Inexperienced Versus Experienced Students' Expectations For Active Learning in Large Classes

College Teaching

Volumn 55, Issue 3, 2007, Pages 125-133

  Messineo, Melinda ^a   Gaither, George ^a   Bott, Jennifer ^a   Ritchey, Kristin ^a  

^a BALL STATE UNIVERSITY   (United States)

Author keywords

active learning; large classes; student expectations

Indexed keywords

EID: 57349102830     PISSN: 87567555     EISSN: 19308299     Source Type: Journal    
DOI: 10.3200/CTCH.55.3.125-133     Document Type: Article

References (25)

1. Appleby, D. 2003. Three degrees of separation from original knowledge that challenge psychology students as they enter and progress through undergraduate programs. Eye on Psi Chi 7 (Spring): 34-37.
2. Astin, A. W. 1993. What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
3. Bickman, M. 2003. Minding American education: Reclaiming the tradition of active learning. New York: Teachers College Press.
4. Bonwell, C. C., and J. A. Eison. 1991. Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education, Report No. 1. Washington, DC: George Washington University, School of Education and Human Development.
5. Carbone, E., and J. Greenberg. 1998. Teaching large classes: Unpacking the problem and responding creatively. In To improve the academy, vol. 17, ed. M. Kaplan, 311-26. Stillwater, OK: New Forums Press and Professional and Organizational Development Network in Higher Education.
6. Chatman, S. 1997. Lower-division class size at U.S. postsecondary institutions. Research in Higher Education 38 (5): 615-30.
7. Cooper, J. L., and P. Robinson. 2000. The argument for making large classes seem small. New Directions for Teaching and Learning 81 (Spring): 5-16.
8. Dunham, R. E., and M. Gleason. 1984. Challenges of the introductory course. New Directions for Teaching and Learning 20 (December): 39-52.
9. Edmondson, J., and F. Mulder. 1924. Size of class as a factor in university instruction. Journal of Educational Research 9 (1): 1-12.
10. Feigenbaum, E., and R. Friend. 1992. A comparison of freshmen and upper-division students' preferences for small and large psychology classes. Teaching of Psychology 19 (1): 12-15.
11. Glass, G. V., and M. L. Smith. 1979. Metaanalysis of research on class size and achievement. Educational Evaluation and Policy Analysis 1 (1): 2-16.
12. Hall, E. 1966. The hidden dimension. New York: Anchor Books/Doubleday.
13. Hedges, L. V., and W. Stock. 1983. The effects of class size: An examination of rival hypotheses. American Educational Research Journal 20 (1): 63-85.
14. Kulik, J. A., and C. L. C. Kulik. 1989. Meta-analysis in education. International Journal of Educational Research 13 (3): 220-340.
15. Light, R. J. 2001. Making the most of college: Students speak their minds. Cambridge, MA: Harvard University Press.
16. McKeachie, W. J. 2002. McKeachie's teaching tips: Strategies, research, and theory for college and university teachers. 11th ed. Boston: Houghton Mifflin.
17. Merrow, J. 2005. Afterword. In Declining by degrees higher education at risk, ed. R. H. Hersh and J. Merrow, 233-36. New York: Palgrave Macmillan.
18. National Institute on Education. 1984. Involvement in learning: Realizing the potential of American higher education. Washington, DC: U.S. Department of Education.
19. Nye, B., L. V. Hedges, and S. Konstantopoulos. 2002. Do low-achieving students benefit more from small classes? Evidence from the Tennessee class size experiment. Educational Evaluation and Policy Analysis 24 (3): 201-17.
20. Strauss, L. C., and J. F. Volkwein. 2004. Predictors of student commitment at two-year and four-year institutions. Journal of Higher Education 75 (2): 203-27.
21. Toth, L. S., and L. G. Montagna. 2002. Class size and achievement in higher education: A summary of current research. College Student Journal 36 (2): 253-60.
22. Vallerand, R. J., L. G. Pelletier, M. R. Blais, N. M. Briere, C. Senecal, and E. F. Vallieres. 1992. The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement 52 (4): 1003-17.
23. Vallerand, R. J., L. G. Pelletier, M. R. Blais, N. M. Briere, C. Senecal, and E. F. Vallieres. 1993. On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence of the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement 53 (1): 159-72.
24. Vygotsky, L. S. 1978. Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
25. Wulff, D. H., J. D. Nyquist, and R. D. Abbott. 1987. Students' perceptions of large classes. New Directions for Teaching and Learning 32 (Winter): 17-30.