1996
DOI: 10.1002/tl.37219966705
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Providing structure: The critical element

Abstract: This chapter describes the various ways that the level and type of structure can be varied in an active learning course and discusses how to use the manipulation of course structure to meet the challenges presented by a diverse student body.

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Cited by 15 publications
(10 citation statements)
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“…Students simply provided anonymous, written feedback to the instructor, as prescribed by the individual activities. This technique was used primarily to monitor student comprehension and understanding and provide written feedback to the instructor, who then relayed the information back to the students (4,8,10,25,26,33). Toward the end of the first half of the semester, students formed informal learning groups with students in their immediate vicinity of two to four students each to share in the activities mentioned above (20).…”
Section: Treatment and Control Groupsmentioning
confidence: 99%
“…Students simply provided anonymous, written feedback to the instructor, as prescribed by the individual activities. This technique was used primarily to monitor student comprehension and understanding and provide written feedback to the instructor, who then relayed the information back to the students (4,8,10,25,26,33). Toward the end of the first half of the semester, students formed informal learning groups with students in their immediate vicinity of two to four students each to share in the activities mentioned above (20).…”
Section: Treatment and Control Groupsmentioning
confidence: 99%
“…Miller and her colleagues argue that for active collaborative learning, it is important not to relinquish structure along with control to avoid learner frustration (Miller et al, 1996). In a traditional class, because teachers maintain control of the procedures, it is comparatively easier for the instructor to regulate learners' activity.…”
Section: Resultsmentioning
confidence: 99%
“…Entire class periods can be devoted to an active approach with students working individually or in groups. Structure of the environment (class meetings, the curriculum, and assessment) is a factor deemed critical to the success of active learning (Miller, Groccia, & Wilkes, 1996).…”
Section: History and Definitionsmentioning
confidence: 99%