Assessing Small-Scale Interventions in Large-Scale Teaching: A General Methodology and Preliminary Data

Autor/in	Dyson, Benjamin J.
Titel	Assessing Small-Scale Interventions in Large-Scale Teaching: A General Methodology and Preliminary Data
Quelle	In: Active Learning in Higher Education, 9 (2008) 3, S.265-282 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787408095856
Schlagwörter	Intervention; Active Learning; Measures (Individuals); Student Experience; Lecture Method; Feedback (Response); Higher Education; Instructional Effectiveness; Student Evaluation; Student Attitudes + Suchen Sie Ihr Suchwort? Aktives Lernen; Messdaten; Studienerfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Schulnote; Studentische Bewertung; Schülerverhalten
Abstract	The use of lectures is ubiquitous in higher-education institutions, but also heavily criticized from an andragogical viewpoint. A current challenge for lecturers is to provide opportunities for active learning during these sessions and to evaluate their impact on student experience. Three one-minute interventions based on the lecture materials (write down one thing you have already learnt, one question you would like answering, and take a break) were introduced approximately 20, 30 and 40 minutes into the lecture and assessed with respect to engagement over a five-week period on a final-year psychology option. Students were invited to record their current level of lecture engagement every 5 minutes. Both between-and within-subject analyses revealed a significant increase in lecture engagement for the first intervention during the first intervention week relative to baseline weeks. The data show an enhancement of student engagement with certain small-scale interventions during large-scale teaching. (Contains 1 table and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10