Introducing In-Class Student Activities in a Community Psychology Course: A Quality Improvement Project

Abstract

Lecturing methods centered around teachers may be lesseffective teaching tools than approaches utilizing more student-active learning forms. The current quality improvement project investigates implementationof more active learning forms in selected classes in a community psychology course taught at the Faculty of Psychology, University of Bergen. Methods. Oral feedback, and responses from a quality assurance survey from twosuccessive semesters, one prior to the implementation (nT1 = 25, 57% response rate) and one following the implementation (nT2 = 30, 83% response rate) were used to evaluate how students perceived the changes in learning format.