Active Learning and the Graduate Classroom: How Gender and International Student Status Affect Preferences and Experiences

Autor/inn/en	Zech, Steven T.; Rublee, Maria Rost; Deejay, Aleksandar; Flanik, William M.
Titel	Active Learning and the Graduate Classroom: How Gender and International Student Status Affect Preferences and Experiences
Quelle	In: Journal of Political Science Education, 18 (2022) 1, S.22-34 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zech, Steven T.) ORCID (Rublee, Maria Rost)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2021.1996383
Schlagwörter	Gender Differences; Active Learning; Preferences; Foreign Students; International Relations; Outcomes of Education; Graduate Students; Political Science; Student Attitudes; Self Concept; Lecture Method; Teaching Methods; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Aktives Lernen; Internationale Beziehungen; Lernleistung; Schulerfolg; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Schülerverhalten; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	This article uses new survey data to examine student preferences and experiences with active learning among a graduate student cohort across two key identity markers: international student status and gender. Our survey of students enrolled in a Master of International Relations program suggests that most view active learning favorably and believe it improves learning outcomes. We find that, contrary to conventional wisdom, international students prefer active learning to traditional lectures at the same levels as domestic students. Our findings also indicate that women prefer active learning as much as, and in some cases more than, men. We discuss potential reasons for these preferences and experiences and conclude with suggested avenues for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01