Student perceptions and use of feedback during active learning: a new model from repeated stimulated recall interviews

As active learning pedagogies continue to increase in popularity in higher education, new questions have emerged about how instructors can manage all of the associated ‘moving parts’ of active learning, including how and when to deliver feedback. Currently, little is known about how students perceive the effects of verbal feedback during in-class activities. This study examined two large sections of introductory biology held in an active learning SCALE-UP (Student-Centred Active Learning Environments with Upside-down Pedagogies) classroom. Thematic analysis of repeated stimulated recall interviews with 15 students (72 total interviews) uncovered three main categories of feedback effects that students perceived: assure, alert and add (AAA). These three categories were supported by repeated stimulated recall surveys with a larger student population (262 students). We describe each category, quantify the frequency of each category in the target course, outline the students’ perceived impact of each on examination preparation and performance, and conclude with implications regarding how understanding students’ perceptions of their feedback experience may help instructors to deliver student-centred feedback during active learning.     

Lifelong Education‐‐a New Challenge

Summaries

English

Researchers from Japan, Romania and Sweden, together with the UNESCO Institute for Education (Hamburg), carried out a study of the functions of lifelong learning within education. Dozent Gestrelius reconstructs and comments on the Swedish part of this study. He delineates a comprehensive list of criteria which may be of paramount importance for curriculum renewal in science education. The author describes, in addition, the relations between some parts of Swedish curricula and the principles of lifelong learning (for example, self‐realization, self‐directed learning, creativity, flexibility). These are the results of empirical studies.     

Participatory Scaling Through Augmented Reality Learning Through Local Games

The proliferation of broadband mobile devices, which many students bring to school with them as mobile phones, makes the widespread adoption of AR pedagogies a possibility, but pedagogical, distribution, and training models are needed to make this innovation an integrated part of education, This paper employs Social Construction of Technology (SCOT) to argue for a participatory model of scaling by key stakeholders groups (students, teachers, researchers, administrators), and demonstrates through various cases how ARIS (arisgames.org) — a free, open-source tool for educators to create and disseminate mobile AR learning experiences — may be such a model.     

Rechtssprechung-Leits?tze

Rechtssprechung - Leits?tze

Rechtssprechung-Leits?tze     

Seeing Change in Time: Video Games to Teach about Temporal Change in Scientific Phenomena

This article explores how learning biological concepts can be facilitated by playing a video game that depicts interactions and processes at the subcellular level. Particularly, this article reviews the effects of a real-time strategy game that requires players to control the behavior of a virus and interact with cell structures in a way that resembles the actual behavior of biological agents. The evaluation of the video game presented here aims at showing that video games have representational advantages that facilitate the construction of dynamic mental models. Ultimately, the article shows that when video game’s characteristics come in contact with expert knowledge during game design, the game becomes an excellent medium for supporting the learning of disciplinary content related to dynamic processes. In particular, results show that students who participated in a game-based intervention aimed at teaching biology described a higher number of temporal-dependent interactions as measured by the coding of verbal protocols and drawings than students who used texts and diagrams to learn the same topic.