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Papers in Active Learning in Higher Education

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151. Paper versus online quizzes: Which is more effective?Active Learning in Higher Education · 2022
152. College student engagement in OER design projects: Impacts on attitudes, motivation, and learningActive Learning in Higher Education · 2022
153. Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfactionActive Learning in Higher Education · 2022
154. Comparing strategies for active participation of students in group discussionsActive Learning in Higher Education · 2022
155. The case for case studies: Dialogic engagement and case study creation in a higher education classroomActive Learning in Higher Education · 2022
156. Fostering university students’ learning performance using the one-take video approachActive Learning in Higher Education · 2022
157. Reflection on peer reviewing as a pedagogical tool in higher educationActive Learning in Higher Education · 2022
158. Science to practice: Does gamification enhance intrinsic motivation?Active Learning in Higher Education · 2022
159. The creation of a nudging protocol to support online student engagement in higher educationActive Learning in Higher Education · 2022
160. Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency developmentActive Learning in Higher Education · 2021
161. Helping higher education students succeed: An examination of student attributes and academic grade performanceActive Learning in Higher Education · 2021
162. Self-assessment and what happens over time: Student and staff perspectives, expectations and outcomesActive Learning in Higher Education · 2021
163. Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design studentsActive Learning in Higher Education · 2021
164. The impact of team-based learning on students’ perceptions of classroom communityActive Learning in Higher Education · 2021
165. To cheat or not to cheat? An investigation into the ethical behaviors of generation ZActive Learning in Higher Education · 2021
166. Improving academic performance: Strengthening the relation between theory and practice through prompted reflectionActive Learning in Higher Education · 2021
167. Mapping pedagogical touchpoints: Exploring online student engagement and course designActive Learning in Higher Education · 2021
168. Student perspectives on how different elements of constructive alignment support active learningTyöväentutkimus Vuosikirja · 2021
169. Overconfidence and its link with feedbackActive Learning in Higher Education · 2020
170. Experiencing autonomous futures: Engaged learning with next generation technologyActive Learning in Higher Education · 2020
171. Fostering self-regulated learning in higher education: Making self-regulation visibleActive Learning in Higher Education · 2020
172. Investigating the combined effects of group size and group composition in online discussionActive Learning in Higher Education · 2020
173. Student engagement: The impact of positive psychology interventions on studentsActive Learning in Higher Education · 2020
174. The value of a semi-formal peer mentorship program for first-year students’ studies, socialization and adaptationActive Learning in Higher Education · 2020
175. From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processesActive Learning in Higher Education · 2020
176. Tackling the personal tutoring conundrum: A qualitative study on the impact of developmental support for tutorsActive Learning in Higher Education · 2020
177. Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at universityView · 2020
178. Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learningActive Learning in Higher Education · 2020
179. ‘They help us realise what we’re actually gaining’: The impact on undergraduates and teaching staff of displaying transferable skills badgesActive Learning in Higher Education · 2020
180. Does the type of feedback channel used in online learning environments matter? Students’ perceptions and impact on learningActive Learning in Higher Education · 2019
181. Is it OK to ask? The impact of instructor openness to questions on student help-seeking and academic outcomesActive Learning in Higher Education · 2019
182. The usefulness of feedbackActive Learning in Higher Education · 2019
183. A degree of studying? Approaches to learning and academic performance among student ‘consumers’Active Learning in Higher Education · 2019
184. Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learningAustralasian Journal of Paramedicine · 2019
185. Using automated time management enablers to improve self-regulated learningActive Learning in Higher Education · 2019
186. Students’ use of information and communication technologies in the classroom: Uses, restriction, and integrationActive Learning in Higher Education · 2019
187. Flipped pedagogy and student evaluations of teachingActive Learning in Higher Education · 2019
188. The impact of grades on student motivationActive Learning in Higher Education · 2018
189. Game-based student response system: Revisiting its potentials and criticalities in large-size classesActive Learning in Higher Education · 2018
190. A review of educational dialogue strategies to improve academic writing skillsActive Learning in Higher Education · 2018
191. The use of social networking services for classroom engagement? The effects of Facebook usage and the moderating role of user motivationActive Learning in Higher Education · 2018
192. The impact of extra-curricular activity on the student experienceActive Learning in Higher Education · 2018
193. Slaves to our emotions: Examining the predictive relationship between emotional well-being and academic outcomesActive Learning in Higher Education · 2018
194. Two-stage examinations: Can examinations be more formative experiences?Active Learning in Higher Education · 2018
195. The positive relationship between flipped and blended learning and student engagement, performance and satisfactionActive Learning in Higher Education · 2018
196. Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer supportTyöväentutkimus Vuosikirja · 2018
197. Buffering against academic loneliness: The benefits of social media-based peer support during postgraduate studyActive Learning in Higher Education · 2018
198. Sage or guide? Student perceptions of the role of the instructor in a flipped classroomActive Learning in Higher Education · 2018
199. Students’ perceptions of their preparedness for transition to work after graduationActive Learning in Higher Education · 2018
200. The provision of partial notes is not associated with improved student attention in lectures or subsequent understanding of the lecture materialActive Learning in Higher Education · 2018