基于学习成果的主动与被动教学方式的实证研究(IJEME-V3-N1-7)

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

I.J. Education and Management Engineering, 2013, 1, 39-43

Published Online January 2013 in MECS (http://doc.xuehai.net) DOI: 10.5815/ijeme.2013.01.07

Available online at http://doc.xuehai.net/ijeme

An Empirical Study of Learning Outcomes Based on Active Versus

Passive Teaching Styles

Ying Cui a, b

b

Hohai University, Nanjing, China,210098

Henan University of Technology, Zhengzhou, China, 450001

a

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-speci c materials.

Index Terms: Active Teaching; Passive Teaching; Cognitive Outcomes; Empirical Study

© 2013 Published by MECS Publisher. Selection and/or peer review under responsibility of the International Conference on E-Business System and Education Technology 1. INTRODUCTION

Because of increasing competitive demands in the world, management educators strive to provide the most productive classroom experience for their students in order to prepare them for careers in the business world. To achieve this objective, management educators constantly search for new and improved teaching methods. The main purpose of the present study is to compare the impact of an active teaching approach and a traditional or passive teaching style on student cognitive outcomes. 2. BASCIC DEFINITIONS

Active Learning. Active learning described several models of instruction that hold learners responsible for their own learning. For example, students engage in “doing things and thinking about what they are doing” in the classroom.

Passive Learning. Passive learning is prevalent in the traditional teaching approach taken by many professors in business schools. These professors deliver lectures for majority time and there is little opportunity for student input through discussion or experiential exercises.

* Corresponding author:

E-mail address: cuiyingbaby@http://doc.xuehai.net

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