Evidence-Inspired Choices for Teachers: Team-Based Learning and Interactive Lecture

Autor/inn/en	Jakobsen, Krisztina V.; Daniel, David B.
Titel	Evidence-Inspired Choices for Teachers: Team-Based Learning and Interactive Lecture
Quelle	In: Teaching of Psychology, 46 (2019) 4, S.284-289 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628319872411
Schlagwörter	Lecture Method; Academic Achievement; Cooperative Learning; Grade Point Average; Instructional Effectiveness; Evidence Based Practice; College Students; College Instruction + Suchen Sie Ihr Suchwort? Schulleistung; Kooperatives Lernen; Unterrichtserfolg; Collegestudent; Hochschullehre
Abstract	Research on team-based learning (TBL) generally supports its effectiveness over "traditional" lecture. In practice, however, lecturing rarely consists of teachers exclusively talking at their students, as many incorporate a variety of strategies to encourage active processing. This study compared an interactive lecture style with TBL on student performance. Generally, the results indicate that there are differences in particular aspects of course performance across conditions depending upon grade point average (GPA). Overall, these results support the findings that either teaching strategy is a viable option for teachers. We argue that there is no one right way to teach, and the scholarship of teaching and learning can best serve high-quality teaching by actively contrasting and evaluating a variety of techniques for the wide variety of teaching needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01