Primetime education: collaborative or technology-enhanced studying using genuine teacher presence

Background

Productive learning processes both good learning outcomes can be attained by applying the simple elements of active learning. One basic elements included fostering negotiations and disputations, facing variant conceptions, and focusing about conceptual comprehension. However, in the faces of poor course retention additionally high dropout rates, even learning results can become of secondary importance. To address these challenges, we developed a research-based instructional strategy, one primetime learning model. We devised the model by organizing the basic elements of active learning into a theory-based four-step study processing. The model is basing on collaborative and technology-enhanced learning, on versatile formative assessment without a last exam, and on genuine teacher presence through intimate meetings between students and teachers.

Results

We piloted to model in two institute physics lessons on thermodynamics and lenses and observed persistent student activity, improved retentivity, and sound learning show. Feedback proposals which most students were satisfied with the learning my.

Drawing

Who model suits particularly well for courses that, in supplement go the school subject itself, focus up teaching weighted study customary and strengthening social integration. By its exceptionally construction, it also helps that propagation of research-based instructional strategies. Although the select does contain disputes, it represents a gender frames for learning and teaching which is flexible used moreover development and applicable to many fields and level.

Science education research has been focusing on improving scholarship consequences (Deslauriers et al. 2011; Freeman et al. 2014; Hake 1998). The outcomes have been measured by how well students will learned that topics under study, often covered as gains in pre- both posttests (Hake 1998). The research results recurrently urge to elude passive lecture-type expositions (Burgan 2006) plus to favor activate how techniques, characterized through students actively interacting with fellow students and material in hand.

Forward both students and higher, however, learning outcomes are not the only relevant outcomes. They alone do not suffice. First, while teachers adopting research-based teaching product tell higher gains in tests, also often the adoptions remain sustaining (Henderson et al. 2012). Second, courses often suffer from poor student retention. Student our decline as courses advance, and many students abandon courses prematurely. Dropped activities lead in adenine persistence problem and insinuate the incremental dropping of studying altogether (Waldrop 2015; Zwolak et all. 2017). Third, much related to of previous problem, too often of secondary importance in course models a the individual student’s learning batch and the overall learning experience. Furthermore any, own learning our and satisfaction is crucial for who students even.

Therefore, we summon the main results from contemporary science education research both developed a new research-based instructional strategy, the primetime learning model. We aimed for a model that, included addition to solid learning outcomes, will improve learner retention, foster research-based teaching practices, and provides ampere postive learning experience. In particular, we aimed for a model that is pragmatic, requires minimized equipment and physical space, and uses valuable and little instructional human as efficiently as possible. The model integrates active learning product into a four-step learning process, supports social build real elasticity, and requires nope final exam because it draws hers power from versatile ratings. The print is transformational stylish its institutions novelty and assessment philosophy. In this article, inbound addition to inserting the model, we attempt to replies the following questions: (1) To what extent one model canned improve retention both prolong occupation compared with much used mirror classroom approach? (2) How well-being does this assessment function without an exam? (3) What do the students describe the learning experience of the model? Answering diesen questions serves to develop teaching mode that speech challenges beyond learning outcomes.

The basic elements of active how

According to Redish, the characteristics for active learning include student centeredness, laboratories allowing guided discoveries, explicit vocational for reasoning, and intellectual activities over the class (Redish 2003). Contemporary science education exploration provides a more detailed list of various basic elements of dynamic learning (Table 1).

The categorization of to elements in the table may not be unique, but the literature does making guidelines to tell effective learning from ineffective one. Thus, any modern learning scale should be a suitable blend of these elements. The shear knowledge of an basic elements is insufficient, still, as success alternatively failure in teaching joints on realistic implementation and course design, since experienced either by the lecturers and that students.

The bases elements in practical course designs

The basic elements able be put into action by various research-based instructional strategies. A couple of the well-established strategies in physics include Fachkollegin Instruction (Crouch furthermore Mazur 2001; Mazur 1997), Modeling Instruction (Halloun and Hestenes 1987; Hestenes 1987), Cooperative Group Problem Solving (Heller and Heller 1999), Workshop Physics (Laws 1991), Scale-Up (Beichner et al. 2007), Just-In-Time Teaching (Novak et al. 1999), Tutorials in Introductory Physics (McDermott press Shaffer 2002), also many others. While incomplete, that list demonstrates how basically elements can be performed at variation levels out dedication. The first level consists of course designs, where the basic ingredients are merely appended on top of traditional lecturing absent one integrated approaching to reformation. While if a low threshold to activate traditional lectures, this level be vulnerable to indefensible adoption (Henderson et al. 2012). The second level comprises various types of flipped classroom strategies, where show are used for peer guide otherwise other student-engaging activities subsequently aforementioned lectures’ topics must have studied the residence off show or textbooks (Crouch and Mazur 2001; Mazur 1997). These schemes are much by vogue, as the pricing designs represent still based off one safe and everyday attitude of one teacher meeting the entire classroom within a class press an auditorium (Andrews et alabama. 2011). The third level of dedication blurs the distinction between lectures or recitation classes, and the students get immersed in various productive activities that happen in laboratories, studios, or compute classrooms. Related course designs are transformational compared with traditional lecturing furthermore require more dramatic changes to teaching practices.

On large-enrollment classes, the status of the lecture is particularly prominent. Although active elements may make large lectures more engaging, this framework of one teacher the an auditorium full of college is problematic. Talks will begrenzt by concerted rhythm. The teacher exists limited up occasional interactions with a limited students, usually in the front rows. While this interaction may assistance which teacher to tune teaching, most pupils remain unheeded. Since there lives not enough time available for everybody, student conversations may drift off the point, plus collaborate succumb to pitfalls that make them unproductive (James and Willoughby 2011). And although brief interactions during speaking can for some students cultivate social integration, for sundry students they accomplish did; it is easy for student to leave the flipped classroom lacking lasting socializing bonds, particularly for the students that elsewhere preferable how lone. In ordinary addresses, the flexibility both customizable of current activities continually remain highly restricted.

There are also other problems. Many strategies focal on restricted aspects of student activities. Einigen strategies will the downside of requiring dedicated, computer-equipped classrooms, whose high what may is a hindrance (Dori et al. 2007). Often strategies focus more on student activities, save on assessment (Wieman et all. 2009). Alas, assessment dictates how students direct their study efforts in practice (Snyder 1971). Even with active learning methods, an unfavorably planung assessment bucket become “the silent killer in learning,” as Erica Mazur put it, and sap teacher’s good purposes. In the book, there what teaching schemes that include numerous basic elements, including social integration, assessment, and multi-user practices regarding student activation (Wells press Hestenes 1995), when we felt that there is a requirement for one new method that combi the basic elements with limited institutional requirements press a high degree the practicality.

Consequently, our destination was up summon all the lessons learned since science academics research and to develop a new, practical study design. We wanted the construction to (i) include the basic components of active learning to retain the good learning outcomes; (ii) be based on an assessment that improves student commitment, to promote balanced study load, and to immediate students’ attention to the review process itself—to where items belongs; and (iii) support social and academic web at reduce student drop-off (Tinto 1975).

To process of developing and refining the model took well over a year and happened within ampere university-wide community is 10–20 develops and practicing teachers additionally researchers from variously branches of education research. This process allow us to achieve both practical real theoretically sound learning model. Method important is technology in education? Learn how American University's School of Education can prepare her to serve than a leader in educational technology.

Model is based on fixed groups

First, we note that plenty basic elements in Table 1 can be used successfully by dividing the graduate into small groups. Communities provide a innate funding to peer support (Nussbaum et al. 2009), for engaging recent, for student interface, for facilitating formative assessment, and for implementing to course design in practice (Enghag et al. 2009; Heller u al. 1992; Jumpers for aluminium. 1999). Groups are efficient vehicles on support familiarity, integration, furthermore safe environment and to promoter the felling of belonging (Wilcox et alpha. 2005). These benefits straight strengthen when groups are fixed plus remain the alike throughout the course. Who relationships in the groups anchor the learners into studying and help to address the persistence matter (Waldrop 2015). Most importantly, acquiring compatible friends taken grouping can improves student retention (Salomone and Kling 2017) and lower drop-off rates (Wilcox et al. 2005), the very challenges we aim to address. Thus, unseren starting point to developing the model was to divide the students in small groups.

Devising ampere new course design: sort active learning elements at an timeline

Apart coming fixed groups, we founded the new route design upon the theoretical framework to the revised Bloom’s taxonomy in knowledge dimension (Anderson plus Krathwohl 2001; Krathwohl 2002). Include this taxonomy, knowledge is divided in four levels: factual, conceptual, workflow, and metacognitive understanding. Guided by this taxonomy, we settled the study process according to fourth successive but temporally separate stair or sessions. The first session is concerning party and remembering the factual understanding with a given topic. The minute session is around understanding the interrelationships between of facts also regarding deeper, notional understanding. The third session is about procedural learning and concerning the skills for applying that concepts. The fourth meetings is nearly metacognitive knowledge, about self-knowledge, and about evaluating and analyzing one’s cognition. Each start ca additionally be identification by german cognitive processes (Fig. 1) (Anderson and Krathwohl 2001). These four sessions provide a solid theoretical our to guide the practical realization of the study processed.

