Attitudinal Learning in Large-Enrollment Classrooms: a Case Study

Cheng, Zui; Watson, Sunnie Lee; Watson, William R.; Janakiraman, Shamila

doi:10.1007/s11528-019-00462-7

Cited by 5 publications

(7 citation statements)

References 20 publications

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“…Students became more concerned about environmental problems and had a stronger moral sense of duty to do something to solve those problems. Cheng et al (2020) also found a significant change in knowledge, and somewhat weaker but still positive shift in students' attitudes and behaviour towards more sustainable lifestyles. Cole et al (2019) also found evidence for the strengthening of environmental sensitivity and environmentally friendly behaviour.…”

Section: Ijshe 241mentioning

confidence: 81%

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Transforming students’ behaviour preferences: achievable changes by a sustainability course

Zsóka

Ásványi

2022

IJSHE

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Purpose The purpose of this paper is to examine the impacts of a sustainability course that was designed to evoke measurable transformational changes in students’ preferences and in their roles as consumers, employees and citizens, via consciously addressing sustainability issues and involving a community partner. Design/methodology/approach The research was undertaken using mixed methods. Q-methodology helped create student groups with similar preferences for sustainable attitudes and behaviours before and after the course; the most important features of attitude changes and identify the phases of transformation were explored. In-depth interviews with each participant contributed to understanding and explaining the motivation for changing preferences and generated individual-level reflections about the perceived process of transformation. Findings Q-method highlighted how stakeholder roles were transformed from the three pre-factors to the three post-factors and for the whole group. Seven phases of transformational change are identified based on the reflective in-depth interviews from “no transformation” to “change agent behavior”. Practical implications Findings provide new perspectives for evaluating and embracing the transformational potential of sustainability courses. Originality/value Assessing the impacts of sustainability courses on students’ transformation via measuring their mindsets and behaviour preferences prior to and after a course is still an under-researched area, especially in relation to the Q-method. A further unique feature is how the influence of engaged community partner on students’ preferences is captured. The explored scope of individual responsibility goes beyond environmental awareness and addresses participants in various stakeholder roles simultaneously, by examining their priorities as consumers, employees and citizens.

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Section: Ijshe 241mentioning

confidence: 81%

“…Merritt et al (2018),Cole et al et al (2013),Andersson et al (2013),Cheng et al (2020) Source: Authors' construction…”

mentioning

confidence: 99%

Transforming students’ behaviour preferences: achievable changes by a sustainability course

Zsóka

Ásványi

2022

IJSHE

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“…Several studies showed that holistic, multifaceted pedagogies did affect attitudes and values, potentially leading to clarification and shifts e.g., [94,107]. Others could not detect any effect of instructional practice on affective dimensions, e.g., [154], or found that "traditional" formats affected attitudes as well [155]. In sum, it seems that pedagogies inviting students to engage more deeply with a phenomenon, and particu- Many studies investigated the possible effects of specific pedagogies on knowledge and abilities and skills (Table 3; Table S3, Supplementary Materials, summarizes study results).…”

Section: What Should Be Learned In Hesdmentioning

confidence: 99%

Higher Education for Sustainability: A Critical Review of the Empirical Evidence 2013–2020

Probst

2022

Sustainability

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Higher education for sustainable development (HESD) has grown into a substantial field of research and practice. HESD proposes that higher education will be central in a transition towards more sustainable socio-ecological systems. However, the debates on what should be learned in HESD and how this should be learned have remained conceptually controversial and empirically inconclusive. This review examined the evidence that specific pedagogies and content lead to specific “sustainability outcomes” among graduates. Three hundred and fifty-seven studies published between 2013 and 2020 were analyzed. The reviewed research was case-driven and often undertheorized regarding learning processes and outcomes. Despite its volume, the literature did not provide coherent insights into what should be learned and how. If the project of HESD is to be pursued further, more courage will be needed in creating novel forms of higher education, while more purpose and conceptual precision will be required in future research.

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“…Large classes also present challenges for instructors. These challenges can arise because having more students means, as Cheng et al (2019) observed, an increase in workload. Workload issues can force instructors into a reliance on lectures as the dominant approach to learning (Onwu & Stoffels, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…Lower-achieving students may be reluctant to participate, interact less, and, as a result, achieve less (Kumaraswamy, 2019). Large classes can result in higher failure rates for first-year students (Twigg, 2003), inconsistent learning experiences, lack of interaction, decreased motivation, less participation and lower achievement (Cheng et al, 2019). In general, Dillon, Kokkelenberg, and Christy (2002) made 760,000 observations over a four-year period and identified a decrease in students' grades when class size increased.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Achievement in Large University Classes Using Mentored Groups versus Lectures

Jitjumnong¹,

Suksakulchai²

2021

INT J INSTRUCTION

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The purpose of this study was to determine if there were achievement gains in large classes with lectures alone versus with lectures and mentored groups. To measure achievement, mid-term to final-grade gains were compared between two sections (n=82 and n=99) of a undergraduate course in Digital Circuit Design that had lectures alone versus three sections (n=131, n=104, n=115) of the course that had lectures as well as mentored groups. In addition, the study surveyed students in one section in order to identify students' (n=115) satisfaction with the groups and mentors' (n=19) satisfaction with mentoring. Quantitative analysis using SPSS involved t-tests to identify significant differences. Results revealed statistically significant higher achievement for the three classes with lectures plus mentored groups versus the classes with lecture alone. Regarding satisfaction, 85% of students reported that they learned better in mentored groups. All mentors reported learning more as a mentor.

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Attitudinal Learning in Large-Enrollment Classrooms: a Case Study

Cited by 5 publications

References 20 publications

Transforming students’ behaviour preferences: achievable changes by a sustainability course

Transforming students’ behaviour preferences: achievable changes by a sustainability course

Higher Education for Sustainability: A Critical Review of the Empirical Evidence 2013–2020

A Comparison of Achievement in Large University Classes Using Mentored Groups versus Lectures

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