Implementing Collaborative Learning across the Engineering Curriculum.
Implementing Collaborative Learning across the Engineering Curriculum.
复制标题
在整个工程课程中实施协作学习。
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Marie Kendall
中科院分区：
文献类型：
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作者：
Patricia A. S. Ralston;T. Tretter;Marie Kendall
积极和协作的教学方法增加了学生的学习，人们普遍认为，与讲座相比，几乎任何积极或协作的方法都会提高学习效果。然而，大量的教师没有接受这些方法。因此，在教学中鼓励循证变革的挑战不仅是如何教育教师合作学习技术，但如何支持他们，因为他们试图实施范式的变化，他们如何提供他们的课程。本文介绍了一个多案例研究，详细介绍了路易斯维尔大学的J. B。Speed School of Engineering鼓励所有部门的教师采用协作学习技术，然后分析该方法对教师参与者的影响。支持结构，使教师实施协作教学技术，以及参与者从教学转变所经历的好处，进行了讨论。
Active and collaborative teaching methods increase student learning, and it is broadly accepted that almost any active or collaborative approach will improve learning outcomes as compared to lecture. Yet, large numbers of faculty have not embraced these methods. Thus, the challenge to encourage evidencebased change in teaching is not only how to educate faculty about collaborative learning techniques, but how to support them as they attempt to implement paradigmatic changes in how they deliver their courses. This paper presents a multiple case study detailing the approach the University of Louisville’s J. B. Speed School of Engineering used to encourage faculty in all departments to embrace the use of collaborative learning techniques, and then analyzes the impact of the approach on faculty participants. Support structures to enable faculty to implement collaborative teaching techniques, as well as the benefits participants experienced from pedagogical shifts, are discussed.