The results of two experiments performed over a period of four semesters demonstrate the benefits of active and cooperative classroom activities. The insights and methods provided by Project LEA/RN (Learning Enhancement Action/Resource Network) discussion groups at Iowa State University have demonstrably improved student learning in engineering classrooms. Reversing the typical roles of lecture and preparation by using preparation assignments as first exposure to course material increases student involvement with lectures and provides a means for assessing student interests and individual difficulties. The increased student preparation also raises innumerable questions for subject development; lectures become module-processing events. Other lessons learned include the value of incorporation of students with previous exposure as guides to the unfamiliar expectations of the process. The social context of cooperative learning was also improved with students less inhibited when asking questions of peers and faculty.
|Original language||English (US)|
|Journal||Proceedings - Frontiers in Education Conference|
|State||Published - 2000|
ASJC Scopus subject areas
- Computer Science Applications