Active Learning in Higher Education

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Free Full Text (Free PDF) Free
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Giles, J.
Right arrow Articles by Casey, R.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Active Learning in Higher Education, Vol. 7, No. 3, 213-225 (2006)
DOI: 10.1177/1469787406069055

Teaching style and learning in a quantitative classroom

Jan Giles

University of Prince Edward Island, Canada

Daniel A. J. Ryan

University of Prince Edward Island, Canada

George Belliveau

University of British Columbia, Canada

Elizabeth De Freitas

University of Prince Edward Island, Canada

Ryan Casey

University of Prince Edward Island, Canada

Education research over the last few decades has focused on the debate over which classroom pedagogies best encourage learning: teacher-centred or student-centred. Although research appears to support the philosophy that student-centred teaching provides for better learning, the supporting research is frequently limited to observational studies or limited in experimental design. Despite this, the trend has been to encourage teachers to adopt a more student-centred approach both in the teaching of the course material and as a model for future teachers. A pilot study was conducted in an introductory university statistics course using a Latin Square Design to experimentally collect both quantitative and qualitative data pertaining to student performance. The purpose of this study was to examine the impact of teaching style on learning, assess these approaches in quantitative courses, and establish protocols for such studies using a statistically controlled design.

Key Words: inquiry-based • learning style • pedagogy • student-centred • teacher-centred • teaching style


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?