Active Learning Strategies for Diverse Learning Styles: Simulations Are Only One Method (original) (raw)
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Journal of Political Science Education, 2017
Building on prior research into active learning pedagogy in political science, I discuss the development of a new active learning strategy called the “thesis-building carousel,” designed for use in political theory tutorials. This use of active learning pedagogy in a graduate student-led political theory tutorial represents the overlap of several currents of political science education research. First, the graduate teaching assistant-led tutorial is a common complement to large lecture-based introductory courses in political theory. Second, where International Relations has led the expansion of active learning in political science, political theory has lagged behind other subfields (Archer & Miller 2011). The thesis-building carousel is designed to develop skills necessary for political theory classes—essay writing and peer review. The article concludes with a discussion of how active learning activities designed for specialized spaces can be modified for use in traditional classroom settings, with the example of three forms of “summary carousels.”
Simulation and Collaborative Learning in Political Science and Sociology Classrooms
1998
The program described here used cooperative, content-based computer writing projects to teach Japanese students at an intermediate level of English proficiency enrolled in first-year, English-language courses in political science/environmental issues and sociology/environmental issues in an international college program. The approach was taken to make the content accessible to students with inadequate English language skills and to narrow course content to the key concepts while building those skills. Because the content of the courses overlapped considerably, the teachers collaborated. The final class writing assignment was development of a newsletter or Web site reflecting the styles of writing found in those of environmental interest groups. Pre-writing activities helped students identify environmental problems to target, simulate formation of interest groups, and gather related information. The groups then created documents and sent electronic mail. The project served as a natural vehicle for collaborative work, developed both receptive and productive language skills, supported development of research skills, provided real-world experience and exposure to authentic materials, and taught computer-related techniques such as creation of graphics and varied text types. Contains 3 references. (MSE)
As the academic literature on active learning has shifted from presentation of individual cases towards more robust explorations of their design and implementation, so too has been a growing need to regularise means of comparing and evaluating specific instances of what has become a highly diverse range of activities. One striking area where literature is absent is the scoping of the range of potential impacts that active learning might generate: does the shift in focus to the student create new paths for learning, reweight existing ones, or simply replicate the patterns found in passive learning environments? To address this, it is necessary to consider what makes active learning a distinct approach, and especially the impact of placing much more of an onus on the student to develop their agency in constructing their learning. In so doing, there is a differentiation from more generic inventories of learning styles, which are more concerned with the multiplicity of constructions that individuals might place around their learning: Instead, by establishing a baseline set of dimensions of learning, it becomes more viable to generate evaluations of learning that can carry across cases. Broadly speaking, it is possible to identify three main areas of learning impact that can form such a base: substantive knowledge acquisition, measured by both existing and novel assessment regimes; skills acquisition and development, measured by assessment regimes and by self-, peer-and instructor-evaluations; and development of attitudinal capacities (such as confidence or engagement with learning), primarily measured by self-evaluation.
2019
Introduction This chapter focuses on active learning as a means of achieving higher levels of student engagement, improving knowledge retention, and understanding. While the problem of student engagement is very common at all levels of the education system, it is of particular significance when teaching an introductory political science course to undergraduate students whose major is not related to the topics covered in class, and who do not expect to have any professional use for the knowledge that they could potentially acquire. In order to address the issue of low student engagement, I introduced three active learning exercises – a debate, a group analysis of a primary source, and cut-up cards – to distinguish between various political science concepts. In order to study the effects of the innovation, I collected both qualitative and quantitative data to evaluate the nature of the relationship between active learning, student engagement, and knowledge retention. Results show that...
2006
The most common challenge confronting instructors of international relations is engaging "resistant populations" in meaningful dialogue. The use of simulations has long been touted as an effective way to overcome challenges associated with student learning. Simulations provide experiential learning, which helps students develop the crucial skills required for the study of the international politics. While this claim seems logical, there have been few studies that have actually measured the impact of simulations on student learning in the classroom. Additionally, the "resistant population" is often absent from discussions of this kind. A preliminary study of the effect of simulations on the "resistant population's" learning was conducted in the Introduction to International Relations (POLS370) course at Southern Illinois University Edwardsville in the Fall 2005 semester. Doug Eder, Vice Provost and Director of the Office of Undergraduate Assessment and Program Review, provided support for this project in the area of assessment. In addition to discussing the characteristics of the "resistant population, this paper discusses the simulation mechanism and assessment devices used in this study. The paper also provides an overview of the preliminary findings of the study.
Using Hybrid Simulations to Enhance Student Learning of International Relations Theories
Issues in Educational Research, 2021
The theoretical frameworks explicitly or implicitly employed by diplomatic historians and international relations scholars can lead to significantly different explanations for the same historical events. Therefore, a sound understanding of the basic international relations theories is required for a more comprehensive understanding of international politics. However, students tend to shun theoretical topics and debates, considering them irrelevant to practical issues and problems that they face in their daily lives. This paper argues for employing simulations as a way of enhancing student learning of international relations theories. It provides a justification and outline for the organisation and development of a hybrid simulation using the Council on Foreign Relation's Model Diplomacy interactive platform. Hybrid simulations integrate components of both face-toface and cyber simulations, with students physically interacting during the more formal simulation procedures (e.g., making formal policy statements and voting) and using the cyber environments for informal activities (e.g., as negotiations). Ultimately, hybrid simulations transform the learning environment by restructuring the interaction process between instructors and students and can contribute to enhancing student learning and their understanding of the main theories underscoring international relations theories. The use of hybrid simulations becomes more relevant as universities continue to promote more online educational opportunities for students and as unanticipated disruptions require them to have more options available to continue providing students with the best educational experiences possible.