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Descriptors:
Academic Achievement; Learner Engagement; Active Learning; Problem Based Learning; Teaching Methods; Student Projects; Critical Thinking; Case Studies; Foreign Countries

Abstract:
For many years there has been a sharp division between project-based learning, and problem-based learning, with the former adopting a more technical rationalist approach while the latter adopts a more Socratic or dialogic approach. This article argues that current notions of project-based learning are too narrow and that combining the two approaches will improve student engagement and criticality. This article begins by outlining the key differences between project-based, and problem-based learning, suggesting a new constellation. It then provides an exemplar in the form of a case study that sought to undertake such a combination, and reports on implications for practice. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Active Learning; Veterinary Medicine; Biochemistry; Scientific Concepts; Global Approach; Science Education; Case Studies; Learner Engagement; Educational Improvement; Evaluation; Motivation

Abstract:
First-year students often feel discouraged, especially with courses that require complex thinking and involve establishing relations between different subjects such as biochemistry. It has been proposed that student-centred pedagogy can achieve motivation and improve learning. In this context, this case study reports the use of art as a strategy to engage students in studying and learning biochemistry. Three Art & Biochemistry sessions were included in the programme of the Biochemistry course of first-year veterinary medicine students as one of the graded activities. Working as a team, students expressed a biochemical concept or process of their choice through any art representation to their classmates and to a panel of professors, both of which evaluated their performance using a global perspective rubric. The students' assessment of the activity over three consecutive years suggests that the Art & Biochemistry sessions were successful as an approach to motivate them, and were also perceived as helpful to the understanding and learning of biochemistry. This report supports a positive relationship between art and science in enhancing self-learning and could be easily applied to other subjects and disciplines. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Student Attitudes; Foreign Countries; Interviews; Hidden Curriculum; Focus Groups; Epistemology; Active Learning; Beliefs; Higher Education

Abstract:
The study looks at issues around the power of the hidden curriculum of assessment and its effects on student behaviour. The assessment regime at school level has an impact on study approaches at university level, and if we are to help students to make the transition from school to university, then it is important that we understand the beliefs and behaviours involved. The study looks at changes in behaviour in the light of beliefs about knowledge and their understanding about knowledge, that is, their epistemological beliefs, which are a pre- or co-requisite to learning in a manner consistent with the requirements of a discipline. Drawing on the literature from the transition from school- to university-level study, focus group interviews were conducted with 110 final-year students at two universities in Hong Kong in order to look at the adaptations made by students used to a particular assessment regime at school level and who, like students in all cultures, need to become more independent in their learning and to develop confidence. For students to successfully make the transition, first, they had to be exposed to issues or problems with multiple positions. Second, there needed to be active engagement through learning activities with the problems or issues. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Active Learning; Student Attitudes; Leisure Education; Role; College Credits; Student School Relationship; Self Concept; Course Descriptions; College Students

Abstract:
As universities and colleges continue to seek out ways to improve student engagement on their campuses, attention has been given to the role that on-campus leisure opportunities can play in developing this engagement. Yet, little research has analyzed the influence of leisure education on student engagement in the higher education setting. The purpose of this study was to explore how for-credit Leisure Skills classes at a mid-sized southeastern university may build engagement. The results indicate that leisure education provides a uniquely positioned environment for building students' sense of engagement with their institution through an enhanced sense of community, enhanced sense of self, and active learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Activism; Educational Change; Active Learning; Elementary Schools; Oral History; Interviews; Case Studies; Change Strategies; Educational Administration; Administrators

Abstract:
In 2007, Activity Based Learning (ABL), a child-centered, activity-based method of pedagogical practice, transformed classrooms in all of the over 37,000 primary-level government schools in Tamil Nadu, India. The large scale, rapid pace, and radical nature of educational change sets the ABL initiative apart from most school reform efforts. Interested in understanding how this movement achieved such success, we conducted oral history and ethnographic interviews, as well as an extensive review of reform documentation, to develop a historical case study of the ABL initiative. In this article, we present one of the findings of this study, arguing that the pursuit of ABL in Tamil Nadu was characterized by varied types of bureaucratic activism. State-level administrators, whom we consider bureaucratic activists, engaged strategies for change that combined both movement-building tactics and the conventional tools of administrative power. These reformers became pedagogical experts, expended considerable time and effort promoting the method, and engaged in a participatory, grassroots approach to pursuing the ABL reform within the state education sector. The egalitarian spirit with which ABL was promoted appeared to contribute to a moral authority and good will that generated support even when administrators used traditional tools of bureaucratic power, including top-down mandates, to institutionalize the reform. Ultimately, we argue, in their bureaucratic activism to change the government schools these administrators contributed to visible shifts in the nature of bureaucratic practice itself. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State Colleges; Citizenship; Work Environment; Social Studies; Active Learning; Student Projects; Problem Solving; Technology

