Wednesday, January 8, 2014

Revolution in Post-Secondary Learning

Here is a recent UBC study suggesting the relative inefficacy of lecture as dominant means of communicating understanding.
In one of the initiative’s most visible studies, Dr. Wieman’s team reports that students in an introductory college physics course did especially well on an exam after attending experimental, collaborative classes during the 12th week of the course. By contrast, students taking the same course from another instructor — who did not use the experimental approach and continued with lectures as usual — scored much lower on the same exam.
This theory is highly adaptible to technology-minded students, and will support our classroom structure this Term in 7005: the lecture is our tool-set; the text under study is our materials--then in our working groups we construct....understanding, under MBWA guidance and feedback from the Instructor.

No comments:

Post a Comment