Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 6 |
| Since 2016 (last 10 years) | 13 |
| Since 2006 (last 20 years) | 17 |
Descriptor
| Class Size | 19 |
| Lecture Method | 19 |
| Undergraduate Students | 19 |
| Introductory Courses | 10 |
| Student Attitudes | 10 |
| Teaching Methods | 8 |
| Active Learning | 7 |
| Grades (Scholastic) | 5 |
| Academic Achievement | 4 |
| Critical Thinking | 4 |
| Science Achievement | 4 |
| More ▼ | |
Source
Author
| Abbasian, Reza O. | 1 |
| Baldwin, Jeff | 1 |
| Ballen, Cissy J. | 1 |
| Bernacki, Matthew L. | 1 |
| Bir, Devayan Debashis | 1 |
| Boso, Halle | 1 |
| Bowling, Scott | 1 |
| Boyd, Josh | 1 |
| Brown, Michael | 1 |
| Brownell, Sara | 1 |
| Bryan S. Wee | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 18 |
| Reports - Research | 13 |
| Reports - Descriptive | 3 |
| Dissertations/Theses -… | 1 |
| Guides - Classroom - Teacher | 1 |
| Information Analyses | 1 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Higher Education | 17 |
| Postsecondary Education | 14 |
Audience
| Teachers | 2 |
| Practitioners | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkTed M. Clark; Rebecca Ricciardo; Daniel A. Turner – Journal of Chemical Education, 2024
Active learning has often been reported to improve student outcomes in STEM courses. However, there are barriers to its implementation, and it is challenging to include this approach in large classrooms with fixed seating. This investigation explores the development of a novel approach in which the class contact time was reallocated for a general…
Descriptors: Undergraduate Students, Chemistry, Science Instruction, Class Size
Watson, William R.; Watson, Sunnie Lee; Magar, Stuti Thapa; Tay, Louis – Innovations in Education and Teaching International, 2021
Students' self-reported attitudinal learning were compared between two different large courses that incorporated attitudinal learning objectives at a Midwestern US public university- a course on environmental sustainability utilising active learning instruction (100 participants) and a course on international economics utilising traditional…
Descriptors: Student Attitudes, Undergraduate Students, Lecture Method, Class Size
Odom, Sara; Boso, Halle; Bowling, Scott; Brownell, Sara; Cotner, Sehoya; Creech, Catherine; Drake, Abby Grace; Eddy, Sarah; Fagbodun, Sheritta; Hebert, Sadie; James, Avis C.; Just, Jan; St. Juliana, Justin R.; Shuster, Michele; Thompson, Seth K.; Whittington, Richard; Wills, Bill D.; Wilson, Alan E.; Zamudio, Kelly R.; Zhong, Min; Ballen, Cissy J. – CBE - Life Sciences Education, 2021
To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether…
Descriptors: Gender Differences, Achievement Gap, Science Achievement, College Science
Gorman, Connor – ProQuest LLC, 2022
The effect of class size on student learning has numerous policy implications and has been a major subject of conversation and research for decades. Despite this, few studies have been done on class size in the context of university settings or physics courses. This dissertation helps address that gap in the literature by quantitatively analyzing…
Descriptors: Physics, Science Instruction, Grades (Scholastic), Introductory Courses
Bernacki, Matthew L.; Vosicka, Lucie; Utz, Jenifer C.; Warren, Carryn Bellomo – Journal of Educational Psychology, 2021
Many science, engineering, technology, and math (STEM) majors fail to complete their degrees, and those who leave report they lack learning skills required for STEM coursework. In 2 studies, we examined the effects on students' exam performances when they were assigned to complete a brief digital learning skills training program we embedded into…
Descriptors: Training, Electronic Learning, Skill Development, Metacognition
Shea, Lauren; Bégin, Chantale; Osovitz, Christopher; Prevost, Luanna – Journal of College Science Teaching, 2020
Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact student success. The aim of this study was to compare student success between two sections of an introductory biology course that used classroom response systems (i.e., clickers), but were taught with…
Descriptors: Audience Response Systems, Class Size, Introductory Courses, Biology
Download full textBir, Devayan Debashis – European Journal of Open, Distance and E-Learning, 2019
