Active learning: the importance of developing a comprehensive measure Carr, Rodney, Palmer, Stuart and Hagel, Pauline 2015, Active learning: the importance of developing a comprehensive measure, Active learning in higher education, vol. 16, no. 3, pp. 173-186, doi: 10.1177/1469787415589529. Attached Files Name Description MIMEType Size Downloads carr-activelearning-post-2015.pdf Accepted version application/pdf 319.33KB 448 Title Active learning: the importance of developing a comprehensive measure Author(s) Carr, Rodney Palmer, Stuart orcid.org/0000-0002-2517-0597 Hagel, Pauline Journal name Active learning in higher education Volume number 16 Issue number 3 Start page 173 End page 186 Total pages 14 Publisher Sage Publications Place of publication Thousand Oaks, Calif Publication date 2015-06-30 ISSN 1469-7874 1741-2625 Keyword(s) active learning Australasian Survey of Student Engagement distance education flow National Survey of Student Engagement online learning Summary This article reports on an investigation into the validity of a widely used scale for measuring the extent to which higher education students employ active learning strategies. The scale is the active learning scale in the Australasian Survey of Student Engagement. This scale is based on the Active and Collaborative Learning scale of the National Survey of Student Engagement. The particular focus of the study was to investigate effects resulting from the addition of a small number of items to the active learning scale designed to capture some highly engaging, mostly online, activities. The items were developed in response to concerns that students studying in distance mode often report lower average scores on active learning scales than their on-campus counterparts. The additional items relate to activities such as working online with other students and faculty. The findings show that average scores on the Australasian Survey of Student Engagement/National Survey of Student Engagement scale increase significantly when the new items are included and that some differences between on-campus and distance education students narrow significantly. These findings have implications for the development of more robust and comprehensive instruments to measure active learning. Language eng DOI 10.1177/1469787415589529 Field of Research 130303 Education Assessment and Evaluation 130304 Educational Administration, Management and Leadership Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1 Refereed article in a scholarly journal ERA Research output type C Journal article Copyright notice ©2015, The Authors Free to Read? Yes Free to Read Start Date 2016-07-01 Persistent URL http://hdl.handle.net/10536/DRO/DU:30074350 Document type: Journal Article Collections: Faculty of Business and Law Faculty of Science, Engineering and Built Environment Open Access Collection Department of Management Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Mon, 13 Jul 2015, 20:25:33 EST Tue, 14 Jul 2015, 05:01:58 EST Tue, 14 Jul 2015, 08:13:34 EST Mon, 28 Sep 2015, 16:42:19 EST Tue, 29 Sep 2015, 06:07:18 EST Wed, 07 Oct 2015, 07:36:40 EST Wed, 07 Oct 2015, 07:39:07 EST Wed, 25 Nov 2015, 08:14:55 EST Wed, 25 Nov 2015, 08:17:41 EST Wed, 09 Nov 2016, 11:25:21 EST Wed, 11 Jan 2017, 09:35:31 EST Fri, 07 Sep 2018, 12:16:59 EST Filtered Full Citation counts:   Cited 15 times in TR Web of Science Cited 18 times in Scopus Search Google Scholar Access Statistics: 1792 Abstract Views, 452 File Downloads  -  Detailed Statistics Created: Mon, 28 Sep 2015, 16:42:19 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.