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Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence
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...
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Published in: | International journal of STEM education 2018-05, Vol.5 (1), p.20-20, Article 20 |
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container_title | International journal of STEM education |
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creator | Koskinen, Pekka Lämsä, Joni Maunuksela, Jussi Hämäläinen, Raija Viiri, Jouni |
description | 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. |
doi_str_mv | 10.1186/s40594-018-0113-8 |
format | article |
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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.</description><identifier>ISSN: 2196-7822</identifier><identifier>EISSN: 2196-7822</identifier><identifier>DOI: 10.1186/s40594-018-0113-8</identifier><identifier>PMID: 30631710</identifier><language>eng</language><publisher>Cham: Springer International Publishing</publisher><subject>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</subject><ispartof>International journal of STEM education, 2018-05, Vol.5 (1), p.20-20, Article 20</ispartof><rights>The Author(s). 2018</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c603t-a883efdb77274e6859b9cf10039de5e7fd77465343706c13e15db42fb7f39baa3</citedby><cites>FETCH-LOGICAL-c603t-a883efdb77274e6859b9cf10039de5e7fd77465343706c13e15db42fb7f39baa3</cites><orcidid>0000-0001-7711-3562</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,780,784,885,27923,27924,33611,33877,37012</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1181942$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30631710$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Koskinen, Pekka</creatorcontrib><creatorcontrib>Lämsä, Joni</creatorcontrib><creatorcontrib>Maunuksela, Jussi</creatorcontrib><creatorcontrib>Hämäläinen, Raija</creatorcontrib><creatorcontrib>Viiri, Jouni</creatorcontrib><title>Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence</title><title>International journal of STEM education</title><addtitle>IJ STEM Ed</addtitle><addtitle>Int J STEM Educ</addtitle><description>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.</description><subject>Active Learning</subject><subject>Collaborative learning</subject><subject>College Science</subject><subject>College Students</subject><subject>Cooperative Learning</subject><subject>Education</subject><subject>Educational Strategies</subject><subject>Educational Technology</subject><subject>Foreign Countries</subject><subject>Instructional strategies</subject><subject>Mathematics Education</subject><subject>Optics</subject><subject>Physics</subject><subject>Retention (Psychology)</subject><subject>Science Education</subject><subject>Short Report</subject><subject>Student Satisfaction</subject><subject>Study Habits</subject><subject>Teacher presence</subject><subject>Teacher Role</subject><subject>Teaching Methods</subject><subject>Technology Uses in Education</subject><subject>Technology-enhanced learning</subject><subject>Thermodynamics</subject><issn>2196-7822</issn><issn>2196-7822</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>DOA</sourceid><recordid>eNp9UcFu1DAQjRCIVqUfwAGUI5dQj-3YDgckVBUoqgQHOBvHmSReZe3FTlrt3-Ml7aq9cBjZ8nvzxvNeUbwG8h5AiYvESd3wioDKBaxSz4pTCo2opKL0-aP7SXGe0oYQAowz4PJlccKIYCCBnBa_f0S3xTlXOaGJ3vnhQ2nDNJk2RDO7WyyN78oZ7ejDFIZ9hX403mJXpnnp9plf3rl5LAf0i_OYmcaOGMtdxISZ96p40Zsp4fn9eVb8-nz18_JrdfP9y_Xlp5vKCsLmyijFsO9aKankKFTdtI3tgRDWdFij7DspuajzBpIICwyh7lpO-1b2rGmNYWfF9arbBbPRu7yViXsdjNP_HkIctImzsxNqWteKiYYKohSnEtrW1rTjmC3iFEFkrY-r1m5pt9hZ9HM00xPRp4h3ox7Crc6uEg4sC7y7F4jhz4Jp1luXLGZXPYYlaQqyYUzx-kCFlWpjSClifxwDRB-C1mvQOgetD0FrlXvePv7fseMh1kx4sxIwOnuEr75lPWg4zThd8ZQxP2DUm7BEn_P5z9S_TaC9tw</recordid><startdate>20180501</startdate><enddate>20180501</enddate><creator>Koskinen, Pekka</creator><creator>Lämsä, Joni</creator><creator>Maunuksela, Jussi</creator><creator>Hämäläinen, Raija</creator><creator>Viiri, Jouni</creator><general>Springer International Publishing</general><general>Springer</general><general>SpringerOpen</general><scope>C6C</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope><scope>DOA</scope><orcidid>https://orcid.org/0000-0001-7711-3562</orcidid></search><sort><creationdate>20180501</creationdate><title>Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence</title><author>Koskinen, Pekka ; Lämsä, Joni ; Maunuksela, Jussi ; Hämäläinen, Raija ; Viiri, Jouni</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c603t-a883efdb77274e6859b9cf10039de5e7fd77465343706c13e15db42fb7f39baa3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Active Learning</topic><topic>Collaborative learning</topic><topic>College Science</topic><topic>College Students</topic><topic>Cooperative Learning</topic><topic>Education</topic><topic>Educational Strategies</topic><topic>Educational Technology</topic><topic>Foreign Countries</topic><topic>Instructional strategies</topic><topic>Mathematics Education</topic><topic>Optics</topic><topic>Physics</topic><topic>Retention (Psychology)</topic><topic>Science Education</topic><topic>Short Report</topic><topic>Student Satisfaction</topic><topic>Study Habits</topic><topic>Teacher presence</topic><topic>Teacher Role</topic><topic>Teaching Methods</topic><topic>Technology Uses in Education</topic><topic>Technology-enhanced learning</topic><topic>Thermodynamics</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Koskinen, Pekka</creatorcontrib><creatorcontrib>Lämsä, Joni</creatorcontrib><creatorcontrib>Maunuksela, Jussi</creatorcontrib><creatorcontrib>Hämäläinen, Raija</creatorcontrib><creatorcontrib>Viiri, Jouni</creatorcontrib><collection>SpringerOpen</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>International journal of STEM education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Koskinen, Pekka</au><au>Lämsä, Joni</au><au>Maunuksela, Jussi</au><au>Hämäläinen, Raija</au><au>Viiri, Jouni</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1181942</ericid><atitle>Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence</atitle><jtitle>International journal of STEM education</jtitle><stitle>IJ STEM Ed</stitle><addtitle>Int J STEM Educ</addtitle><date>2018-05-01</date><risdate>2018</risdate><volume>5</volume><issue>1</issue><spage>20</spage><epage>20</epage><pages>20-20</pages><artnum>20</artnum><issn>2196-7822</issn><eissn>2196-7822</eissn><abstract>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.</abstract><cop>Cham</cop><pub>Springer International Publishing</pub><pmid>30631710</pmid><doi>10.1186/s40594-018-0113-8</doi><tpages>13</tpages><orcidid>https://orcid.org/0000-0001-7711-3562</orcidid><oa>free_for_read</oa></addata></record> |
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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 |
title | Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence |
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