Student Engagement in Blended Learning Environments
|Pic © EdEqual.com|
National Survey of Student Engagement (NSSE). Furthermore, in 2008 there were 38 students and in 2009 55 students that were surveyed for a total of 93 students, however, by the end of all surveys only 89 students did all of them (p. 313).
|Pic © Ade Tari|
Student Reciprocal Peer Teaching as a Method for Active Learning
|Pic © edtechpd.sdcoe.net|
- Prior to each laboratory session, all students took an examination to test their comprehension of the part of the course related to the laboratory.
- Those students who passed the exam had the opportunity to become laboratory monitors during the next session.
- Before becoming monitors, the selected students were trained by the professor to help the rest of the students. The professor was present in order to monitor the students’ performance.
(Mun˜oz-Garcı´a, et al., 2013)
The peer teaching system they used was considered to be very helpful to the students, to those who conducted the experiments and the monitors alike. Attention levels were higher when the monitors would tell them how the laboratory was going to work. The results of the final exams for each engineering class showed an increase in marks obtained by practical laboratory experiments as compared to theory alone. It should be noted that there were health and safety concerns with the experiment due to the use of electricity. In some experiments of this type a professional is required to be present at all times.
This literature relates to our hypothesis because it demonstrates how active learning is an effect tool. Active learning is superior to that of lecture based passive learning. The results shown in figure 1 support the argument that active learning is by far more effective as it engages students, forces participation and induces critical thinking to solve problems because of the experimental design used. Experiments and simulation exercises were not commonly chosen as forms of teaching methods by the teachers we surveyed however, this how how useful the aspect is to the learning process when circumstances allow for it.
Materials and Methods
|Pic © vitalflux.com|
|Pic © Arts.Gov|
Do you Believe That This Research Paper Was Executed Well?
|How to use a Likert Scale for Student Surveys |
Pic © Jon Corippo
|How You Can Improve Your Presentation Skills in 8 Easy Steps!|
Photo © Katrina Howat
|Pic © blogiat.com|
|Pic © Author Unknown|
Discussions and Conclusions
|Theree's Always One...|
Pic © Phukett Finance
Delialioğlu, Ö. (2012). Student Engagement in Blended Learning Environments with Lecture Based and Problem-Based Instructional Approaches. Journal of Educational Technology & Society, 15 (3). p.p. 310-322
Mun˜oz-Garcı´a, Miguel A., Moreda, Guillermo P., Herna´ndez-Sa´nchez, Natalia., and Valin˜o, Vanesa. (2013). Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory. Journal of Science Education & Technology, 22(5), p.p. 729-734
About The Authors
Steven Baldwin & Brigitte Barbe Letourneau is presently studying Bishop's University, located in Quebec, Canada.. The Learning Experience at Champlain College - Lennoxville was written as part of an assignment for Integrated Methodology (IM) in the Department of Social Sciences at Champlain College Lennoxville located in Quebec, Canada.