The Effectiveness of Different Levels of Activation in Higher Education

被引：0

作者：

Figas, Paula ^{[1
]}

Sailer, Michael ^{[2
]}

Hagel, Georg ^{[1
]}

Sailer, Maximilian ^{[2
]}

机构：

[1] Kempten Univ Appl Sci, Fac Comp Sci, Kempten, Germany

[2] Ludwig Maximilians Univ Munchen, Fac Psychol & Educ Sci, Munich, Germany

来源：

4TH INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD'18) | 2018年

关键词：

active learning; task-based learning; higher education; experimental study; FRAMEWORK;

D O I：

10.4995/HEAd18.2018.8191

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Although there are several empirical studies about active learning in higher education, there are some open research questions. Especially, it appears to be relevant to find out what type of activity (active, interactive and constructive) has a positive effect on the learning result of participants in task-based activities. In order to answer this question an experimental study was conducted with students in German higher education (N=50). The results do not show a significant difference between active, interactive and constructive activities on learning performance in task-based learning. But all groups have benefited from the classroom activities according to the test results.

引用

页码：1289 / 1295

页数：7

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