Fichas Active Learning In A Finnish Engineering Course
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ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
1
“The typical Finnish university classroom reflects the Finnish cultural tendencies of quiet reflection and shyness in public settings. The dominant teaching method is lecturing with a focus on information delivery. The corresponding student response is listening. Verbal exchanges are minimal”
“In contrast, the teacher sees both teaching and learning as private pursuits that are managed individually. The teacher’s role is to deliver information via lectures. The student’s role is to be quiet and to gain understanding alone”
Palabras claves: teaching methods, techer’s role
Indira Guggisberg
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
2
“Although these lecture-based behaviors are congruent to cultural norms and traditions, they constrain student learning; the primary reason being that most individuals are unable to listen effectively to any lecturer, no matter how skilled, for long periods of time”
“The research shows that 10–20 min into a lecture, confusion and boredom set in and attention remains low for the duration of the class. Traditional lecturing is equated to passivity, which leads to learning ineffectiveness.”
Palabras claves: effective and ineffective learning Guggisberg
Indira
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
3
“Modifications to the traditional lecture format, however, can lead to more effective learning. These modifications often fall within the context of active learning—a broadly used term that captures the notion of active involvement by students in learning as opposed to their passive exposure to learning through listening”
“One strategy shown to be particularly effective and easy to implement is the mini-lecture. Ten to 20-min-long mini-lectures are separated by short activity breaks where students do a learning task together. By doing together—speaking, writing, calculating, analysing, creating, judging and questioning—students learn”
Palabras claves: active learning
Indira Guggisberg
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
4
“A variety of active learning techniques, ranging from long-term, out-of-class projects to short in-class activities, were utilized in lightwood framing. Pre-planned questioning, intended to activate critical thinking in all students, was a feature of every class lecture; whereas other techniques, such as problem-solving or data analysis, occurred when it was appropriate to the content. Except for the case study discussion sessions”
Palabras claves: active learning techniques
Indira Guggisberg
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
“The post-mortem report was an important student activity that was submitted by each student in lieu of a traditional final exam. It formed the basis of the active learning evaluation “
“The report included: an evaluation of student learning over those topics not explicitly addressed by the case study; a peer evaluation of group performance; a self-evaluation of learning; and an overall evaluation of the course”
Palabras claves: final report, assessment
Indira Guggisberg
5
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
6
“The post-mortem reports provided student-generated data and reflections about the course, the active learning environment and the learning itself.”
“The pre- and post-course surveys provided students with the unusual opportunity to test the accuracy of their initial perceptions against what was learned”
“In addition to the quantitative summaries, an ethnographic analysis of the written responses was completed. The purpose was to derive insights into the efficacy of active learning. All comments were transcribed verbatim and analyzed for common issues” Palabras claves: course surveys, ethnographyc analysis, final report
Indira Guggisberg
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
7
“The primary tool used to modify the environment was verbal discourse initiated through questioning. Early on, the instructor observed that the students were more comfortable and hence more willing to participate if the questions were posed to groups versus individuals” “The physical classroom layout proved to be an important factor in supporting or limiting classroom activity” “Active learning is facilitated by accessibility to the instructor, because it communicates a willingness to work with the students. This, in turn, promotes verbal discourse and student participation in classroom activities”
Palabras claves: groups, classroom layout, active learning
Indira Guggisberg
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
8
“Students do understand the meaning of activating teaching methods and even like them; but, they also understand how demanding the methods can be versus just listening. Students must communicate and do things in the active classroom. As a result, they may favour the passive teaching methods, which require little from the students during class, even if they know it is not the best way to achieve deep learning”
Palabras claves: activating teaching
Indira Guggisberg
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
1
“The typical Finnish university classroom reflects the Finnish cultural tendencies of quiet reflection and shyness in public settings. The dominant teaching method is lecturing with a focus on information delivery. The corresponding student response is listening. Verbal exchanges are minimal”
“In contrast, the teacher sees both teaching and learning as private pursuits that are managed individually. The teacher’s role is to deliver information via lectures. The student’s role is to be quiet and to gain understanding alone”
Palabras claves: teaching methods, techer’s role
Indira Guggisberg
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
2
“Although these lecture-based behaviors are congruent to cultural norms and traditions, they constrain student learning; the primary reason being that most individuals are unable to listen effectively to any lecturer, no matter how skilled, for long periods of time”
“The research shows that 10–20 min into a lecture, confusion and boredom set in and attention remains low for the duration of the class. Traditional lecturing is equated to passivity, which leads to learning ineffectiveness.”
Palabras claves: effective and ineffective learning Guggisberg
Indira
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
3
“Modifications to the traditional lecture format, however, can lead to more effective learning. These modifications often fall within the context of active learning—a broadly used term that captures the notion of active involvement by students in learning as opposed to their passive exposure to learning through listening”
“One strategy shown to be particularly effective and easy to implement is the mini-lecture. Ten to 20-min-long mini-lectures are separated by short activity breaks where students do a learning task together. By doing together—speaking, writing, calculating, analysing, creating, judging and questioning—students learn”
Palabras claves: active learning
Indira Guggisberg
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
4
“A variety of active learning techniques, ranging from long-term, out-of-class projects to short in-class activities, were utilized in lightwood framing. Pre-planned questioning, intended to activate critical thinking in all students, was a feature of every class lecture; whereas other techniques, such as problem-solving or data analysis, occurred when it was appropriate to the content. Except for the case study discussion sessions”
Palabras claves: active learning techniques
Indira Guggisberg
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
“The post-mortem report was an important student activity that was submitted by each student in lieu of a traditional final exam. It formed the basis of the active learning evaluation “
“The report included: an evaluation of student learning over those topics not explicitly addressed by the case study; a peer evaluation of group performance; a self-evaluation of learning; and an overall evaluation of the course”
Palabras claves: final report, assessment
Indira Guggisberg
5
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
6
“The post-mortem reports provided student-generated data and reflections about the course, the active learning environment and the learning itself.”
“The pre- and post-course surveys provided students with the unusual opportunity to test the accuracy of their initial perceptions against what was learned”
“In addition to the quantitative summaries, an ethnographic analysis of the written responses was completed. The purpose was to derive insights into the efficacy of active learning. All comments were transcribed verbatim and analyzed for common issues” Palabras claves: course surveys, ethnographyc analysis, final report
Indira Guggisberg
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
7
“The primary tool used to modify the environment was verbal discourse initiated through questioning. Early on, the instructor observed that the students were more comfortable and hence more willing to participate if the questions were posed to groups versus individuals” “The physical classroom layout proved to be an important factor in supporting or limiting classroom activity” “Active learning is facilitated by accessibility to the instructor, because it communicates a willingness to work with the students. This, in turn, promotes verbal discourse and student participation in classroom activities”
Palabras claves: groups, classroom layout, active learning
Indira Guggisberg
ANNA-MAIJA AHONEN DEBRA LARSON
“Active learning in a Finnish engineering university course”, European Journal of Engineering Education, Vol. 29, No. 4, December 2004, 521–531, Idioma inglés.
EE
Ficha: Ficha:
8
“Students do understand the meaning of activating teaching methods and even like them; but, they also understand how demanding the methods can be versus just listening. Students must communicate and do things in the active classroom. As a result, they may favour the passive teaching methods, which require little from the students during class, even if they know it is not the best way to achieve deep learning”
Palabras claves: activating teaching
Indira Guggisberg
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