The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies

Physical learning environments offer many affordances that one can choose from when designing instruction. For courses where student writing is central to course learning outcomes, a challenge exists in that innovative digital technologies may take precedence over nondigital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within physical learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies to increase opportunities for active learning. We explain the rationale for the design decisions in an introductory composition course taught in a technology-enhanced, Active Learning Classroom through a design case model. Classroom applications relevant to any course in which student writing is a central learning activity are discussed

Investigating staff capabilities and needs for effective use of online technologies

Common to all higher education institutions is the need to reform and change the curriculum to prepare students to become citizens in a world of knowledge-based economies (Bates, 2005). Students today need skills and abilities to work in teams, to cooperate, collaborate and learn with fellow students and staff in a community of learners. Within these communities learners need to be able to solve real world problems and be self-directed active learners constructing knowledge. This shift towards more active learning demands a more student-focused approach to the process of learning and teaching in higher education (Prosser & Trigwell, 1999) and that well-designed active learning is an effective way for student learning (Biggs, 2003; Ramsden, 2003; Healey & Roberts, 2004). There is also a growing body of evidence that technology applied to learning and teaching supports extended active learning in and out of class (Paulson, 2002; Williams, 2003). But ‘technology-enhanced learning demands that both technological and methodological abilities are put into play’ (Trentin, 2006, p. 182) and that it is difficult to find all these abilities in a single person. ‘However good a teacher might be in class, he/she may fail in a distance learning situation if lacking sufficient familiarity with technology-enhanced learning methods’ (Trentin, 2006, p. 184). This research suggests that faculties and universities as a whole need to pay close attention to staff capabilities and their use of technology and to offer staff development in ways that will best afford opportunities to improve on and re-think the way they teach and their students engage in learning through technology. Research undertaken in this paper investigates one faculty’s use of an online learning environment and a support structure that builds staff capabilities in using online technology to engage students in effective collaborative and meaningful real world activities.published_or_final_versio

Learning Spaces and Self-Efficacy in Undergraduate Statistics

Learning environment research has typically focused on factors other than the physical environment (e.g., student/teacher relationships, organizational structure). This study investigated the relationship between the physical classroom environment and entry-level undergraduate statistics students’ (N = 844) academic beliefs and performance. Students were taught in either a technology-enhanced active learning classroom or a traditional lecture hall. This study investigated how undergraduate students in an entry level statistics course a) perceived the importance of the physical learning environment, b) conveyed expectations for and experiences of active engagement within that environment, and c) self-reported their personal capability judgments. Data were analyzed by examining mean differences, correlations, and regression. The nested data structure was accounted for using hierarchical linear modeling. Results indicated that, at the end of the semester, students rated the physical learning space as less important to their learning than they did at the beginning, although perceived importance was not influenced by classroom setting. The relationship between classroom type and active engagement expectation/experience offered mix results. Students learning in traditional classrooms reported higher statistics self-efficacy than did those in technology-enhanced statistics classrooms. End-of-course statistics self-efficacy was significantly related to grades earned

Active Learning Training and Classroom Renovation: Exploring Student and Faculty Perceptions in Health and Human Performance Disciplines

Active learning spaces form an important part of university learning environments and have the potential to enhance student learning, yet studies on student and faculty perceptions of collaborative learning pedagogies indicate many remain resistant. To overcome this resistance, an academic department developed and implemented an active learning initiative to assist faculty transiting to teach in a classroom newly renovated for active learning pedagogies. Five semi-structured focus groups explored perceptions of faculty and students in the inaugural classes in the renovated space to identify what they perceived enhanced or detracted from faculty delivery of content and student learning experiences. Thematic analysis revealed three themes: Positive improvements in the physical classroom environment, enhanced student engagement, and improved instructional methodology because of faulty training and classroom renovation. Key findings indicated primarily positive perceptions of the renovated physical environment, especially the tables and mobile white boards; however, participants also noted some frustrations with the furniture, classroom layout, and technology influencing student engagement and effectiveness of active learning strategies. Overall, data supported the conclusion that the classroom renovation and faculty training program effectively facilitated positive learning experiences and student-instructor interactions

Lights, Camera, Action! The role of movies and video in classroom learning

Increased technology support in classrooms allows for enhanced opportunities for faculty to make use of multimedia. This article focuses on how faculty can best utilize movies and video clips to enhance student learning. A review of the fundamentals from a technical perspective is provided, as well as techniques to incorporate movie clips in active learning instruction. Support for faculty in the use of technology in teaching is essential in today’s classroom

Exploring the Effect of a Collaborative Problem-Based Learning Simulation Within a Technology-Enhanced Learning Environment on Tutor Perceptions and Student Learning Outcomes

Alternative learning experiences and environments are being increasingly investigated, in response partly to technological developments but also following the emergence of the COVID-19 pandemic. Educators have found that pedagogic strategies and learning environments profoundly influence behaviour of students, approach to learning, learning outcomes and overall level of satisfaction. There is nascent literature on how specific pedagogical approaches (in this case, collaborative problem-based learning) and environments (technology-enhanced learning environment: TELE) can positively impact student learning. In this article, the authors explore the value of a technology-enhanced problem-based simulation exercise for achieving learning objectives and engagement. This approach is novel in combining research on active learning, collaboration and simulation within a specific context. This was a mixed-method study, and staff and student participants were engaged, gathering data through several methods, including questionnaires and interviews. The data was analyzed through different methods, including thematic analysis. The results suggested that the pedagogic approach and learning environment explored in this study positively enhanced student understanding of subject content and learners’ ability to apply abstract theories and concepts. Moreover, evidence shows that these interventions increased learner motivation and knowledge retention. 

The Impact of Information Explicitness and Timing on Facilitating Online Learning: A Field Experiment

Online learning systems aim to support learners’ learning process by providing various kinds of information. However, scarce research has focused on examining whether such information support can indeed foster an active learning process and ultimately achieve enhanced learning outcome. This study draws upon active learning theory, which posits that effective information support should facilitate learners’ “generation” and “reflection” process. We examined two characteristics of information support to facilitate such an active learning process, information explicitness and presentation timing (during or after a learning task). A field experiment was conducted on an online learning platform. Our findings revealed that when provided during a task, less explicit information would improve learning outcomes by encouraging generation activities. Furthermore, for learners with a stronger knowledge base, more explicit information support provided after a task assisted in the reflection process, leading to improved learning outcomes. The mechanisms were revealed by using cursor tracking technology

Crafting a rich and personal blending learning environment: an institutional case study from a STEM perspective

Institutional pressures to make optimal use of lecture halls and classrooms can be powerful motivators to identify resources to develop technology enhanced learning approaches to traditional curricula. From the academic’s perspective, engaging students in active learning and reducing the academic workload are important and complementary drivers. This paper presents a case study of a curriculum development exercise undertaken in a STEM subject area at a research-intensive UK university. A multi-skilled team of academics and learning designers have worked collaboratively to build this module which will be realised as a mix of online and face to face activities. Since the module addresses professional issues, a strong emphasis is being placed on establishing authentic learning activities and realistic use of prominent social tools.The learning designers are working for a cross-institutional initiative to support educational innovations; therefore it is important to carefully document the development process and to identify reusable design patterns which can be easily explained to other academics.<br/