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ERIC Number: EJ811655
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: ERIC
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0271-0633
The Role of Active Learning in College Student Persistence
Braxton, John M.; Jones, Willis A.; Hirschy, Amy S.; Hartley, Harold V., III
New Directions for Teaching and Learning, n115 p71-83 Fall 2008
Active learning, which entails any class activity that "involves students doing things and thinking about the things that they are doing," stands as an important pedagogical practice. Discussion, the types of questions faculty ask students in class, role playing, cooperative learning, debates, and the types of questions faculty ask on examinations represent forms of active learning. The importance of active learning stems from the contribution it makes to fostering undergraduate college student success. Student knowledge and understanding of course content benefit from the use of active learning by college and university faculty members. The research reported in this chapter centers on the influence of faculty use of active learning practices on social integration, uses an actual measure of student persistence, and uses a sample of first-year students enrolled in eight religiously affiliated, residential, private colleges and universities. This study also focuses on the influence of active learning on shaping student perceptions of the commitment of their college or university to the welfare of its students. The study concludes that faculty use of active learning practices plays a significant role in the retention of first-year college students. Recommendations for institutional practice are offered. (Contains 4 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A