Share, Show, and Tell: Group Discussion or Simulations versus Lecture Teaching Strategies in a Research Methods Course

Autor/in	Linneman, Judith A.
Titel	Share, Show, and Tell: Group Discussion or Simulations versus Lecture Teaching Strategies in a Research Methods Course
Quelle	In: Teaching Sociology, 47 (2019) 1, S.22-31 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X18799405
Schlagwörter	Group Discussion; Simulation; Lecture Method; Teaching Methods; Research Methodology; Courses; Active Learning; Learner Engagement; Academic Achievement; College Faculty; Undergraduate Students; Sociology; Introductory Courses; Comparative Analysis; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Gruppendiskussion; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Research method; Forschungsmethode; Kursangebot; Aktives Lernen; Schulleistung; Fakultät; Soziologie; Einführungskurs; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Impacts of incorporating active learning pedagogies into a lecture-based course were examined among 266 students across nine research methods course sections taught by one instructor at a large public university. Pedagogies evaluated include lecture only, lecture with small group discussions, and lecture with simulations. Although lecture-simulations sections outperformed lecture-only sections on one outcome measure, few performance differences appeared between lecture-only and alternative groups. Even when controlling eight variables potentially affecting performance, active learning components provided little measurable learning benefit. Student appraisals of instructor effectiveness were generally favorable, and students preferred the lecture-only format to the lecture-discussion format. Despite calls to reduce reliance on lecturing, these data suggest introducing active learning into lecture-based courses may not consistently enhance achievement. Perhaps discussions and simulations were too few or too short in duration to yield significant learning advantages. Course content and instructor style and experience likely confound effects of teaching methodology on achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01