Fichas Active Learning in A Finnish Engineering Course

ANNA-MAIJA “Active learning in a Finnish engineering university course”, European EE Ficha:
Ficha:
AHONEN Journal of Engineering Education, Vol. 29, No. 4, December 2004,
DEBRA LARSON 521–531, Idioma inglés. 1
“The typical Finnish university classroom reflects the Finnish cultural tendencies of
quiet reflection and shyness in public settings. The dominant teaching method is
lecturing with a focus on information delivery. The corresponding student response
is listening. Verbal exchanges are minimal”
“In contrast, the teacher sees both teaching and learning as private pursuits that
are managed individually. The teacher’s role is to deliver information via lectures.
The student’s role is to be quiet and to gain understanding alone”
Palabras claves: teaching methods, techer’s role Indira Guggisberg

Ficha:
“Although these lecture-based behaviors are congruent to cultural norms and

traditions, they constrain student learning; the primary reason being that most
individuals are unable to listen effectively to any lecturer, no matter how skilled, for
long periods of time”
“The research shows that 10–20 min into a lecture, confusion and boredom set in
and attention remains low for the duration of the class. Traditional lecturing is
equated to passivity, which leads to learning ineffectiveness.”
Palabras claves: effective and ineffective learning Indira

Guggisberg
Ficha:
“Modifications to the traditional lecture format, however, can lead to more effective
learning. These modifications often fall within the context of active learning—a
broadly used term that captures the notion of active involvement by students in
learning as opposed to their passive exposure to learning through listening”
“One strategy shown to be particularly effective and easy to implement is the

mini-lecture. Ten to 20-min-long mini-lectures are separated by short activity breaks
where students do a learning task together. By doing together—speaking, writing,
calculating, analysing, creating, judging and questioning—students learn”
Palabras claves: active learning Indira Guggisberg

Ficha:
“A variety of active learning techniques, ranging from long-term, out-of-class

projects to short in-class activities, were utilized in lightwood framing. Pre-planned
questioning, intended to activate critical thinking in all students, was a feature of
every class lecture; whereas other techniques, such as problem-solving or data
analysis, occurred when it was appropriate to the content. Except for the case study
discussion sessions”
Palabras claves: active learning techniques Indira Guggisberg

Ficha:
“The post-mortem report was an important student activity that was submitted by
each student in lieu of a traditional final exam. It formed the basis of the active
learning evaluation “
“The report included: an evaluation of student learning over those topics not
explicitly addressed by the case study; a peer evaluation of group performance; a
self-evaluation of learning; and an overall evaluation of the course”
Palabras claves: final report, assessment Indira Guggisberg

Ficha:
“The post-mortem reports provided student-generated data and reflections about

the course, the active learning environment and the learning itself.”
“The pre- and post-course surveys provided students with the unusual opportunity
to test the accuracy of their initial perceptions against what was learned”
“In addition to the quantitative summaries, an ethnographic analysis of the written

responses was completed. The purpose was to derive insights into the efficacy of
active learning. All comments were transcribed verbatim and analyzed for common
issues”
Palabras claves: course surveys, ethnographyc analysis, final report Indira Guggisberg
Ficha:
“The primary tool used to modify the environment was verbal discourse initiated
through questioning. Early on, the instructor observed that the students were more
comfortable and hence more willing to participate if the questions were posed to
groups versus individuals”
“The physical classroom layout proved to be an important factor in supporting or

limiting classroom activity”
“Active learning is facilitated by accessibility to the instructor, because it

communicates a willingness to work with the students. This, in turn, promotes
verbal discourse and student participation in classroom activities”
Palabras claves: groups, classroom layout, active learning Indira Guggisberg

Ficha:
“Students do understand the meaning of activating teaching methods and even like
them; but, they also understand how demanding the methods can be versus just
listening. Students must communicate and do things in the active classroom. As a
result, they may favour the passive teaching methods, which require little from the
students during class, even if they know it is not the best way to achieve deep
learning”
Palabras claves: activating teaching Indira Guggisberg

Fichas Active Learning in A Finnish Engineering Course

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ANNA-MAIJA “Active learning in a Finnish engineering university course”, European EE Ficha:

Palabras claves: teaching methods, techer’s role Indira Guggisberg

“Although these lecture-based behaviors are congruent to cultural norms and

Palabras claves: effective and ineffective learning Indira

“One strategy shown to be particularly effective and easy to implement is the

Palabras claves: active learning Indira Guggisberg

“A variety of active learning techniques, ranging from long-term, out-of-class

Palabras claves: active learning techniques Indira Guggisberg

Palabras claves: final report, assessment Indira Guggisberg

“The post-mortem reports provided student-generated data and reflections about

“In addition to the quantitative summaries, an ethnographic analysis of the written

“The physical classroom layout proved to be an important factor in supporting or

“Active learning is facilitated by accessibility to the instructor, because it

Palabras claves: groups, classroom layout, active learning Indira Guggisberg

Palabras claves: activating teaching Indira Guggisberg

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