Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Student Perceptions of Active Learning. College Student Journal, 49(1), 121-133. https://eric.ed.gov/?q=Student+Perceptions+of+Active+Learning&id=EJ1095532
While lecturing is the predominant delivery method in college classrooms, some faculty are experimenting with more student-centered instructional methods. To determine the effectiveness of these active learning strategies, the authors of this article both quantitatively and qualitatively examined the use of two different active learning strategies. Their hypothesis was that students would both learn more and enjoy learning more through active participation compared to direct instruction through a lecture format. Exploratory writing and small group discussions were the two methods tested across five courses at both undergraduate and graduate level. Student perception data, gathered through feedback given at the end of the semester, indicated students found both instructional methods to be beneficial. Based on their findings, the authors concluded that active engagement with course material and positive student perceptions of that experience lead to enhanced learning. [Annotated by: Raymond Baesler, GCC American Sign Language Faculty]
Chung, Sheng Kuan. “Art Education Technology: Digital Storytelling.” Art Education, vol. 60, no. 2, 2007, pp. 17–22. JSTOR, JSTOR, www.jstor.org/stable/27696201.
This article focuses on new digital literacy techniques for art education students, though it certainly can apply to students in other disciplines. The rationale, considering the year of the article’s publication (2007), is that art instructors (as well as all instructors) should consider the current literacy of their student population. Today’s 21st century student is steeped in digital literacy, so there’s a strong rationale to meet them at that level. The article explains in detail a process of using digital storyboarding as a means of conveying narrative structures. The article stresses the need to combine the old with the new–that is, having students sketch out storyboards by hand using a graphic organizer before committing to using a digital format to recreate the story. The article goes on to outline the general format of prewriting, outlining, producing, and evaluating each narrative. A central theme in this article is that despite the use of digital techniques, the narrative in question still holds up to a certain literary standard. The author states that because the student takes on a role of not just an author but also a producer, playwright, editor, and researcher, such digital technology still allows the student to fully engage with the material. So the technology serves to enhance the student’s skills, not become a replacement for them. While the article is dated, it still serves as a necessary reminder that technology can be another effective tool in a student’s toolbox, and that with some creative applications, technology can very much enhance a student’s educational experience. [Annotated by: Justin Burns, GCC English Faculty]
