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ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom
The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-lea...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459250/ https://www.ncbi.nlm.nih.gov/pubmed/28495936 http://dx.doi.org/10.1187/cbe.16-08-0244 |
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author | Wiggins, Benjamin L. Eddy, Sarah L. Wener-Fligner, Leah Freisem, Karen Grunspan, Daniel Z. Theobald, Elli J. Timbrook, Jerry Crowe, Alison J. |
author_facet | Wiggins, Benjamin L. Eddy, Sarah L. Wener-Fligner, Leah Freisem, Karen Grunspan, Daniel Z. Theobald, Elli J. Timbrook, Jerry Crowe, Alison J. |
author_sort | Wiggins, Benjamin L. |
collection | PubMed |
description | The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students’ level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. |
format | Online Article Text |
id | pubmed-5459250 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-54592502017-06-12 ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom Wiggins, Benjamin L. Eddy, Sarah L. Wener-Fligner, Leah Freisem, Karen Grunspan, Daniel Z. Theobald, Elli J. Timbrook, Jerry Crowe, Alison J. CBE Life Sci Educ Article The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today’s active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is important to gain a more holistic view of the student experience in an active-learning classroom. We have taken a mixed-methods approach to iteratively develop and validate a 16-item survey to measure multiple facets of the student experience during active-learning exercises. The instrument, which we call Assessing Student Perspective of Engagement in Class Tool (ASPECT), was administered to a large introductory biology class, and student responses were subjected to exploratory factor analysis. The 16 items loaded onto three factors that cumulatively explained 52% of the variation in student response: 1) value of activity, 2) personal effort, and 3) instructor contribution. ASPECT provides a rapid, easily administered means to measure student perception of engagement in an active-learning classroom. Gaining a better understanding of students’ level of engagement will help inform instructor best practices and provide an additional measure for comprehensively assessing the impact of different active-learning strategies. American Society for Cell Biology 2017 /pmc/articles/PMC5459250/ /pubmed/28495936 http://dx.doi.org/10.1187/cbe.16-08-0244 Text en © 2017 B. L. Wiggins, S. L. Eddy, et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. |
spellingShingle | Article Wiggins, Benjamin L. Eddy, Sarah L. Wener-Fligner, Leah Freisem, Karen Grunspan, Daniel Z. Theobald, Elli J. Timbrook, Jerry Crowe, Alison J. ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom |
title | ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom |
title_full | ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom |
title_fullStr | ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom |
title_full_unstemmed | ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom |
title_short | ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom |
title_sort | aspect: a survey to assess student perspective of engagement in an active-learning classroom |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459250/ https://www.ncbi.nlm.nih.gov/pubmed/28495936 http://dx.doi.org/10.1187/cbe.16-08-0244 |
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