Primetime Learning: Collaborative and Technology-Enhanced Studying with Genuine Teacher Presence

Autor/inn/en	Koskinen, Pekka; Lämsä, Joni; Maunuksela, Jussi; Hämäläinen, Raija; Viiri, Jouni
Titel	Primetime Learning: Collaborative and Technology-Enhanced Studying with Genuine Teacher Presence
Quelle	In: International Journal of STEM Education, 5 (2018), Artikel 20 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koskinen, Pekka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-018-0113-8
Schlagwörter	Active Learning; Educational Strategies; Teaching Methods; Models; Cooperative Learning; Technology Uses in Education; Study Habits; College Students; College Science; Physics; Thermodynamics; Optics; Retention (Psychology); Student Satisfaction; Teacher Role; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Aktives Lernen; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Study behavior; Study behaviour; Studienverhalten; Collegestudent; Physik; Thermodynamik; Optik; Merkfähigkeit; Lehrerrolle; Ausland; Finnland
Abstract	Background: Productive learning processes and good learning outcomes can be attained by applying the basic elements of active learning. The basic elements include fostering discussions and disputations, facing alternative conceptions, and focusing on conceptual understanding. However, in the face of poor course retention and high dropout rates, even learning outcomes can become of secondary importance. To address these challenges, we developed a research-based instructional strategy, the "primetime learning" model. We devised the model by organizing the basic elements of active learning into a theory-based four-step study process. The model is based on collaborative and technology-enhanced learning, on versatile formative assessment without a final exam, and on genuine teacher presence through intimate meetings between students and teachers. Results: We piloted the model in two university physics courses on thermodynamics and optics and observed persistent student activity, improved retention, and good learning outcomes. Feedback suggested that most students were satisfied with the learning experience. Conclusions: The model suits particularly well for courses that, in addition to the teaching subject itself, focus on teaching balanced study habits and strengthening social integration. By its very construction, it also helps the propagation of research-based instructional strategies. Although the model does contain challenges, it represents a generic framework for learning and teaching that is flexible for further development and applicable to many subjects and levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01