Penn State University - Berks Campus - Reading, Pennsylvania
October 6, 2017
October 6, 2017
October 7, 2017
Mid-Atlantic Section Fall Conference
Twenty-first century higher education is moving from a faculty-centered teaching model to student-centered learning. With this change the question has become are the students learning? This study presents a method for direct, authentic, and formative assessment of the student engagement level during various lecture techniques in large classes. The basis for this study is that student engagement leads to student learning. Video recordings of a 208-student capstone lecture audience were assessed for five different lectures using an ordinal scale. Three different pedagogies were explored: traditional lecture, active-collaborative learning (ACL), and random calling to see if they have an effect on the average level of engagement during lecture. It was shown across 59 data points that ACLs lead to a significant increase in engagement while there is no meaningful difference between traditional lecture and random calling especially when compared to ACLs.
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