Accepted 30.5.18.pdf (2.69 MB)

Active learning precursors in multidisciplinary large lectures: a longitudinal trial on the effect of imagery in Higher Education lectures

Download (2.69 MB)
journal contribution
posted on 15.06.2018, 12:58 by David Roberts
College and university teaching involves almost universally and hegemonically the large group lecture format. This ubiquitous learning and teaching space has, however, long been criticized for the production of passive learning in which the ‘sage on the stage’ transmits and students receive passively. This article reports on and evaluates a longitudinal multidisciplinary controlled experiment in which students were exposed to imagery and non-redundant text-narrative to assess the presence or absence of active learning principles. The trial found that students exposed to MML experienced 40-80% greater levels of active learning practices over those exposed to narrative and text. Given the physiological (cognitive) nature of MML predictions, the implications of the research impact upon all disciplines where lectures are a means of knowledge-sharing practices in Higher Education.

History

School

  • Business and Economics

Department

  • Business

Published in

College Teaching

Citation

ROBERTS, D., 2018. Active learning precursors in multidisciplinary large lectures: a longitudinal trial on the effect of imagery in Higher Education lectures. College Teaching, 66 (4), pp.199-210.

Publisher

© Taylor & Francis (Routledge)

Version

AM (Accepted Manuscript)

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in College Teaching on 4 October 2018, available online: http://www.tandfonline.com/10.1080/87567555.2018.1486802.

Acceptance date

31/05/2018

Publication date

2018-10-04

ISSN

8756-7555

eISSN

1930-8299

Language

en

Exports

Logo branding

Exports