Index
Active Learning Strategies in Higher Education
ISBN: 978-1-78714-488-0, eISBN: 978-1-78714-487-3
Publication date: 19 April 2018
This content is currently only available as a PDF
Citation
(2018), "Index", Misseyanni, A., Lytras, M.D., Papadopoulou, P. and Marouli, C. (Ed.) Active Learning Strategies in Higher Education, Emerald Publishing Limited, Leeds, pp. 389-399. https://doi.org/10.1108/978-1-78714-487-320181017
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
Academic writing skills
, 114
Accounting education
, 9, 293–310
Accreditation Board for Engineering and Technology, Inc. (ABET)
, 93
Action research
, 368, 370
Active learning
, 1–2, 17–42, 136
activities to promote, using problem solving
, 71
connection to basic learning theories
, 82–88
defined
, 91–92, 170
designed instruction
, 29–31
e-learning
, 175–176
epistemology, elements of
, 37–41
in Information Systems courses
, 273–290
integrative model
, 83, 89
pedagogical paradigms, changing
, 25–29
reasoned conclusions about, reaching
, 36, 42
research claims about
, 31–36
shift to
, 20–25
situated cognition
, 29–31
stories, in higher education
, 75–102
in 21st century, challenges to
, 340–342
under global marketing
, 342–343
underpinnings
, 76–82
Active learning design
, 45–66
cognitive flexibility theory
, 53
cognitive load theory
, 47–50
domain-general skills
, 53–55
guidelines for. See Active learning design, guidelines for
, 55
authentic problem, selection of
, 56–58
First Principles of Instruction
, 55–56
instructional design
, 55
learner motivation, implications for
, 64–65
prior knowledge activation
, 58–59
problem demonstration
, 59–61
support (timely) application
, 61–64
technology
, 65–66
information processing
, 47–49
problem-based learning
, 50–52
problem-centered learning
, 50–52
schema acquisition
, 47–50
schema theory
, 49–50
Activity or task-based work
, 112
Adobe Connect
, 153
Affective learning
, 137
Agility Scrum
, 286–287
American with Disabilities Act
, 138
Anytime minilectures
, 160
Arduino UNO
, 281
Arguments, creating of
, 198–202
Artley, Sharon
, 228
Assessment-centered classrooms
, 24
Assessment-centered learning
, 161
Association for the Advancement of Sustainability in Higher Education (AASHE)
, 369
A-synchronous communication
, 154, 155
Authentic assessment
, 34
Authenticity
, 30
Authentic learning
, 20, 28, 30, 37
Authentic problem, selection of
, 56–58
Automation
, 50
Autonomous learning, and ePortfolios
, 319–321
Autonomous learning cycle
constructivist approach to
, 325–331
pilot study
, 328–331
Autonomy
, 9, 10, 315–333, 344, 347, 356
Backward design model
, 163
Banking model of education
, 25–26
Behaviorist instructivist theories
, 45
Behaviorist theories
, 84
Beware the Ides of March
, 191
Bidimensional identity
, 253
Blackboard
, 93, 155
Blended learning
, 274
Bloom’s taxonomy
, 159, 212, 228
Career and life skills
, 23
Career-based learning
, 143
Career focus
, 111
Carpenter, Edmund
, 346
Carrington, Allan
Padagogy Wheel
, 8, 212, 227–228
Case-based learning
, 173, 180
Case study analyses
, 1, 79, 95
Centre de Recherches et d’Applications en Langues (CRAPEL)
, 320
Challenge-based learning
, 213, 222
Change management
, 7
Change Management course
, 169–184
Chronotope
, 251–252
CIECII-MILLENIUM (Center of Education Research in an Indigenous and Intercultural Context)
, 260
Citizen education
, 343, 356
Class discussion
, 1
Classroom assessment techniques (CATs)
, 79
Classroom-based work
, 112
Class structure
, 32–33
Cognition
metacognition
