Active versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes

Autor/inn/en	Michel, Norbert; Cater, John James, III; Varela, Otmar
Titel	Active versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes
Quelle	In: Human Resource Development Quarterly, 20 (2009) 4, S.397-418 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1044-8004
DOI	10.1002/hrdq.20025
Schlagwörter	Teaching Styles; Teacher Characteristics; Active Learning; Teaching Methods; Outcomes of Education; Introductory Courses; Business Education; Cognitive Development; Mastery Learning; Conventional Instruction + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Einführungskurs; Wirtschaftserziehung; Wirtschaftspädagogik; Kognitive Entwicklung
Abstract	This study compares the impact of an active teaching approach and a traditional (or passive) teaching style on student cognitive outcomes. Across two sections of an introductory business course, one class was taught in an active or nontraditional manner, with a variety of active learning exercises. The second class was taught in a passive or traditional manner, emphasizing daily lectures. Although the active learning approach does not appear to have improved overall mastery of the subject, we did find evidence that active learning can lead to improved cognitive outcomes in class-specific materials. The discussion emphasizes the role of delivery style on learning outcomes. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10