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- 1. Are topics (material, processes, and vocabulary) learned better in an Experiential learning (hands on) classroom verses lecture based learning classroom? MBA592 4/10/18 Justin Shelinski Capstone Presentation
- 2. Presentation Road Map Why the study was done Overview of Lecture based learning Overview of experiential based learning The process Research of similar studies Set up and location of the study Data and results My results VS other Studies Conclusions Recommendations
- 3. Reason for the Study/Experiment Working at the college I often wondered why our classes have a lab portion to our lectures so I wanted to see if it actually made a difference in student learning Examine experiential learning in a lab based form and then compare it to a lecture based form in a classroom I hope to prove that lab based hands on learning is more effective than lecture based learning A common statement made of 1 hour of lecture is equal to 3 hours of lab I hope to gather data and find what would be the most effective way to educate students in an undergraduate based college program
- 4. Lecture Based Learning A lecture is an oral presentation intended to present information or teach people about a particular subject Lectures can be effective method of teaching if you have an effective teacher, topic and format How to organize and deliver a topic Can be very engaging, exciting, informative if all done correctly Lectures can lack flare to keep students engaged with the inability to ask a question Harder time absorbing the material, trouble summarizing main points in the lecture the length can cause them to lose interest. An effective lecturer will notice when the engagement level is low and try to remedy this situation Steady stream of lectures don’t allow an instructor to differentiate a topic for a student's needs or assess a student's understanding
- 5. Experiential Learning Experiential learning also known as learning through action, learning by doing, learning through experience, and learning through discovery and exploration Instruction should engage students through direct experiences and real world problems Instructor facilitates rather than directs student progress More motivated to learn when they have a personal stake in the subject rather than assigned to review a topic or read a textbook chapter Learning content is important however, learning from the process is at the heart of experiential learning Students will perform or do a hands-on minds-on experience with little or no help from the instructor
- 6. Experiential Learning Process Instructor will lecture or cover the information briefly with the Student Instructor then assumes the role of facilitator Applying lecture topic it to a semi-structured activity Handouts or outline normally provided Sharing/Reflecting Discuss specific problems or issues How to apply what they learned in the experience taking into account past experiences and future learning Students can also teach other students during this process
- 7. Research of Others Studies Penn State University by Scott Freeman’s “Lectures aren’t just boring they’re ineffective too” Conclusions students in traditional lecture courses are 1.5 times more likely to fail than students in courses with active learning Average examination scores improved by about 6% in active learning sections The results support active learning as the preferred, empirically validated teaching practice in regular classrooms Birmingham City University by Dr. Patricia Fell “Can lab-based practical sessions improve Nursing students’ learning of Bioscience?” Evidence suggests that this method offers great potential in enhancing student learning of Bioscience Linking theory to practice helped put the educational process full circle More engagement by students, getting real world experience and small group interaction
- 8. Research of Others Studies King Saud University by Ali Alrahlah “How effective the problem-based learning in dental education” Clearly supports the effectiveness of problem-based learning in her dental program. Take responsibility for their learning, successfully work as part of a team, cope with new and changing circumstances, and acquire lifelong learning skills. Method can improve the critical thinking of dental students, teaching them to analyze and solve real problems, which prepares them for their future careers Utah State University by Jennifer Loveland titled “Traditional Lecture Versus an Activity Approach for Teaching Statistics Experiment yielded no real evidence that the activity based teaching method delivered any significant higher test scores then the lecture based method Student comprehension of concepts and ability to apply them showed no evidence of greater understanding Student surveys responded more favorable way to statics when delivered in a hands on method then when delivered in a lecture-based method
- 9. Set up and Location Location Pennsylvania College of Technology Offers certificate, Associate, and Bachelors degree in more than 100 fields Majors sampled were at the Earth Science Center including Horticulture, Forestry, Diesel and Heavy Equipment, Set Up Classes were split in half with some receiving lecture and other experiential Lecture portion would have a PowerPoint and topics coved in the class room Experiential via hands on delivery method in a lab Both topics were the same information just different delivery methods After both the lecture section and hands on section, students were given quizzes to test the knowledge they retained during the experiment 10 question multiple-choice true-false quiz Quiz based off lecture or lab. teaching topic 20 minute time limit Experiment was conducted during the 4th week of the semester
- 10. Data and Results Increases in the average grades in all the majors tested from a lecture delivery method to the hands on delivery method • Lowest grade increased from lecture to hands-on delivery holding true to my hypothecs that hands on education is more effective than lecture based learning • Highest grade in each major In this analysis increased in all cases, except one from lecture to lab.
