Active learning for postsecondary educators: A study of two learning designs

Research and theory related to experiential learning hold important implications for designers and teachers in postsecondary educational organizations. Three current approaches to the investigation of active learning are discussed. A research study of two designs of a field-based graduate course is reported. Participants in both versions of the course responded to two questionnaires measuring their perceptions of their learning experiences. Twenty-three participants (55%) from the earlier version and twenty (95%) from the redesigned course responded. The findings, while not always consistent with conceptual expectations, revealed provocative relationships between theories of active learning. Effort to apply concepts of experiential learning to course design resulted in measurable differences in perceived quality of learning. Key questions for further investigation are highlighted.An earlier version of this paper was presented at the American Educational Research Association National Conference, Los Angeles, April, 1981.The authors wish to acknowledge the contributions of Millicent Nuver in the collection, processing, and analysis of the data reported in this study.     

Values in the mathematics classroom

Abstract

Values, moral values and democratic values are attracting the attention of education researchers in general and mathematics education researchers in particular. Little research has studied pre-service teachers’ perceptions of values in the classroom, their perceptions of the relationship between the different variables of values in the classroom, as well as their relationship with the democratic society. The present research attempts to do so. Twenty-two graduate pre-service teachers who participated in ‘New trends in mathematics education’ course discussed how to cultivated values in the mathematics classroom. Moreover, they answered survey questions related to the cultivation of values in this classroom. We used a combination of deductive and inductive content analysis to characterize the pre-service teachers’ texts. The research results indicate that the pre-service teachers perceived values as encouraging students’ activity in the mathematics classroom. In addition, the pre-service teachers perceived values as encouraging specific categories of values needed as skills for the citizen in a democratic society, as creativity, critical thinking and metacognition.     

Preparing Students for Social Action in a Social Justice Education Course: What Works?

The purpose of this study was to explore students’ perceptions of how the curriculum and teaching strategies in a social justice education course prepared them for social action engagement. Past studies using a similar approach to teaching about social justice issues did not include student interviews. Students’ perspectives can shed light on how experiences in a social justice education course prepared them to challenge social oppression and work toward equity in their daily lives. Six students were interviewed one semester after they completed a social justice education course. Findings indicated teaching strategies (e.g., experiential activities) that included students’ lived experiences also increased their personal awareness, empathy, confidence, and knowledge about tools for social action. These teaching strategies were identified more often than content as key in preparing students to take action. Classroom implications are discussed.     

Is Creativity Masculine? Visual Arts College Students’ Perceptions of the Gender Stereotyping of Creativity and Its Influence on Creative Self-Efficacy

This study investigated visual arts college students’ perceptions of the gender stereotyping of creativity and the influence of this stereotyping on creative self-efficacy. The sample consisted of 1198 Chinese visual arts college students. The results showed that (a) both male and female students identified stereotypically masculine traits as more important to creativity than stereotypically feminine traits are, (b) male students demonstrated higher creative self-efficacy than their female counterparts did, and (c) students’ gender significantly moderated the effect of the gender stereotyping of creativity on creative self-efficacy. Specifically, the gender stereotyping of creativity had a positive effect on male students and a negative effect on female students. These findings revealed that gender stereotypes dominate concepts of creativity in Chinese art education and may hinder female students’ development of creative self-efficacy, resulting in gendered inequality in the visual arts field. The implications of these findings for visual arts education in China are discussed.     

Flipping the Math Classroom for Non-Math Majors to Enrich Their Learning Experience

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 taught by the same instructor in the same semester. General perceptions as well as students’ understanding and retention of the course material are measured and compared. The flipped classroom students outperform their traditional lecture peers on exams, especially in terms of their mathematical problem-solving skills. The flipped classroom students are also more confident than their traditional lecture peers about their abilities and their understanding of the course material, crediting their understanding primarily to the in-class activities, which are made possible because the flipped classroom design promotes an experiential, active-learning environment without compromising content.     

How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective

This mixed methods study examined teachers' perceptions of creativity using Social Cognitive Theory factors (e.g., personal, behavioral, and environmental). When describing hindrances to creativity, teachers often discussed macro-environmental factors, yet when explaining or defining creativity, teachers often used personal and behavioral characteristics. Teachers did not seem to hold limited views on who can be creative or that creativity always results in products; however, some teachers' conceptions were too vague to guide the explicit facilitating of creativity. Compared to in-service teachers, pre-service teachers expressed more optimism in their future environmental support and lower self-efficacy for developing creative thinking.     

Environmental service learning: outcomes of innovative pedagogy in Baja California Sur,Mexico

This article reports on a longitudinal study of a two‐semester middle school environmental learning course that departs from traditional Mexican expository pedagogies through the incorporation of experiential and service learning approaches. In the short term, course participants acquired a heightened awareness of environmental issues, augmented their environmental perceptions and consciousness, and complemented all this with environmentally responsible behaviours. Two years after completing the experiential course, students retained pro‐environmental attitudes and behaviours and unexpectedly exhibited an expanded role in intergenerational learning. The research adds to the handful of studies in this cross‐disciplinary field through qualitative methodologies that refine our understanding of the outcomes of experiential environmental learning.     

