment of their level of mastery. In-class activities involving student response systems and student-centred, inquiry based approaches are built around active learning and on-going formative assessment. To develop language skills, social interaction via peer instruction and group discussions can be utilized to ensure that classes are vibrant and engaging.

scholarly journals REDESIGNING THE LEARNING EXPERIENCE: ONE PROFESSOR’S EFFO2 RTS TO DEVELOP AN ACTIVE AND ENGAGING FIRST YEAR THERMODYNAMICS COURSE

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Douglas Ruth ◽  
Sandra Ingram
Keyword(s):  
Active Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
First Year ◽  
Course Performance ◽  
Pedagogical Tools ◽  
Grade Point ◽  
Practical Action ◽  
Exit Survey ◽  
The University

Active learning is a pedagogicalmethodology that research has shown both engages andmotivates students. This paper reports on one professor’swork to infuse active learning into his first yearthermodynamics course. Based on the results of a pilotstudy aimed at exploring the use of active learning in afirst-year thermodynamics course to engage students andimprove their learning, a problem-solving learningapproach was designed for a subsequent offering of thecourse. Mini-lectures were interspersed with tutorials,and active learning and pedagogical tools and strategieswere employed with the intent to increase studentengagement and enhance learning. At the conclusion ofthis course, a student exit survey and a student focusgroup were conducted, and students’ course marks werecompared to their cumulative grade point averages toexamine their course performance. Findings showed thatstudents were engaged by the active learning design andevidence of learning was found. This is the second phaseof a practical action research study to turn a traditional,lecture-based course into an active learning arena forfirst year engineering students at the University ofManitoba.

scholarly journals Evaluation of the anaesthetic theatre educational environment at the University of the Witwatersrand.

2020 ◽  
Author(s):  
Saad Ali Khan ◽  
Helen Perrie ◽  
Juan Scribante ◽  
Lionel Green-Thompson
Keyword(s):  
Teaching And Learning ◽  
Well Being ◽  
Learning Opportunities ◽  
Educational Environment ◽  
Categorical Variables ◽  
First Year ◽  
The Mean ◽  
The University ◽  
Quality Assessments ◽  
Validated Instrument

Abstract Background The educational environment impacts on various aspects of students’ professional development and well-being and is an important aspect of medical education programmes. Limited research investigating the theatre educational environment has been identified in South Africa and there is limited understanding of this environment at the University of the Witwatersrand (Wits). This study aims to describe the educational environment in theatre for registrars in the Department of Anaesthesiology at Wits. Methods A prospective, descriptive study design was followed, involving anaesthetic registrars at Wits, using the adapted Anaesthetic Theatre Educational Environment Measure (ATEEM) questionnaire between April and June 2019. A convenience sampling method was implemented to administer the anonymous questionnaire. Categorical variables were described using numbers and percentages. Descriptive statistics were used to calculate the total scores. The independent t-test or analysis of variance test was used to make comparisons. Results A total of 85 anaesthetic registrars participated in this study. The mean total (SD) adapted ATEEM score was 116.5 (16.9) out of a total of 164. The total score for male and female registrars was 118.4 (13.5) and 115.3 (18.7) respectively (p=0.419). First-year registrars scored 121.6 (14.3), second years 111.1 (19.0), third years 111.4 (14.6) and fourth years 122.3 (18.7) (p=0.003). Junior and senior registrars scored 117.1 (17.0) and 115.7 (17.1) respectively (p=0.708). The three hospitals were scored 112.3 (19.5), 119.8 (16.4) and 115.4 (12.0) respectively (p=0.187). The mean scores for the five domains were autonomy 25.4/32 (3.1), perception of atmosphere 31.6/44 (5.4), workload/supervision/support 17.3/28 (3.5), perception of teachers and teaching 14.3/20 (2.9), and learning opportunities and orientation to learning 27.9/40 (5.1). Conclusion The theatre educational environment is perceived as more positive than negative, but with room for improvement. The specific domains that require attention to further improve the educational environment were perception of atmosphere, workload/supervision/support, perception of teachers and teaching, and learning opportunities and orientation to learning. With the availability of a validated instrument to assess the educational environment objectively and quantitatively, regular quality assessments of the educational environment should be included in the training institution’s practice.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

Thathir Quality Scholarship Program For Students At University level

2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun
Keyword(s):  
College Students ◽  
Life Sciences ◽  
Economic Feasibility ◽  
First Year ◽  
Grant Program ◽  
Scholarship Program ◽  
University Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

Buddhist, a Christian, and an Atheist Walk into a Classroom

2013 ◽  
Vol 42 (3) ◽  
pp. 37-42
Author(s):  
Ken Derry
Keyword(s):  
First Year ◽  
Specific Relation ◽  
University Of Toronto ◽  
Central Focus ◽  
The University

Although none of the articles in this issue on the topic of religion and humor are explicitly about teaching, in many ways all of them in fact share this central focus. In the examples discussed by the four authors, humor is used to deconstruct the category of religion; to comment on the distance between orthodoxy and praxis; to censure religion; and to enrich traditions in ways that can be quite self-critical. My response to these articles addresses each of the above lessons in specific relation to experiences I have had in, and strategies I have developed for, teaching a first-year introductory religion course at the University of Toronto.

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