Literaturnachweis - Detailanzeige
Autor/inn/en | Michel, Norbert; Cater, John James, III; Varela, Otmar |
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Titel | Active versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes |
Quelle | In: Human Resource Development Quarterly, 20 (2009) 4, S.397-418 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1044-8004 |
DOI | 10.1002/hrdq.20025 |
Schlagwörter | Teaching Styles; Teacher Characteristics; Active Learning; Teaching Methods; Outcomes of Education; Introductory Courses; Business Education; Cognitive Development; Mastery Learning; Conventional Instruction |
Abstract | This study compares the impact of an active teaching approach and a traditional (or passive) teaching style on student cognitive outcomes. Across two sections of an introductory business course, one class was taught in an active or nontraditional manner, with a variety of active learning exercises. The second class was taught in a passive or traditional manner, emphasizing daily lectures. Although the active learning approach does not appear to have improved overall mastery of the subject, we did find evidence that active learning can lead to improved cognitive outcomes in class-specific materials. The discussion emphasizes the role of delivery style on learning outcomes. (Contains 6 tables.) (As Provided). |
Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |