NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Let's Do This Together: Do the Quantity and the Quality of Collaborative Learning Predict Achievement among College Students?
Peer reviewed Peer reviewed
Direct linkDirect link
Ella Anghel – Active Learning in Higher Education, 2024
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…
Descriptors: Cooperative Learning, Predictor Variables, Academic Achievement, College Students
The Effects of Social Media Usage on Attention, Motivation, and Academic Performance
Peer reviewed Peer reviewed
Direct linkDirect link
Barton, Bianca A.; Adams, Katharine S.; Browne, Blaine L.; Arrastia-Chisholm, Meagan C. – Active Learning in Higher Education, 2021
Accessing social media is common and although concerns have been raised regarding the impact of social media on academic success, research in this area is sparse and inconsistent. Survey responses were collected from 659 undergraduate and graduate students to determine the relationship between social media usage and overall academic performance,…
Descriptors: Social Media, Undergraduate Students, Graduate Students, Academic Achievement
Slaves to Our Emotions: Examining the Predictive Relationship between Emotional Well-Being and Academic Outcomes
Peer reviewed Peer reviewed
Direct linkDirect link
Geertshuis, Susan A. – Active Learning in Higher Education, 2019
Few studies have assessed the particular relationships between students' emotional well-being, both positive and negative and their learning. This study followed a cohort of mature students through their first semester at university. Four dimensions of emotional well-being were captured (enthusiasm, contentment, anxiety and depression) at three…
Descriptors: Psychological Patterns, Well Being, Academic Achievement, Outcomes of Education
Predictive Power of Grit, Professor Support for Autonomy and Learning Engagement on Perceived Achievement within the Context of a Flipped Classroom
Peer reviewed Peer reviewed
Direct linkDirect link
Yoon, Seonghye; Kim, Seyoung; Kang, Minjeng – Active Learning in Higher Education, 2020
Flipped learning is known to be an approach where learners take part in the learning process in a different way than in the non-flipped classroom and that in both they may deepen their knowledge and develop various competencies such as problem-solving and collaboration. Paying attention to the characteristics of flipped learning, the purpose of…
Descriptors: Blended Learning, Personal Autonomy, Learner Engagement, Academic Achievement
Fostering Positive Adjustment Behaviour: Social Connectedness, Achievement Motivation and Emotional-Social Learning among Male and Female University Students
Peer reviewed Peer reviewed
Direct linkDirect link
Turki, Fared Jdaitawi; Jdaitawi, Malek; Sheta, Hani – Active Learning in Higher Education, 2018
Although some attention has been given to student issues at university, the literature on the relationship between social connectedness, achievement motivation and emotional-social learning with student adjustment is relatively limited. Therefore, this study investigates the impact of social connectedness, achievement motivation and…
Descriptors: Foreign Countries, Undergraduate Students, Student Adjustment, Interpersonal Competence
Likes Attract: Students Self-Sort in a Classroom by Gender, Demography, and Academic Characteristics
Peer reviewed Peer reviewed
Direct linkDirect link
Freeman, Scott; Theobald, Roddy; Crowe, Alison J.; Wenderoth, Mary Pat – Active Learning in Higher Education, 2017
Although a growing literature has documented the effectiveness of informal group work during class sessions, virtually no data exist on which students are collaborating. As a result, instructors rarely know whether students are self-sorting in ways that maximize learning. This article explores which undergraduate students worked together on each…
Descriptors: Undergraduate Students, Cooperative Learning, Group Dynamics, Heterogeneous Grouping