, 17, 20–23, 25, 31, 40–41, 42, 164
situated
, 29–31
Cognitive apprenticeship
, 59
Cognitive dissonance
, 23
Cognitive flexibility theory
, 53
Cognitive learning
, 137
Cognitive load
, 48–50, 60
theory
, 47–50
Cognitivist theories
, 84–85
Collaboration, defined
, 176
Collaborative learning
, 20, 80, 81, 95, 109, 213, 222, 370
e-learning
, 176–178
Collaborative teaching
, 370
Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)
, 317, 326, 328
Communication
a-synchronous
, 154, 155
exercises
, 117–121
short-form
, 117
synchronous
, 154
Community-based learning
, 80
Community-centered learning
, 161
Competencies, development of
, 89–90
Computer science
, 287
Concept mapping
, 213
Conscientization
, 344
Constructive learning
, 137
Constructivism
, 27, 84, 296
Constructivist approach to autonomous learning cycle
, 325–331
Constructivist learning
, 136
theory
, 30–31
Constructivist paradigm and objectivist paradigm, comparison of
, 30
Consumerism
, 42
Cooperative learning
, 20, 22, 80, 213, 222
Counter-surveillance
, 22
Course design, for online learning
, 159–162
Course methods and content, revision of
, 99–100
Creative activities
, 79
Critical pedagogy
, 372–373
Critical thinking skills
, 109, 363
Cultivate cognitive skills
, 91
Culture
, 341, 345–349
remote
, 344
“Daily Life in Ancient Rome”
, 187, 197
goals/learning objectives
, 208
presentation
, 209
writing assignment
, 208
Decalogue of Internet Safety
, 230
Deliberate pedagogies
, 153–157
Democracy
, 339–341, 355, 356
Democratic learning
, 371, 372
Design alchemy
, 64, 65
Design Alchemy pedagogy
, 65
Designed instruction
, 29–31
Design theories
, 86
Digital immigrants
, 299
Digital literacy skills
, 23
Digital natives
, 298
Discover Dominica Authority
, 146
Discovery/inquiry-based learning
, 213, 222
Dissemination to the scientific community
, 100
Domain-general skills
, 53–55
Dominica Water Sports Association
, 146
Educational justice
, 343
Education and social problems, connection between
, 368–369
Education for Sustainability (EFS)
, 10, 361–369
characteristics of
, 365–367
goals of
, 365–367
pedagogy
, 367–369
Education for Sustainable Development. See Education for Sustainability (EFS)
Edu-venture
, 140
Ehrenreich, Jeffrey
, 346
E-learning
active
, 175–176
collaborative
, 176–178
Electronic portfolios
, 215
ELGG
, 319
Emotive learning
, 367, 370
Employability skills, students’ acquisition of
, 126
Empowering education
, 372
Engagement
, 135, 137, 140, 141, 148
of society and industry
, 100–101
Engineering instructors, roles of
, 27–28
Environmental citizenship
, 374
Environmental Education (EE)
, 10, 361–369
characteristics of
, 365–367
goals of
, 365–367
pedagogy
, 367–369
Environmental science
, 5, 107–127
communication exercises
, 117–121
enabler’s view of observations and outcomes
, 123–127
learning outcomes, mapping of
, 129–131
module, overview of
, 111–115
practice essay
, 115–117
practice presentation
, 121–123
Environmental studies
, 133–148
field-based capstone course
, 140–143
international environmental service learning
, 145–148
learning disabilities
, 138–140
literature review
, 136–138
using field data to introduce statistics
, 143–145
Epistemology
, 19
active learning, elements of
, 37–41
defined
, 18
ePortfolio
approaches to assessment
, 331–332
autonomous learning and
, 319–321
constructivist approach to autonomous learning cycle
, 325–331
defined
, 316
international projects, positivist approach to
, 322
Mahoodle project, positivist approach to
, 322–324
reflective diaries, positivist approach to
