If you build it, will they come? : A review of the evidence of barriers for active learning in university education

Steven Proud

doi:10.1344/reire.38120

Autors/ores

Steven Proud University of Bristol https://orcid.org/0000-0002-0289-1842

DOI:

https://doi.org/10.1344/reire.38120

Paraules clau:

Aprenentatge actiu, Barreres, Entorn construït, Aula invertida, Educació en línia

Resum

INTRODUCCIÓ. S’ha demostrat que l’aprenentatge actiu condueix els estudiants a millors resultats d’aprenentatge en l’àmbit educatiu, però dins de les institucions d’educació superior encara hi ha un gran ventall de barreres que impedeixen aquest aprenentatge actiu.

MÈTODE. En aquest article comentem algunes de les barreres clau, com ara el disseny de l’espai docent, l’ús de noves tecnologies (com la gravació de conferències) i els reptes creats arran de la pandèmia de la covid-19.

RESULTATS I DISCUSSIÓ. Gran part de la literatura suggereix que, tot i que hi ha barreres estructurals que desincentiven l’ús de l’aprenentatge actiu (com ara l’entorn construït), no n’hi ha prou amb eliminar aquestes barreres, sinó que també és important que hi hagi una demanda per part del professorat (i de l’alumnat) de pedagogies noves i actives.

Referències

Alpert, W. T., Couch, K. A., & Harmon, O. R. (2016). A randomized assessment of online learning. American Economic Review, 106(5), 378–382. https://doi.org/10.1257/aer.p20161057

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

Asarta, C. J., Chambers, R. G., & Harter, C. (2021). Teaching Methods in Undergraduate Introductory Economics Courses: Results From a Sixth National Quinquennial Survey. The American Economist, 66(1), 18–28. https://doi.org/10.1177/0569434520974658

Balaban, R. A., Gilleskie, D. B., & Tran, U. (2016). A quantitative evaluation of the flipped classroom in a large lecture principles of economics course. The Journal of Economic Education, 47(4), 269–287. https://doi.org/10.1080/00220485.2016.1213679

Barr, R. B., & Tagg, J. (1995). From Teaching to Learning — A New Paradigm For Undergraduate Education. Change: The Magazine of Higher Learning, 27(6), 12–26. https://doi.org/10.1080/00091383.1995.10544672

Becker, R., & Proud, S. (2018). Flipping quantitative tutorials. International Review of Economics Education, 29, 59–73. https://doi.org/10.1016/j.iree.2018.01.004

Beckers, R., Van Der Voordt, T., & Dewulf, G. (2016). Learning space preferences of higher education students. Building and Environment, 104, 243–252. https://doi.org/10.1016/j.buildenv.2016.05.013

Bennett, A. B. (2021). A whole new learning space: exploring classroom variability for teaching mathematics via active learning. International Journal of Mathematical Education in Science and Technology, 1–23. https://doi.org/10.1080/0020739X.2021.1961033

Bettinger, E. P., Fox, L., Loeb, S., & Taylor, E. S. (2017). Virtual Classrooms: How Online College Courses Affect Student Success. American Economic Review, 107(9), 2855–2875. https://doi.org/10.1257/aer.20151193

Birdi, A., & Proud, S. (2015, September 10–11). Lecture Capture [Paper]. Developments in Economics Education Conference, Birmingham University. https://www.economicsnetwork.ac.uk/sites/default/files/Ashley/Full%20Abstract%20List%202015%20%28For%20Web%29.pdf

Bøjer, B. (2019). Unlocking learning spaces: An examination of the interplay between the design of learning spaces and pedagogical practices [PhD Thesis, Institute of Visual Design]. https://adk.elsevierpure.com/en/publications/unlocking-learning-spaces-an-examination-of-the-interplay-between

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom (ED336049). ERIC. https://files.eric.ed.gov/fulltext/ED336049.pdf

Buhl-Wiggers, J., la Cour, L. , Franck, M., & Kjærgaard, A. (2021, June 2–4). Exploring Treatment Effect Heterogeneity when Introducing Flipped Classroom [Conference]. The Tenth Annual AEA Conference on Teaching and Research in Economic Education, Virtual Online, American Economic Association. https://research.cbs.dk/en/publications/exploring-treatment-effect-heterogeneity-when-introducing-flipped

