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Active learning is an important component of medical education and information literacy instruction. The purpose of this study is to provide a preliminary investigation to determine whether health sciences librarians consider active learning when making decisions about the library collection.

An online survey was conducted among health sciences librarians.

Nineteen librarians completed the survey and most are not considering active learning when making collection decisions.

Very little literature has been published about active learning as a consideration in collection development decisions by health sciences librarians.

The purpose of this paper is to determine students’ and instructors’ perceptions regarding the effectiveness of implementing active learning strategies in higher education courses conducted at a tertiary institution in Lebanon.

Pre-service education students completed a questionnaire, professors were interviewed, and class sessions were observed.

Main findings indicate that the majority of the learners as well as the instructors favoured active learning and are strong proponents of putting into effect this approach in all their courses. These findings indicate the positive perceptions towards active learning strategies and the possible impact that these perceptions have on students’ performance and learning.

Three major limitations have influenced the efficiency of this study. The number of participants is rather small. Only 37 education students were involved in this study. Furthermore, an additional limitation is that all the participants were females. Yet, it is worth noting that the majority of the students, who are majoring in education at that particular university, are females. Finally, it is worth mentioning that one of the researchers conducted the non-participant observations which might have influenced the data in one way or another.

Implications from the results of the study are far reaching. A major implication is for the programmes to reconsider the organization of the classrooms to have rooms that allows for cooperative and group work. Also, classroom organization should be student centred with the teacher’s place not necessarily at the front of the room but possibly at different places in the room or even sitting with the student for some of the assignments. A second implication is that the classroom is to be viewed as a learning situation where the teacher is a guide, a facilitator in the teaching/learning context which would be blended with the lecture method when needed. A further implication is that teacher professional development is a priority for the agenda of educational institutions to help promote teaching effectiveness of this clearly important active learning. After all, the students are doing the learning and the teachers need to guide them in this process.

The main value of this paper is to encourage university faculty members to change their teaching methods in order to engage and motivate learners.

The purpose of this paper is to determine the extent of the use of active learning in the online tutorials of members of the Association of Research Libraries (ARL) and to compare these results with those found in a similar study done in 1999 by Nancy Dewald, and also to determine what major types of active learning these sites offer.

The focus of the study in this paper was on “stand‐alone” library skills tutorials, as opposed to those tutorials that need to be used in conjunction with an in‐person course in order to be effective. After defining what counts as a “tutorial” and “active learning”, ARL sites were reviewed to determine whether they employ elements of active learning.

This study found that the percentage of ARL tutorials that employ active learning is significantly greater than the percentage of such tutorials in Dewald's study. Also, some categories of the methods of active learning employed in these tutorials are determined and examples for each category are provided.

Because web page content is fluid and open to frequent changes, the findings of this study may not be accurate by the time of publication.

This paper updates and expands on (by focusing on ARL members) the findings of Dewald's original study of online tutorials. Also, the categories of active learning discussed and the examples of these provided can offer some aid to libraries that wish to add to or expand the use of active learning in their online tutorials.

Although active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs).

The CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed.

The findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices.

The primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy.

The model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies.

The purpose of this study is to propose an alternative approach to the think-pair-share active learning method and assess it for outcomes.

This paper evaluates student knowledge of the course content presented in the study (data analytics and artificial intelligence) using a pre- and post-test process with control (lecture-based) and test (active learning) groups. A mixed method approach was used. The quantitative portion included the test scores being analyzed statistically. The qualitative portion included analyzing the open-ended question on the post-test.

The results note that the active learning exercise improves student learning outcomes in a statistically significant manner (p < 0.001). The open-ended question on the post-test provides positive student feedback.

The active learning exercise used in this study offers an alternate approach to the “think” and “pair” portions of the think-pair-share method and determines whether learning outcomes are improved after implementation of the alternative method.

Students entering Zayed University are expected to become active participants in their learning. However, the majority of these students have come from a public education system that is recognized to focus on teacher-centered passive learning. Students may be unprepared for this transition. This paper reports on a case study of changes in performance and motivation for students transitioning from passive learning to active learning.

Three students from the public education system were followed through two consecutive courses employing increasing active learning. Methods included observations, surveys, and interviews. Results indicate that the initial transition from passive learning to active learning has a negative impact, mainly due to inadequate preparation. However, subsequent development of skills through exposure results in improvement to the extent that motivation and performance exceed high school levels. It is concluded that the transition from active learning has the capacity to greatly improve student achievement if properly managed.

The purpose of this study is to investigate the effect of an accounting education pedagogy incorporating active learning approaches designed to engage first-year undergraduate business students and to aspire them to continue accounting as their academic major and entry into the accounting profession.

