Active Versus Passive Course Designs: The Impact on Student Outcomes

By Sue Stewart Wingfield, G. S. Black. 2005

153 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/2cb5b5ea18b6cf8862c93d24d921b5b105ec679f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Kate L. Blankmeyer
2. John James Cater III
3. Norbert Michel
4. Otmar E. Varela
5. Jana M. Hackathorn
6. Erin D. Solomon
7. M. Mascolo
8. Rachel E. Tennial

Citations in the corpus

• Active versus passive teaching styles: An empirical study of student learning outcomes (2009, methodology): “This process is characterized as passive learning (Stewart-Wingfield & Black, 2005).”
• Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation (2009, background): “In collaboration with a teacher, students may be involved in the design of course syllabi, identifying course assignments, creating student assessment devises, and even grading (Simkin, 2005; Wingfield & Black, 2005).”
• Learning by Doing: An Empirical Study of Active Teaching Techniques. (2011, background): “Consequently, lecturing has developed a reputation of being mundane, disengaging, or monotonous, (Dorestani, 2005; Miner, et al., 1984; Stewart-Wingfield & Black, 2005).”