Active Versus Passive Course Designs: The Impact on Student Outcomes

Wingfield, Sue Stewart; Black, Gregory S.

doi:10.3200/joeb.81.2.119-128

Cited by 97 publications

(63 citation statements)

References 8 publications

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“…In addition, these essential features change the classroom pace and are mostly supportive in boosting the learners' participation, motivation, enthusiasm and attention. It increases the effectiveness and applicability of the class (Wingfield & Black, 2005).…”

Section: Active Learning Methodsmentioning

confidence: 95%

Impact of Active Learning Method on Students Academic Achievement in Physics at Secondary School Level in Pakistan

Khan¹,

Majoka²,

Khurshid³

et al. 2017

J.educ.soc.sci

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Abstract:This research aimed to explore the effectiveness of active learning method on students' academic achievement in Physics at secondary school level. A null hypothesis, of no significant difference in the academic achievement of students, taught physics through Active Learning Method (ALM) and Traditional Teaching Method (TTM), was tested to achieve the objectives. For this purpose, the pretest-posttest control group experimental design was used. Eighty (80) Physics students of 9th grade were selected as a sample from Government Centennial Model Higher Secondary School (No.1) District Haripur. These students were equally divided into experimental and control groups (n=40) on the basis of pre-test scores. Experimental and control groups were taught Physics contents through ALM and TTM respectively for twelve (12) weeks. Physics Academic Achievement Test (PAAT) with '0.82' as reliability coefficient was used to collect pretreatment and post-treatment data for measuring the academic achievement of the students. The analyzed data indicated that the experimental group significantly performed better in all the focused learning levels (knowledge, understanding, application, problem-solving, observation, and reasoning) as well as an overall academic achievement than the control group. By these findings, the frequent use of ALM is recommended in the science subjects especially for teaching Physics.

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Section: Active Learning Methodsmentioning

confidence: 95%

Impact of Active Learning Method on Students Academic Achievement in Physics at Secondary School Level in Pakistan

Khan¹,

Majoka²,

Khurshid³

et al. 2017

J.educ.soc.sci

View full text Add to dashboard Cite

show abstract

“…Other studies have indicated that active learning also fosters intrinsic motivation to learn, which can spur action far beyond the classroom (Benware & Deci, 1984). Even those studies which did not find significant differences between active and passive learning with regard to student performance still reported that students' perceptions of the active learning method were more positive, indicating that active learning rooted in peer interaction can at least improve student attitudes towards learning and reduce the burden of facilitation that normally falls upon the instructor (Haidet, Morgan, O'Malley, Moran, & Richards, 2004;Wingfield & Black, 2010).Given the criticisms of lecturing and exultation of active learning techniques, especially in conveying complex, multi-dimensional, interdisciplinary bottleneck concepts and solving problems, the Global Summit on Sustainability would appear to be an ideal approach to take in a course about global politics and sustainability. But is it?…”

mentioning

confidence: 91%

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning

Levintova

Mueller

2015

cjsotl-rcacea

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One of the difficulties in teaching global sustainability in the introductory political science classes is the different emphases placed on this concept and the absence of the consensus on where the overall balance between environmental protection, economic development, and social justice should reside. Like many fuzzy concepts with which students struggle, teaching sustainability lends itself to pedagogical examination within the scholarship of threshold concepts. This article investigates students' understanding of sustainability in the seven semesters when the concept of sustainability was introduced via role-playing simulation and compares it with the similar data from a more recent semester when simulation was supplemented with traditional lecture and classroom exercises. Ultimately, our research question is twofold: (1) How do students define a multifaceted concept like global sustainability and (2) what is the better way to teach it -active learning only or active learning in combination with traditional instruction?Certaines des difficultés rencontrées quand on enseigne la durabilité mondiale dans des cours de base de sciences politiques sont les divers accents mis sur ces concepts et l'absence de consensus sur la question de savoir où devrait se situer l'équilibre général entre la protection de l'environnement, le développement économique et la justice sociale. Tout comme c'est le cas avec de nombreux concepts flous qui donnent des difficultés aux étudiants, l'enseignement de la durabilité se prête à un examen pédagogique au sein de la recherche sur les concepts de seuil. Cet article se penche sur la manière dont les étudiants ont compris la durabilité pendant les sept semestres au cours desquels le concept de durabilité a été présenté par le biais de simulation de jeux de rôles et il la compare aux données semblables recueillies lors d'un semestre plus récent au cours duquel la simulation a été supplémentée par des cours magistraux traditionnels et des exercices de classe. En fin de compte, notre question de recherche est double : 1) Comment les étudiants définissent-ils un concept qui présente de nombreuses facettes tel que la durabilité mondiale, et 2) Quelle est la meilleure manière de l'enseigner -exclusivement par un apprentissage actif ou par le biais d'un apprentissage actif combiné à une instruction traditionnelle? Keywords active learning, mixed pedagogy, global sustainability, general education, threshold concepts, academic bottlenecks Cover Page FootnoteThe research for this article was funded in part by Wisconsin Teaching Fellows and Scholars Program (WTFS). The authors are grateful for the insightful comments on the earlier drafts of this manuscript provided by several participants in the 2012-2013 WTFS program, especially Cyndi Kernahan. We would also like to acknowledge Mark Davis for his helpful literature suggestions for this article.This research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:https://ir.lib.uwo.ca/c...

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“…Unfortunately, in many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners (Boyer, 1990;Michel, Cater III, & Varela, 2009;Stewart-Wingfield & Black, 2005). According to international research, passive learning is problematic mainly because students are not engaged in the lesson and in many cases, lots of them are disconnected from what takes place in class (Bonwell & Eison, 1991;Michel et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

TBAL: Technology-Based Active Learning in Higher Education

Ghilay¹,

Ghilay²

2015

JEL

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In many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called TBAL: Technology-Based Active Learning. It intends to face the challenge of transfer to active learning, using mobile devices in face-to-face courses. Following a research undertaken at the Neri Bloomfield School of Design and Education (n = 67), the new model was found to be very successful. Students, who participated in the research, reported that courses based on TBAL principles, improved their learning process, were very experiential and had a significant contribution for better participation, collaboration and teamwork.The TBAL model was found to be applicable to courses based on text reading, in particular, but it may be also suitable for quantitative courses, subject to appropriate adjustments.

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Active Versus Passive Course Designs: The Impact on Student Outcomes

Cited by 97 publications

References 8 publications

Impact of Active Learning Method on Students Academic Achievement in Physics at Secondary School Level in Pakistan

Impact of Active Learning Method on Students Academic Achievement in Physics at Secondary School Level in Pakistan

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning

TBAL: Technology-Based Active Learning in Higher Education

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