Thanks Molly for sharing.  You do phenomenal scholarship on your teaching!

 

Reading the PNAS article carefully today, I think it is the best to come along.  I also think that the TBL community no longer has to try to justify doing TBL/active learning.  When done right and well, it will lead to deeper learning.  No question anymore. 

 

On the horizon, however, is the question about process within teams: what are the conversations (discourse) that lead to thinking/re-thinking/change in perspective; how does such discourse transition over time (exposure) to become more sophisticated? How can the instructor influence these processes of discourse to enhance the depth of thinking. 

 

Regards,  Dean

 

 

 

I am working on writing up some research I have done recently on my TBL classes that relates to this (more depth on the “active learning works” side of it).

 

Using peer evaluation scores as a measure of effort put into the TBL portion of the class (and controlling for GPA, first RAT score, and various other things), I find that students who score one standard deviation above the mean peer evaluation (about 11 versus 10) score about 3 percentage points higher on the final exam.

 

While the peer evaluation isn’t a perfect measure of effort in TBL, this does suggest significant gains to “more active” active learning.  And this approximate 3 percentage points higher on the exam holds for all student subgroups I can examine:  low, middle, high GPA; male and female; freshmen, sophomore, junior, senior.  Further, the results are consistent across three different courses I teach, covering almost 1500 students.

 

Cheers.

 

Molly Espey, Professor

John E. Walker Department of Economics

247 Sirrine

Clemson University

Clemson, SC 29634

 

 

 

 

 

Lauren,

Yes—and here’s an article summarizing this research as well as related work:  https://www.insidehighered.com/news/2019/09/09/study-how-smooth-talking-professors-can-lull-students-thinking-theyve-learned-more?utm_source=Inside+Higher+Ed&utm_campaign=f6c035d588-DNU_2019_COPY_01&utm_medium=email&utm_term=0_1fcbc04421-f6c035d588-198160589&mc_cid=f6c035d588&mc_eid=c4b4f7fe88

Susan

 

Susan K. Wolcott, PhD, CPA, CMA

Independent Scholar and Professional Education Thought Leader

Bellevue, WA  98008  USA

1-425-830-3962

www.WolcottLynch.com

www.linkedin.com/in/susankwolcott

YouTube channel: bit.ly/2sKHfaj

 

 

 

 

Dear Colleagues,

This looks like an important study. At least it addresses the frustrations that some of us newer TBL-ers experience with our students pushing back, provides some hard evidence, and offers us some advice for dealing with student resistance.

Regards,

Lauren Vicker

 

Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom

Louis Deslauriers, Logan S. McCarty, Kelly Miller, Kristina Callaghan, Greg Kestin

Proceedings of the National Academy of Sciences Sep 2019, 201821936; DOI: 10.1073/pnas.1821936116

 

https://www.pnas.org/content/early/2019/09/03/1821936116

 

 

Lauren A. Vicker, Ph.D., Professor, Internship Director

Department of Media and Communication

St. John Fisher College

3690 East Avenue, Rochester, NY 14618-3537

585.385.8205

[log in to unmask]

 

Connect with me on LinkedIn:

Follow me on Twitter: @LaurenVicker

Learn about our Internship Program: https://fishermediacomm.wordpress.com/internships/

Check out our department webpage:  https://fishermediacomm.wordpress.com

Listen to MAC CAST, our department podcast:  https://soundcloud.com/user-421467827

 

 

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