A Bridge to Success: Active Learning Model

North American Web Developers Conference, October 1998: A Bridge to Success: Active Learning Model for the Effective Hybrid: Courseware Development

Felix Rizvanov and Richard Lizotte
Northern Essex Community College


ABSTRACT

With the help of a FIPSE grant from the US DOE we are developing, implementing and disseminating via WWW and electronic/print media a portable, practical and efficient model for effectively transitioning students with limited academic English proficiency (LAEP) into mainstream academic courses. The model is devised according to the principles of instructional design and constructivism. Our model uses computer presentations and interactive exercises to facilitate the comprehension and retention of material and to help students refine academic skills. Exercises in active learning promote analytical critical thinking skills such as concept mapping and synthetic skills such as problem-solving within a learning cycle. Through classroom research and evaluation, students and instructors build a learning community that controls and modifies the computer component to make it serve rather than dictate learning.

Creatively using CD/Web-based multimedia and sustaining a Web site for the teaching, learning and distribution of material, our FIPSE team is applying the model to reengineer introductory human biology, geography and psychology courses into hybrid courses that enable students to master academic language and key concepts, and further develop academic skills.

Faculty enrichment/empowerment through precisely targeted and sequenced coaching/training programs is an equally important component of the project. Faculty are trained not only in the technology to be used for teaching LAEP students, but also in the instructional methods that are best for them. In this way, the project will improve the academic situation for these students for many years to come.


Keywords:
academic language, academic skills, critical thinking, concept mapping, active learning, learning cycle, multimedia, faculty empowerment, learning community, instructional design, hybrid courses.


Instructional Materials for Bridge Courses

For every instructional module of each of our three courses, the computer presentations include quiz questions that the class answers as a mini-review. Other in-class exercises train students in both analytic and synthetic critical thinking skills. In addition, out-of-class exercises in academic vocabulary and syntax are provided for those who need them.

The academic vocabulary exercises focus on vocabulary in the following categories: technical (assumed to be unknown by all students- for example, "gastric juice" in human biology), sub-technical or general academic (usually unknown to basic readers-for example, "component"), and infrequent everyday (known to native English speakers but unknown to most nonnative speakers-for example, "swell" from human biology).

Concept mapping is an analytical critical thinking exercise in which students chart concepts showing their hierarchical and other relationships to each other. Students see concepts in their relationships rather than as individual units to memorize (and forget). An example from the Digestive System unit of the Human Biology course is:



Applications, including problem-solving exercises, apply knowledge gained to real-world situations and help students to review and synthesize information through the performance of a task (synthetic integrative thinking skills). Here is an application from the Digestive System Unit of the Human Biology course:

Choose the most balanced meal that you've had in the last few days (a combination of all food groups) and answer the following questions concerning it.
Main Menu:__________________________________________________________
: 1 a. What food was primarily composed of carbohydrates?; 1 b. Where did the digestion of that food begin?; 1 c. By what enzyme?; 1 d. Secreted from what area?; 1 e. What is the final product of that digestion?
: 2 a. List any protein found in your meal.; 2 b. Where did the digestion of that food begin? etc.


Felix Rizvanov
Instructional Designer
Northern Essex Community College,
Elliott Way, Haverhill, MA, 01830, USA
frizvanov@necc.mass.edu
www.members.mva.net/rizvanov

Richard Lizotte
ESL Professor
Northern Essex Community College,
Elliott Way, Haverhill, MA, 01830, USA
rlizotte@necc.mass.edu

© 1998. Felix Rizvanov and Richard Lizotte assign to the University of
New Brunswick and other educational and non-profit institutions a non-exclusive license
to use this document for personal use and in courses of instruction provided that the
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grant a non-exclusive license to the University of New Brunswick to publish this
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