Humorous Materials to Enhance Active Learning

Autor/inn/en	Miller, J. L.; Wilson, K.; Miller, J.; Enomoto, K.
Titel	Humorous Materials to Enhance Active Learning
Quelle	In: Higher Education Research and Development, 36 (2017) 4, S.791-806 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2016.1238883
Schlagwörter	Humor; Active Learning; Teaching Methods; Foreign Students; English (Second Language); English for Academic Purposes; Language Proficiency; Foreign Countries; College Students; Web Sites; Action Research; Educational Technology; Technology Uses in Education; Video Technology; Feedback (Response); Pretests Posttests; Program Effectiveness; Australia + Suchen Sie Ihr Suchwort? Humoristische Darstellung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Ausland; Collegestudent; Web-Design; Projektforschung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Australien
Abstract	The use of humour in teaching and learning can be contentious, with some authors suggesting that the efficacy of humorous materials is mediated by the culture of the student. Nevertheless, humour represents a potential vehicle for the introduction of active learning in a classroom setting, as judicious use of humour may lead to a more relaxed learning atmosphere and greater student engagement. This article describes how humour was used to good effect in creating a suite of online materials designed to enhance the academic English skills of international students. The materials, funded through a grant from the Office for Learning and Teaching and now openly accessible on the "English for Uni" website, were developed using an action research process. This involved an iterative process of designing, trialling and evaluating the resources to ensure that humour was used appropriately. In the final stages, Biggs' Structure of the Observed Learning Outcome taxonomy was also used to evaluate student learning. The results show that the materials improved students' understanding of the topics presented on the site and that the element of humour stimulated student interest in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01