Lifeguard Final Exam—Encouraging the Use of Active Learning

To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to...

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Detalles Bibliográficos
Autores principales:	Elise N. Griswold, Daniel J. Klionsky
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2015
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/caa2fe221c6e4c759ab05ccd0b33f33b
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spelling	oai:doaj.org-article:caa2fe221c6e4c759ab05ccd0b33f33b2021-11-15T15:04:05ZLifeguard Final Exam—Encouraging the Use of Active Learning10.1128/jmbe.v16i2.9451935-78851935-7877https://doaj.org/article/caa2fe221c6e4c759ab05ccd0b33f33b2015-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v16i2.945https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to convince instructors who have not tried to incorporate elements of active learning into their courses to make such an attempt. There are numerous examples where it becomes immediately clear that active learning is preferable to a lecture/note-taking approach. Here, we provide a question for group discussion that can be used as one such illustration.Elise N. GriswoldDaniel J. KlionskyAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 16, Iss 2, Pp 133-135 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Elise N. Griswold Daniel J. Klionsky Lifeguard Final Exam—Encouraging the Use of Active Learning
description	To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to convince instructors who have not tried to incorporate elements of active learning into their courses to make such an attempt. There are numerous examples where it becomes immediately clear that active learning is preferable to a lecture/note-taking approach. Here, we provide a question for group discussion that can be used as one such illustration.
format	article
author	Elise N. Griswold Daniel J. Klionsky
author_facet	Elise N. Griswold Daniel J. Klionsky
author_sort	Elise N. Griswold
title	Lifeguard Final Exam—Encouraging the Use of Active Learning
title_short	Lifeguard Final Exam—Encouraging the Use of Active Learning
title_full	Lifeguard Final Exam—Encouraging the Use of Active Learning
title_fullStr	Lifeguard Final Exam—Encouraging the Use of Active Learning
title_full_unstemmed	Lifeguard Final Exam—Encouraging the Use of Active Learning
title_sort	lifeguard final exam—encouraging the use of active learning
publisher	American Society for Microbiology
publishDate	2015
url	https://doaj.org/article/caa2fe221c6e4c759ab05ccd0b33f33b
work_keys_str_mv	AT elisengriswold lifeguardfinalexamencouragingtheuseofactivelearning AT danieljklionsky lifeguardfinalexamencouragingtheuseofactivelearning
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Lifeguard Final Exam—Encouraging the Use of Active Learning

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