Month: March 2023

Despite numerous studies showing the effectiveness of active learning in improving students’ performance, its actual adoption in classrooms remains limited.

In a recent episode of the Teaching for Student Success podcast, host Steven Robinow discussed a study that aimed to measure students’ perception of learning when active learning is toggled on and off. Louis Deslauriers, Director of Science Teaching and Learning in the Faculty of Arts and Sciences; Senior Preceptor in Physics, and his colleagues at Harvard University found that students preferred traditional lectures but performed better in active learning environments.

Deslauriers observed that students often feel they learn more in traditional lecture formats, as more materials can be covered. However, he argued that this is a misperception rooted in a cognitive bias. “In a well-constructed, student-centered environment, students have to struggle with content. That struggle, in turn, forces the learning and leads to a much deeper understanding than they would get from a fluent lecture.”

The study suggests that both students and faculty need to understand the value of active learning. Deslauriers recommends that from day one, students should be informed about the benefits of active learning, even if it can be frustrating at times. He stated, “You just talk to them about how these notions of perceived fluency will influence how much you think that you’re learning.”

Faculty members must also change their perceptions and overcome cognitive dissonance. Active learning can have a significant impact on students who are struggling academically. Deslauriers explained, “We’ve got students who are failing because we’re not providing the environment they need to succeed.”

Embracing active learning strategies in higher education classrooms can help bridge the gap and improve overall student success.

• Read the Inside Higher Ed article, “Students May Need Lessons on the Benefits of Active Learning“
• Read the paper, “Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom”
• Want to talk about active learning strategies? We’d love to! Contact any of the members of the ITS Academic Technologies team.

Yeah, we are, too.

But history has shown that technological revolutions have had a profound impact, bringing about significant improvements in our quality of life, no? While not insignificant challenges and adjustments along the way are inevitable, the AI revolution has the potential to be a force for good and is best approached with an open and optimistic mindset rather than fear.

Ethan Mollick, associate professor at the Wharton School of the University of Pennsylvania where he studies and teaches innovation and entrepreneurship,  and Lilach Mollick, director of pedagogy at Wharton Interactive, recently wrote an insightful piece that could change your perspective on the use of AI in academia. They acknowledge the concerns of cheating, but argue that focusing on problems distracts from the opportunities that AI can provide.

Rather than banning AI tools, incorporating them into the classroom is a worthwhile endeavor. As AI becomes more and more prevalent, students must learn to use these tools effectively to be competitive in the workforce.

As such, educators must themselves become familiar with AI tools like ChatGPT and OpenAI Playground and experiment with these systems to understand their capabilities and limitations. By doing so, we can work with students to properly use these tools and develop the skills needed to succeed in a world that appears to be increasingly reliant on AI.

The Mollicks offer guidance on how to create a clear policy outlining when and how to use AI. This policy should includes transparent expectations, proper citation of AI-generated work, warnings about the technology’s tendency towards deception (false information), and ethical considerations. It is a comprehensive resource for educators who are interested in incorporating AI into their curriculum.

Ethan and Lilach also posit that using AI tools can help level the playing field for students who struggle with writing or have language barriers. By producing error-free writing, AI can help improve student performance and encourage them to think more deeply about the material.

However, producing meaningful and insightful content through AI requires both topic expertise and skill. Therefore, instructors should encourage learners to practice with AI tools and credit AI for their work while providing the prompts they used to generate the content.

Read the full article, “Why All Our Classes Suddenly Became AI Classes: Strategies for Teaching and Learning in a ChatGPT World“.