The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) method incorporates active learning pedagogies into space designed to facilitate effective active learning. Methods predominately used to demonstrate the effectiveness of active learning in STEM fields do not generally account for differences in student characteristics; furthermore, there is a lack of data sources that measure student-centered educational practices. This study examined the impact of SCALE-UP on student achievement in introductory biology, as evidenced by course grades. A regression framework was used to account for student characteristics. Course syllabi, classroom observation data, and an instructor interview were examined to gain deeper understanding of teaching practices across classes being compared. Findings indicate the SCALE-UP classroom did not directly impact biology course grades; however, it did impact the nature of active learning techniques used during the course. Implications for practice and future research were discussed.

This study examines how conative factors contribute to effective e-learning for corporate and academic learners. Inference of what effective e-learning activities are were traced during a focus group session, a question on a discussion list, validation of information from different sources such as observers, the verifier, the de-brief session, the scribe, the video and audio recordings and correlation with current literature. Effective learning (self-direction and collaboration), techno- and information literacy and an effective learning environment are the strongest predictors of effective e-learning. The combination of intention (motivation) and action (volition) are the two descriptive factors for conation. The study highlights existing models of conative factors and learner motivation as well as the relationships between conative factors with special reference to internal (pulling) and external (pushing) driving forces. In conclusion, the role of the conative domain in e-learning is seen as being the psychological link between the physical learning environment and effective e-learning. / Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2007. / Curriculum Studies / unrestricted