<Research Papers>Evaluation of Incorporating Active Learning Style into a Large-Enrollment Lecture-Based University Economics Class

HANDLE Web Site Open Access

Bibliographic Information

Other Title
  • <研究論文>大学経済学専門科目の「大人数講義型授業」における「アクティブ・ラーニング型授業」導入効果の検証
  • 大学経済学専門科目の「大人数講義型授業」における「アクティブ・ラーニング型授業」導入効果の検証
  • ダイガク ケイザイガク センモン カモク ノ 「 オオニンズウ コウギガタ ジュギョウ 」 ニ オケル 「 アクティブ ・ ラーニングガタ ジュギョウ 」 ドウニュウ コウカ ノ ケンショウ

Search this article

Description

[Background] Active learning (AL) style with multiple facilitation techniques has recently been adopted in a large-enrollment economics major class at the University A, where the course (a total of 14 lessons) had been provided in a traditional one-way lecturing style for 14 years. [Purpose] This study aimed to clarify the educational effects and the significance of incorporating AL style into a large-enrollment lecture-based class. [Methods] A total of 200 and 297 students were enrolled in an economics course at the University A in fiscal years (FYs) 2015 and 2017, respectively. Course scores and reaction papers of those two populations were retrospectively compared using descriptive statistics and text analysis. [Results] The students in the "lecturing plus AL style" class had significantly higher scores on multiple choice questions of the final exam than those in the lecturing style class. The number of students whose course scores were over 70 out of 100 points was significantly higher in the "lecturing plus AL style" class than their counterparts. Course scores in FY 2017, in which 10, 10 and 80 points were for group work, reaction paper and written exam, respectively, were significantly correlated not only with written exam scores but also with scores of group work and reaction papers. Text analysis of reaction papers revealed that students in the "lecturing plus AL style" class were impressed by both the teaching style and the course contents while students in the lecturing style class described mostly what they thought about the economic issues they had studied. The students who participated in the "lecturing plus AL style" class highly rated the course, especially in terms of its design to promote students' engagement. [Conclusion] The "lecturing plus AL style" positively affected not only students' course scores but also their attitudes to the class. Our data suggest that making a productive interchange between the instructor and students in AL style-incorporated large-enrollment class could facilitate mutual interactions among students engaging in group work as well as students' learning. For effective incorporation of AL style, it is crucial that instructors are actively engaged in class management by applying facilitation techniques.

Journal

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top