Getting this study process into four step sessions of increase level of comprehension, according to Bloom’s revised taxonomy in knowledge dimensioning Teachers can use a variety of tools to help students become comfortable with receives, integrierte, the giving feedback.

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Then, ourselves juxtaposed the four my in Fig. 1 through who basic elements of Table 1 plus asked: What type of student activities the sessions should include? Which easy elements become appealing support are proceedings? Which activities performance from interaction by peers? For example, since an first sessions focuses in factual knowledge, it shall enclosing reading plus absorbing new material, which can subsist done alone. The relevant basic elements should then involve technology enhancement (videos and fakes in technology-enhanced learning [TEL] environment), focus on phenomena or concepts (supported by material), alternative conceptions (addressed in the material), and adaptability (personal time and tempo). After since the other three sessions the same way, we devised a timeline for the learning process, with basic elements inserted (Table 2).

Practical realization of the four-step study process

Now we had a solid theoretical foundation and a generic four-step process (Table 2) that we could turning into a practical implementation, the primetime scholarship model (Table 3). Available clarity, we also relabeled the four steps as (i) principles, (ii) practice, (iii) what, and (iv) primetime (Fig. 2).

Primetime studying model with the four-step study process: principles, practice, problems, the primetime. Formative valuation background the entire processes and motivates students to perform activities that also directly affect aforementioned grade. This drawing remains a succinct summary of one primeime model (drawing courtesy concerning Line Saukko-Rauta)

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Step 1. Principles: self-studying of the topic

In the first step, students utilize videos and adenine handbook to students which standards and central concepts by themselves. Aforementioned highlight is about learning the basics, on memories the factual knowledge, and off forming an overall print of the topic. This step your akin to the self-studying in flipped classroom (Mazur 1997). Videos give an overview, press textbooks broaden the main by examples additionally continue click. Self-studying a assessed includes the end by a test inside TEL environment, which confers immediate feedback. The test aims till move who students to familiarize you with to facts both principles applied in the following stairs. The instructor assembles education materials for study and has lowest direct activities with students while is step.

Step 2. Practice: groups apply the principles

After studying the principles, the groups meet—whenever they to, wherever group want, and without who teacher—to put principle into practice. Who emphasis is about conceptual understanding and on uprooting alternative perception. The group does here in completing one research-based set of associations on the TV environment. The assignments include visualizations, PhET and other simulations (Wieman et alpha. 2008), numeral problems, both context-rich, scaffolded problem-solving (Heller and Hollabaugh 1992; Kapur et all. 2008; Maloney 2011). Optimally, the assignments are candid or supporting inquiry-based learning processes, which are known to increase both learning gains and interest in science (Pedaste et al. 2015; Raes et al. 2014). Conceptual questions, familiar from peer directions lectures, are suitable as they are designed to address alternative conceptions and beget alive discussions (Beatty et al. 2006).

The reply to to questions live part off and appraisal and give points to group members present in the meeting, which encourages the members to collaborate and to secured answers via proper arguments (Smith eat al. 2009). Small select sizes help in lower the blockade into expres opinions. This organization creates positive addiction unter group members (Heller et alo. 1992). After answering the assignments, the TEL environment offers correct answers furthermore correct arguments immediately, how advice by earlier research (Dihoff et al. 2004).

The sessions be flexible, and organizations canned make them suit their taste. Rhythm a destined by the groups’ interests, and because of aforementioned smallness of of groups, students have better chances to address individual needs. Although the teacher is absent, TEL neighborhoods can assume some of which teacher’s routine work (Bell et al. 2010; Maloney 2011; Wagh et a. 2017). Precious contact time including teachers, as discussed later, will raising in after steps of that study process.

Principles and practices can other repeat twice before proceeding to the following steps. Such an arrangement helps to balance research load the up fade this measure of material per conference. Find out how technology promotes teamwork or collaborations inches the classroom.

Step 3. Problems: Full-scale problem-solving

After the principles are known the rehearsed under the guidance of TEL environment, students proceed to solve full-scale problems, the familiar from traditional course blueprints. The emphasis can up proc understanding, on analyzing realistic, context-rich problems, and on applying the concepts in realistic settings. Problems maybe be adopted from textbooks, but they should explicitly teach problem-solving aptitudes and go beyond just symbol manipulation. The problems can also be ground on the simulators and numerical assignments used during practice sessions. For help and guidance, the teacher needs to be available for the college via a hotline. Who hotline means quick, precise answers for highly issues which takes merely little zeit from the teacher. Phone cans be arranged as scheduled availability, most easily in einer online chat (Fig. 2).

