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ERIC Number: EJ867888
Record Type: Journal
Publication Date: 2009
Pages: 22
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1044-8004
Active versus Passive Teaching Styles: An Empirical Study of Student Learning Outcomes
Michel, Norbert; Cater, John James, III; Varela, Otmar
Human Resource Development Quarterly, v20 n4 p397-418 Win 2009
This study compares the impact of an active teaching approach and a traditional (or passive) teaching style on student cognitive outcomes. Across two sections of an introductory business course, one class was taught in an active or nontraditional manner, with a variety of active learning exercises. The second class was taught in a passive or traditional manner, emphasizing daily lectures. Although the active learning approach does not appear to have improved overall mastery of the subject, we did find evidence that active learning can lead to improved cognitive outcomes in class-specific materials. The discussion emphasizes the role of delivery style on learning outcomes. (Contains 6 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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A