Evaluating Hypotheses about Active Learning

Abstract

We assess the relative effectiveness of two different active learning complements to traditional lecture-based learning. Using a large introductory class at a large public university, we conducted an experiment designed to evaluate whether active learning approaches provide a significant improvement in a student's short-term retention of material over only attending a standard large lecture. In this Introduction to World Politics class, each teaching assistant taught one section using a common discussion lesson plan and one section using a brief role-play activity. Using multiple regression analysis, we find that the addition of an instructor-led discussion significantly improves student performance on the short answer portion of a brief post-activity assessment, but not on the multiple choice portion. The role-play sections perform significantly better on multiple choice portion than the lecture-only group. In comparing the two treatments to each other, we find no statistically significant difference in the performance of the two groups.

Pol-Casting: The Use of Podcasting in the Teaching and Learning of Politics and International Relations

“…This mirrors work elsewhere, which has produced favourable feedback (see Lee et al, 2008). Asking students to summarise seminars can be seen as them participating in their own learning, or active learning (see Powner and Allendoerfer, 2008). Indeed Lee et al argue that the true potential of podcasting technology lies in its knowledge-creation value, and its use as a vehicle for disseminating learner-generated content (Lee et al, 2008: 504).…”

inverting the large lecture class: active learning in an introductory international relations course

“…Lantis et al, 2000;Powner and Allendoerfer, 2008). Most contributions focus on specific methods, for example, case-based (Golich, 2000) or problem-based learning (Burch, 2000), but the majority discusses the use of simulations (e.g.…”

Missing the Trees for the Forest?: Learning Environments Versus Learning Techniques in Simulations

“…Frederking (2005) and Baranowski (2006) reported a statistically significant improvement in exam scores among students who participated in simulations in American government courses, while Krain and Lantis (2006:404) found that both a diplomacy simulation and traditional lecture and discussion had "statistically significant positive effects on student learning, regardless of instructor or issue area," though possibly in different ways. Powner and Allendoerfer (2008) concluded that students who participated in a brief role-play activity scored better on multiple choice questions after the activity than students who participated in classroom discussion, but that there was no statistically significant differences in the overall performance of the two groups. Stroessner et al (2009:614) found that in comparison to traditional instruction, Reacting to the Past role play exercises produced no statistically significant benefit in writing skills among first-year college students, and that the benefit to students' rhetorical skills was "marginal."…”