Collaborative learning (CL) is a common teaching strategy in colleges that involves actively working in groups to achieve a goal. Several studies and theories endorse it as contributing to students' achievement, motivation, and higher-order thinking skills. However, these studies are inconsistent in the way they define and operationalize CL. For…

Peer-feedback is a widely-used strategy at the university level for its positive impact on student learning and its multifaceted advantages encompassing social, cognitive, and metacognitive development. However, few studies have assessed its contribution to the development of teamwork skills. This study analyzes students' perception of how…

The university system must be able to respond to the growing demand for graduates with certain skills that guarantee their employability. A key requirement of this goal is the use of different teaching-learning methods, such as the flipped classroom methodology. However, although some studies have shown the advantages of this model, more research…

Numerous studies indicated that perspectives and approaches to teaching of university teachers vary considerably across academic disciplines. However, other research presented contrary results. Regarding such inconsistencies in previous findings, the aim of this research was to examine the representation of five perspectives on teaching and three…

Only a handful of research papers have examined the assessment of student debate activities in higher education, and very little is currently known about how students might perceive a final oral exam in which they have to debate with/against each other. The aim of this study was to examine students' perceptions of participation and learning in…

Research shows that active-learning methods (e.g. discussion) are often superior to passive methods (e.g. lecture) with respect to learning outcomes. However, students sometimes report preferring and learning more in lecture-style classes compared to those in which they play an active role. These and related findings suggest students may lack…

Lack of student engagement in online learning is reported as the major challenge contributing to poor academic performance and completion rates. When transforming an in-person undergraduate remote sensing course to online, this study implemented interactive storytelling lecture trailers (ISLTs) as a tool to effect changes in the realms of…

Perceived fit of students is one of the most prominent predictors of study success in higher education, but when assessed directly, it provides lots of room for interpretation for the respondents. This is also true for perceived demands-abilities fit (e.g. how do one's abilities fit with study demands), which has particularly high associations…

The COVID-19 pandemic caused nearly ubiquitous emergency remote teaching in both secondary and post-secondary education. While there has been a plethora of work examining how instructors adjusted classes to incorporate active learning during emergency remote teaching, there has only been minimal work examining how such emergency remote teaching…

This paper presents an interpretative phenomenological analysis study of students' experiences with ungrading in the form of reflection-based self-evaluation in a college course. In the landscape of student evaluation, ungrading strategies respond to the limitations of traditional grading systems, particularly with respect to cultivating in-demand…

Although there is growing evidence that the flipped classroom approach (FCA) positively impacts the student learning experience and outcomes, much less is known about the educator's experience. This study aimed to explore how educators across several disciplines in a regional Australian University describe their experience of using the FCA.…

Group work benefits student learning in many ways, but group work assessment may be challenging for academics and sometimes is perceived as less fair than individually set assessment tasks. Peer assessment (PA) and self assessment (SA) represents a possible approach supporting lecturers and students to better differentiate individual contributions…

The purpose of this study was to develop a valid, reliable, and brief measure of active learning in college classrooms that is cheap and easy to complete and yields results that faculty can easily use to inform their development as instructors. Initial construct and face validity was achieved by modifying existing instruments and creating a draft…

Many expect upward trends in online college course enrollment to continue. Despite perceived improvements in online pedagogical practice and advantages afforded by virtual platforms, most students and professors still perceive social interaction, engagement, and overall learning to be more challenging online than in person. More than 3 in 10…

Collaborative learning is a common teaching technique, posited to align with a constructivist approach to teaching and learning. This qualitative descriptive study explores how, if at all, faculty implementation and discussion of collaborative learning shows evidence of it as a constructivist practice. Nineteen faculty at a large public…