Data were collected from a questionnaire with a pre-/post-test design of 24 undergraduate business students enrolled in a course titled Accounting Active Learning Seminar (AALS) (test group) and 33 students who did not participate in the AALS (control group). The AALS incorporates various types of active learning methods designed by the authors to inspire students to continue with accounting as a career choice.

The findings show that participation in the AALS improved student’s motivation in accounting education and the likelihood of choosing accounting as their academic major. The active learning methods implemented in the AALS were effective in improving students’ confidence, of which degree contributed to students’ stronger works aspiration towards accounting professions. Further it was found that students who did not participate in the AALS tended to have lower attention dimensions of motivation, which was also significantly associated with lower percentage of students’ choice of academic major in accounting.

This is one of the few studies to empirically examine active learning on student engagement and performance with a focus on accounting. While the evidence shows that active learning has pedagogical benefits, the full potential of active learning is more likely to be realized when accounting educators design active learning carefully to address the “attention” and “confidence” attributes.

Mechanical products usually require deterministic finite element analysis in the design phase to determine whether their structures meet the requirements. However, deterministic design ignores the influence of uncertainties in the design and manufacturing process of mechanical products, leading to the problem of a lack of design safety or excessive redundancy in the design. In order to improve the accuracy and rationality of the design results, a robust design method for structural reliability based on an active-learning marine predator algorithm (MPA)–backpropagation (BP) neural network is proposed.

The MPA was used to obtain the optimal weights and thresholds of a BP neural network, and an active-learning function applicable to neural networks was proposed to efficiently improve the prediction performance of the BP neural network. On this basis, a robust optimization design method for mechanical product reliability based on the active-learning MPA-BP model was proposed. Random moving quadrilateral sampling was used to obtain the sample points required for training and testing of the neural network, and the reliability sensitivity corresponding to each sample point was calculated by subset simulated significant sampling (SSIS). The total mass of the mechanical product and the structural reliability sensitivity of the trained active-learning MPA-BP model output were taken as the optimization objectives, and a multi-objective reliability-robust optimization design model was constructed, which was solved by the second-generation non-dominated ranking genetic algorithm (NSGA-II). Then, the dominance function was used in the obtained Pareto solution set to make a dominance-seeking decision to obtain the final reliability-robust optimization design solution. The feasibility of the proposed method was verified by a reliability-robust optimization design example of the bogie frame.

The prediction error of the active-learning MPA-BP neural network was smaller than those of the particle swarm optimization (PSO)-BP, marine predator algorithm (MPA)-BP and genetic algorithm (GA)-BP neural networks under the same basic parameter settings of the algorithm, which indicated that the improvement strategy proposed in this paper improved the prediction accuracy of the BP neural network. To ensure the reliability of the bogie frame, the reliability sensitivity and total mass of the bogie frame were reduced, which not only realized the lightweight design of the bogie frame, but also improved the reliability and robustness of the bogie.

The MPA algorithm with a higher optimization efficiency was introduced to find the weights and thresholds of the BP neural network. A new active-learning function was proposed to improve the prediction accuracy of the MPA-BP neural network.

The purpose of this paper is to describe the challenges of teaching information literacy online to graduate students and evaluate software that supports using active learning techniques.

This conceptual paper analyzes different software tools and their functionality to aid in active learning, as well as describes elements of online teaching that facilitate active learning for information literacy.

Although software serves as the delivery tool, there is not one standalone product that provides all the needed aids to conduct active learning. Many other digital tools are needed in addition to the tutorial software to create active learning activities.

This paper provides activities and ideas to incorporate into the online information literacy session that contain active learning elements.

Although there is a wealth of literature about active learning of information literacy, very little surrounds teaching it online to graduate students. This paper focuses on this specific element of teaching information literacy through active learning methods in an online environment to graduate students.

While teaching of business ethics has been increasing in business schools worldwide, universities still face increasing pressure to do more to proactively defend and help avoid unethical business practices and scandals calling for more responsible education. This study aims to examine teaching business ethics in light of recent technological advances (i.e. teaching via the use of digital devices) and well-established pedagogical practices.

This study uses a 2 × 2 experimental design examining the effect of active (vs passive) and presence (vs absence) of digital devices in student learning of 192 US students.

The findings suggest that the active learning scenario, the usage of laptops and phones helped students get higher results in the test compared to active learning with no digital devices or passive learning with digital devices.

Active learning practices such as group discussions and peer assessment or the flipped classroom approach make a difference for business ethics teaching where students need to develop inquiry and interest for the subject and engage in ethical dilemmas and real-life examples. Further, students in the active learning scenario performed better in knowledge tests when they were asked to use their digital devices.