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Birdwell, Tracey; Harris, Tripp – Journal of Learning Spaces, 2022
In this article, we present a revised version of the active learning classroom observation tool (ALCOT), designed in 2015, to support instructor reflection on instructional approaches applied within active learning classrooms. The design of active learning classrooms and teaching approaches within them have changed significantly since the initial…
Descriptors: Active Learning, Educational Improvement, Classroom Observation Techniques, Teaching Methods
Asem, Elikplimi K.; Rajwa, Bartek – Advances in Physiology Education, 2023
This study assessed the impact of an "active learning" strategy employed alone or in combination with traditional lectures on the learning of mammalian physiology by undergraduate students. The study investigated the impact of three teaching strategies, namely (1) traditional lecture, (2) group discussion alone, and (3) combination of…
Descriptors: Lecture Method, Teaching Methods, Group Discussion, Physiology
Debs, Luciana; Miller, Kurtis D.; Ashby, Iryna; Exter, Marisa – Research in Science & Technological Education, 2019
Background: A growing number of educators have started exploring student-centered approaches to improve students' learning and satisfaction with courses and programs. While prior research shows a positive impact of such strategies on student learning, further exploration of the perceptions of traditional, lecture-based and other more inquiry-based…
Descriptors: Student Attitudes, Teaching Methods, Educational Innovation, Conventional Instruction
Turner, Mathew J.; Webster, Rustin D. – American Journal of Engineering Education, 2017
This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped…
Descriptors: Comparative Analysis, Student Centered Learning, Engineering Technology, Power Technology
Weaver, Gabriela C.; SturtevantHannah G. – Journal of Chemical Education, 2015
Research has consistently shown that active problem-solving in a collaborative environment supports more effective learning than the traditional lecture approach. In this study, a flipped classroom format was implemented and evaluated in the chemistry majors' sequence at Purdue University over a period of three years. What was formerly lecture…
Descriptors: Chemistry, Curriculum Design, Curriculum Implementation, Course Evaluation
Winquist, Jennifer R.; Carlson, Keith A. – Journal of Statistics Education, 2014
In this paper, we compare an introductory statistics course taught using a flipped classroom approach to the same course taught using a traditional lecture based approach. In the lecture course, students listened to lecture, took notes, and completed homework assignments. In the flipped course, students read relatively simple chapters and answered…
Descriptors: Statistics, Instructional Innovation, Teaching Methods, Introductory Courses
Bernot, Melody J.; Metzler, Jennifer – Journal of College Science Teaching, 2014
Traditional lectures have come under increasing criticism as research indicates lectures may be less effective in achieving learning outcomes than other teaching methods. Student engagement and success can potentially be improved by changing traditional lectures to instructional methods using active learning techniques. Active learning refers to…
Descriptors: Biology, Nonmajors, Comparative Analysis, Teaching Methods