Active versus passive teaching styles: An empirical study of student learning outcomes

Michel, Norbert; Cater, John James; Varela, Otmar E.

doi:10.1002/hrdq.20025

Cited by 222 publications

(185 citation statements)

References 34 publications

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“…Traditionally, college lectures consist of teachers verbally communicating information to the students, and students passively receiving and encoding it in their memories (Boyer, 1990;Michel, Cater III, & Varela, 2009;Stewart-Wingfield & Black, 2005). In a typical college classroom, this presents as a teacher lecturing at the front of the room while students feverishly take notes.…”

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confidence: 99%

“…Perhaps this is because many recent studies (e.g. Bonwell & Eison, 1991;Michel, et al, 2009) suggest that the passive method may not be the most effective way for students to learn. Rather, current research advocates for teaching techniques that encourage students to actively engage in the material because classroom engagement has been found to promote deeper levels of thinking and better facilitate encoding, storage, and retrieval than traditional lecture (McGlynn, 2005;Peck, Ali, Matchock, & Levine, 2006).…”

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confidence: 99%

“…Rather, current research advocates for teaching techniques that encourage students to actively engage in the material because classroom engagement has been found to promote deeper levels of thinking and better facilitate encoding, storage, and retrieval than traditional lecture (McGlynn, 2005;Peck, Ali, Matchock, & Levine, 2006). Consequently, it is likely that most instructors attempt to incorporate techniques that involve the students and get students thinking about and applying the material (see Michel, et al, 2009 for a review). These techniques can range from demonstrations, to discussions, to in-class activities.…”

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confidence: 99%

“…Benek-Rivera & Matthews, 2004;Cook & Hazelwood, 2002;Ebert-May et al, 1997;Sarason & Banbury, 2004;Seipel & Tunnell, 1995;Strow & Strow, 2006;Tomcho & Foels, 2008). However, the results are mixed and often contradictory (see Michel, et al, 2009 for a review). For example, some empirical studies demonstrate that active teaching techniques are superior to lecture (Serva & Fuller, 2004;Michel, et al, 2009;Van Eynde & Spencer, 1988), while others suggest that there is no real difference (Dorestani, 2005;Miner, Das, & Gale, 1984;Stewart-Wingfield & Black, 2005).…”

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confidence: 99%

“…However, the results are mixed and often contradictory (see Michel, et al, 2009 for a review). For example, some empirical studies demonstrate that active teaching techniques are superior to lecture (Serva & Fuller, 2004;Michel, et al, 2009;Van Eynde & Spencer, 1988), while others suggest that there is no real difference (Dorestani, 2005;Miner, Das, & Gale, 1984;Stewart-Wingfield & Black, 2005). Thus, further research is warranted.…”

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confidence: 99%

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Learning by doing: An empirical study of active teaching techniques

Hackathorn¹,

Solomon²,

Blankmeyer³

et al. 2011

PsycEXTRA Dataset

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The current study sought to examine the effectiveness of four teaching techniques (lecture, demonstrations, discussions, and in-class activities) in the classroom. As each technique offers different benefits to the instructor and students, each technique was expected to aid in a different depth of learning. The current findings indicated that each teaching technique has its own unique benefits and is effective for various levels of learning. Additionally, our findings supported the notion that active techniques do aid in increasing learning. In-class activities led to higher overall scores than any other teaching method while lecture methods led to the lowest overall scores of any of the teaching methods. The implications for the classroom are discussed.

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confidence: 99%

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Learning by doing: An empirical study of active teaching techniques

Hackathorn¹,

Solomon²,

Blankmeyer³

et al. 2011

PsycEXTRA Dataset

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Can the teaching style reduce inequality in the classroom? Evidence from a quasi‐experiment

Xu,

Tani,

Zhu

2024

British Educational Res J

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We investigate the effects of ‘lecture‐based’ (LBT)—i.e. individual work and rote learning—vs. ‘discussion‐based’ (DBT)—i.e. participative and focused on student‐centred learning—teaching styles on the test scores and socio‐economic inequality of middle‐school students randomly assigned to classes using data from the China Education Panel Survey—a large‐scale nationally representative survey. Estimates from unconditional quantile regressions and decompositions based on the recentred influence function suggest that LBT raises scores in mathematics, but the effect is non‐linear, as students in the bottom and top quintiles are more likely to benefit from it. In contrast, LBT lowers scores in Chinese and English. Lecture‐based teaching also has greater influence on socio‐economically advantaged students, resulting in larger inequality within classrooms, especially between top and median students. These effects arise under various robustness checks, implying that (i) teaching styles affect scores and classroom inequality and (ii) they appear to be subject‐specific. These results suggest that teaching styles can be used as a tool to influence students’ academic performance as well as the socio‐economic heterogeneity that they bring to their classrooms.

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The effect of pre‐body donor quizzes on student performance in a hybrid anatomy course

Berrios Barillas,

Bove

2024

Clinical Anatomy

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Learning human anatomy is essential for Doctor of Physical Therapy (DPT) education. Body donors are traditionally utilized to understand content, but in a hybrid learning environment, students have limited time to use body donors. To improve body donor access and learning, we created online synchronous pre‐body donor activities. The impact of these online strategies on students' subsequent exams and final grade were investigated in a non‐randomized, observational study. These activities were hypothesized to positively influence students' anatomy performance. In a 16‐week semester, DPT students (case [n = 91], control [n = 22]) participated in a hybrid program of asynchronous/synchronous online learning and two in‐person immersions. Measures included student course grades and teaching surveys. Spearman's rho correlations analyzed the relationship between four pre‐body donor quizzes to body donor exams, written exams, and final course grade. Mann–Whitney U tests assessed differences in grades between cohorts. A linear regression model examined the influence of pre‐body donor quizzing on exams/final grades. Correlation tests revealed a strong relationship between the average pre‐body donor quiz score and both the first written exam and final course grade (p = 0.0001). The case group achieved significantly higher scores than the control group on the first in‐person body donor exam (p = 0.011), the second written exam (p = 0.0001), and the final grade (p = 0.004). The pre‐body donor quizzes predicted performance on the subsequent in‐person body donor exams, written exams, and the final grade. Implementation of online pre‐body donor learning activities was associated with increased academic performance among hybrid DPT students and may aid in learning anatomy concepts for clinical practice.

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Active versus passive teaching styles: An empirical study of student learning outcomes

Cited by 222 publications

References 34 publications

Learning by doing: An empirical study of active teaching techniques

Learning by doing: An empirical study of active teaching techniques

Can the teaching style reduce inequality in the classroom? Evidence from a quasi‐experiment

The effect of pre‐body donor quizzes on student performance in a hybrid anatomy course

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