Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence

• Published in: International journal of STEM education 2018-05, Vol.5 (1), p.20-20, Article 20
• Main Authors: Koskinen, Pekka, Lämsä, Joni, Maunuksela, Jussi, Hämäläinen, Raija, Viiri, Jouni
• Format: Article
• Language: English
• Subjects: Active Learning; Collaborative learning; College Science; College Students; Cooperative Learning; Education; Educational Strategies; Educational Technology; Foreign Countries; Instructional strategies; Mathematics Education; Optics; Physics; Retention (Psychology); Science Education; Short Report; Student Satisfaction; Study Habits; Teacher presence; Teacher Role; Teaching Methods; Technology Uses in Education; Technology-enhanced learning; Thermodynamics
• ISSN: 2196-7822; 2196-7822
• DOI: 10.1186/s40594-018-0113-8

Background Productive learning processes and good learning outcomes can be attained by applying the basic elements of active learning. The basic elements include fostering discussions and disputations, facing alternative conceptions, and focusing on conceptual understanding. However, in the face of poor course retention and high dropout rates, even learning outcomes can become of secondary importance. To address these challenges, we developed a research-based instructional strategy, the primetime learning model. We devised the model by organizing the basic elements of active learning into a theory-based four-step study process. The model is based on collaborative and technology-enhanced learning, on versatile formative assessment without a final exam, and on genuine teacher presence through intimate meetings between students and teachers. Results We piloted the model in two university physics courses on thermodynamics and optics and observed persistent student activity, improved retention, and good learning outcomes. Feedback suggested that most students were satisfied with the learning experience. Conclusions The model suits particularly well for courses that, in addition to the teaching subject itself, focus on teaching balanced study habits and strengthening social integration. By its very construction, it also helps the propagation of research-based instructional strategies. Although the model does contain challenges, it represents a generic framework for learning and teaching that is flexible for further development and applicable to many subjects and levels.