“It has very good intentions but it’s not quite there yet”: Graduates’ feedback of experiential learning in an MPharm programme Part 2 (TELL Project)

There is a paucity of studies assessing graduates’ perceptions of experiential learning and its effectiveness in preparing them for practice. This information would be important in informing changes to the experiential learning component of pharmacy education. We present Part 2 of a mixed-methods study involving graduates to obtain feedback on their experiential learning experience. Online survey responses and qualitative interviews provided suggestions on improving the experiential learning,which included adopting block placements which would allow for a better placement experience. Having a pre-registration trainee present was beneficial, highlighting the possible value of adopting a tiered-teaching model. Given the poor experience at certain placement sites, quality assurance measures should be adopted to ensure tutors and sites are suited and able to train students for the real-world. The majority wanted feedback from tutors, and indeed this should be formalised as it is a key component in the experiential learning cycle.     

When antecedents diverge: Exploring novelty and value as dimensions of creativity

Though an ongoing debate exists concerning how creativity should be defined and measured, it is generally agreed upon that creativity is the generation of ideas that are novel and of value ( [Amabile, 1996] and [Hennessey and Amabile, 2010] ). Yet most studies treat creativity as a black box in regards to the nature of the relationships between some commonly known antecedents of creativity and its two prime components, namely novelty and value. This is the issue we address in this exploratory paper as we look at antecedents that are similarly related and differentially related to novelty and value. We propose that such relationships could have an impact on creative outcomes in organizations. We also discuss potential implications for broader application to practitioners interested in learning how to boost their employee creativity and organizational innovativeness.     

Effects of active learning classrooms on student learning: a two-year empirical investigation on student perceptions and academic performance

Recent studies on active learning classrooms (ACLs) have demonstrated their positive influence on student learning. However, most of the research evidence is derived from a few subject-specific courses or limited student enrolment. Empirical studies on this topic involving large student populations are rare. The present work involved a large-scale two-year study that examined the effects of ACL on student perceptions of their learning experience and the relationship with academic performance in a General Education programme. An institutional survey was used to gather more than 35,000 units of student perception data from all 306 courses in the programme. Our empirical findings show that students thought courses that adopted an ACL as the key learning environment were significantly better designed and more encouraging of student creativity and innovation than courses which used regular classrooms; thus, student perceptions were improved. We are also the first to report that this positive effect on creativity and innovation is statistically unaffected by academic performance, with high, middle and low achievers all benefiting from the use of the facility. The results suggest that ACLs are better environments for nurturing innovation for all students, regardless of their academic ability.     

A theoretical framework for integrating creativity development into curriculum: the case of a Korean engineering school

Existing approaches to developing creativity rely on the sporadic teaching of creative thinking techniques or the engagement of learners in a creativity-promoting environment. Such methods cannot develop students’ creativity as fully as a multilateral approach that integrates creativity throughout a curriculum. The purpose of this study was to formulate a theoretical framework for a curriculum that fosters creativity. Based on the analysis of documents from accreditation organizations and engineering programs, the researchers synthesized the essential abilities and knowledge of creative engineers and formulated an initial theoretical framework for an engineering curriculum designed to integrate creativity development. To validate this initial framework, in-depth faculty interviews were conducted. The results pointed to an optimal curriculum containing four course groups centered on design, domain knowledge, interdisciplinary knowledge, and creative leadership. In addition, the findings revealed an optimal structure and sequence for the courses by grade level. The discussion includes implications of the resulting framework, along with contextual and institutional issues and recommendations for future study.     

Understanding the relationship between Singapore preservice teachers’ ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation

Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers’ perception of course experiences are limited in indicating the kinds of ICT integration knowledge or technological pedagogical content knowledge (TPACK) preservice teachers have gained throughout the course. Preservice teachers’ ICT course experiences was found to influence their intentions to integrate ICT but its influence on their TPACK perceptions, if better understood, can inform teacher education institutions about the design of ICT courses. This study describes the design and validation of an ICT course evaluation instrument that examines preservice teachers’ perceptions of ICT course experiences and TPACK. Hierarchical regression analysis was performed on survey results collected from a graduating cohort of 869 Singapore preservice teachers who had undergone a compulsory ICT course during their teacher training program. These preservice teachers were being prepared to teach the different subject areas at primary, secondary, and junior colleges (or postsecondary institutions for 17–19 year olds) in Singapore. The regression model showed that preservice teachers’ perceived TPACK was first influenced by their perceptions of course experiences that supported the development of intermediary TPACK knowledge components such as technological knowledge and technological pedagogical knowledge. The methodological implications for the design of ICT course evaluation surveys and the practical applications of survey results to the refinement of ICT course curriculum are discussed.     

