Molly:
These are more about blended learning but may be helpful…or not
Adams, A. E. M., Randall, S., & Traustadóttir, T. 2015. A tale of two sections: An experiment to compare the effectiveness of a hybrid versus a traditional lecture format in introductory microbiology. CBE Life Sciences Education, 14(1), [6]. DOI: 10.1187/cbe.14-08-0118
Behnke, Carl. 2012. Blended learning in the culinary arts. pp 13—30 In: Glazer, Francine, S. (ed). 2012. Blended Learning. Across the disciplines, across the academy. Stylus Publishing, Sterling, VA., in association with the National Teaching and Learning Forum. 138pp.
Betihavas, Vasiliki, Heather Bridgman, Rachel Kornhaber, and, Merylin Cross. 2016. The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse Education Today 38: 15–21.
Gilboy, Mary Beth, Scott Heinerichs, and Gina Pazzaglia. 2014. Enhancing Student Engagement Using the Flipped Classroom. J Nutr Educ Behav. 47:109-114.
Hake R (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66: 64-74.
Mazur E (2009). Farewell, Lecture? Science 323: 50-51.
Novak G, Patterson ET, Gavrin AD, and Christian W (1999). Just-in-Time Teaching: Blending Active Learning with Web Technology. Upper Saddle River, NJ: Prentice Hall.
Hope these help.
Bruce
From: Team-Based Learning <[log in to unmask]> On Behalf Of Molly Espey
Sent: Wednesday, April 24, 2019 6:39 AM
To: [log in to unmask]
Subject: active learning literature
Alright folks, so I don’t have to reinvent the wheel on a literature review, what quantitative evidence is out there regarding learning gains from active learning?
From TBL would be great, but any kind of active learning would work. Not just assertions, but quantitative measurement.
Thank you!
Molly Espey, Professor
John E. Walker Department of Economics
247 Sirrine
Clemson University
Clemson, SC 29634
[Tiger_CB__copur]
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