Practical Active Learning Stations to Transform Existing Learning Environments Into Flexible, Active Learning Classrooms
Contribution: Practical active learning stations (PALSs)-equipped classrooms function similar to prototypical active learning classrooms (ALCs). They support student collaboration and active learning pedagogies but at a fraction of the cost. Background: Active learning pedagogies and active learning...
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| Published in: | IEEE transactions on education Vol. 64; no. 2; pp. 95 - 102 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
New York
IEEE
01.05.2021
Institute of Electrical and Electronics Engineers, Inc The Institute of Electrical and Electronics Engineers, Inc. (IEEE) |
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| ISSN: | 0018-9359, 1557-9638 |
| Online Access: | Get full text |
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| Abstract | Contribution: Practical active learning stations (PALSs)-equipped classrooms function similar to prototypical active learning classrooms (ALCs). They support student collaboration and active learning pedagogies but at a fraction of the cost. Background: Active learning pedagogies and active learning technology are revitalizing STEM education and their use has led to an increase in student performance and satisfaction with the learning environment in postsecondary settings. An obstacle to increasing access to ALCs is the cost of constructing such learning environments. To address this challenge, a means to retrofit an existing computer laboratory into an ALC by making use of economy hardware and open-source software was devised. Intended Outcomes: In the context of an introductory sequence of programming courses (i.e., CS1 and CS2), students in a PALS-equipped classroom would perform as well as students in a prototypical ALC. Application Design: A quasi-experimental study was employed to compare the overall student performance across learning environments. Student performance was measured by the final exam score and overall course score. Throughout the study, the PALS-equipped classroom was paired five different times in head-to-head comparisons with either a prototypical ALC or a traditional classroom. Findings: The focus of the study was the potential effects of classroom type on students' final exam score and the overall course score. A statistically significant effect was found for only one measure, which was that students in the PALS classroom in CS1 scored higher on their overall course score even when accounting for demographic differences and the pretest measure. There were no other significant effects for classroom type, either on the final exam score for either course or the overall course score in CS2. |
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| AbstractList | Contribution: Practical active learning stations (PALSs)-equipped classrooms function similar to prototypical active learning classrooms (ALCs). They support student collaboration and active learning pedagogies but at a fraction of the cost. Background: Active learning pedagogies and active learning technology are revitalizing STEM education and their use has led to an increase in student performance and satisfaction with the learning environment in postsecondary settings. An obstacle to increasing access to ALCs is the cost of constructing such learning environments. To address this challenge, a means to retrofit an existing computer laboratory into an ALC by making use of economy hardware and open-source software was devised. Intended Outcomes: In the context of an introductory sequence of programming courses (i.e., CS1 and CS2), students in a PALS-equipped classroom would perform as well as students in a prototypical ALC. Application Design: A quasi-experimental study was employed to compare the overall student performance across learning environments. Student performance was measured by the final exam score and overall course score. Throughout the study, the PALS-equipped classroom was paired five different times in head-to-head comparisons with either a prototypical ALC or a traditional classroom. Findings: The focus of the study was the potential effects of classroom type on students' final exam score and the overall course score. A statistically significant effect was found for only one measure, which was that students in the PALS classroom in CS1 scored higher on their overall course score even when accounting for demographic differences and the pretest measure. There were no other significant effects for classroom type, either on the final exam score for either course or the overall course score in CS2. |
| Author | Johnson, Matthew R. Eickholt, Jesse Seeling, Patrick |
| Author_xml | – sequence: 1 givenname: Jesse orcidid: 0000-0002-1764-1838 surname: Eickholt fullname: Eickholt, Jesse email: eickh1jl@cmich.edu organization: Department of Computer Science, Central Michigan University, Mt. Pleasant, MI, USA – sequence: 2 givenname: Matthew R. orcidid: 0000-0003-2150-5123 surname: Johnson fullname: Johnson, Matthew R. organization: Department of Educational Leadership, Central Michigan University, Mt. Pleasant, MI, USA – sequence: 3 givenname: Patrick orcidid: 0000-0003-2770-0675 surname: Seeling fullname: Seeling, Patrick organization: Department of Computer Science, Central Michigan University, Mt. Pleasant, MI, USA |
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| References_xml | – volume: 21 start-page: 156 year: 2005 ident: ref22 article-title: Techniques for active learning in CS courses publication-title: J Comput Sci Colleges – year: 0 ident: ref19 article-title: Exploring differences in students' perceptions of traditional and economy active learning classrooms in an undergraduate computer science course publication-title: J Excellence College Teaching – ident: ref23 doi: 10.1145/2676723.2677252 – ident: ref24 doi: 10.1145/3287324.3287345 – ident: ref12 doi: 10.1007/s10984-016-9210-0 – ident: ref9 doi: 10.1109/TE.2018.2867447 – ident: ref20 doi: 10.1145/2493394.2493408 – ident: ref21 doi: 10.1145/2591708.2591739 – ident: ref13 doi: 10.1016/j.compcom.2012.12.002 – volume: 32 start-page: 1 year: 2009 ident: ref8 article-title: Using the pair-up model to evaluate active learning spaces publication-title: Educause Quart – ident: ref10 doi: 10.1187/cbe.16-07-0228 – ident: ref11 doi: 10.18260/1-2--32422 – volume: 1 start-page: 2 year: 2007 ident: ref4 article-title: The student-centered activities for large enrollment undergraduate programs (scale-up) project publication-title: Res Reform Univ Phys – ident: ref29 doi: 10.7459/ct/29.1.02 – ident: ref30 doi: 10.18260/1-2--29895 – volume: 1 start-page: 227 year: 2012 ident: ref28 article-title: Space and consequences: The impact of different formal learning spaces on instructor and student behavior publication-title: Space for Learning – ident: ref6 doi: 10.14434/ijdl.v5i1.4020 – ident: ref14 doi: 10.11645/7.1.1720 – ident: ref16 doi: 10.1109/FIE.2017.8190596 – volume: 33 start-page: 11 year: 2010 ident: ref26 article-title: Making the case for space: Three years of empirical research on learning environments publication-title: Educause Quart – ident: ref5 doi: 10.1016/S1369-7021(03)01225-2 – year: 2007 ident: ref18 publication-title: An Introduction to Statistical Concepts – ident: ref17 doi: 10.3390/educsci9030212 – ident: ref1 doi: 10.1073/pnas.1319030111 – ident: ref27 doi: 10.1145/3159450.3159451 – ident: ref15 doi: 10.1145/3125659.3125682 – ident: ref3 doi: 10.1007/s10734-014-9742-0 – volume: 42 start-page: 82 year: 2013 ident: ref2 article-title: It's not you, it's the room-Are the high-tech, active learning classrooms worth it? publication-title: J College Sci Teach – ident: ref7 doi: 10.1108/07378831111116921 – ident: ref25 doi: 10.1016/j.compedu.2014.06.006 |
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| SubjectTerms | Academic Achievement Active Learning active learning classroom (ALC) Classroom Design Classroom Environment Classrooms Collaboration Computer Uses in Education Cooperative Learning Costs economical active learning Educational Environment Hardware Introductory Courses Laboratories Learning Liquid crystal displays portable active learning station Programming Programming profession Retrofitting Scores Source code Stations STEM Education Students Technical education transform classroom Transforms |
| Title | Practical Active Learning Stations to Transform Existing Learning Environments Into Flexible, Active Learning Classrooms |
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