Universities in the U.S. typically offer to teach introductory engineering courses in large classes to tackle the increase in undergraduate engineering enrolment and to save on cost of teaching. Previous studies done on traditionally taught large classes have shown the negative effects it has on students and faculty. Many institutions use online…
Descriptors: Academic Achievement, Performance Factors, Engineering Education, Online Courses
Meaders, Clara L.; Toth, Emma S.; Lane, A. Kelly; Shuman, J. Kenny; Couch, Brian A.; Stains, Marilyne; Stetzer, MacKenzie R.; Vinson, Erin; Smith, Michelle K. – CBE - Life Sciences Education, 2019
The instructional practices used in introductory college courses often differ dramatically from those used in high school courses, and dissatisfaction with these practices is cited by students as a prominent reason for leaving science, technology, engineering, and mathematics (STEM) majors. To better characterize the transition to college course…
Descriptors: Undergraduate Students, Student Attitudes, Expectation, Educational Practices
Brown, Michael – Review of Higher Education, 2019
Undergraduate students benefit from academic-centered peer interactions, especially in large lecture courses. However, little is known about how students come together and form relationships around a course. I conduct a mixed-methods study of students' peer networks to explore how students choose peers for academic-focused interactions. The…
Descriptors: Undergraduate Students, College Science, Lecture Method, Peer Relationship
Kressler, Benikia; Kressler, Jochen – Journal of the Scholarship of Teaching and Learning, 2020
The concept of active learning as a superior mode of instruction has recently received great attention in the education research literature. It holds promise of steering students away from rote memorization towards higher order thinking (as defined by Bloom's taxonomy revised). However, few studies focus on student perceptions of higher order…
Descriptors: Student Attitudes, Active Learning, STEM Education, Disproportionate Representation
Abbasian, Reza O.; Czuchry, Mike – PRIMUS, 2021
In this paper, we will introduce partial results from our 3-year NSF funded grant titled "Inverted and Active Learning Pedagogies (IALP) for Student Success." We will present our results comparing student achievement between inverted (flipped) classrooms and traditional lecture formats in statistics classes at Texas Lutheran University.…
Descriptors: Teaching Methods, Active Learning, Introductory Courses, Statistics Education
Robert M. Talbot; Laurel M. Hartley; Katrina Marzetta; Bryan S. Wee – Journal of College Science Teaching, 2015
Large-enrollment undergraduate science courses are often seen as "gatekeepers" and tend to support less-than-ideal pedagogical approaches. Student satisfaction with teaching and learning and gains in student conceptual understanding in these courses is often limited at best. At University of Colorado Denver, the Learning Assistant (LA)…
Descriptors: Undergraduate Students, Science Instruction, Class Size, Teaching Assistants
Baldwin, Jeff – European Journal of Educational Sciences, 2016
Large classes on sustainable development present certain challenges. Often high student to instructor ratios encourage passive learning pedagogies. However, because sustainability education seeks to increase awareness and help students shift to more sustainable behaviors, more active learning is often prescribed by pedagogical experts. This study…
Descriptors: Environmental Education, Sustainable Development, Active Learning, Lecture Method
Friess, Daniel A.; Oliver, Grahame J. H.; Quak, Michelle S. Y.; Lau, Annie Y. A. – Journal of Geography in Higher Education, 2016
The "field trip" is a key pedagogical tool within geographical education to encourage deep learning, though they are increasingly difficult to implement due to reduced budgets, safety concerns and increasing class sizes. We incorporated three field-learning activities into a large introductory module. A traditional staff-led trip was the…
Descriptors: Geography Instruction, Teaching Methods, Learning Activities, Video Technology
Moulding, Nicole Therese – Higher Education Research and Development, 2010
Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher…
Descriptors: Qualitative Research, Student Attitudes, Learning Strategies, Teacher Student Relationship
Previous Page | Next Page »
Pages: 1 | 2
