Literaturnachweis - Detailanzeige
| Autor/inn/en | Gubera, Chip; Aruguete, Mara S. |
|---|---|
| Titel | A Comparison of Collaborative and Traditional Instruction in Higher Education |
| Quelle | In: Social Psychology of Education: An International Journal, 16 (2013) 4, S.651-659 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1381-2890 |
| DOI | 10.1007/s11218-013-9225-7 |
| Schlagwörter | Higher Education; Teaching Methods; Intermode Differences; Cooperative Learning; Conventional Instruction; Psychology; Introductory Courses; Lecture Method; Participant Satisfaction; Instructional Effectiveness; Student Attitudes; Comparative Analysis |
| Abstract | Although collaborative instructional techniques have become popular in college courses, it is unclear whether collaborative techniques can replace more traditional instructional methods. We examined the efficacy of collaborative courses (in-class, collaborative activities with no lectures) compared to traditional lecture courses (in-class, instructor-led presentations) in four sections of introductory psychology. Most other aspects of the courses remained constant, including the professor, assignments, and exams. The collaborative learning condition resulted in significantly lower quiz and exam scores in addition to lower self-reported satisfaction with the course and the instructor than the traditional lecture condition. Moreover, students were no more likely to be satisfied with the social environment in the collaborative condition. Our results suggest that collaborative techniques may be a way to enhance professorial lectures but should not be used to replace them entirely. Further research should explore the ratio of collaborative to traditional techniques that is most beneficial for college student learning. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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