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

@article{Terenzini2001CollaborativeLV,
  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},
  year={2001},
  volume={90}
}
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… 

Effect of Collaborative Learning Strategies on Student Achievement in Various Engineering Courses

This study focused on determining the effectiveness of collaborative learning strategies in improving students' performance in three general engineering courses. The pretest-posttest control group

Enhancing students’ achievement and self-assessed learning outcomes through collaborative learning strategies in various engineering courses

This study was undertaken to establish the effectiveness of collaborative learning strategies in enhancing students’ achievement and learning outcomes in three general engineering courses. The

Collaborative Learning as a Pedagogical Tool to Improve Students' Learning

There are many approaches to teaching and learning available to teachers. However, educators and educational researchers have focused attention on approaches that ensure active learning of students

The Impact of Pair Programming on College Students’ Interest, Perceptions, and Achievement in Computer Science

Overall, pair programming had no significant effect on students’ course performance; subject matter interest; plans for future coursework; or their confidence, comfort, and anxiety with computer science.

Engineering Classroom Environments: Examining Differences by Gender and Departments

This paper reports on one year of data from a study of classroom learning environments in three engineering departments, which differ in size, discipline and pedagogical methodology, at a large

Work in progress: Faculty perceptions of project-enhanced learning in early engineering education: Barriers and benefits

The perceptions of instructors who attempt project-enhanced learning were examined using extended-term mixed-method approaches, seeking to examine perceived benefits and barriers to PEL as an intervention for improved student learning.

Faculty and Institutional Factors that Promote Student Encounters with Difference in First-Year Courses

Research clearly indicates that faculty members have the potential to influence student learning outcomes through their pedagogical practices, but we know less about what influences faculty members’

Collaborative Learning for Innovation Education

Survey data is presented aimed at understanding student attitudes and team performance dynamics, including the biggest challenges faced by students, the evolution of student confidence levels throughout the course, and the students’ self-organization and team dynamics.

Work in progress - use of guided inquiry as an active learning technique in engineering

The purpose of this study is to examine the effectiveness of using guided inquiry in an Introduction to Materials class at a large research university. Throughout the course, the instructor, as a

Understanding student participation within a group learning

  • T. -
  • Education
    South African Journal of Education
  • 2019
Participation is an effective strategy in the teaching and learning process. Many students contribute in different ways. Nevertheless, many teachers assume that students are only active if they focus
...

References

SHOWING 1-10 OF 16 REFERENCES

Developing Performance Indicators for Assessing Classroom Teaching Practices and Student Learning

Several states are requiring institutions to document changes in student outcomes. Regional and specialized accrediting agencies are also changing their review criteria from measuring inputs to

Assessing classroom activities and outcomes

  • 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
This paper describes the structure content, and measurement characteristics of a course-level questionnaire designed to gather from students course-specific information that responds to both local

Student-Faculty Relationships and Intellectual Growth among Transfer Students.

Increasing costs of higher education and growing competition for good students are placing campuses under pressure to document the educational benefits of programs and services they provide for

A Review of Literature on Teaching Engineering Design Through Project‐Oriented Capstone Courses

Teaching engineering design through senior project or capstone engineering courses has increased in recent years. The trend toward increasing the design component in engineering curricula is part of

Effective programs for students at risk

tor’s key role in terms of the educational opportunities for this particular student populace. The book is a scholar’s study and not easy reading, but the tone is objective, the purpose informative.

How college affects students : findings and insights from twenty years of research

Foreword 1. Studying College Outcomes: Overview and Organization of the Research 2. Theories and Models of Student Change in College 3. Development of Verbal, Quantitative, and Subject Matter

The Undergraduate Classroom Experience: Factors Associated with its Vitality. ASHE Annual Meeting Paper.

This study examined factors in the undergraduate classroom experience that students associate with vitality in the classroom. The study used measures reflecting concepts from the literature on the

The relationship between self reports of college experiences and achievement test scores

This study evaluated the feasibility of using students' self reports of the academic development and college experiences as proxies and policy indicators for a national assessment of undergraduate

COLLEGE IMPACT ON STUDENT LEARNING: Comparing the Use of Self-Reported Gains, Standardized Test Scores, and College Grades

To examine the impact of college researchershave used a variety of measures of learning and fairlycomparable results have been obtained. This studyundertakes a direct comparison of three

Influences on students' openness to diversity and challenge in the first year of college

It appears clear that diversity comprises a central aspect of America's future. According to a 1989 Census Bureau projection, during the next four decades (1990-2030), the white population of the