, 324–325
see also Digital portfolio
Equal educational opportunities
, 343
European Higher Education Area (EHEA)
, 295
European Language Portfolio (ELP)
, 317, 320, 326, 328
Evaluation of active learning
, 99
Evernote
, 319
Evidence Collection
, 326–327
Experiential capstones
, 133, 136, 138, 140–143
Experiential learning
, 1, 79, 81, 94, 136, 137, 367
Expertise reversal effect
, 63
Extraneous cognitive load
, 49, 50, 63
Fab Labs
, 277
Facebook
, 254
FAPERJ
, 278
Feedback
, 116, 211, 214, 216, 218, 219, 222, 224–227, 231, 232, 235–241, 330–331
Field-based capstone course
, 140–143
Field-based learning
, 6, 136
Field data, using to introduce statistics
, 143–145
Field experiences
, 215
Field work
, 136, 143
First Principles of Instruction
, 45, 55–56, 65, 66
Flexible learning
, 274
Flexible problem-solving skills, building
, 52–53
Flipped classroom
, 159–160
activities
, 79
Flipped education
, 274
Flipped lessons
, 1, 93
Force Concepts Inventory (FCI)
, 27
Formal learning
, 321
Formative assessment
, 107–127
of technology-enhanced learning
, 231–236
Foucauldian discourse analysis
, 22
Freedom
, 10, 344, 347, 356
Free will
, 344
Freire, Paulo
, 3, 9–10, 349–352
pedagogical legacy of
, 339–357
Game-based learning
, 80, 81, 93
Gamification
, 80
GANTT chart
, 114
Geographic information systems (GIS)
, 143, 144
Germane load
, 49
Global marketing, active learning under
, 342–343
Goals
of course
, 92
learning
, 21
in teaching
, 91
Goal-setting, for in-class assignments
, 194–198
Goal/vision clarification
, 97
Google
, 155
Google Cardboard
, 212, 236
Google Edu Group
, 227
Google Sites
, 319
Hackerspaces
, 277
Hands-on learning
, 135, 138, 148
Higher education (HE)
, 1, 3, 361–384
accounting students using Socrative App
, 293–310
active learning stories in
, 75–102
in 21st century, new vision for
, 373–384
How People Learn (HPL) framework
, 160–162, 164
HTPA
, 255
Human-centered design
, 152
Hybrid learning
, 274
Ides of March
, 191
“I-It” path of teaching–learning
, 350
Implementation of active learning
, 99
In-class assignments, goal-setting for
, 194–198
Incremental Prototyping Model
, 262
Informal learning
, 321
Information and communication technologies (ICT)
, 1–3, 9, 81, 93, 95, 99, 213, 216, 227, 234, 241, 253, 255, 256, 264, 274, 293, 296–297, 300, 318, 362, 371, 373, 382, 383
Information processing
, 47–49
Information Systems (IS) courses
, 9
active learning in
, 273–290
Agility Scrum
, 286–287
Makerspaces
, 274, 276–281
newspaper doll
, 284–286
QRCodes
, 282
quizzes
, 282
robotics
, 278–281
Initial Teacher Training (ITT)
, 256
Innovation
, 1, 101
skills
, 23
In-school learning
, 160
Instagram
, 254
Institutional resources and context
, 98–99
Institutional strategic fit
, 90
Institutional structure
, 341
Instructional design
, 55
Instructor enthusiasm
, 192–194
Instructor immediacy
, 199, 203
Integrative learning
, 369, 371
Interactive lectures
, 1, 79
Interculturalism
, 257
Intercultural talent management model
, 247–267
active teaching and learning strategy through
, 257–260
application as active teaching and learning strategy
, 263–265
preservice teachers’ teaching and learning experience
, 260–263
research background
, 255–256
virtuality
, 250–255
International environmental service learning
, 145–148
International study
, 135, 136
Internet
, 35
Internet of Things
, 18
Internships
, 196
Intrinsic load
, 49, 50, 62
“I-Thou” path of teaching–learning
, 350, 352, 354, 356
K-12 schools
, 9, 156, 216, 266, 278
Kinetic learners, basic characteristics of
