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Active learning and student engagement using Activity Based Learning

Conference Paper · December 2017

DOI: 10.1109/ICTUS.2017.8286005

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 Active Learning and Student Engagement
using Activity Based Learning
M. Hayat1, Raza Hasan2, S. Imran Ali3, Mohammed Kaleem4
1,2,3,4
Department of Computing, Middle East College, Muscat, Sultanate of Oman
1
mhayat@mec.edu.om, 2raza@mec.edu.om; 3skazmi@mec.edu.om, 4mkaleem@mec.edu.om

Abstract: This research aims to induce Activity Learning
into Network Administration module to enhance student
engagement and learning experience at Middle East College,
Computing Department. The research is to include Active
Learning in Network Administration module and find the
relation between active learning and student engagement.
Skills acquired by the students in the involved process of
active learning. Outlining the Activity Based Learning into
practice and observes its impact on the teaching and
learning process.
Keywords: Active Learning, Activity Based Learning,
Student Engagement, Blended Learning
I. INTRODUCTION
Middle East College (MEC), one of the prestigious higher
education institutions (HEI) in the Sultanate of Oman with
having more than 5000 students studying in different
disciplines. MEC is devoted to educating students and
equipping them with the values, life skills and Knowledge,
needed to enrich their lives and enable them to successfully
and progressively contribute to the development of society and
the world at large. Middle East College offers different
programs including undergraduates and postgraduates in the
disciplines of Engineering, Business, and Technology [1].
engagement are closely interrelated and activities related to
the taught concept increases the students¶ participation in the
learning process which in turn results in improving the
students¶ performance such as grades, deep learning and
persistence [2]. ABL enhances learning atmosphere which
benefits students advance abilities such as decision-making,
innovative and critical thinking, and problem-solving [3].
III. METHODOLOGY
To make learning an active process, the student needs an input
which is engaged by the world making a sense of a meaning to
what they are doing. Problems related to the lecture were
given to the students.
Learning should be made as engaging as possible where
facilitator or faculty provide an activity related to the problem
that engages the minds of the students as well as the hands.
This creates the social activity among the faculty and students
and peers as learning is connected with the other peers.
Students apply their acquired knowledge to solve the problem
thus creating learning. This occurs contextually where life
experiences and learning experiences are blends in.

Network Administration (NAD) is offered for students in

Hardware and Networking specialization which is studied by
all freshmen at most of the universities across the world. This
module supports the students by equipping them with the
necessary knowledge and skill set required to contribute in the
IT industry professionally.

II. PROBLEM STATEMENT

The module (Network Administration) focuses on a learner-
centered approach which allows the learners to integrate
theory with practical component and apply knowledge on
certain problems. In the past semesters, it was observed that
students¶ lack critical thinking skills in applying the Fig. 1. Adapted from New approaches to problem-based learning
knowledge of taught concepts while solving problems. [4]

Making the learning that builds on the previous knowledge.

The purpose of this research is to integrate Activity Based
Faculty plays a vital role here as its role is to provide a bridge
Learning (ABL); it aids students in acquiring knowledge,
between the states of the learner and provides the path into the
applying taught concepts and develop a feasible solution to the
problem. Research reveals that active learning and student specialized topic based on previous knowledge or experience.

978-1-5386-0514-1/17/$31.00 ©2017 IEEE

 2017 International Conference on Infocom Technologies and Unmanned Systems (ICTUS'2017),
Dec. 18-20, 2017, ADET, Amity University Dubai, UAE
Student¶s learning is accessed through feedback and formative
and summative assessments as learning take time. Give an
ample time for the students to test their acquired knowledge
and concepts [13].
IV. PEDAGOGICAL AND PRACTICAL RATIONALE
Learner engagement is often seen as a strong indicator to
judge the level of learning that takes place. The traditional
teaching environment is lecture-centered in which the lecturer
delivers the lecture and student engagement is usually low.
Time restriction also limits the students to complete
collaborative activates. In addition to that traditional teaching
methods lacks in encouraging students to think critically and
apply the skills gained by reasoning and experience [14].
Activity Based Learning (ABL) is student-centered learning
where activities related to the taught topic act as a charter for
module material and student participation in the learning
process [5]. Research reveals that Action research facilitates
³learning by doing´ [6], [7], [9]. In the ABL process, students
learn critical thinking and reasoning skills, cooperative
learning, and self-directed learning skills. ABL is an inductive
process in which teacher acts as a facilitator, and the learning
is taken place by student involvement in the learning process
[9]. Research reveals that student preserves more knowledge
when activities are carried out along with the learning.
Students learn:
x 10% of what they READ
x 20% of what they HEAR
x 30% of what they SEE
x 50% of what they HEAR and READ
x 70% of what they SAY
x 90% of what they DO! [10], [15].
Research reveals that Activity Based Learning produces more
connections between the students, enhancing their experience,
and improves teaching and learning process [15], [16], [17].
Activity Based Learning is used in the module to achieve the
following outcomes:
x To enhance student¶s engagement in the learning process.
x To improve student performance in the module.
x To develop critical thinking, reasoning and practical skills
to contribute professionally to the industry.
x Better retention of learned knowledge.
x To enhance student learning experience from dependent
to an independent learner.
Activities were also uploaded on the Learning Management
System for the students. This provides an opportunity to the
students to access learning material by means of technological
202
intervention [21]. The research fills the gap between
conventional teaching and active learning with the help of
activity-based learning by empowering both the students and
the teacher to visualize and explore problems in a short span
of time as compared to traditional teaching [22].
V. FEEDBACK
Feedback was taken by using the following methods
A. Student Feedback
Student Feedback was taken to enhance the student experience
within the module Network Administration (NAD), this
feedback acts as a diagnostic tool to make necessary changes
in the module and getting students¶ feedback in a systematic
manner. The feedback form was distributed in the class
followed by the activity was conducted and was recollected
after 15 minutes giving sufficient time to students to think and
give their feedback.
Student feedback was very positive and they reported that they
experienced more innovation and increased cooperation as
compared to traditional classroom teaching. They also
mentioned that activities related to the lecture what they have
learnt had created a successful learning environment.
B. Peer Feedback
In higher education Peer review process helps teachers in two
ways. Formative evaluation is to enhance the teaching, and
Summative evaluation to judge individual teaching techniques
used in the class. It gives an opportunity to enhance and
improve teaching and learning process, evaluate the class
whether it is maintained according to the policy of the college
and whether the learning takes place. Teachers use the best
teaching methodology to deliver the lecture but it depends on
student¶s capacity using Visual, Auditory, Read/Write, and
Kinesthetic (VARK). Peer feedback is important in the faculty
development and betterment for the course as well.
Feedback from the peer was positive and encouraging which
as follows:
x Simple and real-world examples are provided by the
faculty member to enhance and motivate their interest and
attention of cohort in the classroom.
x Conducive learning environment was created by
providing activities that apply what they have learned
x Innovative methods to improve student¶s problem-solving
skills by making them understand the problem.
x Student¶s involvement was high as the interaction and
engagement among students was high.
VI. ANALYSIS
The analysis was carried out by using tally chart and
frequency table [12]. There were 65 students participated in
 2017 International Conference on Infocom Technologies and Unmanned Systems (ICTUS'2017),
Dec. 18-20, 2017, ADET, Amity University Dubai, UAE

