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Factors associated with instructor and peer pre-help-seeking interactions among community college students Act. Learn. High. Educ. (IF 3.795) Pub Date : 2024-03-21 Kate Ryan, Carlton J Fong
Community colleges, or 2-year associate-degree granting institutions, tend to enroll large numbers of students deemed misprepared for college-level coursework. Such students may also not be as likely to seek help, a self-regulated activity that is challenging and fraught with social stigma. A key component of active learning and the help-seeking process is social interaction with both peers and instructors
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‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices Act. Learn. High. Educ. (IF 3.795) Pub Date : 2024-03-21 María-Nieves Sánchez-Díaz, Beatriz Morgado, Ruth Cabeza-Ruiz
Inclusive education at the university requires a commitment from staff and faculty to guide higher education towards equality and equity. The scientific literature suggests that the success of students with disability depends, to a large extent, on the attitude of faculty members and their willingness to make adjustments. Faculty who carry out inclusive practices are characterised by being accessible
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Contribution of peer-feedback to the development of teamwork skills Act. Learn. High. Educ. (IF 3.795) Pub Date : 2024-03-20 Anna Díaz-Vicario, Maria del Mar Duran-Bellonch, Georgeta Ion
Peer-feedback is a widely-used strategy at the university level for its positive impact on student learning and its multifaceted advantages encompassing social, cognitive, and metacognitive development. However, few studies have assessed its contribution to the development of teamwork skills. This study analyzes students’ perception of how peer-feedback contributes to the development of teamwork skills
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Effects of team-building on group cohesion, group efficacy, and individual academic performance in virtual learning environment Act. Learn. High. Educ. (IF 3.795) Pub Date : 2024-03-05 Pilhyoun Yoon, Sangsun Han, Kibum Kim
This study is based on the hypothesis that group cohesion and efficacy have significant effects on the academic performance of individuals in online (virtual) education environments no less than in-person education environments. To that end, this study explores the effectiveness of group activities in a virtual classroom environment using VC (Virtual Conferencing). It is based on a hypothesis that
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The social media use of college students: Exploring identity development, learning support, and parallel use Act. Learn. High. Educ. (IF 3.795) Pub Date : 2024-02-29 Hermann Astleitner, Sarah Schlick
Social media has a strong influence on the everyday lives of college students. A particular question of advanced research interest is whether social media also play a role when attending class. This exploratory study was aimed at designing a theoretical model that embraces such concepts. First, we identified that identity development, learning support, and parallel use are general concepts that are
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Engaging classroom observation: A brief measure of active learning in the college classroom Act. Learn. High. Educ. (IF 3.795) Pub Date : 2024-02-15 Chase Young, Benjamin Mitchell-Yellin, George Kevin Randall
The purpose of this study was to develop a valid, reliable, and brief measure of active learning in college classrooms that is cheap and easy to complete and yields results that faculty can easily use to inform their development as instructors. Initial construct and face validity was achieved by modifying existing instruments and creating a draft of a brief measure of active learning for external expert
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A framework for capturing student learning in challenge-based learning Act. Learn. High. Educ. (IF 3.795) Pub Date : 2024-02-15 Kerstin Helker, Miguel Bruns, Isabelle MMJ Reymen, Jan D Vermunt
Responding to calls for more future-oriented teaching and learning, an increasing number of institutions of higher education have recently implemented challenge-based learning (CBL). Through work on open-ended and real-life challenges, CBL aims to stimulate students to take the lead in their own learning, acquire and apply knowledge relevant for responding to the challenge and developing disciplinary
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A multi-year longitudinal study exploring the impact of the COVID-19 pandemic on students’ familiarity and perceptions of active learning Act. Learn. High. Educ. (IF 3.795) Pub Date : 2024-02-08 Briana Craig, Jeremy L Hsu
The COVID-19 pandemic caused nearly ubiquitous emergency remote teaching in both secondary and post-secondary education. While there has been a plethora of work examining how instructors adjusted classes to incorporate active learning during emergency remote teaching, there has only been minimal work examining how such emergency remote teaching may have influenced students’ perceptions of active learning
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Understanding cognitive engagement in virtual discussion boards Act. Learn. High. Educ. (IF 3.795) Pub Date : 2024-02-07 Ryan A Burke, Jamie J Jirout, Bethany A Bell
Cognitive engagement is an essential component in student learning. With the increase of more asynchronous virtual educational tools in classrooms, there is a need to understand how students are engaging with classroom content in these formats. Several studies have examined student and teacher perceptions of cognitive engagement in virtual discussion boards, but prior research has not analyzed the
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Changes in the socially shared regulation, academic emotions, and product performance in venue-based collaborative learning Act. Learn. High. Educ. (IF 3.795) Pub Date : 2023-05-09 Wei Xu, Ye-Feng Lou
Teachers’ knowledge of the socially shared regulation of learning (SSRL) process of learners, which consists of the task analysis, planning, elaboration, and monitoring, can help teachers intervene...
