Is Peer Interaction Necessary for Optimal Active Learning?
Is Peer Interaction Necessary for Optimal Active Learning?
复制标题
同伴互动是最佳主动学习所必需的吗？
DOI：
10.1187/cbe.13-10-0201
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Peterson E
中科院分区：
文献类型：
--
作者：
Linton DL;Farmer JK;Peterson E
本研究比较了当主动学习练习单独完成与在合作小组中完成时对学生成绩的影响。在高水平的作文题上，小组练习的学生比单独完成练习的学生表现更好，但在低水平的多项选择题上却没有。对主动学习研究的元分析一致表明，主动学习技术比传统的以讲座为基础的课程更能提高学生的成绩。然而，一些个别研究表明，主动学习干预没有效果。这可能是由于缺乏经验的实施主动学习。为了尽量减少缺乏经验的影响，我们应该尝试提供更明确的实施建议的基础上研究有效的主动学习的关键组成部分。我们调查了“讲座”课程中主动学习练习的最佳实施。非专业生物学的两个部分由同一位教师在同一学期教授，使用相同的教学材料和评估。其中一组的学生在课堂上以小组合作的方式完成主动学习练习，而另一组的学生则单独完成同样的活动。在低水平的多项选择评估中，各部分之间的表现没有显著差异。然而，在课堂活动中合作小组工作的学生在更高层次的扩展响应问题上的表现明显优于单独完成活动的学生。我们的研究结果提供了额外的证据，小组处理的活动应该是在课堂上主动学习练习的建议模式。
This study compared the effect on student performance when active-learning exercises were completed individually versus in cooperative groups. Students who worked in groups on the exercises outperformed students who had completed them individually on the higher-level, essay questions on the exams but not on the lower-level, multiple-choice questions. Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises.
登录
查看更多内容
影响因子：
3.7
作者：
Andrews, T. M.;Leonard, M. J.;Kalinowski, S. T.
通讯作者：
Kalinowski, S. T.
影响因子：
56.9
作者：
Smith, M. K.;Wood, W. B.;Su, T. T.
通讯作者：
Su, T. T.
DOI：
10.1187/cbe.10-01-0001
发表时间：
2010
期刊：
CBE life sciences education
影响因子：
--
作者：
Momsen JL;Long TM;Wyse SA;Ebert-May D
通讯作者：
Ebert-May D
DOI：
10.1103/physrevstper.5.020101
发表时间：
2009-07-01
影响因子：
--
作者：
Turpen, Chandra;Finkelstein, Noah D.
通讯作者：
Finkelstein, Noah D.
DOI：
10.1187/05-06-0082
发表时间：
2005-01-01
期刊：
Cell biology education
影响因子：
--
作者：
Knight, Jennifer K;Wood, William B
通讯作者：
Wood, William B