Literaturnachweis - Detailanzeige
| Autor/in | Johnson, Paul Andrew |
|---|---|
| Titel | Actively Pursuing Knowledge in the College Classroom |
| Quelle | In: Journal of College Teaching & Learning, 8 (2011) 6, S.17-30 (14 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1544-0389 |
| Schlagwörter | Graduate Study; Individual Development; Textbooks; Lecture Method; Active Learning; Course Evaluation; Comparative Analysis; Student Attitudes; Teacher Effectiveness; Learner Engagement |
| Abstract | The purpose of this study was to compare course evaluation responses of students enrolled in several sections of a graduate level human growth and development course taught with a traditional lecture/textbook approach to the course evaluation responses of students enrolled subsequent sessions of the same graduate human growth and development course taught with an active learning approach. Quantitative and qualitative data indicated that students in the sections taught with an active learning approach rated those sections significantly higher than students in sections taught with a traditional lecture/textbook approach. (Contains 1 table.) (As Provided). |
| Anmerkungen | Clute Institute. P.O. Box 620760, Littleton, CO 80162. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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