Cacault, M. P., Hildebrand, C., Laurent-Lucchetti, J., & Pellizzari, M. (2021). Distance Learning in Higher Education: Evidence from a Randomized Experiment. Journal of the European Economic Association, 29(4), 2322–2372. https://doi.org/10.1093/jeea/jvaa060

Calimeris, L., & Sauer, K. M. (2015). Flipping out about the flip: All hype or is there hope? International Review of Economics Education, 20, 13–28. https://doi.org/10.1016/j.iree.2015.08.001

Casanova, D., Di Napoli, R., & Leijon, M. (2018). Which space? Whose space? An experience in involving students and teachers in space design. Teaching in Higher Education, 23(4), 488–503. https://doi.org/10.1080/13562517.2017.1414785

Chen, Y.-T., Liou, S., & Chen, L.-F. (2019). The Relationships among Gender, Cognitive Styles, Learning Strategies, and Learning Performance in the Flipped Classroom. International Journal of Human–Computer Interaction, 35(4–5), 395–403. https://doi.org/10.1080/10447318.2018.1543082

Chiu, P. H. P., & Cheng, S. H. (2017). Effects of active learning classrooms on student learning: a two-year empirical investigation on student perceptions and academic performance. Higher Education Research & Development, 36(2), 269–279. https://doi.org/10.1080/07294360.2016.1196475

Crawford, C. C. (1925). Some Experimental Studies of the Results of College Note-Taking. The Journal of Educational Research, 12(5), 379-386. https://doi.org/10.1080/00220671.1925.10879612

Edwards, M. R., & Clinton, M. E. (2019). A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment. Higher Education, 77(3), 403–421. https://doi.org/10.1007/s10734-018-0275-9

Elliott, C., & Neal, D. (2016). Evaluating the use of lecture capture using a revealed preference approach. Active Learning in Higher Education, 17(2), 153–167. https://doi.org/10.1177/1469787416637463

Figlio, D., Rush, M., & Yin, L. (2013). Is it live or is it internet? Experimental estimates of the effects of online instruction on student learning. Journal of Labor Economics, 31(4), 763–784. https://doi.org/10.1086/669930

Finkelstein, A., Ferris, J., Weston, C., & Winer, L. (2016). Informed principles for (re) designing teaching and learning spaces. Journal of Learning Spaces, 5(1), 26–40. http://libjournal.uncg.edu/jls/article/view/1213/90

Gijselaers, W. (1995). Educational Innovation in Economics and Business Administration: The Case of Problem-Based Learning. Springer Science & Business Media. https://doi.org/10.1007/978-94-015-8545-3

Goffe, W. L., & Kauper, D. (2014). A survey of principles instructors: Why lecture prevails. The Journal of Economic Education, 45(4), 360–375. https://doi.org/10.1080/00220485.2014.946547

Henshaw, R. G., Edwards, P. M., & Bagley, E. J. (2011). Use of Swivel Desks and Aisle Space to Promote Interaction in Mid-Sized College Classrooms. Journal of Learning Spaces, 1(1). http://libjournal.uncg.edu/jls/article/view/277/166

Hollis, R. B., & Was, C. A. (2016). Mind wandering, control failures, and social media distractions in online learning. Learning and Instruction, 42, 104–112. https://doi.org/10.1016/j.learninstruc.2016.01.007

Holt, C. A. (1996). Classroom Games: Trading in a Pit Market. Journal of Economic Perspectives, 10(1), 193–203. https://doi.org/10.1257/jep.10.1.193

Jensen, J. L., Kummer, T. A., & Godoy, P. D. d. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE—Life Sciences Education, 14(1), ar5. https://doi.org/10.1187/cbe.14-08-0129

Jessop, T., Gubby, L., & Smith, A. (2012). Space frontiers for new pedagogies: a tale of constraints and possibilities. Studies in Higher Education, 37(2), 189–202. https://doi.org/10.1080/03075079.2010.503270

Kim, H. (2018). Impact of slide-based lectures on undergraduate students’ learning: Mixed effects of accessibility to slides, differences in note-taking, and memory term. Computers & Education, 123, 13–25. https://doi.org/10.1016/j.compedu.2018.04.004

Kobayashi, K. (2005). What limits the encoding effect of note-taking? A meta-analytic examination. Contemporary Educational Psychology, 30(2), 242–262. https://doi.org/10.1016/j.cedpsych.2004.10.001

