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