Fostering Active Learning in an International Joint Classroom: A Case Study

Autor/inn/en	Griebel, Stefanie; Thielsch, Angelika; Gibson, Paul; Beissinger, Timothy; Chiteka, Albert
Titel	Fostering Active Learning in an International Joint Classroom: A Case Study
Quelle	In: Teaching & Learning Inquiry, 10 (2022), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Thielsch, Angelika) ORCID (Gibson, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Active Learning; Teaching Methods; Feedback (Response); Diaries; Online Courses; Interdisciplinary Approach; Student Attitudes; Learning Activities; Foreign Countries; Formative Evaluation; Teacher Student Relationship; Case Studies; Agricultural Education; Peer Relationship; Academic Achievement; International Cooperation; Institutional Cooperation; Sustainability; Agricultural Production; Germany; Uganda + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Diary; Tagebuch; Online course; Online-Kurs; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Lernaktivität; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Peer-Beziehungen; Schulleistung; Internationale Kooperation; Internationale Zusammenarbeit; Institute; Co-operation; Cooperation; Institut; Kooperation; Nachhaltigkeit; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Deutschland
Abstract	Engaging students in an international online setting that is interdisciplinary and culturally diverse is a challenge. A joint classroom between German and Ugandan universities used a formative assessment approach paired with active learning elements to foster individual and peer learning in an international virtual setting. A survey at three different times across the semester explored students' perceptions towards the value of the active learning activities and evaluated how perceptions changed over time. Overall, students enjoyed the diverse active learning activities and perceived value toward their success in class. This was more pronounced and unidirectional for individual tasks than it was for group work. In addition to the findings of the structured survey, observation and feedback indicated that other elements contributed to effective course delivery. These included clear and frequent communication to the students from the primary instructor, prompt feedback from the instructor on graded exercises, such as a reflective learning diary and ungraded quizzes, and student confidence that sincere effort would achieve a good grade. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01