Active learning for postsecondary educators: A study of two learning designs

Using active learning in criminal justice: Twenty-five examples

“…Much educational research demonstrates that the very nature of the lecture approach does not promote student learning (e.g., see Bonwell and Sutherland 1996;Browne et al 1991;Curry and Makoul 1996;Lawson 1995;Misale et al 1996;Nance and Nance 1990;Perry et al 1996;Poppenhagen et al 1982;Watson et al 1996). For example, confusion and boredom may occur 10-20 minutes into lectures, students remember more information from the first 10 minutes of class than from the last 10 minutes, and students recall significantly more information immediately following a lecture than one week later (McKeachie 1986).…”

“…Students apparently are aware of such results, because they report "perceived levels of diminished quality of learning" in passive lecture approaches (Poppenhagen et al 1982). When students are more actively involved in class, valuable skills such as critical thinking and decision making increase (Misale et al 1996).…”

“…More importantly, student retention of knowledge and student performance declines significantly after this period (Bonwell and Sutherland 1996;Misale et al 1996;Nance and Nance 1990;Poppenhagen et al 1982). Active learning strategies increase student retention of knowledge, and student attention and interest (Bonwell and Sutherland 1996;Curry and Makoul 1996;Perry et al 1996;Watson et al 1986).…”

Cost-Efficiency Assessment of 3 Different Pediatric First-Aid Training Models for Caregivers and Teachers in Shanghai

“…8 Students working in groups also seemed to have an increase in the attributes of selfdirected learning and in obtaining relevant help for facilitating learning, when compared with students in lecture-only courses. 9 Greater learning in small discussion groups has shown in physiology course, 8 physiological psychology courses, 10 and anatomy courses. 11 The lecture-based training group was all taught in large lecture sections, and the participants had little discussion.…”

Curriculum, program, and infrastructure development for Bachelor of Science in Optical Science and Engineering

“…The greatest advantage of lectures in the opinion of teaching faculty is the ability to share information with a large number of students [Gage 1998]. However, a vast body of literature shows that students must do more than just listen to truly learn [Craik 1972], [Poppenhagen 1982], [Chickering 1987], [Bolles 1988], [Sutherland 1996]. A schematic illustration of this statement is represented in now classic "cone of experience", shown in Fig.…”