Exploring students’ perceptions of service-learning experiences in an undergraduate web design course

Service-learning is an experiential learning experience where students learn and develop through active participation in community service to meet the needs of a community. This study explored student learning experiences in a service-learning group project and their perceptions of service-learning in an undergraduate web design course. The data showed that the service-learning project helped students learn the course material, feel more connected to the surrounding community, and improve their communication and problem-solving skills for their careers. The participants appreciated the opportunity to work with the service-learning partner and will be likely to look for more opportunities to get involved in the community. Time constraints, group work, working with real clients, and technical limitations were reported as major challenges in the group project.     

CONSOLIDATING LEARNING FROM EXPERIENCE

The article describes an experiential learning programme at the University School of Education, Newcastle upon Tyne, in which teams of postgraduate trainee teachers undertook problem solving placements in local businesses and public services. The evaluation revealed a contrast between high general satisfaction levels and low perceived relevance to teaching. This is analysed and discussed in relation to the perceptions student teachers develop during their training. The vital importance of briefing and debriefing in experiential programmes is emphasised, as an aid to learning when much of value is easily lost.     

Primary Teachers' beliefs about Scientific Creativity in the Classroom Context

While a number of studies have investigated people's perceptions or conceptions of creativity, there is a lack of studies looking into science teachers' views. The study aimed to explore the meanings of scientific creativity in the classroom context as perceived by a selective group of upper primary (Grades 3–6; student ages 8–12) science teachers (n?=?16) in Taiwan. Using a self-report, open-ended questionnaire and follow-up interviews, the participants responded to questions as to (1) what quality, behaviours and abilities characterise a creative learner in their science classrooms, (2) what a science classroom should be like if it is to facilitate scientific creativity, and (3) whether and what particular elements of the inquiry approach are incorporated in such a classroom. The analyses revealed that the teachers captured the central features of creativity and proposed diverse ideas about how to foster creativity in school science, but seemed to overlook some aspects, such as convergent thinking, problem-finding, and linking the arts and science. These missing features are regarded as important for scientific creativity in contemporary research. The findings were discussed along with their implications for teacher education and future research.     

Multicultural Counselor Training: Students' Perceptions of Helpful and Hindering Events

Counselor trainees perceptions during a multicultural counseling course highlighted the importance of experiential activities and ethnically diverse speakers to the development of awareness and knowledge.     

Family and School Correlates of Adolescents’ Creativity,Morality and Self Concept

This study examined relationships between adolescents’ perceptions of their family and school environments and measures of their creativity, morality and self concept. Parallel forms of environment schedules were used to assess the social‐psychological contexts of families and schools. Data were collected from 312 16 year‐old Australian students. Using commonality analyses, the results indicated that (a) adolescents’ self concept and morality have moderate associations with their perceptions of family environments and more modest relationships with their perceptions of school environments, and (b) adolescents’ creativity has modest associations with their perceptions of both family and school environments.     

Antecedents to psychosocial environments in middle school classrooms in Taiwan

This study investigated gender differences in students' perceptions of their psychosocial environment and related variables. Analyses of data collected from 644 middle school students reveal that there were significant differences in boys' and girls' perceptions, in favor of girls. Ten academic background variables were examined. Multiple regression results identified, in addition to gender, school membership, attendance, time spent doing homework, students' academic expectations, course grade, and course content as significant variables for all students, accounting for 31% of the variance in environment. There were gender-related disparities for the variables involved. While time spent doing homework, students' academic expectations, course grade, and course content had significant effects on both boys and girls' environments, school membership and time spent in watching TV had effects only on girls' perceptions. Educational implications of the findings are also discussed in the article. This revised version was published online in July 2006 with corrections to the Cover Date.     

兴趣、参与和创新——体育教学中实施素质教育的若干思考

实施素质教育的重点是“培养学生的创新意识和实践能力”。在最具实践性的学科——体育教学中,如何培养学生的创新意识和创新能力,非常值得去研究和探索。对兴趣、参与和创新的研究文章颇多,然而大多数是各自成篇,互不相干,尤其是体育教学方面的文章,没有把它们结合起来研究。本文旨在将三者联系起来,通过文献资料法、逻辑分析法,沿着培养学生创新意识和创新能力过程中学生的心理变化这条主线,揭示其内在联系和规律,挖掘体育教学中的积极因素,从而提高教学的实效。     

Using online technologies to extend a classroom to learners at a distance

The authors studied a course in which an instructor allowed individuals at a distance to participate. Although these students were not formally enrolled in the university where the class took place, the instructor gave them full access to all course materials and encouraged them to complete course assignments. The authors examined the time and technical proficiency required to involve learners at a distance. We surveyed these learners to determine their perceptions of the course and examined their work. Learners at a distance reported receiving some benefit from the course, particularly in terms of learner–content interaction. We surveyed students in the face‐to‐face classroom to determine whether having students participating at a distance in the same class affected their perception of the course. They reported no impact. The implications and limitations of these results are discussed.