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Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties Act. Learn. High. Educ. (IF 3.795) Pub Date : 2023-05-09 Christian Schlusche, Lenka Schnaubert, Daniel Bodemer
Individual learning strategies evoke (meta-)cognitive processes that enable effective goal-directed learning. Peer-directed academic help-seeking may provide new information, but related interactio...
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‘Why is this hard, to have critical thinking?’ Exploring the factors affecting critical thinking with international higher education students Act. Learn. High. Educ. (IF 3.795) Pub Date : 2023-04-17 Kathryn Jane Aston
University students of all disciplines are expected to display critical thinking. Critical thinking may, however, be impeded by psychological and sociological factors such as: belief and confirmati...
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Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms Act. Learn. High. Educ. (IF 3.795) Pub Date : 2023-04-16 Ruiqi Deng, Yifan Gao
This study investigates the impact of embedded questions in pre-class instructional videos on learner perceptions (cognitive load, emotional engagement, satisfaction, judgement of learning), video ...
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Effective engagement strategies in HyFlex modality based on intrinsic motivation in students Act. Learn. High. Educ. (IF 3.795) Pub Date : 2023-04-07 Kristi M Bockorny, Theresa M Giannavola, Shalini Mathew, Hannah D Walters
In order to navigate enrollment challenges, universities are scheduling more online and blended courses including HyFlex courses which offer students flexibility in their method of attendance. The ...
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May we take the test as a group? Examining group processes and member learning in a collaborative testing environment Act. Learn. High. Educ. (IF 3.795) Pub Date : 2023-03-23 Rayne Bozeman, Robyn K Mallett, Linas Mitchell, R Scott Tindale
Two-phase testing assesses individual performance (phase 1) and then allows collaborative learning within small groups (phase 2). While groups typically outperform individuals, less is known about ...
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Making steps towards improved fairness in group work assessment: The role of students’ self- and peer-assessment Act. Learn. High. Educ. (IF 3.795) Pub Date : 2023-02-17 Georgeta Ion, Anna Díaz-Vicario, Cristina Mercader
Group work benefits student learning in many ways, but group work assessment may be challenging for academics and sometimes is perceived as less fair than individually set assessment tasks. Peer as...
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The impact of formation and diversity on student team conflict Act. Learn. High. Educ. (IF 3.795) Pub Date : 2023-01-11 Diana Maguire, Yavuz Keceli
Instructors of college level business courses utilize group assignments to stress the importance of collaborative work in professional organizations for students. How instructors determine team for...
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Why do student perceptions of academic performance improve? The influence of acquired competences and formative assessment in a flipped classroom environment Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-11-15 Mª. Carmen Ruiz-Jiménez, Ana Licerán-Gutiérrez, Rocío Martínez-Jiménez
The university system must be able to respond to the growing demand for graduates with certain skills that guarantee their employability. A key requirement of this goal is the use of different teac...
