Active Learning Strategies for Complementing the Lecture Teaching Methods in Large Classes in Higher Education

Autor/inn/en	Mangram, Jeffrey A.; Haddix, Marcelle; Ochanji, Moses K.; Masingila, Joanna
Titel	Active Learning Strategies for Complementing the Lecture Teaching Methods in Large Classes in Higher Education
Quelle	In: Journal of Instructional Research, 4 (2015), S.57-68 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-0281
Schlagwörter	Foreign Countries; Active Learning; Learning Strategies; Lecture Method; Large Group Instruction; Higher Education; Faculty Development; College Faculty; Mass Instruction; Educational Quality; Workshops; Educational Cooperation; Questioning Techniques; Reflection; Writing Strategies; Blended Learning; Student Centered Learning; Learner Engagement; Notetaking; Technology Uses in Education; Kenya; New York (Syracuse) + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Quality of education; Bildungsqualität; Lernwerkstatt; Schulung; Education; cooperation; Kooperation; Befragungstechnik; Fragetechnik; Schreibtechnik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kenia
Abstract	Massification in higher education in Sub-Saharan Africa is an ongoing reality that poses particular challenges and opportunities for these nations (Mohamedbhai, 2008). Like Scott (1995), we use the term massification to refer to the rapid increase of students attending higher education institutions in the latter part of the 20th century and into the 21st century. We contend that even in large lecture hall situations, active teaching strategies can be employed to check for understanding, to engage more students in grappling with the content in deeper and more complex ways, and to model for prospective teachers on how to use these techniques to engage their future students in large classroom contexts. In this expository paper, we outline the professional development training we conducted with Kenyatta University teacher educators. We focused on teaching and modeling twelve active learning strategies that they could use in their classes, which are held in lecture halls with as many as 500 students in a class, and were useful active learning strategies regardless of the number of students in the class. By using the aforementioned active learning strategies, we believe the lecture method can be transformed into a tool that promotes active rather than passive learning. Massification does not have to mean a lower-quality learning experience despite large class sizes. Indeed, we argue that massification means a different learning experience for lecturers and students (As Provided).
Anmerkungen	Center for Innovation in Research and Teaching at Grand Canyon University. 3300 West Camelback Road, Phoenix, AZ 85017. Tel: 602-639-6729; e-mail: cirt@gcu.edu; Web site: http://www.instructionalresearch.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01