View in EDS

Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course

Saved in:
Bibliographic Details
Title: Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course
Language: English
Authors: Russell, Jae-eun, Van Horne, Sam, Ward, Adam S., Bettis, Arthur, III, Sipola, Maija, Colombo, Mariana, Rocheford, Mary K.
Source: Journal of Geoscience Education. Feb 2016 64(1):37-51.
Availability: National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Peer Reviewed: Y
Page Count: 15
Publication Date: 2016
Document Type: Journal Articles
Tests/Questionnaires
Reports - Research
Descriptors: Introductory Courses, Large Group Instruction, Lecture Method, Evidence Based Practice, Student Participation, Student Attitudes, Environmental Education, Student Centered Learning, Focus Groups, Interviews, Participant Satisfaction, Active Learning, Intermode Differences, Instructional Innovation, Conventional Instruction, Instructional Effectiveness, Educational Change
DOI: 10.5408/15-084.1
ISSN: 1089-9995
Abstract: This study investigated students' attitudes, engagement, satisfaction, and performance in Introduction to Environmental Science after it was transformed from a typical large lecture to a student-centered learning environment. The instructors of the course collaborated with the Office of Teaching, Learning & Technology and radically redesigned the course by adopting evidence-based pedagogical methods and instructional technology to offer a rich active learning environment. Students' engagement, satisfaction, and performance in the transformed course were compared to the students in the same course that was traditionally taught in a previous semester in order to measure the effect of the transformed course on student learning. Four self-reported surveys and a focus group interview were administered during the semester, and performance scores, prior learning data, and demographic information were collected at the end of the semester. The assessment results indicate that the students in the transformed course prepared for the class significantly more, engaged in the course significantly better, and were significantly more satisfied with the course than were the students in the traditional lecture-format course. Most of all, multiple linear regression indicates that the students in the transformed course earned, on average, about three-fourths of a letter grade higher on their final grade after controlling for cumulative grade point average. The students in the transformed course reported that online learning materials and frequent formative assessments using online quizzes were helpful in their learning, and they perceived the course was relevant to real-world applications that matter to their daily life.
Abstractor: As Provided
Number of References: 38
Entry Date: 2016
Accession Number: EJ1091138
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1091138
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1091138
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Russell%2C+Jae-eun%22">Russell, Jae-eun</searchLink><br /><searchLink fieldCode="AR" term="%22Van+Horne%2C+Sam%22">Van Horne, Sam</searchLink><br /><searchLink fieldCode="AR" term="%22Ward%2C+Adam+S%2E%22">Ward, Adam S.</searchLink><br /><searchLink fieldCode="AR" term="%22Bettis%2C+Arthur%2C+III%22">Bettis, Arthur, III</searchLink><br /><searchLink fieldCode="AR" term="%22Sipola%2C+Maija%22">Sipola, Maija</searchLink><br /><searchLink fieldCode="AR" term="%22Colombo%2C+Mariana%22">Colombo, Mariana</searchLink><br /><searchLink fieldCode="AR" term="%22Rocheford%2C+Mary+K%2E%22">Rocheford, Mary K.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Geoscience+Education%22"><i>Journal of Geoscience Education</i></searchLink>. Feb 2016 64(1):37-51.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Tests/Questionnaires<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Large+Group+Instruction%22">Large Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Participant+Satisfaction%22">Participant Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Intermode+Differences%22">Intermode Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Innovation%22">Instructional Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.5408/15-084.1
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1089-9995
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated students' attitudes, engagement, satisfaction, and performance in Introduction to Environmental Science after it was transformed from a typical large lecture to a student-centered learning environment. The instructors of the course collaborated with the Office of Teaching, Learning & Technology and radically redesigned the course by adopting evidence-based pedagogical methods and instructional technology to offer a rich active learning environment. Students' engagement, satisfaction, and performance in the transformed course were compared to the students in the same course that was traditionally taught in a previous semester in order to measure the effect of the transformed course on student learning. Four self-reported surveys and a focus group interview were administered during the semester, and performance scores, prior learning data, and demographic information were collected at the end of the semester. The assessment results indicate that the students in the transformed course prepared for the class significantly more, engaged in the course significantly better, and were significantly more satisfied with the course than were the students in the traditional lecture-format course. Most of all, multiple linear regression indicates that the students in the transformed course earned, on average, about three-fourths of a letter grade higher on their final grade after controlling for cumulative grade point average. The students in the transformed course reported that online learning materials and frequent formative assessments using online quizzes were helpful in their learning, and they perceived the course was relevant to real-world applications that matter to their daily life.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 38
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1091138
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1091138
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.5408/15-084.1
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 37
    Subjects:
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Large Group Instruction
        Type: general
      – SubjectFull: Lecture Method
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Participant Satisfaction
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Intermode Differences
        Type: general
      – SubjectFull: Instructional Innovation
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Educational Change
        Type: general
    Titles:
      – TitleFull: Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Russell, Jae-eun
      – PersonEntity:
          Name:
            NameFull: Van Horne, Sam
      – PersonEntity:
          Name:
            NameFull: Ward, Adam S.
      – PersonEntity:
          Name:
            NameFull: Bettis, Arthur, III
      – PersonEntity:
          Name:
            NameFull: Sipola, Maija
      – PersonEntity:
          Name:
            NameFull: Colombo, Mariana
      – PersonEntity:
          Name:
            NameFull: Rocheford, Mary K.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2016
          Identifiers:
            – Type: issn-print
              Value: 1089-9995
          Numbering:
            – Type: volume
              Value: 64
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Geoscience Education
              Type: main
ResultId 1