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The impact of feedback mode on learning gain and self-efficacy: A quasi-experimental study Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-11-15 Christine Johannes, Astrid Haase
Initiating effective feedback processes is a major goal in university teaching. However, systematic investigations of structural feedback elements making instructor feedback economic, concise, moti...
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Conceptualizations of active learning in departments engaged in instructional change efforts Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-11-09 Molly Williams, Karina Uhing, Amy Bennett, Matthew Voigt, Rachel Funk, Wendy M Smith, Allan Donsig
Several academic departments have increased their use of active learning to address low student success rates. However, it is unclear whether those implementing active learning have a consistent co...
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The impact of course format on student perceptions of the classroom learning environment and teamwork Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-10-27 Shayna A Minosky, Michael Wiechers, Leonardo Landaverde-Umana
Traditionally, education has been largely delivered in an in-person format; however, an increasing number of courses are being delivered entirely online or with a blend of online and in-person comp...
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University-based sport and social clubs and their contribution to the development of graduate attributes Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-10-27 Carmel Foley, Simon Darcy, Anja Hergesell, Barbara Almond, Matthew McDonald, Elizabeth Brett
An important measure of the success of a tertiary education programme is the attributes that graduates possess at the completion of their studies. Universities have sought to address this issue by ...
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‘A sense of community and camaraderie’: Increasing student engagement by supplementing an LMS with a Learning Commons Communication Tool Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-10-27 Ella R Kahu, Heather G Thomas, Eva Heinrich
Whether by choice or pushed online by Covid, higher education is increasingly happening in digital spaces with digital tools forming a critical part of learning and teaching contexts. While reviews...
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The combination of segmentation and self-explanation to enhance video-based learning Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-10-19 Hua Zheng, Robert Maribe Branch, Lu Ding, Dongho Kim, Eulho Jung, Zhenqiu Lu, Tong Li, Zilong Pan, Meehyun Yoon
This study examined the effects of an integrated approach that combines segmentation and self-explanation designs on learner achievement for meaningful video-based learning. This was a pretest-post...
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Faculty course evaluations and class size Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-10-13 Christine Fisher, Phu Vu, Philip Lai
Instructor performance plays a critical role in fostering student learning. Unlike the postsecondary level, many states in the United States, have substantially regulated class size in the p-12 edu...
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Asking students about their fit with the university: A response surface analysis of demands-abilities fit Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-10-11 Carla Bohndick, Jonas Breetzke, Tom Rosman
Perceived fit of students is one of the most prominent predictors of study success in higher education, but when assessed directly, it provides lots of room for interpretation for the respondents. ...
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Reducing free-riding in group projects in line with students’ preferences: Does it matter if there is more at stake? Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-09-16 Tim M Benning
Reducing free-riding is an important challenge for educators who use group projects. In this study, we measure students’ preferences for group project characteristics and investigate if characteris...
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Let’s do this together: Do the quantity and the quality of collaborative learning predict achievement among college students? Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-08-27 Ella Anghel
Collaborative learning (CL) is a common teaching strategy in colleges that involves actively working in groups to achieve a goal. Several studies and theories endorse it as contributing to students...
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Team satisfaction, identity, and trust: a comparison of face-to-face and virtual student teams Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-08-23 Clifton O Mayfield, Alix Valenti
Our study explores the differences in the experiences and attitudes of students assigned to student teams in online courses versus face-to-face courses. The study was administered to 320 students i...
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Separated by spaces: Undergraduate students re-sort along attitude divides when choosing whether to learn in spaces designed for active learning Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-08-22 Michael C. Ralph, Blair Schneider, David R Benson, Douglas Ward
Institutions of higher education are seeking to support more active learning among faculty, and that support includes the creation of active learning spaces to support more student-centered course ...
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Learning problem solving to manage school-life challenges: The impact on student success in college Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-07-24 Adam Burke, Susan Stewart
Colleges and universities have implemented a broad range of initiatives to support student success. Problem solving courses and course supplements are one approach. Evaluation of these courses has ...
