A Comparison of Active Learning and Traditional Pedagogical Styles in a Business Law Classroom

Autor/inn/en	Wilson, LeVon E.; Sipe, Stephanie R.
Titel	A Comparison of Active Learning and Traditional Pedagogical Styles in a Business Law Classroom
Quelle	In: Journal of Legal Studies Education, 31 (2014) 1, S.89-105 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-5811
Schlagwörter	Comparative Analysis; Active Learning; Cognitive Style; Conventional Instruction; Lecture Method; College Students; Outcomes of Education; Correlation; Statistical Analysis; Business Administration Education; Standardized Tests; Educational Objectives; Classification; College Faculty; Visual Aids; Teaching Methods + Suchen Sie Ihr Suchwort? Aktives Lernen; Cognitive styles; Kognitiver Stil; Collegestudent; Lernleistung; Schulerfolg; Korrelation; Statistische Analyse; Standadised tests; Standardisierter Test; Educational objective; Bildungsziel; Erziehungsziel; Classification system; Klassifikation; Klassifikationssystem; Fakultät; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to determine whether an active learning classroom environment is more effective in teaching university students certain concepts of business law than the traditional lecture environment. To generate data to answer this question, over a seven-semester period beginning in fall semester 2005, six classes of Legal Environment of Business students were instructed on the topic of employment discrimination by a lecture method of delivery, and nine classes of Legal Environment of Business students were taught the same topic by an active learning method of delivery. The learning outcomes of the student groups were then assessed using a standardized test that was designed to measure the levels of student learning under several categories of Bloom's Taxonomy. There were no indications that an active learning classroom environment is any more effective in teaching university students certain business law concepts than the traditional lecture pedagogical style. Results show a need to experiment with employing different curriculum delivery techniques depending on content and class rather than a single pedagogical style. (ERIC).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01