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ERIC Number: EJ1159125
Record Type: Journal
Publication Date: 2017
Pages: 24
Abstractor: As Provided
ISSN: EISSN-1941-1766
Large Lecture Transformation: Improving Student Engagement and Performance through In-Class Practice in an Electrical Circuits Course
Russell, Jae-Eun; Andersland, Mark S.; Van Horne, Sam; Gikonyo, John; Sloan, Logan
Advances in Engineering Education, v6 n2 Fall 2017
Post-secondary educators are increasingly experimenting with the possibility of blending or replacing traditional lecture-based instruction with student-centered instruction. Although some studies have been completed, much remains to be learned about when and why student-centered instruction works and the effectiveness of specific approaches. The goal of this study was to investigate the effectiveness of a student-centered instructional approach on students' engagement and achievement in a transformed electrical circuits course compared to the same course taught in a traditional lecture-based format. Two hundred and forty-three students participated in the study. Three surveys were administered during the semester, and participants' demographic information, prior learning outcomes, and course outcomes were collected after the semester was over. The results indicated that students in the student-centered section were significantly more engaged and achieved higher learning outcomes than students in the lecture-based section. The specific instructional strategies and technologies used in the student-centered section are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A