A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

Autor/inn/en	Soneral, Paula A. G.; Wyse, Sara A.
Titel	A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments
Quelle	In: CBE - Life Sciences Education, 16 (2017) 1, Artikel 12 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.16-07-0228
Schlagwörter	Active Learning; Achievement Gains; Student Centered Learning; Comparative Analysis; Technology Uses in Education; College Faculty; College Students; Science Instruction; Instructional Effectiveness; College Science; Biology; Introductory Courses; College Freshmen; Multiple Regression Analysis; Molecular Biology; Cytology; Student Attitudes; Student Satisfaction; Quasiexperimental Design; Multivariate Analysis; Regression (Statistics); Statistical Analysis; Qualitative Research; North Carolina + Suchen Sie Ihr Suchwort? Aktives Lernen; Achievement gain; Leistungssteigerung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fakultät; Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Biologie; Einführungskurs; Studienanfänger; Molekularbiologie; Zytologie; Schülerverhalten; Multivariate Analyse; Regression; Regressionsanalyse; Statistische Analyse; Qualitative Forschung
Abstract	Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech "Mock-up" version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01