Assessing small-scale interventions in large-scale teaching: A general methodology and preliminary data

Dyson, Benjamin J (2008) Assessing small-scale interventions in large-scale teaching: A general methodology and preliminary data. Active Learning in Higher Education, 9 (3). pp. 265-282. ISSN 1469-7874

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Abstract

The use of lectures is ubiquitous in higher-education institutions, but also heavily criticized from an andragogical viewpoint. A current challenge for lecturers is to provide opportunities for active learning during these sessions and to evaluate their impact on student experience. Three one-minute interventions based on the lecture materials (write down one thing you have already learnt, one question you would like answering, and take a break) were introduced approximately 20, 30 and 40 minutes into the lecture and assessed with respect to engagement over a five-week period on a final-year psychology option. Students were invited to record their current level of lecture engagement every 5 minutes. Both between-and within-subject analyses revealed a significant increase in lecture engagement for the first intervention during the first intervention week relative to baseline weeks. The data show an enhancement of student engagement with certain small-scale interventions during large-scale teaching.

Item Type: Article
Schools and Departments: School of Psychology > Psychology
Subjects: Q Science > QZ Psychology
Depositing User: Ben Dyson
Date Deposited: 14 Jan 2015 13:46
Last Modified: 08 Mar 2017 08:13
URI: http://sro.sussex.ac.uk/id/eprint/52144

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