Classification of Student Groups Based on Students' Ways of Engagement in Lectures and Active Learning

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  • 講義への取り組み方とアクティブラーニングへの取り組み方に基づく学生タイプの検討
  • コウギ エ ノ トリ クミカタ ト アクティブラーニング エ ノ トリ クミカタ ニ モトズク ガクセイ タイプ ノ ケントウ

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Abstract

The learning outcomes in active learning classes composed of a lecture part and active learning part should relate to students' way of engagement in both parts. This study was performed to investigate the relation between "Lecture Attitude Scale" and "Active Learning (Externalization) Scale, " and to examine the differences in undergraduate students' acquisition of learning outcomes, such as generic skills, according to their ways of engagement in both lectures and active learning. A questionnaire survey was conducted regarding how they learned in lectures and in active learning, and how they felt about the acquisition of generic skills through university education. A total of 1854 undergraduate students participated in this study. The analyses were performed in four groups (Group 1 to Group 4) defined using the scores of "Active Learning (Externalization) Scale" and "Lecture Attitude Scale." Group 4 that participated in well-balanced passive activities in both lecture and active learning parts had significantly higher self-reported scores regarding their acquisition of generic skills than the other groups. This suggested that active learning should be composed of a lecture part and active learning part, and well-balanced engagement in both parts would be important for students' learning and development.

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