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Applied Knowledge Retention – Are Active Learning Tools the Solution?

Conference Session
Software Engineering Division Technical Session 1
Collection
2019 ASEE Annual Conference & Exposition
Authors
Sushil Acharya, Robert Morris University; Bruce R Maxim, University of Michigan, Dearborn; Jeffrey J. Yackley, University of Michigan, Dearborn
Tagged Divisions
Software Engineering Division
more willing to meet with instructorsoutside of class [22]. Krause writes that engagement does not guarantee learning is taking place,but learning can be enhanced if it provides students with opportunities to reflect on their learning 3activities [23].Several best practices have been identified for making using of active learning. Prince reportsthat students retain knowledge better when lectures are interspersed with brief periods ofactivity [15]. Simply adding the use of clickers during lecture classes is not perceived as activelearning by students [24]. Butler says that using active learning breaks during lectures can helpstudents retain the concepts being studied [25]. Prince [8] also suggests
Relevance Score: 0.018649343

Balancing Student Learning and Community Relations in Software-Based Service Learning

Conference Session
Software Engineering Division Technical Session 1
Collection
2019 ASEE Annual Conference & Exposition
Authors
Nusaybah Abu-Mulaweh, Purdue University, West Lafayette; William C. Oakes, Purdue University-Main Campus, West Lafayette (College of Engineering)
Tagged Divisions
Software Engineering Division
reflection enhances learning in any learningsetting [20], but within service-learning, it is imperative to connect the different elements of thelearning and engagement experiences and allow students to process their experiences. Traditional modes of reflection include journal writing and group discussions [16-19].Journal writing provides a safe environment for students to express their thoughts and feelingsand group discussions present an opportunity to express one’s views and to learn from otherpoints of view. Students can also reflect on the impact they have by answering reflectionquestions or responding to question prompts. When designing service-learning projects, they canbe set up analogously to traditional design projects but with an
Relevance Score: 0.01683668