- 11. Experiment Outcomes Verses Others Research Penn State, saw an increase of 15-17 percent in class grades when the experimenters implemented non-traditional lecture compared to traditional lecture. I saw an increase of around 5-12 percent increase in grades when implementing hands on format from lecture based learning Birmingham City University concluded that students had a better understanding of the topic and link all the education they received to a more full circle idea of the topic. I was able to conclude similar findings that’s students had a better understanding of the topic in a experiential classroom versus lecture classroom It was difficult to find direct comparisons of experiments Population or size of sample Methodology of experiment Location and Hypothecs Two year vs 4 year school
- 12. Conclusion and Future Work I feel that in an undergraduate associate’s degree program at Pennsylvania College of Technology given the student population and sample tested that my data supports that topics, materials, processes and vocabulary are learned better in the hands-on delivery method classes then the lecture classes Future work Expand this experiment to several other programs within the college Both two and four year programs Other university's Offer student feedback surveys
- 13. Recommendations Does this mean that instructors and teachers should delete all the PowerPoints and remove any and all lectures from education? Look at the information that needs to be taught and find the best way to deliver it. Consistently molding teaching style to the topic Some topics are received by lecture much more effectively then topics being taught in and hands on manor and the reverse is also true An effective teacher needs to realize these cases and play to these strengths. Vary delivery methods and activates to help aid in the learning process No cookie cutter way to teach where one size fits all A institutions job as well as administration, the teacher and even the students job is to look at all the data and find out what methods or combined methods work the best at that time to keep students engaged and learning for as much of the class times as possible.
- 14. Questions?
- 15. Work Cited Alrahlah, A. (2016, October 18). How effective the problem-based learning (PBL) in dental education. A critical review. Retrieved March 28, 2018, from https://www.sciencedirect.com/science/article/pii/S1013905216300396 Bajak, A. (2017, December 10). Lectures aren't just boring, they're Ineffective, too, study finds. Retrieved March 28, 2018, from http://www.sciencemag.org/news/2014/05/lectures- arent-just-boring-theyre-ineffective-too-study-finds Fell, D., Boarland, G., & Lynne, V. (2012). Lab versus lectures: Can lab-based practical sessions improve Nursing students’ learning of Bioscience? Retrieved February 16, 2018, from https://www.tandfonline.com/doi/pdf/10.11120/hsce.2012.01010010?needAccess=true George Mason University. Center for Teaching Excellence (2011). About Teaching: Experiential learning. http://cte.gmu.edu/Teaching/experiental_learning.html Haynes, C. (2007). Experiential learning: Learning by doing. http://adulteducation.wikibook.us/index.php?title=Experiential_Learning_- _Learning_by_Doing Illinois CITL. (2017). Lecture-Based Classes. Retrieved February 20, 2018, from http://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-in-specific- contexts/lecture-based-classes Loveland, J. (2014, May). Traditional Lecture Versus an Activity Approach for Teaching Statistics. Retrieved January 6, 2018, from https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=3089&context=etd McKeachie, W. J., & Svinicki, M. (2014). Teaching tips: Strategies, research, and theory for college and university teachers (14th ed.). Boston: Houghton Mifflin.