Comparing the effects of two active learning approaches

• Autores: Baba Abdu, Olusola O. Adesope, David B. Thiessen, B.J. Van Wie
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. 2 (Parte A ), 2016, págs. 654-669
• Idioma: inglés
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• Resumen

  • Theoretical and empirical studies suggest that learning is enhanced when instructors use pedagogical strategies that presentinformation in multiple formats, and that such strategies engender more student engagement than passive lecture.Multimedia learning including multimedia-enhanced lecture (multimedia) and hands-on interactive group learning(hands-on) are two of such strategies that are believed to be more engaging than passive lecture. This paper describes astudy in which hands-on with elements of other multimedia (or multimedia hands-on) and multimedia are compared. In awithin-subjects experimental design, two groups (N = 19 in each group; hands-on and multimedia), alternated betweenbeing the control and treatment for either of two topics. Concept tests and worksheets were used to assess cognitivelearning, and surveys for affective outcomes. The majority of participants agree that hands-on is more realistic andfacilitates better cognition, professional preparedness, and acquisition of real-world experiences than multimedia. Surveysreveal high effect sizes in favor of hands-on. However, cognitive assessment scores did not produce any statisticallysignificant differences between the two groups. No deleterious effects were perceived from hands-on and student commentssuggest that it may be more beneficial than multimedia in terms of solidifying schema (longer term retention) and providingother benefits of competency-based education such as group skills, engaging learning and realism.