, 190–192
Knowledge
acquisition
, 203–205
creation
, 78
prior knowledge activation
, 58–59
relevance of
, 370
retention
, 26, 78
transfer
, 308
Knowledge-centered classrooms
, 24
Knowledge-centered environment
, 161
Kolo iPadagogiky
, 228
Learner-centered classrooms
, 24, 161
Learner motivation to active learning design, implications for
, 64–65
Learning Access Program (LAP)
, 138–139, 140
Learning activities
in Change Management
, 178–180
student ownership of
, 157–159
Learning by doing
, 153
Learning disabilities
, 138–140
Learning goals
, 21
Learning management system (LMS)
, 155, 160, 171
Learning strategy
, 89
Lee, Dorothy
, 3, 9–10, 346–349
pedagogical legacy of
, 339–357
Less dependence on lecture
, 159
Little, David
, 320
LMS Moodle
, 93, 217, 226, 319, 323
Long-term memory
, 47–49, 55
Mahara ePortfolio
, 319
Mahoodle project, positivist approach to
, 322–324
Maker Movement
, 274, 276–277, 287
Makerspaces
, 274, 276–281
Management of education
, 95
Massification
, 24–25
Media and technology theories
, 86–87
Memorization of material
, 136
Mentoring
, 96
Metacognition
, 17, 20–23, 25, 31, 40–41, 42, 164
elements of
, 21
Metacognitive experiences
, 21
Metacognitive knowledge
, 21
Miller, G. A.
, 48
Minds on Fire (M. C. Carnes)
, 190
MOSEP
, 318
Motivation
external
, 136
and humanistic theories
, 85–86
self-motivation
, 136
Museum visit
, 203–205
Mutual learning
, 165
Mutual self-responsible learning
, 22, 35
Myspace
, 254
Net Generation
, 298
Newspaper doll
, 284–286
New university student profiles
, 298–300
using mobile apps
, 299–300
Non-formal learning
, 321
Objectivism
, 29–30
Objectivist paradigm and constructivist paradigm, comparison of
, 30
Olympic Centers
, 139
Online environment, structure of
, 153–157
Online learning
, 6–7, 151–166, 274
deliberate pedagogies
, 153–157
quality assessment practices
, 162–166
student ownership of learning activities
, 157–159
Outdoors education
, 366
Out-of-school learning
, 160
Padagogy Wheel
, 212
reflexions based on
, 227–230
Papert, Sigmund
, 277
Paradigm shift
, 25–29
Passive learning
, 212, 333
Paul Smith’s College
, 139
Pause procedure
, 79
Pedagogical paradigms, changing
, 25–29
Pedagogy
, 369–370
deliberate
, 153–157
Design Alchemy
, 65
of engagement
, 78
Peer-assessment
, 330
Peer teaching
, 1, 93
Performativity culture
, 82
Planning for active learning
, 98
Polysynchronous learning
, 151, 155, 157
Portfolio
constructivist
, 316
digital
, 9, 318–319
ePortfolio. See ePortfolio
language
, 9, 317
positivist
, 316
Positive interdependence
, 22
Positivist approach
to international projects
, 322
to Mahoodle project
, 322–324
to reflective diaries
, 324–325
Pozas, Ricardo
, 354
Practical skills
, 91, 109
Practice essay
, 115–117
Practice presentation
, 121–123
Presentation
, 196
skills
, 121–123
Preservice teachers
, 212
active learning in
, 214–216
teaching and learning experience
, 260–263
Problem, defined
, 56
Problem-based learning (PBL)
, 20, 22, 30, 32, 35, 50–52, 79, 136, 222
Problem-centered learning
, 4, 50–52
Problem demonstration
, 59–62
Problem-solving skills
, 363, 368
flexible, building
, 52–53
Project-based learning
, 23, 95, 367, 370
Propaganda
, 196
QRCodes
, 282
Qualitative analysis of active learning stories
, 90–94
active learning methods
, 93
assessment
, 93
evaluation of methods
, 94
goals in teaching
, 91
goals of course
, 92
methodology of
, 90
Quality assessment practices, for online learning
, 162–166
Quality in online learning
, 151, 152, 158, 161, 162
assessment practices
, 162–166
Questions database, creation of
, 301
QuizES
, 282, 285
Quizzes
, 282
Reacting to the Past
, 187, 188, 190–191, 196
Realistic problem/case situation
, 57
Reasoned conclusions about active learning, reaching
, 36, 42
Reflection
, 63–64
Reflective diaries, positivist approach to
, 324–325
Rehabilitation Act
Section
, 504, 138
Rehearsal
, 48
Relevance of knowledge
, 370
Remote cultures
, 344
Repetition
, 48
Research-based learning
, 80
Research claims, about active learning
, 31–36
Restorative learning
, 374
Robotics
, 278–281
Role-playing
, 1, 94, 118
SAMR model
, 212, 228
Scaffolding
, 55, 62–63
Schema acquisition
, 47–50
Schemata
, 50, 54
Schema theory
, 49–50
Schrock, Kathy
, 228
SeeSaw
, 319
Self
, 341, 356
Self-assessment
, 9, 25, 163, 327, 330
Self-awareness
, 25, 29
Self-determination
, 344
Self-efficacy
, 137
Self-evaluation
, 330–331
Self-reflection
, 344
Self-regulation
, 21, 36, 156
Sequencing
, 59–61
Service learning
, 80, 145–148
Short-form communication
, 117
Short-term memory
, 47–48
Situated cognition
, 29–31
Skills
career and life
, 23
critical thinking
, 363
development of
, 89–90
digital literacy
, 23
domain-general
, 53–55
employability skills, students’ acquisition of
, 126
flexible problem-solving
, 52–53
gap
, 21–22
learning and innovation
, 23
practical
, 91, 109
presentation
, 121–123
problem-solving
, 363
technical
, 371
transferable
, 91
written communications
, 115–117
Skinner, B.F.
, 348
SMART method
, 329–330
Social identity
, 254
Social networking
, 254, 299
Social translucence
, 154
Socratic method
, 79
Socrative App
, 9, 293–310
data analysis
, 305–308
future research
, 308–310
limitations of
, 308–310
methodology and variables
, 302–305
questions database, creation of
, 301
student’s learning process, monitoring
, 301
student’s perception, evaluation of
, 302
study specifications
, 302
study variables
, 303–304
Space
, 250–251
Spanish Quality Assessment and Accreditation Agency (ANECA)
, 171
Spatial analysis
, 143
Spiral methodology
, 370
SSO (Single-Sign-On)
, 323
STEAM (Science, Technology, Engineering, Arts, and Mathematics)
, 2, 19
STEM (Science, Technology, Engineering, and Mathematics)
, 1–2, 4, 5, 17–19, 26, 31, 34–41, 109
active learning stories in higher education
, 75–102
adoption of
, 97–102
environmental studies
, 134, 143, 148
instructors, strategies for
, 33–34
lessons for
, 94–96
online learning
, 152, 160
Stories of active learning, in higher education
, 75–102
active learning integrative model
, 83, 89–90
active learning underpinnings
, 76–82
basic learning theories and active learning, connection between
, 82–88
future research directions
, 101–102
general lessons
, 96–97
qualitative analysis
, 90–94
STEM disciplines, adoption of
, 97–102
STEM disciplines, lessons for
, 94–96
Student’s learning process, monitoring
, 301
Student ownership of learning activities
, 157–159
Support (timely) application
, 61–64
Sustainability
, 3, 101–102
Sustainable development
, 3, 22, 34
transdisciplinary case studies in
, 35
Synchronous communication
, 154
Systemic thinking
, 369, 371
Talent Management Model
, 8–9, 247–267
Teaching and Learning International Survey (TALIS)
, 256
Teaching and learning strategy, intercultural talent management model’s application as
, 263–265
Teaching innovation
, 293, 294
data analysis
, 305–308
defining and implementation of
, 300–301
determinants of
, 295–296
future research
, 308–310
implications of
, 296–298
limitations of
, 308–310
methodology and variables
, 302–305
