Collaborative Learning vs. Lecture/Discussion: Students' Reported Learning Gains *

  title={Collaborative Learning vs. Lecture/Discussion: Students' Reported Learning Gains *},
  author={Patrick T. Terenzini and Alberto F. Cabrera and Carol L. Colbeck and John M. Parente and Stefani A. Bjorklund},
  journal={Journal of Engineering Education},
This study examined the extent to which undergraduate engineering courses taught using active and collaborative learning methods differ from traditional lecture and discussion courses in their ability to promote the development of students' engineering design, problem‐solving, communication, and group participation skills. Evidence for the study comes from 480 students enrolled in 17 active or collaborative learning courses/sections and six traditional courses/sections at six engineering… 

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  • T. -
  • Education
    South African Journal of Education
  • 2019
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  • P. TerenziniA. CabreraC. Colbeck
  • Education
    FIE'99 Frontiers in Education. 29th Annual Frontiers in Education Conference. Designing the Future of Science and Engineering Education. Conference Proceedings (IEEE Cat. No.99CH37011
  • 1999
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