Do international students appreciate active learning in lectures?

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1 Citation (Scopus)
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Abstract

Active learning has been linked with increased student motivation, engagement and understanding of course material. It promotes deep learning, helping to develop critical thinking and writing skills in students. Less well understood, however, are the responses of international students to active learning. Using social constructivist theory, the purpose of this study is to examine domestic and international student perceptions of active learning introduced into large undergraduate Accounting Information Systems lectures. Several active learning strategies were implemented over one semester and examined through the use of semi-structured interviews as well as pre- and post- implementation surveys. Our results suggest broad improvements for international students in student engagement and understanding of unit material when implementing active learning strategies. Other key implications include international student preference for active learning compared with passive learning styles, and that international students may receive greater benefits from active learning strategies than domestic students due to social factors. Based on these findings this paper proposes that educators should seek to implement active learning to better assist and integrate students of diverse backgrounds.
Original languageEnglish
Pages (from-to)1-20
Number of pages20
JournalAustralasian Journal of Information Systems
Volume22
DOIs
Publication statusPublished - 2018

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Bibliographical note

Copyright 2017 Marrone, Taylor & Hammerle. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • active learning
  • lectures
  • international students
  • information systems
  • peer interaction
  • student engagement
  • collaborative learning

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