Share, Show, and Tell
Group Discussion or Simulations Versus Lecture Teaching Strategies in a Research Methods Course
Bibliographic Data
| ID | 11062397 |
|---|---|
| Authors | Judith A Linneman (Texas A&M University, College Station, TX, USA), Judith Linneman (Texas A&M University, corresponding author) |
| Year | 2019 |
| Volume | 47 |
| Issue | 1 |
| Pages | 22-31 |
| Publication date | 2019-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0092055x18799405 |
| OpenAlex | W2891887124 |
| Language | EN |
| Citations received | 2 |
| References cited | 41 |
Impacts of incorporating active learning pedagogies into a lecture-based course were examined among 266 students across nine research methods course sections taught by one instructor at a large public university. Pedagogies evaluated include lecture only, lecture with small group discussions, and lecture with simulations. Although lecture-simulations sections outperformed lecture-only sections on one outcome measure, few performance differences appeared between lecture-only and alternative groups. Even when controlling eight variables potentially affecting performance, active learning components provided little measurable learning benefit. Student appraisals of instructor effectiveness were generally favorable, and students preferred the lecture-only format to the lecture-discussion format. Despite calls to reduce reliance on lecturing, these data suggest introducing active learning into lecture-based courses may not consistently enhance achievement. Perhaps discussions and simulations were too few or too short in duration to yield significant learning advantages. Course content and instructor style and experience likely confound effects of teaching methodology on achievement
Academic achievement · Active learning (machine learning · Course evaluation · Higher education · Mathematics education · Teaching method · Computer Science · Evaluation of Teaching Practices · Innovations in Educational Methods · Innovative Teaching Methodologies in Social Sciences · Psychology
The Process of Education
Where's the evidence that active learning works?
Frequently used Active Learning Techniques and Their Impact
Building Knowledge? Evaluating the Effectiveness of the Global Problems Summit Simulation
Evaluating Hypotheses about Active Learning
Do Role-Playing Simulations Generate Measurable and Meaningful Outcomes? A Simulation’s Effect on Exam Scores and Teaching Evaluations
The teaching and learning of social research methods
Teaching Social Science Reasoning and Quantitative Literacy
Examining the Impact of a Domestic Violence Simulation on the Development of Empathy in Sociology Classes
An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-based Learning
Groups That Work
Engaging Students in Survey Research Projects across Research Methods and Statistics Courses
Teaching Sociology as a Science
Factors Influencing Achievement in Undergraduate Social Science Research Methods Courses
Playing Goffman’s Information Game
Fostering Students' Statistical and Scientific Thinking
Experience and Education
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2020 - 2023 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |