A delicate balance: integrating active learning into a large lecture course.
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.
Walker
J D
JD
Digital Media Center, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA. jdwalker@umn.edu
Cotner
Sehoya H
SH
Baepler
Paul M
PM
Decker
Mark D
MD
D001695:Biology / Q000193:education; D016001:Confidence Intervals; D020407:Internet; D018794:Problem-Based Learning / Q000379:methods*; D015397:Program Evaluation; D013334:Students