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Allsop, Jared; Young, Sarah J.; Nelson, Erik J.; Piatt, Jennifer; Knapp, Doug – International Journal of Teaching and Learning in Higher Education, 2020
The last 35 years have shown a greater interest among higher education professionals to adapt the principles of active learning within the classroom. Active learning, an instructional approach that allows students the opportunity to participate in the process of learning, requires them to do something more than just passively receive instruction.…
Descriptors: Active Learning, Teaching Methods, Undergraduate Students, Lecture Method
Kerrigan, John; Aghekyan, Rosa – International Journal of Teaching and Learning in Higher Education, 2022
This paper explores the effective online teaching practices and activities used for an asynchronous online learning environment. During the 15-week semester, students had various opportunities to learn rigorous content while utilizing various technological tools. The course, called "How People Learn," offered diverse and exciting…
Descriptors: Online Courses, Teaching Methods, Asynchronous Communication, Learning Processes
Finn, Kevin; Benes, Sarah; FitzPatrick, Kathleen; Hardway, Christina – International Journal of Teaching and Learning in Higher Education, 2019
The purpose of this study was to use a grounded theory, qualitative approach to gain a deeper understanding of students' self-regulated learning processes in a required first-year gateway Anatomy and Physiology (A&P) course that is critical for success in health care-related academic programs and professions. At the end of a two-semester…
Descriptors: Metacognition, Grounded Theory, Learning Processes, Anatomy
Jebbour, Mohsine; Mouaid, Fatima – International Journal of Teaching and Learning in Higher Education, 2019
Previous studies have implemented a quantitative method to explore the relationship between teacher self-disclosure and student participation in the educational context, particularly in communication courses. In this study, a qualitative method in data collection and analysis is used to fill this methodological gap to observe whether teachers' use…
Descriptors: Foreign Countries, Self Disclosure (Individuals), English (Second Language), Second Language Learning
Rovio-Johansson, Airi – International Journal of Teaching and Learning in Higher Education, 2016
The purpose of this phenomenographic study is to examine students' knowledge progression in a three-year Bachelor program in Business Administration. Theoretical sampling was used to select nine students from a group of 200 university students admitted to the program. The students were interviewed on three occasions: Year 1, after their Management…
Descriptors: Higher Education, Sustainability, Accounting, Longitudinal Studies
Culhane, Jennifer; Niewolny, Kim; Clark, Susan; Misyak, Sarah – International Journal of Teaching and Learning in Higher Education, 2018
In 2009, the National Academy of Sciences (NAS) called for more interdisciplinary and community-engaged approaches to teaching and learning in the agricultural and life sciences to better respond to the food system challenges of the 21st century. As a result, institutions from across the nation have responded with a number of experiential learning…
Descriptors: Service Learning, Interdisciplinary Approach, Agricultural Education, Biological Sciences
Choy, S. Chee; Goh, Pauline Swee Choo; Sedhu, Daljeet Singh – International Journal of Teaching and Learning in Higher Education, 2016
The development of the 21-item Learner Awareness Levels Questionnaire (LALQ) was carried out using data from three separate studies. The LALQ is a self-reporting questionnaire assessing how and why students learn. Study 1 refined the initial pool of items to 21 using exploratory factor analysis. In Study 2, the analysis showed evidence for a…
Descriptors: Questionnaires, Higher Education, College Students, Factor Analysis
O'Connell, Timothy S.; Dyment, Janet E.; Smith, Heidi A. – International Journal of Teaching and Learning in Higher Education, 2015
This paper explores the intersection of reflection, journal writing and creativity. Undergraduate students who participated in a residential field camp were required to keep a creative reflective journal to demonstrate their theoretical and practical understandings of their experience. This study reports on the content analysis of 42 student…
Descriptors: Student Attitudes, Rejection (Psychology), Creativity, Interviews
Dandy, Kristina L.; Bendersky, Karen – International Journal of Teaching and Learning in Higher Education, 2014
Beliefs about learning can influence whether or not a student learns course material. However, few studies in higher education have compared student and faculty beliefs about learning. In the current study, students and faculty agreed on many aspects of learning--including the definition of learning, which most hinders learning and where learning…
Descriptors: Beliefs, Higher Education, Learning Experience, Learning Processes
Burns, Heather – International Journal of Teaching and Learning in Higher Education, 2013
Educators are increasingly aware of the importance of sustainability and the need to educate for sustainable change within higher education. This article addresses the growing need to focus on how teaching and learning can be re-oriented towards sustainability, and more specifically how educators can effectively address increasingly well-known…
Descriptors: Sustainability, Course Descriptions, Sociocultural Patterns, Educational Change