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Reading racism-themed YAL through the lens of intersectionality: Complicating social justice thinking Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-07-24 Soo Bin Jang
I discuss White American students’ experiences of reading racism-themed young adult literature (YAL), addressing the issue of police brutality, and using the concept of intersectionality to promote...
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Use of interactive storytelling trailers to engage students in an online learning environment Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-06-29 Forrest Hisey, Tingting Zhu, Yuhong He
Lack of student engagement in online learning is reported as the major challenge contributing to poor academic performance and completion rates. When transforming an in-person undergraduate remote ...
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“If we can do it, anyone can!”: Evaluating a virtual “Paper Chase” collaborative writing model for rapid research dissemination Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-06-03 Alicia A Dahl, Jessamyn Bowling, Lisa M Krinner, Candace S Brown, George Shaw, Jr, Janaka B Lewis, Trudy Moore-Harrison, Sandra M Clinton, Scott R Gartlan
The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a “marathon” of writing, editing, revisin...
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Supporting students’ active learning with a computer based tool Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-06-03 Dana Opre, Camelia Șerban, Andreea Veșcan, Romiță Iucu
In recent years, the use of information technology to promote active learning in higher education has raised great interest. Teachers are continuously challenged to identify new research-informed a...
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Using cross-course peer grading with content expertise, anonymity, and perceived justice Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-05-13 Brian A. Vander Schee, Tony Stovall, Demetra Andrews
Online instruction has helped colleges and universities to adjust to budget constraints, limited resources, and student preferences. One way for instructors to adapt to these new expectations is to...
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Refining active learning design principles through design-based research Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-05-12 Christiane Reilly, Thomas C Reeves
This design-based research (DBR) study had both local and general goals. Its local goal was to increase active learning in the online courses offered at a large research university in the midwestern United States. Its larger goal was to define active learning design principles for online courses in general, so that they might be used to improve the learning experience for wider audiences. While the
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Going small, going carefully, with a friend: Helping faculty adopt lesson-level constructive alignment through non-evaluative peer observation Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-05-09 Glory Tobiason
Constructive Alignment (CA) is a pedagogical tool for designing student-centered instruction aligned to learning outcomes. Despite strong evidence that CA and student-centered instruction are superior to lecture-based pedagogy, the latter remains prevalent across higher education. This descriptive-explanatory case study (n=20) investigates how programs of reciprocal, non-evaluative peer observation
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“It made me feel like it was okay to be wrong”: Student experiences with ungrading Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-05-09 Tim Gorichanaz
This paper presents an interpretative phenomenological analysis study of students’ experiences with ungrading in the form of reflection-based self-evaluation in a college course. In the landscape of student evaluation, ungrading strategies respond to the limitations of traditional grading systems, particularly with respect to cultivating in-demand skills and capacities, such as adaptability, creative
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Performance reviews as an active method to improve feedback and performance Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-04-29 Rebecca A Bull Schaefer, Lily K Copeland
This paper responds to calls from teacher-student feedback research looking for options on how to improve student performance. In Study 1, we first observe the relationship between student conscientiousness, midterm-performance, feedback-seeking behaviors, and final semester grades. Second, in Study 2, we test whether using an active learning method helps students improve grades regardless of their
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The educator’s experience of using flipped classrooms in a higher education setting Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-04-28 Michèle Verdonck, Hattie Wright, Anita Hamilton, Jane Taylor
Although there is growing evidence that the flipped classroom approach (FCA) positively impacts the student learning experience and outcomes, much less is known about the educator’s experience. This study aimed to explore how educators across several disciplines in a regional Australian University describe their experience of using the FCA. Qualitative description methodology guided the research whereby
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The casual within the formal: A model and measure of informal learning in higher education Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-04-27 Julian Decius, Janika Dannowsky, Niclas Schaper
Research and practice have recognized the importance of informal learning—a specific type of active learning—for higher education contexts. University students learn not only in formally organized courses, but also in a self-directed and intentional way from fellow students, through trial and error, and by reflection. However, there has been a lack of valid measures to operationalize students’ informal
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Paper versus online quizzes: Which is more effective? Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-03-18 Nese Sevim-Cirak, Omer Faruk Islim
Today, as more and more people enroll to higher education, educational authorities, and institutions continually need to update their curricula and to find alternative and innovative ways to support the active participation of learners. Student Response Systems (SRSs) have become one of the most common tools used in today’s classrooms. Along with the development of technology, several online tools
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College student engagement in OER design projects: Impacts on attitudes, motivation, and learning Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-03-16 Torrey Trust, Robert W Maloy, Sharon Edwards
Open educational resources (OER), which are teaching, learning, and research materials that are openly licensed, are growing in popularity in higher education. Previous studies have focused on faculty and student perceptions and use of OER. In this study, we examined how actively engaging students as curators and designers of OERs through project-based learning as part of an open educational practice
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Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-03-16 Bárbara Oliván-Blázquez, Alejandra Aguilar-Latorre, Santiago Gascón-Santos, Mª José Gómez-Poyato, Diana Valero-Errazu, Rosa Magallón-Botaya, Rachel Heah, Ana Porroche-Escudero
Active learning methodologies, such as flipped classroom (FC), generate a higher level of student engagement, greater dynamism in learning and more significant interactions with course content. Some other active methodologies used in the academic environment are problem-based learning (PBL) and case study (CS). There are few studies that analyse FC combined with PBL class activities or with course-based
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Comparing strategies for active participation of students in group discussions Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-02-22 Ali Reza Rezaei
Providing an active learning environment and engaging students in classroom discussion could be quite challenging. This study used a quasi-experimental method to manipulate students’ incentives for participation in group discussion to investigate its impact on students’ learning outcomes. Two research methods courses taught over four years by the author were examined. Eighty samples of students’ online
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The case for case studies: Dialogic engagement and case study creation in a higher education classroom Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-02-07 V. Thandi Sulé, Abigail Sachs, Courtney Mansor, Rachel V Smydra
As engagement and work with diverse others has grown increasingly important in the world, many educators have committed to enhancing students’ ability to address complex equity-based issues in their profession and everyday lives. Although there is growing literature on the value of using case studies and small group dialog, very little exists on dialogic, cooperative case study creation. Using critical
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Fostering university students’ learning performance using the one-take video approach Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-01-30 Julian Börger, Markus Spilles, Johanna Krull, Tobias Hagen, Thomas Hennemann
Various studies have shown that video-based learning by explaining to a fictitious audience can be an effective learning strategy for promoting multiple knowledge domains such as memory, comprehension and knowledge transfer. However, field studies testing the effectiveness of this learning strategy in an applied setting are rare. The present study examines the effectiveness of the one-take video (OTV)
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Reflection on peer reviewing as a pedagogical tool in higher education Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-01-13 Karin Väyrynen, Sonja Lutovac, Raimo Kaasila
Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve learning outcomes. However, requiring students to explicitly reflect on peer reviewing is an understudied learning activity in higher education that may contribute to the utilization of peer-feedback and
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Science to practice: Does gamification enhance intrinsic motivation? Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-01-11 Matthew Jones, Jedediah E Blanton, Rachel E Williams
Self-determination theory (SDT) has empirical support in understanding and enhancing motivation in a variety of contexts, including education settings. Niemac and Ryan have highlighted that using SDT in course design can lead to stronger fulfilment of an internal locus of causality regarding course work. One course design method anchored in SDT is gameful learning—structuring tasks that support intrinsic
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The creation of a nudging protocol to support online student engagement in higher education Act. Learn. High. Educ. (IF 3.795) Pub Date : 2022-01-04 Alice Brown, Jill Lawrence, Marita Basson, Megan Axelsen, Petrea Redmond, Joanna Turner, Suzanne Maloney, Linda Galligan
Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge
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Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development Act. Learn. High. Educ. (IF 3.795) Pub Date : 2021-11-19 Cecilia KY Chan, Hannah YH Wong
Reflection has been increasingly used to enhance student development in higher education, in both undergraduate and postgraduate studies. Learner autonomy is essential on reflection, particularly on how learners interpret their learning experiences. The learner has to take initiatives in making meaning of their learning by examining their experiences, and purposefully exploring their learning. Reflection
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Helping higher education students succeed: An examination of student attributes and academic grade performance Act. Learn. High. Educ. (IF 3.795) Pub Date : 2021-11-09 Jacalyn M Flom, Karen Y Green, Steven Wallace
Academic grade performance can be influenced by individual attributes, including motivation, attitudes, and beliefs. These attributes can be manifested by current events, such as technology or world events. Through a survey-based study using validated measures coupled with student grade performance at three instances during their tenure in higher education, we document that attributes common to current
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Self-assessment and what happens over time: Student and staff perspectives, expectations and outcomes Act. Learn. High. Educ. (IF 3.795) Pub Date : 2021-11-03 Shane McIver, Berni Murphy
Multiple benefits have been attributed to self-assessment and its ability to help develop evaluative judgement among learners. However, student and staff perceptions and what to expect throughout the self-assessment process deserves further scrutiny, particularly at the postgraduate level. To understand how students engage with self-assessment as a new skill, this study examined the experiential observations
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Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students Act. Learn. High. Educ. (IF 3.795) Pub Date : 2021-10-11 Tsai-Yun Mou
This study investigated the intervention of a weekly learning diary on design students’ self-regulated learning in an online learning environment. A total of 54 undergraduate students from an intermediate and an advanced course respectively participated in this study. In a 7-week period of online learning, the students had to complete a course project on their own. Synchronous online learning with
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The impact of team-based learning on students’ perceptions of classroom community Act. Learn. High. Educ. (IF 3.795) Pub Date : 2021-07-29 Christopher W Parrish, Sarah K Guffey, David S Williams
Developing a sense of classroom community is important in promoting course satisfaction and in helping students overcome feelings of disconnectedness, especially in online courses. When considering the various strategies identified as contributing to a sense of classroom community, instructors likely need support in which strategies and technology tools to select, as well as how to implement those
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Editorial July 2021 Act. Learn. High. Educ. (IF 3.795) Pub Date : 2021-07-29 Virginia Clinton-Lisell
It is with great excitement I write this, my editorial for my inaugural issue as the incoming editor for Active Learning in Higher Education. Prior to being an editor, my experiences with Active Learning in Higher Education as an author and reviewer were rewarding and beneficial for my professional development as a professor. It is my aim in my new position to provide similar experiences for my peers
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To cheat or not to cheat? An investigation into the ethical behaviors of generation Z Act. Learn. High. Educ. (IF 3.795) Pub Date : 2021-05-28 Jacalyn Flom, Karen Green, Steven Wallace
Cheating in higher education has numerous negative implications, including degrading program reputations, inflating student retention rates, and cultivating poor ethical practices, all of which have implications for what students do in the workplace after graduation. Therefore, by understanding the current student population, Generation Z, it is argued that faculty are better equipped to combat cheating
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Improving academic performance: Strengthening the relation between theory and practice through prompted reflection Act. Learn. High. Educ. (IF 3.795) Pub Date : 2021-05-12 Slaviša Radović, Olga Firssova, Hans GK Hummel, Marjan Vermeulen
The importance of reflection during learning process is widely recognized. Drawing on the literature, this article presents a study where students were stimulated to reflect during experiential learning, in order to both re- and de- contextualize their knowledge. We describe how different levels of prompted reflection can be related to academic performance and perceptions of the learning process. We
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Editorial Act. Learn. High. Educ. (IF 3.795) Pub Date : 2021-04-20 Lynne Baldwin
As is the case in all sectors, theories and practices in higher education evolve over time and, we hope, the changes that we make or which happen (some we can control and some we cannot) are those which are for the better. Those changes might be big and far reaching or perhaps very small and local, but all of us teaching or supporting learners in some way or by carrying out research within universities