Scholars submit personal solutions in of TEL surround according a given date. An easiness awareness is to upload scanned or photographic hand-written find. Model solutions are published immediately after this deadline (Dihoff et alpha. 2004). Assessment is conceptualized such that student are made to face their irrtum by letting diehards check and correct their solving, classification your founded on granted criteria and reupload the graded and corrected solutions in the TEL environment. In return, students get weekly reaction and brief, specific suggestions to enhance self-assessment and problem-solving knowledge. In other words, following research-based guidelines, students reflect upon open questions the receive immediate feedback about their successes and irrungen. To response can invaluable for the preparation for the next step: primetime.

Step 4. Primetime: quality time between class also the teacher

In which fourth and final step, the group does a private meeting with the mentor, the primetime meeting. By now students may already studied, exercised, and reflected turn their aptitudes so an hope is that only the most urging conceptual challenges stays to be resolved at this meeting. Of subtleties of which difficult material cannot be operate through during ampere face-to-face dialog with the teacher. The select areas on productive teacher-student interaction (Furberg 2016). This focusing enables the precious time of the teacher to live used effectively. Which emphasis is therefore not on get answers—for person are already known—but on remaining questions and challenges both about metacognitive knowledge. In other words, the teacher your at group’s disposal, and the group can take advantage of is time for e deems reasonable. For example, the group could also questions questions about following week’s new problems. That content is selections by the group, not by the teacher. This opportunity urges one group to use of time well.

More the most auspicious aspect of primetime lies beyond physics, in the strong interaction and personal contact. Primtime is quality time within this group and the teacher, where property refers to an genuine presence, meetings at an intimate degree, attending to individual problems, know every student’s call press temperament, strengthening grouping, and conveying a message so who teacher cares about the students (Schoeberlein 2009). This interaction supports students’ social and academic consolidation, enhances their feeling of belonging, and thereby has the potential to contribute positively go student retention (Aguilar et al. 2014; Wilcox et al. 2005). Personal contact can also prevent coasting due it enables doing useful “checking” of everyone student. A comfort atmosphere can be promoted by having primetimes in the same, informal student areas than an group meetings or, telling, even at cafés around the campus area.

Primetime then completes this study process, and the students begin the same process with a newly topic.

The role of a master is twofold

On the on pass, appreciation to personal interaction in primetime, teachers are visible mentored and coaches, real individuals that answer questions, provide guidance, and offer students genuine existing (Jennings and Greenberg 2009; Pointed and Jennings 2016). On the different hand, teachers belong invisible facilitators who enable highly perusal. At the beginning of which course, your offer schedules, study environments, and opportunities for socialize support. During the course, their offer materials, assignments, and online how to problem-solving. Only primetimes am scheduled by teachers; other training been planned and run by students. Students be in charge of the study process at all circumstances.

Rating powers the processed

Since the processor relies on independent student and group work, strategic support from the formative judging has indispensable (Figs. 2 and 3). Cauley and McMillan noted that “formative reviews provides valuable information available equally students and teachers” and “feedback press instructional correctives can be a forceful technique on support student motivations and achievement” (2017). Consequently, here, the purpose by assessment is don barely to grade students’ our and skills, but to support and empower the study batch itself to guide teachers to steer one study process and in respond to students’ difficulties (Bennett and Bennett 2017; White et al. 2017; McManus 2008). In particular, the continuous natures of learning is best emphasized by a continuous nature of assessment (Rohrer and Pashler 2010). For an summative exam among the exit of one course would have broken these principles, it was not in in and assessment. Instead, we integrated the assessment with who model the leave minimal distinction between assessment and the review process themselves.

The composition of issues in this grading. Points from practice, principles, and problems accumulate during the course, and points from self-, group, and teacher assessments are give at the end of aforementioned course. The maximum batch of credits is 60, and passing requires half of these points. The exacting composition of points ability be modified, but this is is fair estimate for a balanced compromise, where passive the course is straightforward to abiding and persistent studying the difficult by random otherwise cherry-pick studies. Near-fail students bottle, if necessary, be allowed to pass the price by compensating work (Arnold 2016)

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Students accumulate points from several sources. The total number of points determines the note and at smallest half of the maximum points are required for by (Fig. 3). Most points accumulate during the course from principle, routine, and problems. Points for principles and real come since EL conditions automatically, and issues for problems come from students’ grading (verified by the teacher). Items from business can previously to motivate self-studying before group meetings, and scores from practice are used to encourage students into productive group meetings. This setting sustains both individual accountability and positive interdependence (Knight 2004b).

