Department of Biological Sciences, North Dakota State University, Fargo, ND 58105.
CBE Life Sci Educ. 2019 Sep;18(3):ar33. doi: 10.1187/cbe.19-01-0006.
In this qualitative study, we examined the process of active learning from the perspective of undergraduate students in a high-enrollment introductory biology class. Eight students participated in a series of five interviews throughout the semester that examined their experiences during and after class. Grades were collected for each student at regular time points throughout the semester. Here, we present in-depth case studies of four students who described profoundly different responses to the same in-class learning tasks. We particularly highlight variation in students' self-reported engagement, as engagement is thought to be a key element of successful active learning. Finally, we map each student's self-reported engagement and the grades that he or she received. In each case, we found that grades failed to capture some aspects of the active-learning experience that students found important.
在这项定性研究中，我们从高招生基础生物学课程的本科生的角度研究了主动学习的过程。八名学生在整个学期中参加了一系列五次访谈，以研究他们在课堂内外的经历。每个学生在整个学期的定期时间点都收集了成绩。在这里，我们对四名学生进行了深入的案例研究，他们对相同的课堂学习任务描述了截然不同的反应。我们特别强调了学生自我报告的参与度的变化，因为参与度被认为是成功的主动学习的关键要素。最后，我们为每个学生自我报告的参与度和他或她获得的成绩绘制了图表。在每种情况下，我们都发现成绩未能捕捉到学生认为重要的一些主动学习体验方面。
