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A convenience sample of 395 first-year university undergraduates at the start of their university life was used. They were enrolled on a Medical, Business Studies or Psychology degree course at one of three British universities. Overall, the similarities in expectations and preferences between the three groups were greater than the differences. Specifically, the students expected to be taught by formal and interactive lectures but preferred to be taught by interactive lectures and group-based activities. Their least favoured learning methods were formal lecture, role-play and student presentations. Coursework assessment preference was for essays, research projects and problems/exercises. Although there was an overall preference slightly in favour of coursework assessment rather than examinations, this was not consistent across all three centres. Students asked to rate various qualities of a good teacher selected 'teaching skill', followed by 'approachability' as the most important. The effective collection and value to institutions of students' expectations is discussed.", "publicationTitle": "Studies in Higher Education", "publisher": "", "place": "", "date": "2000", "volume": "25", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "309-323", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/03075070050193433", "citationKey": "", "url": "http://dx.doi.org/10.1080/03075070050193433", "accessDate": "2014-06-29T11:40:39Z", "PMID": "", "PMCID": "", "ISSN": "0307-5079", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "WPIEGHC2" ], "relations": { "owl:sameAs": "http://zotero.org/groups/271137/items/EDKTR7NU" }, "dateAdded": "2016-03-06T01:56:21Z", "dateModified": "2016-03-06T01:56:21Z" } }, { "key": "P3Z98DE7", "version": 92, "library": { "type": "group", "id": 276896, "name": "Student Engagement in Higher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/student_engagement_in_higher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/276896/items/P3Z98DE7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/student_engagement_in_higher_education/items/P3Z98DE7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1524662, "username": "markt", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markt", "type": "text/html" } } }, "creatorSummary": "Prince", "parsedDate": "2004-07-01", "numChildren": 0 }, "data": { "key": "P3Z98DE7", "version": 92, "itemType": "journalArticle", "title": "Does Active Learning Work? 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It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.", "publicationTitle": "Journal of Engineering Education", "publisher": "", "place": "", "date": "July 1, 2004", "volume": "93", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "223-231", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1002/j.2168-9830.2004.tb00809.x", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2004.tb00809.x/abstract", "accessDate": "2014-06-29T11:38:03Z", "PMID": "", "PMCID": "", "ISSN": "2168-9830", "archive": "", "archiveLocation": "", "shortTitle": "Does Active Learning Work?", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "2004 American Society for Engineering Education", "extra": "", "tags": [ { "tag": "Problem-based learning", "type": 1 }, { "tag": "active", "type": 1 }, { "tag": "collaborative", "type": 1 }, { "tag": "cooperative", "type": 1 } ], "collections": [ "WPIEGHC2" ], "relations": { "owl:sameAs": "http://zotero.org/groups/271137/items/X9KMDWHK" }, "dateAdded": "2016-03-06T01:56:21Z", "dateModified": "2016-03-06T01:56:21Z" } }, { "key": "B3748H7I", "version": 92, "library": { "type": "group", "id": 276896, "name": "Student Engagement in Higher Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/student_engagement_in_higher_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/276896/items/B3748H7I", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/student_engagement_in_higher_education/items/B3748H7I", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1524662, "username": "markt", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/markt", "type": "text/html" } } }, "creatorSummary": "Postareff et al.", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "B3748H7I", "version": 92, "itemType": "journalArticle", "title": "Consonance and dissonance in descriptions of teaching of university teachers", "creators": [ { "creatorType": "author", "firstName": "Liisa", "lastName": "Postareff" }, { "creatorType": "author", "firstName": "Nina", "lastName": "Katajavuori" }, { "creatorType": "author", "firstName": "Sari", "lastName": "Lindblom‐Ylänne" }, { "creatorType": "author", "firstName": "Keith", "lastName": "Trigwell" } ], "abstractNote": "Studies on teachers' approaches to teaching have identified two qualitatively different categories of approaches. 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In two successive semesters, we presented the same course syllabus using different teaching styles: in fall 2003, the traditional lecture format; and in spring 2004, decreased lecturing and addition of student participation and cooperative problem solving during class time, including frequent in-class assessment of understanding. We used performance on pretests and posttests, and on homework problems to estimate and compare student learning gains between the two semesters. Our results indicated significantly higher learning gains and better conceptual understanding in the more interactive course. To assess reproducibility of these effects, we repeated the interactive course in spring 2005 with similar results. Our findings parallel results of similar teaching-style comparisons made in other disciplines. 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Lecture-based library instruction is often unsuccessful for many reasons, including poor student attention, simplified examples, and too much material presented at one time. Active and/or cooperative teaching techniques involve the students in the class and increase retention of information following the class period. Active learning techniques are easier to apply and take less class time, while cooperative learning techniques require more advance planning and may take an entire class period. Choosing a teaching technique must be done carefully, with an understanding of the goals of the class session. 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An innovative active learning technique combining the features of role plays and simulations for an industrial psychology course is presented. Subjective reports and objective assessments of knowledge retention measured at two distinct times indicated the role play simulation is an effective teaching technique. The differential importance of active learning and passive learning (i.e., lectures) techniques for the college classroom was also examined. 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At the end of a 13-week semester-long unit, 113 students completed a questionnaire which contained five open-ended questions focusing on the extent to which the students thought that the lecture activities helped them to learn and understand the course content and to maintain their interest and attention during the sessions. 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