Active Learning in Higher Education

Top Research Topics at Active Learning in Higher Education?

Active Learning in Higher Education investigates areas of study like Pedagogy, Mathematics education, Higher education, Active learning and Teaching method. It explores research in Pedagogy and the adjacent study of Medical education. The research on Mathematics education tackled can also make contributions to studies in the areas of Process (engineering) and Curriculum.

In Active Learning in Higher Education, Perception, Knowledge management, Public relations, Lifelong learning and Formative assessment are investigated in conjunction with one another to address concerns in Higher education research. Active Learning in Higher Education facilitates discussions on Active learning that incorporate concepts from other fields like Cooperative learning and Educational technology. Studies on Cooperative learning discussed in Active Learning in Higher Education link to the field of Collaborative learning.

The journal explores research in Educational technology alongside concepts in Multimedia and other areas of study in Mobile device. The majority of Teaching method studies presented zero in on Teaching and learning center. Research on Academic achievement addressed in the journal frequently intersections with the field of Social psychology.

• Pedagogy (43.07%)
• Mathematics education (36.02%)
• Higher education (36.02%)

What are the most cited papers published in the journal?

• The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students (655 citations)
• Improving student engagement: Ten proposals for action (408 citations)
• The Impact of Assessment on Student Learning: How Can the Research Literature Practically Help to Inform the Development of Departmental Assessment Strategies and Learner-Centred Assessment Practices? (407 citations)

Research areas of the most cited articles at Active Learning in Higher Education:

The journal papers focus largely on the fields of Pedagogy, Mathematics education, Higher education, Teaching method and Active learning. The most cited papers focus on Pedagogy but the discussions also offer insight into other areas such as Qualitative research and Medical education. The journal publications facilitate discussions on Higher education that incorporate concepts from other fields like Social psychology, Employability, Peer feedback, Academic achievement and Focus group.

What topics the last edition of the journal is best known for?

• Law
• Mathematics education
• Pedagogy

The previous edition focused in particular on these issues:

The concepts of Mathematics education, Higher education, Medical education, Perception and Active learning are tackled in the journal. It discusses concepts in Teaching method, Note-taking and Rubric under Mathematics education and how they intertwine with disciplines like Focus (computing) and Function (engineering). The research on Teaching method tackled can also make contributions to studies in the areas of Computer-mediated communication, Educational technology and Class size.

The presented Higher education research focuses mostly on Student engagement and, on occasion, topics in Multimedia, Information and Communications Technology, Blended learning and Flipped learning. Issues in Medical education were discussed, taking into consideration concepts from other disciplines like Preparedness, Feeling, Attendance and Teamwork. The subject of Quality (business), which is connected to the field of Openness to experience, Constructive alignment and Student learning, serves as the foundation of the Active learning research featured in it.

The most cited articles from the last journal are:

• The positive relationship between flipped and blended learning and student engagement, performance and satisfaction: (37 citations)
• Students generating questions as a way of learning (14 citations)
• Students’ perceptions of their preparedness for transition to work after graduation: (11 citations)

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in Active Learning in Higher Education (based on the number of publications) are:

• David Kember (4 papers) absent at the last edition,
• John Cowan (4 papers) absent at the last edition,
• Maureen J. Reed (4 papers) absent at the last edition,
• Tony Harland (4 papers) absent at the last edition,
• Nick Zepke (3 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Active Learning in Higher Education (based on the number of publications) are:

• Edinburgh Napier University (12 papers) published 1 paper at the last edition,
• Open University (8 papers) published 1 paper at the last edition,
• Lancaster University (7 papers) absent at the last edition,
• University of Gloucestershire (6 papers) absent at the last edition,
• Sheffield Hallam University (6 papers) absent at the last edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2021 edition, 11.54% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 21.74% were posted by at least one author from the top 10 institutions publishing in the journal. Another 4.35% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 4.35% of all publications and 69.57% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Career Pathways: Professional Insights and Application of the Research

One career path that significantly benefits from these findings is that of a marriage and family therapist. These professionals leverage the insights gathered from studies on active learning, pedagogy, knowledge management, and public relations. Utilizing these research outcomes, they can enhance their approach towards counselling strategies, thus providing more effective support to their clients.

For instance, if we look into the role of a marriage and family therapist in Hawaii, we can see a practical translation of these research findings. The learning strategies, teaching methods, and understanding of student engagement covered in our journal are relevant to these professionals, aiding them to devise effective counseling sessions that encourage active participation and lifelong learning. To gather more extensive understanding of this role, you can check our detailed guide on How to become a marriage and family therapist in Hawaii.

Hence, by providing this perspective of professional implementation, we aim to bridge the gap between theoretical research and its practical application, making the studies at Active Learning in Higher Education more accessible and beneficial for a broader audience.