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Active Learning in Higher Education
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What's this?

Assessing small-scale interventions in large-scale teaching

A general methodology and preliminary data

Benjamin J. Dyson

Ryerson University, Canada, Ben.Dyson{at}psych.ryerson.ca

The use of lectures is ubiquitous in higher-education institutions, but also heavily criticized from an andragogical viewpoint. A current challenge for lecturers is to provide opportunities for active learning during these sessions and to evaluate their impact on student experience. Three one-minute interventions based on the lecture materials (write down one thing you have already learnt, one question you would like answering, and take a break) were introduced approximately 20, 30 and 40 minutes into the lecture and assessed with respect to engagement over a five-week period on a final-year psychology option. Students were invited to record their current level of lecture engagement every 5 minutes. Both between-and within-subject analyses revealed a significant increase in lecture engagement for the first intervention during the first intervention week relative to baseline weeks. The data show an enhancement of student engagement with certain small-scale interventions during large-scale teaching.

Key Words: active learning • large-scale teaching • lecture engagement • one-minute paper • pause procedure • small-scale interventions

Active Learning in Higher Education, Vol. 9, No. 3, 265-282 (2008)
DOI: 10.1177/1469787408095856
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