Personalization and Active Learning in the Large Introductory Psychology Class

Benjamin, Ludy T.

doi:10.1207/s15328023top1802_1

Cited by 78 publications

(65 citation statements)

References 23 publications

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“…Class size may dictate how instructors teach, at least to a degree. Lecturing is more necessary for large classes than for smaller classes, but it does not need to be used exclusively (e.g., see Benjamin 1991;Mestre et al 1997;Modell and Carroll 1993;Nierenberg 1998;Persell 1993). For example, many active learning activities work very well in larger classes (e.g., see Benjamin 1991;Hamil and Janssen 1987;Nanda 1985).…”

Section: Strengths Of Lecturingmentioning

confidence: 99%

Using active learning in criminal justice: Twenty-five examples

Robinson¹

2000

Journal of Criminal Justice Education

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Section: Strengths Of Lecturingmentioning

confidence: 99%

Using active learning in criminal justice: Twenty-five examples

Robinson¹

2000

Journal of Criminal Justice Education

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“…Students were more likely to submit homework assignments during points weeks, but quiz scores were relatively unaffected.Key words: higher education, homework assignments, point contingencyClassroom learning opportunities that arrange active engagement in course material and frequent feedback have been shown to enhance students' performance (e.g., Benjamin, 1991;Michael, 1991). Homework assignments are one example of such an opportunity.…”

mentioning

confidence: 99%

“…Classroom learning opportunities that arrange active engagement in course material and frequent feedback have been shown to enhance students' performance (e.g., Benjamin, 1991;Michael, 1991). Homework assignments are one example of such an opportunity.…”

mentioning

confidence: 99%

A Point Contingency for Homework Submission in the Graduate School Classroom

Rehfeldt¹,

Walker²,

García³

et al. 2010

J of App Behav Analysis

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We explored the effects of points versus no points on the submission of homework assignments and quiz performance in a graduate-level course. Students were more likely to submit homework assignments during points weeks, but quiz scores were relatively unaffected.Key words: higher education, homework assignments, point contingencyClassroom learning opportunities that arrange active engagement in course material and frequent feedback have been shown to enhance students' performance (e.g., Benjamin, 1991;Michael, 1991). Homework assignments are one example of such an opportunity. Recent research on the advantages of homework assignments has raised questions about their practical benefits (see Trautwein & Koller, 2003), largely due to procedural limitations associated with large-group experimental designs. An innovative study by Ryan and Hemmes (2005) was among the first procedurally rigorous studies to evaluate the effects of homework on students' performance in a college course. The authors evaluated the effects of a points versus no points contingency on the submission of homework assignments and quiz performance in an undergraduate psychology course and found that the mean percentage of homework assignments submitted and mean quiz scores were substantially higher in the points condition. The purpose of the present study was to replicate and extend the study reported by Ryan and Hemmes to the graduate school classroom. METHOD Participants, Settings, and MaterialsThirty-one graduate students (26 women and four men), pursuing master of science degrees in the Behavior Analysis and Therapy Department at Southern Illinois University, provided informed consent and initially participated in the study. All of the students were enrolled in a required course entitled ''Behavioral Assessment and Observation Methods.'' The course met for approximately 3 hr once per week for 15 weeks. The course focused on behavioral definitions, observational recording techniques, and issues of validity and reliability of measurement. The first author of this study served as the course instructor, and the second and third authors served as teaching assistants.We used two textbooks and a number of journal articles. Homework assignments and quizzes were based on the content of weekly assigned readings and were written by the authors. Homework assignments were each worth 10 points and included 5 to 10 questions that were either short-answer or essay questions. Each quiz was worth 15 points and included 4 to 10 questions that were either short-answer or essay questions. Points were assigned for each quiz and homework assignment question based on the complexity of the question. Points for homework questions ranged from 1 to 2 points apiece, and points for quiz questions ranged from 1 to 6 points

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“…As a result, most instructors of large classes resort to the standard lecture format. It is easier and safer (Benjamin 1991, Magel 1998 and in a very large class it seems to be the only feasible solution.…”

Section: Introductionmentioning

confidence: 99%

Two Learning Activities for a Large Introductory Statistics Class

Zacharopoulou

2006

Journal of Statistics Education

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In a very large Introductory Statistics class, i.e. in a class of more than 300 students, instructors may hesitate to apply active learning techniques, discouraged by the volume of extra work. In this paper two such activities are presented that evoke student involvement in the learning process. The first is group peer teaching and the second is an in-class simulation of random sampling from the discrete Uniform Distribution to demonstrate the Central Limit Theorem. They are both easy to implement in a very large class and improve learning.

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Personalization and Active Learning in the Large Introductory Psychology Class

Abstract: Addressing selected issues and strategies in teaching the large introductory psychology class, this article focuses on personalizing the large class, making large classes into small classes to facilitate active learning, and incorporating active learning into the large class.

Cited by 78 publications

References 23 publications

Using active learning in criminal justice: Twenty-five examples

Using active learning in criminal justice: Twenty-five examples

A Point Contingency for Homework Submission in the Graduate School Classroom

Two Learning Activities for a Large Introductory Statistics Class

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