Characterizing Student Engagement with Hands-On, Problem-Based, and Lecture Activities in an Introductory College Course

Autor/inn/en	Erickson, MaryGrace; Marks, Danielle; Karcher, Elizabeth
Titel	Characterizing Student Engagement with Hands-On, Problem-Based, and Lecture Activities in an Introductory College Course
Quelle	In: Teaching & Learning Inquiry, 8 (2020) 1, S.138-153 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Learner Engagement; Experiential Learning; Problem Based Learning; Lecture Method; Introductory Courses; Student Interests; Student Motivation; College Students; Case Method (Teaching Technique); Video Technology; Active Learning; Science Laboratories; Instructional Effectiveness; Animal Husbandry; Agricultural Education + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Problem-based learning; Problemorientiertes Lernen; Einführungskurs; Studieninteresse; Schulische Motivation; Collegestudent; Case method; Fallmethode; Aktives Lernen; Unterrichtserfolg; Tierhaltung; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung
Abstract	This study examines the interest, motivation, and behavioral engagement of college students in an introductory course relative to three instructional formats used in the course: hands-on, problem-based laboratory stations; problem-based written case studies; and video lectures. Groups of five to seven students were assigned learning activities as treatments in a Latin Square design consisting of three experimental periods. At the beginning of selected laboratory sessions, students completed 10 minutes of the experimental activity immediately followed by a questionnaire. Students rated hands-on, problem-based laboratory stations as more challenging, novel, and attention-grabbing than they rated case studies or video lectures. Interest, intrinsic motivation, and behavioral engagement were greatest for groups completing laboratory stations followed by those completing case studies and lectures, respectively. Overall, the greater situational interest experienced during laboratory stations and case studies indicates that these activities can be leveraged to create learning environments that promote interest, engagement, and achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01