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Active Learning and Globalization: Creating a Class and Assessing Student Learning
Unformatted Document Text:  Bromley Active Learning and Globalization The most interesting outcome from this survey is that I found that my students had very different views about which course activities best promoted their learning. One student strongly agreed that enhanced lectures helped her learn, but she was neutral about simulations and in class writing. Another student strongly agreed that large group discussions helped her learn, but was neutral about small group work, in-class writing, and case studies. One student strongly agreed that small group work helped her learn, but was neutral about lectures, and felt the simulations were not helpful. Another student that strongly agreed that simulations helped her learn, but was neutral about lectures and paired work and felt that in- class writing was not helpful. One student strongly agreed that case studies helped her learn but was neutral about simulations, in-class writing, and large group discussions. In other words, some students strongly agreed that every activity promoted their learning, while some students were neutral about every activity and even felt that these activities failed to advance their learning. By using a wide range of active learning techniques, I was able to appeal to different kinds of learners over the course of the term. For instance, the enhanced lectures appealed to students who wanted formal feedback on the writing process, while still giving them the opportunity to ask questions and discuss key issues. The large group discussions exposed students to a wide range of views on a particular subject, but they also allowed some students to dominate discussion and discouraged the participation of others. Incorporating small group discussions enabled more students to feel comfortable participating. 24 Simulations engaged those students interested in the real world applications of the concepts we were learning. Case studies appealed to students who were comfortable with analysis 24 See also pp. 101-02. 15

Authors: Bromley, Pamela.
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Bromley
Active Learning and Globalization
The most interesting outcome from this survey is that I found that my
students had very different views about which course activities best promoted their
learning. One student strongly agreed that enhanced lectures helped her learn, but
she was neutral about simulations and in class writing. Another student strongly
agreed that large group discussions helped her learn, but was neutral about small
group work, in-class writing, and case studies. One student strongly agreed that
small group work helped her learn, but was neutral about lectures, and felt the
simulations were not helpful. Another student that strongly agreed that simulations
helped her learn, but was neutral about lectures and paired work and felt that in-
class writing was not helpful. One student strongly agreed that case studies helped
her learn but was neutral about simulations, in-class writing, and large group
discussions. In other words, some students strongly agreed that every activity
promoted their learning, while some students were neutral about every activity and
even felt that these activities failed to advance their learning.
By using a wide range of active learning techniques, I was able to appeal to
different kinds of learners over the course of the term. For instance, the enhanced
lectures appealed to students who wanted formal feedback on the writing process,
while still giving them the opportunity to ask questions and discuss key issues. The
large group discussions exposed students to a wide range of views on a particular
subject, but they also allowed some students to dominate discussion and
discouraged the participation of others. Incorporating small group discussions
enabled more students to feel comfortable participating.
Simulations engaged
those students interested in the real world applications of the concepts we were
learning. Case studies appealed to students who were comfortable with analysis
24
See also pp. 101-02.
15


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