You Know It, You Like It -- Student Appreciation of Active Learning Methods
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| Title: | You Know It, You Like It -- Student Appreciation of Active Learning Methods |
|---|---|
| Language: | English |
| Authors: | Stefan Thiele (ORCID |
| Source: | Scandinavian Journal of Educational Research. 2025 69(3):537-551. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Doctoral Students, College Students, Active Learning, Cooperative Learning, Student Attitudes, Interpersonal Competence, Stranger Reactions, Student Satisfaction, Teamwork, Interpersonal Communication, Conflict Resolution, Learner Engagement, Teaching Methods, Peer Teaching, Flipped Classroom |
| Geographic Terms: | Norway |
| DOI: | 10.1080/00313831.2024.2318461 |
| ISSN: | 0031-3831 1470-1170 |
| Abstract: | Active learning methods increase student learning, despite potential ressentiment of students towards these methods, based on the lack of knowledge, experience, exposure, or cultural ressentiments regarding social interactions with people perceived as strangers, which hamper the success of these methods. We investigated the student appreciation of five active learning methods among students and PhD candidates at the University of Bergen, Norway. The results indicate that exposure may increase the appreciation for these methods and that Norwegian students show appreciation compared to Non-Norwegians. Group Work was the most experienced and appreciated method, whereas the Jigsaw Classroom was the only method less appreciated than the average. The appreciation differed based on the method and the faculty of the students and implies that students in discussion-based "soft" sciences have different methodological appreciation than students in fact-based "hard" sciences. We present recommendations for the choice of active learning methods at different faculties. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466543 |
| Database: | ERIC |
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| Abstract: | Active learning methods increase student learning, despite potential ressentiment of students towards these methods, based on the lack of knowledge, experience, exposure, or cultural ressentiments regarding social interactions with people perceived as strangers, which hamper the success of these methods. We investigated the student appreciation of five active learning methods among students and PhD candidates at the University of Bergen, Norway. The results indicate that exposure may increase the appreciation for these methods and that Norwegian students show appreciation compared to Non-Norwegians. Group Work was the most experienced and appreciated method, whereas the Jigsaw Classroom was the only method less appreciated than the average. The appreciation differed based on the method and the faculty of the students and implies that students in discussion-based "soft" sciences have different methodological appreciation than students in fact-based "hard" sciences. We present recommendations for the choice of active learning methods at different faculties. |
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| ISSN: | 0031-3831 1470-1170 |
| DOI: | 10.1080/00313831.2024.2318461 |
