Students prefer great lectures to active learning experiences. But their grades don’t.
Reported by The Chronicle of Higher Education, a new study out of Harvard University surprisingly shows that students from an introductory physics course not only preferred a lecture to the active-learning experience, but also believed they had learned more in the lecture.
The problem is they didn’t.
The takeaway? We have a communication problem on our hands. Students may feel embarrassed during active-learning experiences – put on the spot. And yet, this is how deep learning happens. So we need to better explain this as we follow the data and transition our courses this way.
May you continue to fight the good enrollment growth fight at your institution today, and we’ll see you again tomorrow.
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