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Two-Stage Examinations: Can Examinations Be More Formative Experiences?
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Levy, Dan; Svoronos, Theodore; Klinger, Mae – Active Learning in Higher Education, 2023
Two-stage examinations consist of a first stage in which students work individually as they typically do in examinations (stage 1), followed by a second stage in which they work in groups to complete another examination (stage 2), which typically consists of a subset of the questions from the first examination. Data from two-stage midterm and…
Descriptors: Tests, Formative Evaluation, Evaluation Methods, Cooperative Learning
Screencasts: How Effective Are They and How Do Students Engage with Them?
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Morris, Cecile; Chikwa, Gladson – Active Learning in Higher Education, 2014
The use of screencasts as an instructional technology is increasing rapidly in higher education. While there appears to be a consensus around students' satisfaction with the provision of technology-enhanced tools, there is limited evidence revolving around their impact in terms of knowledge acquisition. Moreover, the reasons why students choose to…
Descriptors: Foreign Countries, Tutorial Programs, Computer Mediated Communication, Electronic Learning
Stereotype Threat, Anxiety, Instructor Gender, and Underperformance in Women
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Kapitanoff, Susan; Pandey, Carol – Active Learning in Higher Education, 2017
Whatever their major, students are often required to take at least one course in statistics. After graduation, statistics is a key skill in numerous workplace settings. However, for many, it is a particularly difficult course. One factor that may play a role is the lingering misconception that women are not as good as men in mathematics subjects…
Descriptors: Sex Stereotypes, Anxiety, Gender Differences, Underachievement
Why Students Consider Terminating Their Studies and What Convinces Them to Stay
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Xuereb, Sharon – Active Learning in Higher Education, 2014
A substantial proportion of students doubt whether they should continue their studies, and are consequently more likely to withdraw. In the study described in this article, undergraduates who reported they doubted gave their reasons why they did, outlined support they received and stated why they ultimately decided to continue with their studies.…
Descriptors: Foreign Countries, Undergraduate Students, Academic Persistence, Withdrawal (Education)
The Power of In-Class Debates
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Kennedy, Ruth R. – Active Learning in Higher Education, 2009
The students in three sections of a class rated their knowledge and identified their view before and after each of five in-class debates. The degree of self-reported knowledge was significantly different after four of the five debates. Between 31% and 58% of participants changed their views after participating in or observing each debate. Some…
Descriptors: Educational Strategies, Debate, Discussion (Teaching Technique), Teaching Methods
Gendered Perceptions of Learning and Fairness when Choice between Exam Types Is Offered
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Mauldin, R. Kirk – Active Learning in Higher Education, 2009
This study examined the differences in male and female students' perceptions of how much they had learned and how fairly their performance had been measured when choice between constructed response, selective response, or mixed testing formats was introduced into different classrooms. Results revealed that introducing assessment choice into a…
Descriptors: Student Attitudes, Gender Differences, Males, Females