There are many challenges with engaging students actively in both synchronous and asynchronous environments. To support staff to address some of these challenges the Teaching and Learning Unit (TLU), in Munster Technological University (MTU) developed the ‘Be ACTIVE’ Framework. It is an exploratory framework to support staff and institutions to implement and embed active learning in their everyday teaching practice.
Are you tired of giving lectures and feeling like you’re the one doing all the work?
Would you like to create a more positive learning environment for yourself where students are more involved and engaged in their learning?
This was a highly interactive and engaging workshop that was divided into two parts to address these issues and provide some valuable insights into what can be done.
Part one, involved discussions around:
Why active learning could be part of your teaching
What is active learning and what it might look like in your teaching context
How you could engage in active learning in your classroom
Some colleagues shared how they are currently using active learning strategies within their own teaching practice to engage their students in MTU Cork together with some other simple strategies that require little preparation.
Part two, involved participants putting some of what they had learned into practice. They were asked to consider a module they teach and examine how they typically structure a lecture and what opportunities there are for students to engage during the lecture. They then redesigned their first lecture for this module to integrate some generally applicable AL strategies that they felt might work for them, their students, their discipline and the concepts they wanted their students to learn. To conclude, they were introduced to the Active Learning Movement, a new TLU initiative that will provide ongoing support to Lecturers should they be interested in implementing Active Learning (AL) strategies in their classrooms.
Are you tired of giving lectures and feeling like you’re the one doing all the work?
Would you like to create a more positive learning environment for yourself where students are more involved and engaged in their learning?
This was a highly interactive and engaging workshop that was divided into two parts to address these issues and provide some valuable insights into what can be done.
Part one, involved discussions around:
Why active learning could be part of your teaching
What is active learning and what it might look like in your teaching context
How you could engage in active learning in your classroom
Some colleagues shared how they are currently using active learning strategies within their own teaching practice to engage their students in MTU Cork together with some other simple strategies that require little preparation.
Part two, involved participants putting some of what they had learned into practice. They were asked to consider a module they teach and examine how they typically structure a lecture and what opportunities there are for students to engage during the lecture. They then redesigned their first lecture for this module to integrate some generally applicable AL strategies that they felt might work for them, their students, their discipline and the concepts they wanted their students to learn. To conclude, they were introduced to the Active Learning Movement, a new TLU initiative that will provide ongoing support to Lecturers should they be interested in implementing Active Learning (AL) strategies in their classrooms.
THE POWER OF USING PAUSE PROCEDURE DURING ACCOUNTING LECTURE: AN ACTION RESEARCH STUDY
This study is a quantitative approach to unravel the effect of pause procedure on two dependent variables (student performance and student...
This study is a quantitative approach to unravel the effect of pause procedure on two dependent variables (student performance and student satisfaction). The purpose of this action research study is to explore two aspects: Do students in accounting class where the pause procedure is applied (experimental group) perform better compared to another accounting class (control group) where pause procedure is not employed? Do students in accounting class where instructor uses pause (experimental group), experience greater course and teaching satisfaction compared to the students of (control group) where pause was not utilized? The results of this study is quite staggering, as findings indicate that in accounting class where instructor gave two eight minute pauses during each ninety minute lecture, showed greater student performance and satisfaction compared to control group where pause procedure was not employed. Therefore, this study provides strong support for incorporating strategic pauses during accounting lectures to enhance student satisfaction and overall class performance.
