Student perceptions of active learning in a large cross-disciplinary classroom

By P. Machemer, P. Crawford. 2007

341 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a02324aca98396181bb335dade4522b71f92e01e

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class (2017, background): “Active learning has also been associated with higher student motivation, confidence, and critical thinking skills (Machemer and Crawford, 2007).”
Teaching large classes at college and university level: challenges and opportunities (2010, background): “A study by Machemer and Crawford (2007) showed that whereas students were positive in the reactions to active learning during class, they were less positive in cooperative learning settings where they were answerable to their group or were dependent on their groups for their learning.”
The impact of cooperative learning on student engagement: Results from an intervention (2013, background): “Machemer and Crawford (2007) state that ‘while active learning is doing, cooperative learning is doing with others’ (p. 11).”
Student performativity in higher education: converting learning as a private space into a public performance (2015, background): “One of the other consequences of asking students in a large class to learn collaboratively is that it forces them to lose their anonymity (Machemer & Crawford, 2007, p. 24).”
Extending the constructs of active learning: implications for teachers' pedagogy and practice (2011, background): “Gavalcova ( 2008 ) cites the importance of effective questioning to encourage interaction between students to support the development of metacognitive skills, while Machemer and Crawford ( 2007 ) suggest that engaging in collaborative activity increases participation in class activities and ensures ”
The effect of team-based learning on content knowledge: A meta-analysis (2019, background): “Casual small groups can be effective in increasing student motivation (Machemer and Crawford, 2007), self-direction (Justice et al., 2007), and personal involvement (Rogers, 1983).”