Effects of Active Learning Classrooms on Student Learning: A Two-Year Empirical Investigation on Student Perceptions and Academic Performance

Autor/inn/en	Chiu, Pit Ho Patrio; Cheng, Shuk Han
Titel	Effects of Active Learning Classrooms on Student Learning: A Two-Year Empirical Investigation on Student Perceptions and Academic Performance
Quelle	In: Higher Education Research and Development, 36 (2017) 2, S.269-279 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2016.1196475
Schlagwörter	Active Learning; Academic Achievement; Student Attitudes; Learning Experience; Investigations; Undergraduate Students; Foreign Countries; General Education; Online Surveys; Comparative Analysis; Questionnaires; Experimental Groups; Control Groups; Statistical Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulleistung; Schülerverhalten; Lernerfahrung; Untersuchung; Ausland; Allgemein bildendes Schulwesen; Allgemeinbildung; Fragebogen; Statistische Analyse; Hongkong
Abstract	Recent studies on active learning classrooms (ACLs) have demonstrated their positive influence on student learning. However, most of the research evidence is derived from a few subject-specific courses or limited student enrolment. Empirical studies on this topic involving large student populations are rare. The present work involved a large-scale two-year study that examined the effects of ACL on student perceptions of their learning experience and the relationship with academic performance in a General Education programme. An institutional survey was used to gather more than 35,000 units of student perception data from all 306 courses in the programme. Our empirical findings show that students thought courses that adopted an ACL as the key learning environment were significantly better designed and more encouraging of student creativity and innovation than courses which used regular classrooms; thus, student perceptions were improved. We are also the first to report that this positive effect on creativity and innovation is statistically unaffected by academic performance, with high, middle and low achievers all benefiting from the use of the facility. The results suggest that ACLs are better environments for nurturing innovation for all students, regardless of their academic ability. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01