This article reports on students’ experiences of lectures which included many opportunities for active engagement through cooperative learning activities. At the end of a 13-week semester-long unit, 113 students completed a questionnaire which contained five open-ended questions focusing on the extent to which the students thought that the lecture activities helped them to learn and understand the course content and to maintain their interest and attention during the sessions. Results indicate that students valued the mix of traditional lecturing and cooperative learning tasks, particularly the variety of activities, the opportunities for small-group and whole-class discussions, the clear focus on one or two central ideas, and the authenticity of the tasks.

Students’ experiences of active engagement through cooperative learning activities in lectures:

We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of audience response technology during lectures for formative or summative assessment. Students voluntarily answered questions posed during lectures with their personal response system (clickers), with individual answers automatically collated for immediate histogram display. This feedback then dictated the focus of followup discussions in the lecture. Student and instructor attitudes were surveyed through voluntary interviews with student responses correlated with their degree of clicker participation and individual exam results. Active lectures were found to increase both student motivation and engagement. Students who participated in answering questions achieved better results than students who chose not to. Students with the lowest scores in a prerequisite course (previous semester physiology exam marks of 75%) entry students. Significant improvement was evident in both mid- and end-semester exam results compared with student cohorts from preceding years, although this could also be influenced by many other factors. Increased student engagement and the immediate feedback obtained during lectures were advantages commonly noted by lecturing staff.

Promoting student-centered active learning in lectures with a personal response system

Introduction Learning in Classrooms - What's the Best We Know? What is Effective Learning? What Do We See in Classrooms - Ways of Seeing Voices on Learning and the Culture of Classrooms - Contemporary Myths Your Conceptions of Learning and Teaching - Teachers and the Tensions They Face Promoting Effective Learning - Active, Collaborative, Pupil Agency and Meta-Learning Talking With Colleagues - Telling Our Best Stories of Learning in Classrooms Conclusions

/pdf/effective-learning-in-classrooms-3vydruhr1k.pdf

Effective learning in classrooms

Contemporary organizations, in an effort to reap the benefits of a diverse workforce, continue to spend millions of dollars on diversity training despite the tendency of such training to either fail or result in less than desired outcomes. We introduce an alternative, strategic approach to organizational diversity designed to create a more inclusive “culture of diversity.”This long-term, relational approach emphasizes an attitudinal and cultural transformation, requiring managers to “break barriers” by moving away from “managing diversity” toward “managing for diversity” to capitalize on the unique perspectives of a diverse workforce. © 2008 Wiley Periodicals, Inc.

Beyond diversity training: A social infusion for cultural inclusion

Motivation is an important factor that is instrumental in successfully carrying out any activity and its significance is highlighted widely by a growing mass of motivational studies conducted in the field of second as well as foreign language learning contexts. This study is an attempt to investigate the common factors that are perceived as demotivating by Saudi university undergraduates represented by the cohort of this study. The sample of this study responded to a 23-item self-structured questionnaire to record their demotivational factors towards learning English as a foreign language. The data generated were scientifically analyzed in terms of descriptive analysis and independent-samples t-test was run to indentify whether or not any significant differences exist in the responses of English-major and non English-major learners. The results reported that Saudi university undergraduates felt demotivated because of the factors which include textbooks; English faculty behaviors; peer pressure; teaching methods; insufficient use of modern teaching aids, difficult English vocabulary and grammar etc. It is suggested that teachers should use English language in classes, speak slowly to ensure understanding, avoid using Arabic, avoid losing their temper during classes, ensure that interactive activities are frequently exploited and use modern teaching facilities as much as possible to maximize the involvement of the learners in classroom proceedings for better learning. Furthermore, it is also exhorted that the English departments should rationalize English syllabus and select English textbooks after proper deliberation to cater to the learners’ interest and proficiency in the target language.

https://eujournal.org/index.php/esj/article/download/2035/1947

English as a foreign language learning demotivational factors as perceived by saudi undergraduates

Group role-playing and collaborative exercises are exciting ways to diversify college students' classroom experience and to incorporate active learning into your teaching. This article reports the results of two experiments that compared the effectiveness of role-playing and collaborative activities to teacher-centered discussions and lectures. Using both history and political science classes, we show that the students who participated in the role-plays and collaborative exercises did better on subsequent standard evaluations than their traditionally instructed peers. Presented here is a discussion of active learning, descriptions of the two experiments, and an explanation of the outcomes and implications of the study.

/pdf/active-learning-techniques-versus-traditional-teaching-278remgdse.pdf

Active Learning Techniques Versus Traditional Teaching Styles: Two Experiments from History and Political Science

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Active Learning Techniques Versus Traditional Teaching Styles: Two Experiments from History and Political Science