Diversifying learning opportunities: A response to the problems of mass education.

Autor/inn/en	Baker, Paul J.; Bakshis, Robert; Tolone, William
Titel	Diversifying learning opportunities: A response to the problems of mass education.
Quelle	In: Research in higher education, (1974) 3, S.251-263Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/BF00991169
Schlagwörter	Small Group; Education Research; Teaching Method; Independent Study; Learning Opportunity
Abstract	Abstract The large lecture section is often perceived as a homogeneous mass of students who can be taught satisfactorily by a single teaching method — usually lectures, textbooks, and objective exams. An attempt to improve the quality of teaching and learning was made by offering three distinct options to 695 students enrolled in two large classes: (1) conventional lecture/objective exam format; (2) small groups of five to eight students; (3) independent study. The students responded with 86% selecting the conventional method, 11% choosing small groups, and 3% deciding upon independent study. Students in the conventional classes tended to have high scores on Rotter's External Control Scale and high scores on personality need scales (Personality Research Form) for harm avoidance, order, social recognition, and succorence; they also tended to be less intellectually inclined and more vocationally oriented. The students in nonconventional options tended to have high personality need scores for cognitive structure, achievement, autonomy, and understanding.
Erfasst von	OLC
Update	2023/2/05