A Delicate Balance: Integrating Active Learning into a Large Lecture Course

Autor/inn/en	Walker, J. D.; Cotner, Sehoya H.; Baepler, Paul M.; Decker, Mark D.
Titel	A Delicate Balance: Integrating Active Learning into a Large Lecture Course
Quelle	In: CBE - Life Sciences Education, 7 (2008) 4, S.361-367 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.08-02-0004
Schlagwörter	Student Attitudes; Student Surveys; Active Learning; Lecture Method; Blended Learning; Multimedia Instruction; Introductory Courses; Biology; Comparative Testing; Matched Groups; Portfolio Assessment; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Schülerverhalten; Schülerbefragung; Aktives Lernen; Multimediales Lernen; Einführungskurs; Biologie; Portfoliobeurteilung; Unterrichtserfolg
Abstract	A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the "traditional" section; lecture time in the "active" section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10