Ying Cui

International Journal of Education and Management Engineering (IJEME)

IJEME Vol. 3, No. 1, 29 Jan. 2013

Cover page and Table of Contents: PDF (size: 201KB)

An Empirical Study of Learning Outcomes Based on Active Versus Passive Teaching Styles

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Author(s)

Ying Cui ^1,*

1. Hohai University, Nanjing, China,210098

* Corresponding author.

DOI: https://doi.org/10.5815/ijeme.2013.01.07

Received: 1 Oct. 2012 / Revised: 14 Nov. 2012 / Accepted: 25 Dec. 2012 / Published: 29 Jan. 2013

Index Terms

Active Teaching, Passive Teaching, Cognitive Outcomes, Empirical Study

Abstract

This paper compares the impact of an active teaching approach and a passive teaching style on student cognitive outcomes. Through two sections of an introductory Management course, one part was taught in an active manner, with a variety of active learning exercises. The other was taught in a passive way, emphasizing daily lectures. Across the empirical study, we conclude that active learning can improved cognitive outcomes in class-speciﬁc materials.

Cite This Paper

Ying Cui,"An Empirical Study of Learning Outcomes Based on Active Versus Passive Teaching Styles", IJEME, vol.3, no.1, pp.39-43, 2013. DOI: 10.5815/ijeme.2013.01.07

Reference

[1] Myers, C. B., & Myers, S. M. (2007). Assessing assessment: The effects of two exam formats on course achievement and evaluation. Innovative Higher Education, 31, 227–236.

[2] Jones, A. C. (2008). The effect of out-of-class support on student satisfaction and motivation to learn. Communication Education, 57, 373–388.

[3] Auster, E. R., & Wylie, K. K. (2006). Creating active learning in the classroom: A systematic approach. Journal of Management Education, 30, 333–354.