Learning in Lectures: Do 'Interactive Windows' Help?

Autor/in	Huxham, Mark
Titel	Learning in Lectures: Do 'Interactive Windows' Help?
Quelle	In: Active Learning in Higher Education the Journal of the Institute for Learning and Teaching, 6 (2005) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787405049943
Schlagwörter	Educational Development; Problem Solving; Lecture Method; Student Attitudes; Evaluation; Group Dynamics; Active Learning; Classroom Techniques; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Problemlösen; Schülerverhalten; Evaluierung; Gruppendynamik; Aktives Lernen; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Many educational development resources recommend making conventional lectures more interactive. However, there is little firm evidence supporting either the acceptability (to students) or efficacy of doing so. This research examined the use of short 'interactive windows' (discussions and problem-solving exercises) in first year evolution lectures delivered to between 73 and 126 students over five years. Semi-structured evaluations of the teaching, involving more than 500 responses, identified the interactive nature of the lectures as the single most popular feature of the sessions. The division of the year class into two separate groups allowed the opportunistic testing of how interactive windows influenced learning about discrete problems within each lecture. Two short problem-solving or discussion sessions were devised for each lecture; one of these sessions was taught interactively to the first student group, the second was taught interactively to the second group. Comparing test scores achieved in questions addressing these paired problems showed strong evidence for a generally weak, positive influence of the interactive windows on recall and learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10