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The Intervention of Active Learning Strategies to Increase Nursing Student Self-directed Learning

Undergraduate nursing students at a Midwestern community college struggled to understand and retain content presented in long lecture format courses. The Population, Intervention, Comparison, and Outcomes (PICO) for the program are as follows: P—Nursing students at a Midwestern community college in terms 1, 2, 4, and 5 of the LPN and ADN program; I—Use of guided practice as an active learning teaching strategy in the lab setting to enhance nursing student self-directed learning readiness in terms 1 and 4; C— Nursing students in term 2 and term 5 at a Midwestern community college who did not have a lab course that used guided practice; O— Increased student results on a self-directed learning readiness post-test questionnaire compared to the pre-test results. The PICO question was: "In Midwestern community college nursing students enrolled in current lab courses, does using guided practice as an active learning strategy during lab, develop better self-directed learning skills?

Undergraduate nursing students at a Midwestern community college struggled to understand and retain content presented in long lecture format courses.

Active Learning Spaces and Technology

Advances in Higher and Further Education

Without effective modern technology, active learning environments will struggle to provide students with the engaging and challenging academic experience that these recent pedagogical developments have been developed to facilitate. This text shows what can be achieved from new learning spaces, and how distributed technological solutions are an integral part of the requirement.

This text shows what can be achieved from new learning spaces, and how distributed technological solutions are an integral part of the requirement.

Active Learning in Social Studies

Promoting Cognitive and Social Growth

... as level of cognitive behavior, 306-307 Computer skills, 189, 193, 380-382
Computers, 259-260, 261 Concept learning, 326-345 by discovery, 338-345
levels of, 328-330 measuring, 329-330 Concepts, 94-95 abstract, 334, 335-336
defined, ... 231-232 Descriptive data, 290, 291 Developmental education, see
Open education movement Developmental theories (learning), 38- 49 Diaries,
evaluation and, 462-463 Disciplines, social science, 101-102, 105-131 structure
of, 101-102, ...

Active Learning and Active Citizenship

Theoretical Contexts

How to Use Problem-based Learning in the Classroom

Engaging and motivating students--especially the least motivated learners--is a daily challenge. But with the process of problem-based learning (PBL), any teacher can create an exciting, active classroom where students themselves eagerly build problem-solving skills while learning the content necessary to apply them. With problem-based learning, students' work begins with an ill-defined problem. Key to this problem is how it explicitly links something important in students daily lives to the classroom. This motivational feature is vital as students define the what, where, and how of resolving the problem situation. Problem-based learning may sound potentially chaotic and haphazard, but it rests on the firm foundation of a teacher's work behind the scenes. The teacher develops a problem long before students see it, specifically choosing the skills and content the problem will emphasize and matching those to curriculum and standards. Though a PBL problem will have no "right" answer, the teacher structures the experience so that specific learning takes place as students generate the problem-solving steps, research issues, and produce a final product. The teacher guides without leading, assists without directing.

The teacher guides without leading, assists without directing.

Pembelajaran Aktif: 101 Strategi untuk Mengajar Apa Jua Subjek

Susunan Chevron Susunan kelas tradisional (barisan meja tulis) tidak
menggalakkan pcmbelajaran aktif. Apabila ada 30 pelajar atau lebih dan hanya
meja berbentuk empat segi panjang yang ada, kadang-kadang pelajar terpaksa
disusun mengikut 'gaya kelas'. Susunan bentuk- V ataupun Chevron
mengurangkan jarak antara pelajar, memboleh- kan mereka melihat bahagian
depan dengan baik, dan mempunyai keupayaan yang lebih bagi melihat pelajar
lain berbanding pelajar ...

Student Discussions in Cooperative Learning Groups in a High School Mathematics Classroom

A Descriptive Case Study

Teachers want and need students to excel in the classroom. Cooperative learning is one method recognized to address this. Numerous researchers have shown that cooperative learning leads to improved skills in teamwork and communication in other fields (Johnson and Johnson, 2007; Slavin, 1995). Cooperative learning used in this study showed that the secondary math students benefited socially and academically through effective student communication. This case study reported observational evidence concerning the patterns and experiences of student interaction in discussions within cooperative learning groups in several high school geometry classes. Developed from data collected in observations, audiotapes, and student journals/notebooks, a multiple-case study was used to examine the discussions of two groups of students in cooperative learning groups. Each group participated in three activities: Placemat, to build team camaraderie; Numbered Heads, to strengthen positive interdependence; and STAD, to ensure individual accountability. Four patterns emerged when examining the data: change in attitude toward cooperative learning, the development of trust, group regulation, and the facilitation of math learning. Students showed a more positive feeling toward cooperative learning, stated an increased appreciation for cooperative learning, developed trust in their group members, and were able to analyze what they were doing well and what areas needed work. Math learning occurred when the students demonstrated how they solved problems by communicating using mathematical concepts and language.

Teachers want and need students to excel in the classroom.

Active Learning

In a school setting, the key elements of assessment are that it: l is usually written
on a prepared form, which may be standardised for all PSHE courses l is a formal
, critical examination of a course l is designed to discover which aspects were
useful and which were enjoyable l reveals what may need to be modified or
improved l summarises the main learning that has taken place l identifies what
further learning needs to take place l is useful for the PSHE co-ordinator,
inspectors or ...

Remaja dan Pembelajaran di Luar Lingkungan Sekolah

Pertimbangkan pembelajaran jarak jauh atau kursus gaya pos. Meskipun istilah
pembelajaran jarak jauh dan kursus gaya pos digunakan secara bertukar ganti,
ia sebenarnya dua perkara yang berbeza. Kursus gaya pos (juga dikenali
pengajian bebas) dilaksanakan melalui pos atau menerusi komputer. Pelajar
menggunakan mel biasa atau e-mel untuk mendaftar kuliah, membeli buku teks,
atau menghantar tugasan, bergantung pada kursus yang diambil. Kursus gaya
pos tidak ...