Applying active learning at the graduate level: merger issues at Newco

Berger, Bruce K.

doi:10.1016/s0363-8111(02)00126-1

Cited by 9 publications

(1 citation statement)

References 13 publications

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“…Recognizing that student concentration levels have limits, instructors can intervene to solicit a higher level of concentration with varying active measures such as exercises, questions, special assignments, or group activities that help break the routine of passive lectures (Timpson and Bendel-Simso 1996). Although descriptions of active learning ideas in various college disciplines are increasing in the literature (for example, Berg et al 1995;Berger, 2002;Cook and Hazelwood 2002;Krunweide and Bline 1997;Miller 2004;Rosenthal 1995), empirical research on their effectiveness remains particularly sparse.…”

Section: Active Learning Techniques and Student Concentration Levelmentioning

confidence: 99%

Re-setting the concentration levels of students in higher education: an exploratory study

Burke

Ray

2008

Teaching in Higher Education

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Evidence suggests that college students' concentration levels are limited and hard to maintain. Even though relevant in higher education, scant empirical research exists on interventions to 're-set' their concentration during a college lecture. Using a withinsubjects design, four active learning interventions are administered across two seniorlevel undergraduate classes at a university in the mid-south USA. The influence of these interventions on students' ratings of their concentration level on course material is examined. Implications for practice and future research are offered.Walk into several college classrooms on any college campus across the globe and chances are that one may see the same thing: instructors standing in front of seemingly interested students. However, closer observations may reveal students who are less engaged than they initially appear; some students periodically doodle or make lists, as still others daydream about their plans for the evening. Put simply, students often duel with the information being presented by the instructor and their own wandering thoughts. Why does this occur in the classrooms of well-intentioned college instructors? The problem may stem from a disconnect between instructors' teaching methodologies and students' concentration levels. Instructors can discern when students' concentration has diminished to the point of disengagement; thus, a plausible approach would be to equip educators in higher education with simple and useable instructional strategies that increase the level of student engagement.Research focused on interventions to enhance students' concentration levels is scarce; yet college instructors must be aware of the needs and tendencies of their learners. Thus, the purpose of this exploratory study is to analyze the effect of active learning interventions on concentration levels of undergraduate students. The authors examine four specific active learning strategies in a within-subjects design and explore the effect of these interventions on a sample of senior-level students' ratings of concentration. Concentration levels in college classroomsMalcolm Knowles (1973), the father of adult learning theory, claimed that adults learn differently from other student populations. While the process of learning may vary for college and elementary school populations, they share at least one element in common Á

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