Extended Research Outside of the Classroom
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Often because of time constraints, I am unable to cover a topic in as much detail as I (and some students) would like, and thus, I give assignments where students are asked to gain more knowledge on a topic area. Many times students will actively gain this information from various Internet sites. We then will discuss in class the information they’ve gathered and the validity of such information. This is a great tool that encourages active learning, and discussion of not only the topic, but also allows students to evaluate materials they find on the Internet.
*Some of our classes have used Internet-based research projects, such as a learning community we did that had small groups of students examine and report on separate web sites of American hate groups. The in-seat class time for this project was only about 50% of what would normally have been required; even the students’ presentations occurred out of class, in a campus-wide auditorium setting.
*Another way active learning is encouraged through one of my classes is through a tool provided by the textbook publisher. One of our general psychology texts is bound with a CD-ROM that gives students an opportunity to explore the material in more depth, practice testing themselves, and review material already discussed.
*Occasionally, I will have students visit a web site that contains information that they are covering, I have found giving the a study guide that asks them to visit certain pages of the site, and find specific information is helpful. The process of writing it down after reading it, then reporting it back seems to help with retention. Editor’s Note: This may help a bit with the student remembering the text that he or she has copied, but it takes even more active forms of learning to help the student learn how to explain or apply what has been found. Compare this idea with the one immediately below.
*My composition students are exposed to many of the principles of effective research and information literacy by comparing electronic information sources. By applying the criteria we introduce and discuss in class to a wide variety of artifacts that they are assigned or which they locate on their own, they actively engage in the lessons we would have previously "shown" them. The level of active engagement that happens in most courses on campus makes it interesting when students are expected to partake of more lecture-oriented material, as must happen in all courses at some time; they labor to remain attentive. So this is a bit of a double-edged sword.
via Ideas for Support Active Learning – & Seven Principles Collection.
