Education research makes a fairly persuasive case that active learning improves educational outcomes and gives a better student experience in the classroom (see, for example, Terenzini et al., “Collaborative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains” and Prince, “Does Active Learning Really Work? A Review of the Research” ).
But traditional classrooms don’t adapt very well to active learning: they are not well arranged for group interaction, they often lack suitable technology, and they make it very difficult for a professor to move around the room and interact closely with students and groups. We are excited to evaluate the benefits of ALCs in business education when the classroom setting is optimized to make the experience work effectively for teachers and students. We expect these benefits to include:
- Accommodate multiple teaching modes (lecture, team-based, discussion).
- Give faculty and students the opportunity to take advantage and be familiar with the latest technology.
- Expand our ability to emulate real-world practices in many of today's corporate workplaces.
- Improve understanding of concepts through cooperative work and peer teaching.
- Improve students' performance and retention.
- Increase engagement between faculty and students.
- Form better relationships among students.
- Engage multiple learning styles.
For questions about the implementation of Active Learning Classrooms at the McCombs School of Business, please contact us at firstname.lastname@example.org.