Improving the motivation of students in a large introductory geoscience course through active learning

• Published in: Journal of geoscience education 2020-01, Vol.68 (1), p.20-32
• Main Authors: Huguet, Carme, Pearse, Jillian, Noè, Leslie F., Valencia, Diego M., Ruiz, Nataly Castillo, Heredia, Alexa Jimenez, Avedaño, Mónica Andrea Patiño
• Format: Article
• Language: English
• Subjects: Academic Achievement; Active Learning; Barriers; Blended Learning; Classrooms; Collaboration; collaborative learning; College Faculty; College Students; Cooperation; Cooperative Learning; Course Descriptions; Deep learning; Earth Science; flipped classes; Flipped classroom; Foreign Countries; Higher education; Information Technology; Instructional Effectiveness; Instructional Innovation; Introductory Courses; Knowledge; Knowledge acquisition; Laboratories; large group; Large Group Instruction; Learning; Learning Processes; Learning Strategies; Motivation; Peer tutoring; Problem based learning; Problem Solving; Program Descriptions; Public speaking; Skill Development; Skills; Student Motivation; Student retention; Student Surveys; Students; Teachers; Teaching; Teaching Methods; Technical services; Technical Support; Technology-aided learning; Thinking Skills; Transfer of Training
• ISSN: 1089-9995; 2158-1428
• DOI: 10.1080/10899995.2019.1588489

A collaboration between geoscience professors and pedagogic and technical support experts at Universidad de los Andes led to a teaching innovation, as part of a project entitled GEOC-SENSE. GEOC-SENSE was based on the use of active pedagogy techniques aided by information and communication technologies (ICT) to improve motivation and acquisition of transferable skills using active learning techniques and a flipped classroom structure. Lessons were divided into preclass, in-class, and postclass activities for students to acquire key concepts, to apply those concepts to solve in-class activities, and to reinforce acquired knowledge. The GEOC-SENSE project resolved major challenges previously identified in the geosciences course and, based on student surveys, improved student learning while allowing participants to develop transferable skills. This generated increased motivation in a diverse student population by making classes more dynamic and encouraging independent work. GEOC-SENSE allowed students to acquire knowledge using problem-solving skills, practical activities, and in general increased interaction in the classroom. The activities were perceived by students as directly applicable to a professional setting, making the course more relevant for students' subsequent careers. The project increased student motivation and skill development; however, it also posed challenges: mainly difficulties when working in groups and accessing the ICT tools by some of the students.