CASE STUDY OF IMPACT OF ACTIVE LEARNING THROUGH SMALL GROUP DISCUSSIONS WITHIN A LARGE GEOSCIENCE LECTURE: LET THEM KEEP TALKING IN LECTURE!

Typical challenges of a lecture-only science class are increased as class size increases. Pedagogical research indicates that the ‘old model’ of lecturing in lecture-only courses has given way to active learning, even with class sizes greater than 100. Allowing students the opportunity to break from lecture to discuss a question or activity enhances the peer-to peer interaction that is essential for improving learning outcomes.

A four-year review of educational strategies and learning outcomes in a large (100-200) lecture-only environmental geology course was completed to assess the impact of incorporating ‘discussion question breaks’ as an active learning strategy. The discussion question procedures involve a timed activity among quickly-assembled groups, and immediate interactive discussion of findings. The procedures have been modified within the four-year period to provide more ‘checks and balances’ to increase engagement, improve learning outcomes, and reduce student’s ability to ‘bypass’ the system. Assessment of this strategy has been completed through direct observations, responses to student survey data and comparisons of exam and/or course grades. Review of this strategy and its outcomes has proven it to be a useful tool for student-student connections, student-instructor interaction, attendance-assessment correlations, learning outcomes and overall student satisfaction.