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Designing Active Learning Environments
| Content Provider | Semantic Scholar |
|---|---|
| Author | Buck, John R. |
| Copyright Year | 2016 |
| Abstract | Introduction What conditions help students learn? How do we design a course environment to foster those conditions? How can we tell if students are learning what we teach? The advent of massive open online courses (MOOCs) and flipped classrooms has reinvigorated discussion of these questions in higher education. At the same time, research by Kuhl and her colleagues (2003, 2010) demonstrates that even infants learn better from engagement with a live person than they do from watching recordings. Kuhl et al.’s research resonated with our own experience that university students also learn better from interactive engagement than from passive viewing of lectures. Recent neuroscience and education research on learning and memory confirms the benefits of active learning, which includes techniques such as collaborative in-class problem solving (Ambrose et al., 2010; Brown et al., 2014). This article highlights research on active learning and describes our implementation of it in engineering courses. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://acousticstoday.org/wp-content/uploads/2016/06/Buck.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
