Active learning for postsecondary educators: A study of two learning designs


Journal Article

Research and theory related to experiential learning hold important implications for designers and teachers in postsecondary educational organizations. Three current approaches to the investigation of active learning are discussed. A research study of two designs of a field-based graduate course is reported. Participants in both versions of the course responded to two questionnaires measuring their perceptions of their learning experiences. Twenty-three participants (55%) from the earlier version and twenty (95%) from the redesigned course responded. The findings, while not always consistent with conceptual expectations, revealed provocative relationships between theories of active learning. Effort to apply concepts of experiential learning to course design resulted in measurable differences in perceived quality of learning. Key questions for further investigation are highlighted. © 1982 Human Sciences Press.

Full Text

Duke Authors

Cited Authors

  • Poppenhagen, BW; Schuttenberg, EM; Gallagher, JP

Published Date

  • June 1, 1982

Published In

Volume / Issue

  • 6 / 4

Start / End Page

  • 242 - 257

Electronic International Standard Serial Number (EISSN)

  • 1573-1758

International Standard Serial Number (ISSN)

  • 0361-6851

Digital Object Identifier (DOI)

  • 10.1007/BF01079371

Citation Source

  • Scopus