the survey. Students¶ responses to each question were in laboratory session. More session needs to be conducted for
analyzed and interpreted as given below: them to learn the appropriate skills.

The preference of increased participation is further supported

YƵĞƐƚŝŽŶŶĂŝƌĞ by other activity based learning studies that suggest that this
approach to teaching and learning increased student¶s
ϰϬ engagement and motivation to learn [18], [19], [20].

ϯϱ ^ŽŵĞǁŚĂƚ
VII. REFLECTION
ŐƌĞĞ
ϯϬ The reflection on the methodology can easily be interpreted by
^ƚƌŽŶŐůLJ comparing the current result with previous semester result.
Ϯϱ ŐƌĞĞ
ϮϬ ŐƌĞĞ
ϭϱ
ŝƐĂŐƌĞĞ
ϭϬ
ϱ
^ƚƌŽŶŐůLJ
Ϭ ŝƐĂŐƌĞĞ
Ϭ ϱ ϭϬ

Fig. 2. Scatter Line Graph

Q1: 65% of the students agreed upon the activity that was
discussed in the classroom were well organized.
Q2: 80% of the students agreed that the information provided
was useful.
Q3: 65% of the students agreed on an appropriate support
provided by the instructor.
Fig. 3. Spring and Fall Result Comparison
It was evident from the results that pass percentage and
average marks were increased when compared with previous
semesters. Positive feedback was received from colleagues
and students.

Q4: 58% of the students agreed on the participation in this
session improved their motivation to learn.
Q5: 58% of the students agreed on the method used by the
instructor were effective.
Q6: 51% of the students agreed on the delivery of the subject
knowledge were effective enough.
Q7: 58% of the students agreed on eLearning tools were
helpful to them.
Q8: 72% of the students agreed on practical linked with this
session were useful.
Q9: 65% of the students agreed on satisfied with the quality of
my learning experience in this session.
Q10: It is an open-ended question giving students the option
to freely list the things that they like about the activity and
session. Also, list the things that they like to improve for
future. It was noted that students liked the session but also
requires the activity to be more in the practical environment as
Blended learning also helps to explore and experiment the
ABL. By flipped class introduced with activity creates a good
environment in the class which creates a positive learning
attitude among the students. Activity along with the blended
learning with proper use of the technology enhances the
learning experience of the students participating in the class
also make learning more fun and easier to the students [11].
This interpretation of students learning in the classroom can be
looked from the comparison of Fall and Spring 2016 results.
The other things that can be influence of good result might be
the cohort size difference and the number of instructors
teaching the same module. It doesn¶t affect the performance of
the students and this ABL can improve the learning process.
VIII. CONCLUSION
It was encouraging to note that the approach results in
enhancing the teaching and learning process and achieving the
desired learning outcomes. Throughout the practice, student¶s
developed critical thinking and reasoning skills that will be
helpful for them to contribute professionally to the IT
industry.

203
 2017 International Conference on Infocom Technologies and Unmanned Systems (ICTUS'2017),
Dec. 18-20, 2017, ADET, Amity University Dubai, UAE

It is intended to continue this practice in the coming semesters
to improve student¶s learning and performance.
The results show that Activity Based Learning (ABL) can
improve learning effectiveness and achievement of the
learners. It believes that the learners can engage their learning
motivation and learning effectiveness.
ACKNOWLEDGMENT
The authors are thankful to Dr. Arun N.S. Shankarappa, Head
of Strategic Inititatives, Middle East College, for his support
to carry out this research.
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