Open AccessActively Pursuing Knowledge In The College Classroom
Author(s) -
Paul A. Johnson
Publication year - 2011
Publication title -
journal of college teaching and learning/journal of college teaching and learning
Language(s) - English
Resource type - Journals
eISSN - 2157-894X
pISSN - 1544-0389
DOI - 10.19030/tlc.v8i6.4279
Subject(s) - mathematics education , psychology , graduate students , course (navigation) , active learning (machine learning) , qualitative property , qualitative research , medical education , pedagogy , computer science , sociology , medicine , artificial intelligence , social science , physics , astronomy , machine learning
The purpose of this study was to compare course evaluation responses of students enrolled in several sections of a graduate level human growth and development course taught with a traditional lecture/textbook approach to the course evaluation responses of students enrolled subsequent sessions of the same graduate human growth and development course taught with an active learning approach. Quantitative and qualitative data indicated that students in the sections taught with an active learning approach rated those sections significantly higher than students in sections taught with a traditional lecture/textbook approach.