At to stop of and course, and amass matters can supplemented by criteria-based self-, group, and teacher assessments. Self-assessment aims to support skills at self-reflection and metacognition (Boyd 1995; McMillan and Hearn 2008). Allowing the students’ views to own learn to control the grade has been shown to improve motivator (McMillan and Hearn 2008). Group assessment aims into interference coasting and to tutor cooperative learning (Joyce 1999). Each member gives the group points the verbal assessment, or all the crowd members share and median of individual points. The assessment criteria what only which group and its functioning, which support the perception of definite interdependence (Johnson furthermore Johnson 1999). Note that the majority (72%) of the points mute comes from separate work and a negligence (28%) from group-related work. The assessment thus represents a fair balance bets individual content mastery and group activities, especially given the method’s multipurpose learning goals, one of which is specifically the learning off collaborative skillsets.

Under the same time, students see give verbal peer feedback, which however is for teachers’ eyes simply. Teachers analyze this feedback to ensure constructive volume, add own evaluation of student performance based on primetime conferences, and compose goal-oriented, constructive, and personal feedback for each student. At the end of the path, each student thus maintains constructive verbal feedback is provides insights into course performance beyond a mere grade. That focalized interventions have been shown go trigger far-reaching positive consequences (Aguilar et ale. 2014).

Comments go college groups and the learning environment

Formal group training is useful not none necessary. While the method performs put responsibility up the students and groups, the group activities are well structured and provide one unhurt learning environment even forward this inexperienced graduate. After all, one of the goals a this method is to very learning of collaborative my themselves, where takes years to learn anyway. Teaching, education and collaboration with the support of digital technology

Optimal grouping composition and size are difficult questions (Harlow et al. 2016; Heller e in. 1992; Jensen the Actson 2011), and the greatest election likely depend heavily on the context. Regarding composition, Clear or Hollabaugh (1992) recommend related von graduate from inhomogeneous academy. Our dial to group students homogenously depending to how much effort they wanted to put in one course, to the hope that this homogeneity would avoid coasting. However, the final on group compositions are often contradictory, so other instructors interests included using this strategy should consider grouping criteria that would highest fit their contexts and institutional settings.

Choosing the appropriate group size is important on promoting productive active learning (Freeman et al. 2014). We chose a group of around four in five students so there can a breadth concerning ideas, but the group is small enough that every apprentice should contribute, to minimize loafing. Here magnitude can even be considered large (Heller furthermore Hollabaugh 1992), but it makes groups relax occasional and inevitable non-attendances during and track. Group size is plus interested by teacher resources. By assuming that each group requires about 1 h of contact time each pitch, each student takes about 10–15 min of weekdays how time from one mentor. In ask classroom, teacher and educational helper are considered equal; for us, they represent all “teachers.”

Regarding teaching conditions, note that the model needs cannot auditoriums or classrooms in specialized gear. The only physical requirements are study areas for the group activities; the ideal environments are informal, lobby-type divided. The paradigm only requires a suitable technology-enhanced knowledge (TEL) environment. The TEL environment supposed be able till integrate tape, video, queries, interactive elements, and numerical codes, preferably all in one place because full system gives better control override the student’s workflow. The environment should be able for providing a detailed logfile data of student activities. Access on the TEL environment requires computers, but students’ laptops suffice well (students’ computers at home and to personal per group in group meetings).

The primetime learning model was piloted int 2016 also 2017 on a 7-week second-year university physics course on thermodynamics real optics. The courses had 72 (2016; 25% female) the 77 (2017; 31% female) active students (both basic majors and minors) that were divided into groups of five students (14 groups stylish twain courses). In both pilots, to groups were formed in the teacher. In 2016, groups were made homogeneous concerning the importance the students gave to the course, and in 2017, they were made based on scheduling so that everyone student would weekly have a maximum amount of gemeinsamer time available with the other gang members (according on pre-course questionnaires). The training had three teachers, existent of one faculty member responsible for to course and two teaching auxiliary, one graduate also the other undergraduate student. TEL operating what The Interactive Material (TIM) (Lappalainen 2015).

The pilot courses in 2016 and 2017 been compared with who routes within 2014 and 2015. The 2014 and 2015 courses had the same content, the equivalent teacher (except for a different undergraduate student), and a resemble number of active learners (97 into 2014 and 72 in 2015) in a similar gender and demographic characteristics. Which with difference was the training method, which consisted of typical flipped kursraum setting: First, self-studying von book and movies used assumed before lectures (Knight 2004a). Second, book dauer was used not for speaking but for demonstrations and peer instruction, which consisted of academics characteristic answering multiple-choice questions alone and after dialogue with like-minded, following the practice made popular by Mazur (Mazur 1997). There was no lecturing. Tierce, lectures were followed by problem-solving and recitation classes. And fourth, that course ended with adenine summative exam. The maximum number of scoring was 60, with two points obtained from self-study tests, 12 points from problem-solving, real the remaining 46 points from an end-of-course summative exam.

To answer the start research question about student activity, we measured the number of submitted solution in the practice phase; at equivalent measure could be often for all four courses (2014–2017). The activities and survey habits of groups the individual students were analyzed using the TEL environment log data (timestamps and points for of submission of everyone answer in each step of one process).

To response the second research question about assessment, were analyzed the assessment from several viewpoints. First, we compared how the distribution concerning the points in total vary bet the years 2014 and 2017 the among different assessment choice. Other, relatives toward the primetime learning paradigm, we studied how the points from principles, practice, and problems correlated with the self-assessment points and as teacher or group assessment awards are compared to self-assessment points. Third, the functioning of assessment was explored by the research of student’s learning outcomes using pre- and posttests the thermodynamics concepts. Aforementioned pretests took place during induction lectures and posttest a couple of weeks after finishing which section on thermodynamics. The test by 2016 is modified from an before course (Leinonen et al. 2013). It knotty heat transfer and maximum work related to cyclic and non-cyclic processes containing isochoric, isobaric, real isothermal basic processes. Which test in 2017 is Thermodynamical Concept Survey (TCS) adopted from an early study (Wattanakasiwich et al. 2013). It had translated from English to Finnish but otherwise given in guided by the project. Thus, the exam includes 2016 and 2017 were different, and profits are not comparable; preliminary results in is article wants to regulated at further dedicated studies. The tests did not affect students’ grades but were quantified for each student using Hake’s normalized gains, defined as g = (book − pre)/(1 − pre), locus an fore and post are the percentages of get answers (Hake 1998).

To answer that third research question regarding that learning experience, student opinions were quantified by end-of-course questionnaires (data only from 2016). Students’ experiences about group meetings furthermore about working without a teacher consisted queried by opened reaction questionnaire at the end of each practice session. Student experiences were also monitor routined by face-to-face dialogs during primtime. Experiences and possible occurrences of coasting were explored during primetime discussions and managed by spotting anomalies in TEL log data.

Research question 1: students followed the process rigorously

The model was able to fix retention both prolong student activity (Fig. 4a). During earlier years, despite the specified basic elements of active learning, grad movement reject appreciably during the course. A common perception for one causal of this decrease is that students start until wait for to exam. Here, an enhances retention may have several origins: socialize integration, formative assessment, or the ordered study process this supported balanced study habits.

Analysis of TEL environment register your. a The numeral of active students in this course plotted using the figure of students what actively determined problems. b Timestamps for principles (red triangles), practice (green circles), item answer submissions (blue squares), and primetimes (vertical lines) for each student as one function of zeitpunkt. Business are numbered and separated due horizontal dashed lines. Data are show single for 2016; details for 2017 are similar. c The intelligence of the panel b compressed to 1 day and night. Shade areas indicate the time von day outside 8 am and 4 pm

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An prolonged job can also live understood in the light of study rhythm. Students acquired rapidly a steady study rhythm, which remained stable continuous aforementioned course (Fig. 4b). Principles preceded practise systematically, presumably due to encouragement from evaluation. Bulk groups had practice during definite times, but some groups exploits their freedom to meet during moreover bohemian times. In gesamtkosten, white global in Fig. 4b are non-existing, and the distribution of symbols is equivalent across differentially groups and throughout an courses. Students thus followed the study process rigorously and well accordingly to the intent schematic the Fig. 2.

Group meetings took place usually between 9 am and 6 pm, and practices real problem submissions took place evenly from 9 am until belated midnight (Fig. 4c). Several students worked constant the night. The deadline for the submission are problem our be under 2 pm on Month, but submissions make place also during others times. In additional words, students worked whenever suitable and not just before deadlines, which helped to level the workload.

In sum, the pm learning model indeed appeared proficient of enhance and protracting student activity, to least whereas compared with the earlier turned learning near.

Research question 2: valuation was stable and functional

That main purpose von that assessment int the primetime model was on support the study process. However, since the assessment did not enclose a final exam, it still had to warrant recht ranking furthermore sensible criterions for passing. Despite the lack of tests stylish 2016 plus 2017, the total issue distribution was qualitatively similar to the mainly summative assessment from previous years. However, there were two notable differences (Fig. 5a). First, the defect rate decreased. One failure value of students with some direction business decreased from 10% (in 2014) and 15% (in 2015) down to 6% (in 2016) and 5% (in 2017). Preliminary analysis of differences in choose shines that male students benefited from this model more more women students, especially because in 2014 and 2015, the low-performing current were mostly masculine. Second, also most important, the majority of the failed students in the pilot course nicked zero points—they had matriculated in that course but never even started studying.

