Online Delivery as a Course Adjunct Promotes Active Learning and Student Success

J. Scott Lewis, Marissa Harrison

Research output: Contribution to journalReview article

12 Citations (Scopus)

Abstract

Chickering and Gamson’s notable summary of the best practices of undergraduate teaching include promoting active learning, cooperation, and student–faculty contact. The present study hypothesized that online delivery of lecture prior to course meetings allows more in-class time to achieve these goals. Students in a control group received a traditional, oral, lecture-style class with supplementing PowerPoint presentation, whereas students in a treatment group received online presentation of the same lecture script and PowerPoint presentation prior to coming to class; the treatment group’s in-class time was devoted to group activities and discussion of material. Learning and retention were assessed by student performance on a series of multiple-choice tests and quizzes given throughout the semester. Results indicate that students in the treatment condition scored significantly higher on most measures than did students in the control condition. Through strong control of experimental conditions, this study departs from many previous investigations of the benefits of online delivery as an adjunct to seated class time in an introductory social science course, highlighting its advantages such as freeing class time for those activities and strategies deemed to be best practices. The implications of these results and limitations to the study are discussed.

Original languageEnglish (US)
Pages (from-to)72-76
Number of pages5
JournalTeaching of Psychology
Volume39
Issue number1
DOIs
StatePublished - Jan 1 2012

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Problem-Based Learning
Students
learning
Practice Guidelines
student
best practice
Group
study conditions
Social Sciences
quiz
semester
Teaching
Therapeutics
social science
Learning
contact
Control Groups
time
performance

All Science Journal Classification (ASJC) codes

  • Education
  • Psychology(all)

Cite this

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Online Delivery as a Course Adjunct Promotes Active Learning and Student Success. / Lewis, J. Scott; Harrison, Marissa.

In: Teaching of Psychology, Vol. 39, No. 1, 01.01.2012, p. 72-76.

Research output: Contribution to journalReview article

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