Active Learning in Higher Education

Papers
(The TQCC of Active Learning in Higher Education is 5. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)
ArticleCitations
From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes60
Fostering self-regulated learning in higher education: Making self-regulation visible21
Student perspectives on how different elements of constructive alignment support active learning19
Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students18
Investigating the combined effects of group size and group composition in online discussion17
Mapping pedagogical touchpoints: Exploring online student engagement and course design16
Student engagement: The impact of positive psychology interventions on students12
The creation of a nudging protocol to support online student engagement in higher education11
Supporting students’ active learning with a computer based tool8
College student engagement in OER design projects: Impacts on attitudes, motivation, and learning7
Tackling the personal tutoring conundrum: A qualitative study on the impact of developmental support for tutors7
The impact of team-based learning on students’ perceptions of classroom community6
Comparing the use of flipped classroom in combination with problem-based learning or with case-based learning for improving academic performance and satisfaction6
Improving academic performance: Strengthening the relation between theory and practice through prompted reflection6
Play like a team in teams: A typology of online cognitive-social learning engagement6
The value of a semi-formal peer mentorship program for first-year students’ studies, socialization and adaptation6
“It made me feel like it was okay to be wrong”: Student experiences with ungrading6
Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms6
Science to practice: Does gamification enhance intrinsic motivation?5
Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development5
The casual within the formal: A model and measure of informal learning in higher education5
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