Student active learning in a digital classroom: high-performing science students’ perceptions of their experiences Article Swipe
In March 2020 higher education institutions across Norway closed campuses in response to the COVID-19 pandemic. This study explored five high-performing science students’ perceptions of their experiences with active learning in a digital physiology classroom. A thematic analysis explored the detailed first-person subjective experiences of learning in the digital classroom to add to the knowledge base about how science students can be supported to learn physiology in remote and digital learning contexts. Five superordinate themes central to the students’ experience were identified: ‘accountability and self-regulation’, ‘building strategy and structure’, ‘creating community and social learning’, ‘difficulty and discomfort essential’ and ‘efforts to reframe adversity’. The students recognised the importance of self-regulation, structure, social interactions, and challenge, explaining how aspects of the course helped or hindered their learning. Differential responses to the use of peer-evaluation and the ability of high-performing students to reframe adversity were evident. Active learning approaches in the digital classroom supported science students in gaining a deeper understanding of physiology.
Related Topics
Concepts
Cognitive reframing
Thematic analysis
Active learning (machine learning)
Psychology
Perception
Science education
Mathematics education
Learning sciences
Pedagogy
Experiential learning
Qualitative research
Computer science
Social psychology
Sociology
Artificial intelligence
Social science
Neuroscience
Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.5324/njsteme.v7i1.4829
- https://www.ntnu.no/ojs/index.php/njse/article/download/4829/4584
- OA Status
- diamond
- References
- 24
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4318778338
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4318778338Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.5324/njsteme.v7i1.4829Digital Object Identifier
- Title
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Student active learning in a digital classroom: high-performing science students’ perceptions of their experiencesWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2023Year of publication
- Publication date
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2023-01-30Full publication date if available
- Authors
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Helen PalmerList of authors in order
- Landing page
-
https://doi.org/10.5324/njsteme.v7i1.4829Publisher landing page
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https://www.ntnu.no/ojs/index.php/njse/article/download/4829/4584Direct link to full text PDF
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YesWhether a free full text is available
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-
diamondOpen access status per OpenAlex
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https://www.ntnu.no/ojs/index.php/njse/article/download/4829/4584Direct OA link when available
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Cognitive reframing, Thematic analysis, Active learning (machine learning), Psychology, Perception, Science education, Mathematics education, Learning sciences, Pedagogy, Experiential learning, Qualitative research, Computer science, Social psychology, Sociology, Artificial intelligence, Social science, NeuroscienceTop concepts (fields/topics) attached by OpenAlex
- Cited by
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0Total citation count in OpenAlex
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24Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.supported | 62, 151 |
| abstract_inverted_index.approaches | 146 |
| abstract_inverted_index.challenge, | 114 |
| abstract_inverted_index.classroom. | 34 |
| abstract_inverted_index.discomfort | 96 |
| abstract_inverted_index.experience | 79 |
| abstract_inverted_index.explaining | 115 |
| abstract_inverted_index.importance | 107 |
| abstract_inverted_index.physiology | 33, 65 |
| abstract_inverted_index.recognised | 105 |
| abstract_inverted_index.structure, | 110 |
| abstract_inverted_index.subjective | 42 |
| abstract_inverted_index.‘efforts | 99 |
| abstract_inverted_index.experiences | 26, 43 |
| abstract_inverted_index.identified: | 81 |
| abstract_inverted_index.perceptions | 23 |
| abstract_inverted_index.physiology. | 160 |
| abstract_inverted_index.students’ | 22, 78 |
| abstract_inverted_index.‘building | 85 |
| abstract_inverted_index.‘creating | 89 |
| abstract_inverted_index.Differential | 126 |
| abstract_inverted_index.essential’ | 97 |
| abstract_inverted_index.first-person | 41 |
| abstract_inverted_index.institutions | 5 |
| abstract_inverted_index.learning’, | 93 |
| abstract_inverted_index.adversity’. | 102 |
| abstract_inverted_index.interactions, | 112 |
| abstract_inverted_index.structure’, | 88 |
| abstract_inverted_index.superordinate | 73 |
| abstract_inverted_index.understanding | 158 |
| abstract_inverted_index.‘difficulty | 94 |
| abstract_inverted_index.high-performing | 20, 137 |
| abstract_inverted_index.peer-evaluation | 132 |
| abstract_inverted_index.self-regulation, | 109 |
| abstract_inverted_index.‘accountability | 82 |
| abstract_inverted_index.self-regulation’, | 84 |
| cited_by_percentile_year | |
| corresponding_author_ids | https://openalex.org/A5111810831 |
| countries_distinct_count | 1 |
| institutions_distinct_count | 1 |
| corresponding_institution_ids | https://openalex.org/I200650556 |
| citation_normalized_percentile.value | 0.01872424 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |