About this paper

Appears in:
Pages: 1995-2002
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1451

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

EDUCATIONAL TECHNOLOGIES SUPPORTING ACTIVE LEARNING IN SCIENCE AND ENGINEERING CURRICULUM

T. Antimirova

Ryerson University (CANADA)
Studies on students’ learning in science, technology, engineering and mathematics (STEM) disciplines consistently demonstrate that an active learning environment is much more conducive of successful learning than the traditional lecture setting. However, creating an active learning environment in large-enrollment introductory science and engineering classes poses additional challenges. Many innovative science and engineering curricula based on active learning have been developed over the past several decades. Even though they demonstrated excellent results in a controlled research environment, their success is often much harder to reproduce after a large-scale adoption by other institutions. The lack of resources and logistics support are among the main obstacles for a proper implementation of the curricula in the typical science departments that do not necessarily focus on science education research. In this paper we will discuss the role of the established as well as emerging educational technologies in facilitating the implementation of the active learning environment. Such technology tools as personal response systems, online course management/content delivery/tutoring systems, software facilitating peer collaborations, hardware and software for real-time data acquisition, educational videos, screen capture capabilities, all have their role and potential in adapting the activity based curricula for large-enrollment introductory science classes with limited resources. Interactive engagement strategies such as Just in Time Teaching (JiTT), Peer Instruction (PI), Interactive Lecture Demonstrations (ILDs), blended learning and flipped classroom can be successfully adopted in a large class environment, provided that these pedagogies are supported by a range of proper educational technologies. A case study of a large-enrollment introductory physics course for science students will be discussed.
@InProceedings{ANTIMIROVA2016EDU,
author = {Antimirova, T.},
title = {EDUCATIONAL TECHNOLOGIES SUPPORTING ACTIVE LEARNING IN SCIENCE AND ENGINEERING CURRICULUM},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1451},
url = {http://dx.doi.org/10.21125/iceri.2016.1451},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {1995-2002}}
TY - CONF
AU - T. Antimirova
TI - EDUCATIONAL TECHNOLOGIES SUPPORTING ACTIVE LEARNING IN SCIENCE AND ENGINEERING CURRICULUM
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1451
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 1995
EP - 2002
ER -
T. Antimirova (2016) EDUCATIONAL TECHNOLOGIES SUPPORTING ACTIVE LEARNING IN SCIENCE AND ENGINEERING CURRICULUM, ICERI2016 Proceedings, pp. 1995-2002.
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