questions database, creation of
, 301
student’s learning process, monitoring
, 301
student’s perception, evaluation of
, 302
study specifications
, 302
study variables
, 303–304
Teaching quality, reflection and evaluation of
, 236–240
Teamwork
, 169, 172, 174, 176–184
Technical skills
, 371
Technology enablers
, 89
Technology-enhanced learning
, 211–242
active learning strategies, implementation of
, 225–236
basic changes to subject and methodology
, 219, 222–224
basic characteristics of
, 220–221
future development of
, 236–241
new strategies, adaptation of
, 216–218, 222–236
preservice teachers, active learning in
, 214–216
Technology Enhanced Learning
, 8
TechShops
, 277
TELE program
, 152
Templates
, 62
Theories of identity
, 87–88
Time
, 251
Tragedy of the Commons
, 118, 120
Transdisciplinary learning paradigm
, 35
Transferability
, 183
Transferable skills
, 91
Transfer of learning
, 56–57
Transformative learning
, 374
Tutorial sessions
, 114–115
Twitter
, 254
The Uihlein Sugar Maple Research facility
, 139
United Nations World Commission on Environment and Development
“Our Common Future”
, 3
Virtual Interactive Project (VIP)
, 275–276
Virtuality
, 250–255
Virtual teams
, 169, 173, 174, 176, 177, 180–184
Visual-based active learning
, 79, 81
Web 2.0
, 18, 24, 162, 299
WebQuest
, 217, 218
WhatsApp
, 155
WikiLeaks
, 22
Wikipedia
, 24
Wordpress
, 319
Worked examples
, 62–63
Working memory
, 47–50, 54, 55, 60, 62
Workplace orientation
, 111
Workshops
, 215
World crisis
, 340, 341
Written communications skills
, 115–117
YouTube
, 254
Zone of proximal development (ZPD)
, 31
- Prelims
- Introduction
- Section I Active Learning in Higher Education: A Theoretical Background
- Chapter 1 Toward an Epistemology of Active Learning in Higher Education and Its Promise
- Chapter 2 Designing for Active Learning: A Problem-Centered Approach
- Section II Active Learning Strategies in Higher Education: “Stories” and Lessons Learnt
- Chapter 3 Active Learning Stories in Higher Education: Lessons Learned and Good Practices in STEM Education
- Chapter 4 Concepts and Communication in the Early Stages of an Environmental Science Degree: A Case Study of Formative Activities and Tasks
- Chapter 5 Active Learning Strategies: Stories and Lessons Learnt – Studying Environment in the Field
- Chapter 6 Online Learning as the Catalyst for More Deliberate Pedagogies: A Canadian University Experience
- Chapter 7 Active, Cooperative Learning in Online Higher Education. The Learning Design for “Change Management” at the Universitat Oberta de Catalunya
- Chapter 8 Engaging the Nonart History Student: A Tale of Five Football Players (and Others) in Roman Art
- Chapter 9 Preservice Teachers and Active Learning in Technology-Enhanced Learning: The Case of the University of West Bohemia in the Czech Republic
- Chapter 10 Intercultural Talent Management Model and its Application as an Active Teaching and Learning Strategy. Preservice Teachers in a New Time and Space Dimension: Virtuality
- Chapter 11 Active Learning in Practice: Techniques and Experiences in Information Systems Courses in Brazil
- Chapter 12 Using Socrative App for Accounting Students in Higher Education
- Chapter 13 Enhancing Learner Autonomy and Active Learning Using Digital Portfolio
- Section III A Vision for Humanity Through Higher Education
- Chapter 14 The Pedagogical Legacy of Dorothy Lee and Paulo Freire
- Chapter 15 A New Vision for Higher Education: Lessons from Education for the Environment and Sustainability
- Index