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Student Motivations as Predictors of High-Level Cognitions in Project-Based Classrooms
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Stolk, Jonathan; Harari, Janie – Active Learning in Higher Education, 2014
It is well established that active learning helps students engage in high-level thinking strategies and develop improved cognitive skills. Motivation and self-regulated learning research, however, illustrates that cognitive engagement is an effortful process that is related to students' valuing of the learning tasks, adoption of internalized goal…
Descriptors: Student Motivation, Active Learning, Learner Engagement, Thinking Skills
Investigating the Relationship between Student Engagement and Transition
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Vinson, Don; Nixon, Sarah; Walsh, Barbara; Walker, Cath; Mitchell, Elizabeth; Zaitseva, Elena – Active Learning in Higher Education, 2010
Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students'…
Descriptors: College Students, Underachievement, Focus Groups, Program Effectiveness
Unrestricted Student Blogging: Implications for Active Learning in a Virtual Text-Based Environment
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Deed, Craig; Edwards, Anthony – Active Learning in Higher Education, 2011
Realizing the potential for web-based communication provides a challenge for educators. The purpose here is to report students' behavioural and cognitive strategies for active learning when using an unrestricted blog in an academic context. This provides insight into how students are making sense of the incorporation of Web 2.0 technology into…
Descriptors: Web Sites, Electronic Publishing, Active Learning, Virtual Classrooms
A First Year Experience of Student-Directed Peer-Assisted Learning
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Hammond, John A.; Bithell, Christine P.; Jones, Lester; Bidgood, Penelope – Active Learning in Higher Education, 2010
This study aimed to evaluate the implementation of a same-year peer-assisted learning (PAL) scheme, introduced in the first year of an undergraduate degree. The students participated in voluntary timetabled PAL sessions which encouraged a cooperative approach through student-directed activities. An action research design was used, and evaluation…
Descriptors: Research Design, Action Research, Student Motivation, Study Skills