TY - JOUR
T1 - High School Students' Perspective of Active Learning in a Remote Classroom (Fundamental)
AU - Emiola-Owolabi, Olushola V.
AU - Dalal, Medha
AU - Carberry, Adam R.
AU - Ladeji-Osias, Jumoke Kemi
N1 - Funding Information:
The authors appreciate the technical contributions of Dr. Eunsil Lee and the entire E4USA team who reviewed this document and offered constructive suggestions. We also are grateful for the support provided by the National Science Foundation through the NSF Award Number EEC-1849430 grant. The findings, opinions, conclusions and recommendations presented in this study are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© American Society for Engineering Education, 2021
PY - 2021/7/26
Y1 - 2021/7/26
N2 - The delivery mode of education for many high school students changed recently, confining students to attend classes virtually from home. Remote learning can sometimes give students fewer experiential learning opportunities. A focus group discussion was carried out with 35 high school students to explore their perception of their learning environment as it relates to active learning in a remote instruction delivery classroom. Kolb' s experiential learning theory was used to guide this study. The qualitative data gathered were analyzed thematically. Analysis from the data showed that remote learning impacted students' ability to support each other in project-based learning processes. The effect of remote learning also impacted students' access to peer group resources, materials, and tools needed for effective project-based learning. Results showed that some students preferred working with other students cooperatively on project-based activities while other students preferred working individually on project-based activities. The findings show that team building in high school students continues to be a challenge irrespective of the learning environment, either face-to-face or remote classrooms. Hence, educators have to continue to find ways to strengthen team-work and team building among the students.
AB - The delivery mode of education for many high school students changed recently, confining students to attend classes virtually from home. Remote learning can sometimes give students fewer experiential learning opportunities. A focus group discussion was carried out with 35 high school students to explore their perception of their learning environment as it relates to active learning in a remote instruction delivery classroom. Kolb' s experiential learning theory was used to guide this study. The qualitative data gathered were analyzed thematically. Analysis from the data showed that remote learning impacted students' ability to support each other in project-based learning processes. The effect of remote learning also impacted students' access to peer group resources, materials, and tools needed for effective project-based learning. Results showed that some students preferred working with other students cooperatively on project-based activities while other students preferred working individually on project-based activities. The findings show that team building in high school students continues to be a challenge irrespective of the learning environment, either face-to-face or remote classrooms. Hence, educators have to continue to find ways to strengthen team-work and team building among the students.
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M3 - Conference article
AN - SCOPUS:85124515247
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 2021 ASEE Virtual Annual Conference, ASEE 2021
Y2 - 26 July 2021 through 29 July 2021
ER -