PS 41-103 - Building your pedagogical repertoire: Effective active learning technologies in the ecology classroom

Friday, August 12, 2016
ESA Exhibit Hall, Ft Lauderdale Convention Center

ABSTRACT WITHDRAWN

Jennifer E. Weaver, Caltech

Background/Question/Methods

It is widely recognized that lecture-only strategies in classrooms are less engaging, less effective at facilitating long-term retention of information and less successful at promoting deep understanding of concepts than lectures that incorporate active learning strategies. From basic think-pair-share activities to clicker questions to active learning kits to new collaborative learning online environments, technologically-based, pedagogical strategies are allowing us to engage with our students and get greater insight into their understanding of concepts (and our success in conveying those concepts). Overall, previous research demonstrates that student co-operation, collaboration and engagement in the material and the lecture result in improved academic achievement, greater retention rates in STEM classes and better attitudes towards learning. To assess learning outcomes of our undergraduate students, my objective was to explore the success of technological methods (clicker questions, active learning kits, collaborative learning online environments) by which instructors are engaging their students in discussion at Caltech in both ecology and other STEM classes. We accomplished this via speaking with the instructors and structured feedback surveys.

Results/Conclusions

Instructors who employed any of the active learning strategies in their classroom reported higher participation and engagement by students, in addition to a more inclusive, collaborative environment. Numerous classes using a collaborative online learning environment reported higher levels of participation by students than in previous classes. The instructor who used the active learning kits (composed of mini projectors and static-cling whiteboards) to engage students in group projects during MATLAB coding exercises appreciated the ability to quickly assess the progress of each group and determine where each group may be ‘stuck’. Whereas students were previously somewhat frustrated with the instructor’s lecture-only lessons, they appreciated now being able to work through the same conceptual material collaboratively. Student feedback on the use of clicker questions was positive, with students remarking that they appreciated the anonymity as well as they believed that their engagement and understanding of the concepts was much higher than when lecture-only was used. While a more comprehensive picture can be gained by comparing classes using lecture-only vs. active learning strategies, we see that both students and instructors find that the classroom experience is more fulfilling with greater student engagement and perceived understanding of concepts when active learning strategies are employed.