Implementing Active Learning Techniques in an Undergraduate Aviation Meteorology Course

Abstract

Verbatim from Embry-Riddle Scholarly Commons. Not paraphrased, not summarized.

Student feedback from end-of-course evaluations repeatedly indicated a desire to change the format of the course by de-emphasizing the PowerPoint-based lectures. The goal of the present study was to determine whether including a set of new active-learning techniques in an Aviation Weather course would result in better student understanding (as measured by exam scores) and make the course more engaging (as measured by end-of-course evaluations). During 2018-19, three instructors implemented five different active-learning techniques into their classes (i.e., the experimental group), while two instructors continued to use the unrevised course materials (i.e., the control group). The new active-learning techniques, described below, included daily quizzes, polling questions, flipped classroom sessions, in-class activities, and assertion-evidence-based lectures. All sections used the same assignments and exams, allowing for direct assessment of the effectiveness of the active-learning techniques. Analyses of Variance (ANOVA) tables were used to determine the statistical significance of the differences in exam scores. Indirect assessments in the form of end-of-course evaluations were also examined.

Authors

• Halperin, Daniel Embry-Riddle Aeronautical University
• Keebler, Joseph Embry-Riddle Aeronautical University
• Eicher, Robert Embry-Riddle Aeronautical University
• Guinn, Thomas Embry-Riddle Aeronautical University
• Chambers, Kim Embry-Riddle Aeronautical University

Keywords

• Center For Teaching And Learning Excellence (CTLE)