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ERIC Number: EJ930308
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1544-0389
Actively Pursuing Knowledge in the College Classroom
Johnson, Paul Andrew
Journal of College Teaching & Learning, v8 n6 p17-30 2011
The purpose of this study was to compare course evaluation responses of students enrolled in several sections of a graduate level human growth and development course taught with a traditional lecture/textbook approach to the course evaluation responses of students enrolled subsequent sessions of the same graduate human growth and development course taught with an active learning approach. Quantitative and qualitative data indicated that students in the sections taught with an active learning approach rated those sections significantly higher than students in sections taught with a traditional lecture/textbook approach. (Contains 1 table.)
Clute Institute. P.O. Box 620760, Littleton, CO 80162. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A