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Active Learning and Globalization: Creating a Class and Assessing Student Learning
Unformatted Document Text:  Bromley Active Learning and Globalization I would have guessed that all the students enjoyed the simulations, but after looking at the data, I am aware that students have very divided opinions, many positive along with many negative. Case studies, like simulations, were among the least successful activities. I asked students to examine a few cases in depth, including the 2002 McDonalds profit loss and the current climate change debate. Students’ average score for case studies was 3.49, indicating that less than half of the students agreed that it advanced their learning. This finding was also unexpected, since I had always thought students learn and understand new material very clearly through case studies. Some students found case studies to be very successful, enjoying their “application to the real world.” Another explained that “I wish we had spent a little more time on the case studies.” However, many other students reported that case studies were not helpful. Again, my impression was inaccurate and students had mixed opinions on this issue. In-class writing was the least successful activity. Many times over the course of the semester, I asked students to take some time in class to reflect on a particular issue of globalization or writing. Students’ average score for writing was 2.99, indicating that students had a neutral opinion about whether it promoted their learning. Some students, however, found in-class writing to be helpful. One student explained that “anything that gets us writing” helped her improve. Others commented that “I would have liked more…individual writing/analyzing time” and they wanted “More in-class work on the writing.” But many found in-class writing activities unhelpful. One reported that “in-class writing assignments were the least” successful class activity. I wasn’t surprised by this finding, since I didn’t have the 13

Authors: Bromley, Pamela.
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Bromley
Active Learning and Globalization
I would have guessed that all the students enjoyed the simulations, but after
looking at the data, I am aware that students have very divided opinions, many
positive along with many negative.
Case studies, like simulations, were among the least successful activities. I
asked students to examine a few cases in depth, including the 2002 McDonalds
profit loss and the current climate change debate. Students’ average score for case
studies was 3.49, indicating that less than half of the students agreed that it
advanced their learning. This finding was also unexpected, since I had always
thought students learn and understand new material very clearly through case
studies. Some students found case studies to be very successful, enjoying their
“application to the real world.” Another explained that “I wish we had spent a little
more time on the case studies.” However, many other students reported that case
studies were not helpful. Again, my impression was inaccurate and students had
mixed opinions on this issue.
In-class writing was the least successful activity. Many times over the course
of the semester, I asked students to take some time in class to reflect on a
particular issue of globalization or writing. Students’ average score for writing was
2.99, indicating that students had a neutral opinion about whether it promoted their
learning. Some students, however, found in-class writing to be helpful. One student
explained that “anything that gets us writing” helped her improve. Others
commented that “I would have liked more…individual writing/analyzing time” and
they wanted “More in-class work on the writing.” But many found in-class writing
activities unhelpful. One reported that “in-class writing assignments were the least”
successful class activity. I wasn’t surprised by this finding, since I didn’t have the
13


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