Factors affecting student attitudes toward active learning activities in a graduate engineering statistics course
Factors affecting student attitudes toward active learning activities in a graduate engineering statistics course
复制标题
影响研究生工程统计课程中学生主动学习活动态度的因素
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
L. Richards
中科院分区：
文献类型：
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作者：
S. Donohue;L. Richards
在大中型（25 - 50 名学生）研究生工程统计课程中成功运用主动学习实践既有挑战，也有机遇。学生们期望讲座将成为主导教学法，因此引入基于团队的活动违反了他们对课程结构的假设。通过调查反馈和观察验证的研究生水平统计学课程的教学经验使我们得出这样的结论：大多数学生，无论他们的本科小组学习经验如何，都倾向于单独工作或与熟人组成小组；主要的例外是倾向于在大型项目中分组工作。学生的态度似乎主要取决于具体情况，我们发现影响特定活动如何接受的主要因素是作业的范围和成绩重要性；团队规模与所需工作量的关系；以及团队的组成。
The successful use of active learning practices in a medium-to-large sized (25 – 50 students) graduate engineering statistics course has its challenges as well as opportunities. Students expect that lecture would be the dominant pedagogy, so introducing team-based activities violates their assumptions about the structure of the course. Experience in teaching graduate-level courses in statistics, validated by survey responses and observation, leads us to conclude that the majority of students, regardless of their undergraduate group learning experiences, tend to prefer to work alone or in small groups with acquaintances; the main exception is a preference for working in groups on large-scale projects. Student attitudes seem to be primarily context-dependent, and we find the main factors affecting how a particular activity is received are the scope and grade-importance of the assignment; team size relative to the amount of effort required; and team composition.