Abstract:
In 2010, State College Area School District (SCASD) in Pennsylvania, USA, agreed to help develop a virtual international classroom exchange called the Schoolwires Greenleaf program. The program's project-based curriculum paired U.S. students with Chinese learners to collaborate, foster global citizenship, and prepare students for the digital work environment. Schoolwires is a U.S. company that provides web-based collaboration tools, and the Greenleaf program grew out of its focus on tech integration. In this article, the author describes how she piloted Greenleaf with a group of students from her high school social studies class. (Contains 3 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transfer of Training; Adult Education; Adult Students; Experiential Learning; Service Learning; Problem Based Learning; Active Learning; Student Projects; Cooperative Learning; Reflection

Abstract:
Experiential learning techniques can be helpful in fostering learning transfer. Techniques such as project-based learning, reflective learning, and cooperative learning provide authentic platforms for developing rich learning experiences. In contrast to more didactic forms of instruction, experiential learning techniques foster a depth of learning and cognitive recall necessary for transfer. This chapter describes how experiential learning techniques can be used to encourage transfer of learning. First, the authors describe several of the key characteristics of experiential education and experiential learning. Second, they briefly summarize literature on learning transfer and experiential learning techniques. Third, they provide three examples of how experiential techniques may be integrated into adult education to optimize transfer in adult learning contexts. By the conclusion of the chapter, the reader will have a clear sense of how experiential techniques may be leveraged for transfer with adult learners. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teachers; Elementary School Teachers; Undergraduate Students; Elementary School Science; Inquiry; Active Learning; Mixed Methods Research; Instructional Materials; Media Adaptation; Reflective Teaching; Case Studies; Regression (Statistics); Influences

Abstract:
In this nested mixed methods study I investigate factors influencing preservice elementary teachers' adaptation of science curriculum materials to better support students' engagement in science as inquiry. Analyses focus on two "reflective teaching assignments" completed by 46 preservice elementary teachers in an undergraduate elementary science methods course in which they were asked to adapt existing science curriculum materials to plan and enact inquiry-based science lessons in elementary classrooms. Data analysis involved regression modeling of artifacts associated with these lessons, as well as in-depth, semester-long case studies of six of these preservice teachers. Results suggest that features of the existing science curriculum materials, including measures of how inquiry-based they were, have a relatively small influence on the preservice teachers' curricular adaptations, while teacher-specific variables account for a much greater percentage of the variance. Evidence from the case studies illustrates the critical impact of the preservice teachers' field placement contexts as an explanatory, teacher-specific factor in their curricular adaptations. These findings have important implications for science teacher educators and science curriculum developers, in terms of not only better understanding how preservice teachers engage with curriculum materials, but also how programmatic features of teacher education programs influence their ability to do so. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Active Learning; Marketing; Business Administration Education; Cultural Awareness; Teaching Methods; Cultural Pluralism; Retailing; Bias; Textbooks; Graduate Students; Undergraduate Students

Abstract:
Services marketing and retailing courses place service quality at the heart of the curriculum, painting service providers as defenders of their customers' welfare and thwarters of service failures by ushering in recovery solutions. Yet academic literature and the popular press provide evidence that in some cases, service providers act as discriminatory agents toward their own customers. Likewise, other customers in the servicescape can negatively influence a customer's service quality experience. This article attempts to address shortcomings in services marketing textbooks and classroom discussions by providing educators with a multicultural service sensitivity exercise that they can employ in undergraduate, graduate, and executive MBA courses. The article offers educators an easy-to-implement, active learning exercise that shows students how many consumers fail to obtain quality service in the marketplace. The goal of the exercise is to help students develop an appreciation for diversity and understand how to manage a service setting so that all customers receive optimal service quality. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Active Learning; Teaching Methods; Learning Strategies; Persuasive Discourse; Comprehension; Visual Stimuli; Recall (Psychology)

Abstract:
Argument mapping (AM) is a method of visually diagramming arguments to allow for easy comprehension of core statements and relations. A series of three experiments compared argument map reading and construction with hierarchical outlining, text summarisation, and text reading as learning methods by examining subsequent memory and comprehension performance. Effects of study environment, argument size, learning strategy (active and passive) and recall interval (immediate and delayed) were also examined. Results revealed that argument map reading and construction significantly increased subsequent immediate recall for arguments in both passive and active learning settings. These findings indicate that AM is a useful learning and teaching methodology, particularly in comparison with standard text-based learning. Results are discussed in light of research and theory on learning and memory. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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