Abstract

Abstract This study examined the extent to which undergraduate engineering courses taught using active and collaborative learning methods differ from traditional lecture and discussion courses in their ability to promote the development of students' engineering design, problem‐solving, communication, and group participation skills. Evidence for the study comes from 480 students enrolled in 17 active or collaborative learning courses/sections and six traditional courses/sections at six engineering schools. Results indicate that active or collaborative methods produce both statistically significant and substantially greater gains in student learning than those associated with more traditional instructional methods. These learning advantages remained even when differences in a variety of student pre‐course characteristics were controlled.

Keywords

Active learning (machine learning)Variety (cybernetics)Mathematics educationCollaborative learningCooperative learningEngineering educationPsychologyTeaching methodComputer scienceMedical educationPedagogyEngineeringMedicineEngineering managementArtificial intelligence

Affiliated Institutions

Related Publications

Publication Info

Year
2001
Type
article
Volume
90
Issue
1
Pages
123-130
Citations
422
Access
Closed

External Links

View on DOI.org

Social Impact

Altmetric
PlumX Metrics

Social media, news, blog, policy document mentions

Citation Metrics

422
OpenAlex

Cite This

Patrick T. Terenzini, Alberto F. Cabrera, Carol L. Colbeck et al. (2001). Collaborative Learning vs. Lecture/Discussion: Students' Reported Learning Gains*. Journal of Engineering Education , 90 (1) , 123-130. https://doi.org/10.1002/j.2168-9830.2001.tb00579.x

Identifiers

DOI
10.1002/j.2168-9830.2001.tb00579.x