Kofoed, M., Gebhart, L., Gilmore, D., & Moschitto, R. (2021). Zooming to Class?: Experimental Evidence on College Students’ Online Learning During Covid-19 [Paper]. Online Learning During Covid-19, IZA Institute of Labor Economics. https://doi.org/10.2139/ssrn.3846700

Leadbeater, W., Shuttleworth, T., Couperthwaite, J., & Nightingale, K. P. (2013). Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students. Computers & Education, 61, 185–192. https://doi.org/10.1016/j.compedu.2012.09.011

León, S. P., & García-Martínez, I. (2021). Impact of the provision of PowerPoint slides on learning. Computers & Education, 173, 104283. https://doi.org/10.1016/j.compedu.2021.104283

Lombardini, C., Lakkala, M., & Muukkonen, H. (2018). The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs. International Review of Economics Education, 29, 14–28. https://doi.org/10.1016/j.iree.2018.01.003

Maier, M. H., McGoldrick, K., & Simkins, S. (2010). Implementing cooperative learning in introductory economics courses. In B. J. Millis, Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy (pp. 157–179). Stylus.

Mazur, E. (1997). Peer instruction: Getting students to think in class. AIP Conference Proceedings, 399(1). https://doi.org/10.1063/1.53199

Mazur, E. (2009). Farewell, lecture? Science, 323(5910), 50–51. https://doi.org/10.1126/science.1168927

Ogilvie, C. A. (2008). Swivel Seating in Large Lecture Theaters and Its Impact on Student Discussions and Learning. Journal of College Science Teaching, 37(3), 50–56.

Olitsky, N. H., & Cosgrove, S. B. (2016). The better blend? Flipping the principles of microeconomics classroom. International Review of Economics Education, 21, 1–11. https://doi.org/10.1016/j.iree.2015.10.004

Park, E. L., & Choi, B. K. (2014). Transformation of classroom spaces: Traditional versus active learning classroom in colleges. Higher Education, 68(5), 749–771. https://doi.org/10.1007/s10734-014-9742-0

Peimani, N., & Kamalipour, H. (2021). Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience. Education Sciences, 11(10), 633. https://doi.org/10.3390/educsci11100633

Proud, S. (2018). You’ve got mail: The impact of online message-boards on performance in first year undergraduate mathematics and statistical methods units. International Review of Economics Education, 28, 49–57. https://doi.org/10.1016/j.iree.2018.05.003

Pursel, B., & Fang, H. (2012). Lecture capture: Current research and future directions. Schreyer Institute for Teaching Excellence; Pennsylvania State University.

Risko, E. F., Anderson, N., Sarwal, A., Engelhardt, M., & Kingstone, A. (2012). Everyday Attention: Variation in Mind Wandering and Memory in a Lecture. Applied Cognitive Psychology, 26(2), 234–242. https://doi.org/10.1002/acp.1814

Rivlin, L. G., & Rothenberg, M. (1976). The use of space in open classrooms. In H. M. Proshansky, W. H. Ittelson & L. G. Rivlin, Environmental Psychology: People and their physical settings. Holt, Rinehart & Winston.

Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International review of economics education, 17, 74–84. https://doi.org/10.1016/j.iree.2014.08.003

Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences, 110(16), 6313–6317. https://doi.org/10.1073/pnas.1221764110

Valtonen, T., Leppänen, U., Hyypiä, M., Kokko, A., Manninen, J., Vartiainen, H., Sointu, E., & Hirsto, L. (2021). Learning environments preferred by university students: a shift toward informal and flexible learning environments. Learning Environments Research, 24(3), 371–388. https://doi.org/10.1007/s10984-020-09339-6

Van Merriënboer, J. J. G., McKenney, S., Cullinan, D., & Heuer, J. (2017). Aligning pedagogy with physical learning spaces. European Journal of Education, 52(3), 253–267. https://doi.org/10.1111/ejed.12225

Witton, G. (2017). The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement. British Journal of Educational Technology, 48(4), 1010–1019. https://doi.org/10.1111/bjet.12470

Woolner, P., Hall, E., Higgins, S., McCaughey, C., & Wall, K. (2007). A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. Oxford Review of Education, 33(1), 47–70. https://doi.org/10.1080/03054980601094693

Woolner, P., McCarter, S., Wall, K., & Higgins, S. (2012). Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice? Improving Schools, 15(1), 45–60. https://doi.org/10.1177/1365480211434796