Hi
I been having trouble with list.....sorry if you get multiple copies
I always start with
Hake, R., “Interactive-Engagement vs. Traditional Methods: A
Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics
Courses,” American Journal of Physics, Vol. 66, No. 1, 1998
http://www.physics.indiana.edu/~sdi/ajpv3i.pdf
The results are rock solid…large study…62 courses/over 6000 students…...the
best lecture course was outperformed by the worst active learning course by
a significant margin
Jim
*Educational Consultant specializing in Team-Based Learning*
Read my TBL book Getting Started with Team–Based Learning
<http://learntbl.ca/book>
Visit my TBL website at www.learntbl.ca
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TBL
module in just 2 weeks
_______________________________________
Jim Sibley and Amanda Bradley
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On Wed, Jan 11, 2017 at 9:18 AM, Nicole L Arduini-VanHoose <
[log in to unmask]> wrote:
> How are you defining outcomes? Test scores? Critical thinking? Meeting
> course objectives? Improved skill?
> I would also be interested if there is any evidence to support this
> statement. There is certainly support for active learning, but lectures
> can also be active and engaging. And I think any method, done badly, will
> result in poor outcomes.
> Nicole Arduini-Van Hoose
>
> Sent from my iPhone
>
> > On Jan 11, 2017, at 12:11 PM, Bill Goffe <[log in to unmask]> wrote:
> >
> > It isn't TBL, but for direction comparison between a very active
> classroom
> > and one based on lecture by "by a motivated faculty member with high
> > student evaluations and many years of experience teaching this course"
> see
> > Deslauriers, Schelew, and Wieman, "Improved learning in a
> large-enrollment
> > physics class," Science 332.6031 (2011): 862-864. For a non-paywalled
> > version, see http://www.math.unm.edu/mctp/gstts/science.pdf .
> >
> > A key part of this study as students had no incentive to study for the
> > assessment that compared learning in the active classroom to the lecture
> > based one (the experiment lasted for just one week). Thus, it just
> > measured the classroom component, which is something that we can control.
> > It is awfully hard for us to influence how much students study!
> >
> > The mean score on the assessment for the lecture-based class was 41% and
> > it was 74% for the active class; this difference was about 2.5 standard
> > deviations.
> >
> > I would think that such a study design would be rather straightforward to
> > do in other settings -- compare lecture to TBL for a week or so and give
> > an assessment that students only receive credit for completing. Likely
> > TBL would achieve similar results. If no one has done such a study I
> > really hope that someone does!
> >
> > Part of the reason for this large result is described in an earlier paper
> > by the last author of the above paper: "Why Not Try a Scientific Approach
> > to Science Education,"
> > http://cwsei.ubc.ca/SEI_research/files/Wieman-Change_Sept-Oct_2007.pdf .
> > TBL certainly fits into the reasons he's describes.
> >
> > - Bill
> >
> > P.S. The last author of the first paper is a leader in STEM education
> > research. He's at Stanford with a joint appointment between physics
> > and their Graduate School of education. He's received both a Nobel
> > Prize and Carnegie Foundation's U.S. University Professor of the Year
> > Award (for teaching).
> >
> > Terri asked:
> >
> >> I have heard it stated that the worst implementations of TBL leads to
> >> better student outcomes than the best lecture courses with the most
> >> esteemed professors. Is this statement based on research or is it
> >> anecdotal? If based on research, could someone please post citations?
> >> I'd love to pass it along to my instructional designer. Thanks!
> >
> > --
> > Bill Goffe
> > Senior Lecturer
> > Department of Economics
> > Penn State University
> > 304 Kern Building
> > University Park, PA 16802
> > 814-867-3299
> > [log in to unmask]
> > http://cook.rfe.org/
> >
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