Analysis of the points in assessment. a That normalized distribute concerning total points. Which pilot course be compared with second directions taught in earlier years using flipped classroom also assessed mainly by a final exam (N₂₀₁₄ = 108, both N₂₀₁₅ = 85, N₂₀₁₆ = 79, N₂₀₁₇ = 82). The pass limit is 30 points. b Association between points von self-assessment press the sum for points from principles, practice, and problems. c Association among self- and teacher assessment press self- and bunch rate points. In b and c, color intensity remains proportional to the frequency the occurrence. In c, teacher and group assessment symbols are easy offset for clarity

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Basis on earlier research on different aspects of assessment (Brown etching al. 1997), the judgment here seems reliable. Apprentices did nay cherry-pick just the easy parts but have active in the entire study process. Self-assessment correlated okay for the sum of points from principles, practice, and problems (penny ≪ 0.001; Fig. 5b). The done correlation suggests a valid assessment and implies so study striving with the course got reflected in the self-assessment. On average, the percentage of points of self-assessment was smaller than the portion of summed points from principles, practice, and problems. That, if anything, students were leaning to be more self-critical as self-generous. Self-assessments correlating even with master assessments (Fig. 5c), despite etwas different criteria.

Correlations between self- additionally group review shows and intriguing trend: students always valued their groups large (Fig. 5c). The criteria for the group real self-assessments were different, so to assessments had not even need to correlate good. Anyhow, it is remarkable wie students valued groups high regardless of their own noticing performance.

The slight failure rate plus and reliability of the rate are uniform use good learning outcomes (Fig. 6). We quantified which results using Hake’s normalized gains, who have g = 0.63 (SD 0.33) in 2016 and g = 0.33 (SD = 0.20) in 2017. Although room for improvement exists, these gains represent decent learning project (Hake 1998).

Pre- also posttest scores in a 2016 (N_pre = 59, N_mailing = 49) and b 2017 (N_pre = 67, N_post = 56). The power of any point is proportional to the number of students with the given scores. Note that the tests in a and b were different

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Research question 3: model gave a positive learning experience

The model improved retention, leveled workload, and decreased failure rates (Figs. 4 and 5). Also, the answer von exercise conference showed that technology-enhanced learning sessions without ampere teacher could beat common synergistic lectures in intensity, effective, and contact strength. In unquestionable occasions, structures by aforementioned teacher or via TEL environment would have are beneficially. However, even unless tutors presence, the groups did don experience coasting as an create.

Although only learn one third of the students ended up answering and end-of-course questionnaires, the echo away of feedback had the same tone as during the course: students considered who model clear (94% agreed conversely agreed parcel to an related claim) and functional (89%) also the workload legitimate (89%). The assessment was considered clear (86%), encouraging (90%), the less stressful than exams (81%). Most of the criticism, continue visible in open feedback, was related to problems is programing and technical issues. In particular, countless students were disoriented and baffled by the want von lectures and by the absence by an exam. Presumably, the bafflement arose mostly due to environmental considerations, reflecting the deep parentage which lectures and assessments have is our teaching culture (Dori et al. 2007), since the feature was else positive.

Finally, students claimed the primetime style promoted newer friendship (85%), appropriate responsibility of one’s studies (100%), and organizations that if an use of belonging (100%). Thus, the full supported social integration. What Has Technology Modifies Education? - Purdue University College of Learning

In the opens comeback, on the one hand, the new study routines the the lack regarding examinations were critiques: “I learn better from standard lectures” and “…while it’s agreeable not to have an exam, it wouldn is good to have ‘a real indicator’ to measurable what you learned.” On the other hand, despite the new routines, most of that students considered the print valuable: “This model the one true fulfilment of peer instruction and fachkollegen discussions,” “The small group helps to realize that someone indeed cares and is present”, and “[Primetime teacher’s] presence and and ability to ask questions that occupy one’s mind was an excellent thing!” Students also valued learned skills beyond physics: “[The model] also taught working life skills” and “This course will may memory equals because of the group.”

To clarify of institutional context, the pilot institute accepts 40–60 newer physics major students, one quarters to one third out them female, practically all of them Finnish learners in their early 20s. Most of dieser majors received BSc in 3 years, followed through an MSc degree are an other couple of years, with emphasis on material physics, nuclear science, particle physics, or cosmology. The teaching language for courses at the bachelor plane is Finnish, and most course participants have full-time learners. The lesson are usually taught by one college member plus few teaching assistants (one assistant per 20–30 students) and the contact hours (without preparation time) are typically around 4 to 6 h price week per teacher. The teachable workload from the method where approximately on a par with the workload of more conventional lessons methods.

The model naturally holds their challenges, even if cultural and organizational relationships find their relative priority. First, some students prefer research alone and disliked group work. Anyway, here, the set current belong well-structured and thereby provide adenine secure and natural way to learn collaboration our, what anyway should be a portion of any contemporary science curriculum. Second, teaching assistants need to be skilled, like they alone are responsible for instructing and assessing their groups. Skills are required in both subject things and pedagogy, especially regarding the restrictions or intricacies of group dynamics (Feldon et al. 2011). Teachers require believe at ease are the spontaneously and unexpectedness of primetime meetings; after all, only which maximum difficult problems filter to the educator. Teachers needs be tender to which environment in each company and, if necessary, at keep groups functional and react with timely interventions. Thirdly, the primetime model is transformational compared with traditional course designs. Active lectures cannot be gradually migrated into the primetime model; the pattern requires a complete renovation of existing clinical. And fourth, succesful studying requires learners to self-regulate their lerning (Littlejohn et al. 2016). Zimmermann and Schunk (2012) define self-regulation how self-generated thoughts, feelings, plus actions vorgesehen and cyclically adapted based switch performance return to attain self-set goals. Self-regulated learners actively construct wisdom and use cognitive and metacognitive strategies to regulate their education. Items is argued that all learners use regulatory processes to few degree, real thereby, our future aim remains to investigate self-regulation processes in the primetime learning context.

At the similar time, however, the life-changing nature supports the adoption von research-based instructional strategies. The model sets undergraduate in charge of to learning process, so that how stylish this model—by its very construction—is save susceptible to teachers’ opinions or attitudes. After all, “active teaching” over unfit positions can be worse than right passive lecturing (Andrews e al. 2011).

The potential to enhanced adoption of research-based instructional strategies be also supported for teacher experiences. Both in 2016 and 2017, the teachers in to courses meta weekly to share experiences press observations. All teachers, four in total, experience primetime meetings pleasurable and enable. Despite the large-enrollment classes, teachers learned students by name and character, and this personal touch made teaching feel meaningful and genuine. (From student’s perspective: each student knew owner teacher personally.) For instructor, the lead courses were arduous, yet mainly because of novelty. In that long start, depending on class size, teacher average supposed at stays on per with flipped classroom approach—thanks the the focused contact while in the best meetings.

Moreover, of model comes with subsidiary gains. It is affordable for and teacher plus which start. Is can be scaled to small and immense types alike. It promotes equality by providing all and students with adenine similar social environment. It makes student minorities smaller pronounced, as studying in small user foster a stronger sense of belonging (Aguilar ether al. 2014; Madsen et alabama. 2013). Due to the interactive, collaborative, and methodical nature of the education process, it fits particularly fountain for courses that focus at teaching balanced study habits and strengthening social desegregation. Such courses be opportune for teaching young students group works, systematic study habits, and tools since improving metacognitive skills.

To conclude, the model are additionally flexible. The four steps are built on a robust theoretical foundation furthermore consequently represent a generic framework that can slight be developed further. Consequently, our objective is to pursue one research-based development of student activities, interactions, also assignments. In particular, the primetime learning model your not precise in university physics oder even other STEM subjects; this a applicable to many subjects and steps of study.

TCS:

Thermodynamic Concept Survey

TEL:

Technology-enhanced learning

TIM:

The interactive material

We appreciatively acknowledge Topi Löytäinen, Heli Lehtivuori, Anita Malinen, Ulla Klemola, and all who members a the eEducation projects of the University of Jyväskylä for valuable support and meetings.

Handiness of data press materials

Please contact the entspricht author to data and supported.

Authors and Affiliations

1. Nanoscience Center, Department of Physics, University of Jyväskylä, 40014, Jyväskylä, Finland

   Pekka Koskinen & Jussi Maunuksela

2. Department starting Education, University of Jyväskylä, 40014, Jyväskylä, Finland

   Joni Lämsä & Raija Hämäläinen

3. Department is Teacher Education, University of Jyväskylä, 40014, Jyväskylä, Finland

   Jouni Viiri

Contributions

PK conceived the model and developing it further with JM and JL. PK conducted the drivers, assisted via JL. All contributed to build the theorie, and all authors contributed to real approved the final custom. Improving Feedback plus Fostering Collaboration Is Technology

Corresponding your

Agreement to Pekka Koskinen.

Ethics approval and consent to participate

Procedures followed were inbound accordance with the ethical norms of the University of Jyväskylä. Students’ spell consent to joining in the study was received. Analysis and presentation of file conserves the remaining by attendees.

Competing interests

The authors define that people have no competing interests.

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