Encouraging College Student Active Engagement in Learning: The Influence of Response Methods
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Encouraging College Student Active Engagement in Learning: The Influence of Response Methods Michele L. Barr
# Springer Science+Business Media New York 2013
Abstract The purpose of this study was to examine the use of two student response methods within selected college lecture halls. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures, one using “clickers” and the other using hand-raising. Participation and comprehension rates were statistically significantly different following the use of the different response methods. Participant survey responses revealed insight into student participation, question presentation, perceived cognitive engagement, and overall learning in traditional lecture settings using the response methods. Keywords Active Engagement . Cognitive Engagement . Active Learning . Electronic Response Systems (ERS) . Clickers Developing the ability to think critically is vital for success in the world today as the pace of change continues to accelerate and complexity and interdependence continue to intensify. Higher education teaching methods have been challenged to foster the deep understanding that leads to academic success and real-world performance (Michael, 2006). According to Draper, Cargill, and Cutts (2001), a major problem with large lecture classes is the traditional approach involving content dissemination and lack of interaction resulting in extreme passivity on the part of the students. Students dutifully take lecture notes, usually without thinking about what they are writing and without the opportunity to interact with the lecturer or with other students (Lass, Morzuch, & Rogers, 2007). The challenge to cultivate student understanding has created a surge of interest in newer, alternative methods of teaching with a focus on “deep learning” rather than the content-centered emphasis of many large lecture classes (Ramsden, 2003). Deep learning is learning with understanding in contrast to surface learning or rote learning. According to Ramsden, deep learning occurs when the student is dynamically engaged with the subject matter. The student Michele L. Barr is Lecturer in Kinesiology at California State University, Fullerton. She earned her Ed.D. in Instructional Leadership in Higher Education from Argosy University. Her research interests include cognitive engagement strategies for college students and assessment as a teaching tool. Her special interests include the professional development of new teachers. M. L. Barr (*) Department of Kinesiology, California State University, Fullerton, 800 N. State College Blvd, Fullerton, CA 92831, USA e-mail: [email protected]
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must focus on the content of a task such as problem solving, preparation of an essay, or practical work and the relationship of that task to other parts of the course or previous knowledge. Active learning or active engagement is an alternative to traditional lecture methods and includes any instructional strategy that requires students to engage in
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