An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-based Learning

Christopher M. Huggins; Janet P. Stamatel

doi:10.1177/0092055X15581929

An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-based Learning

Research output: Contribution to journal › Article › peer-review

48 Scopus citations

Abstract

Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as team-based learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents an exploratory analysis of whether lecturing or TBL was better for teaching content; developing skills, such as critical thinking; and creating an enjoyable learning environment in a sociology course. Results showed few differences in these outcomes between groups taught with the two different methods, although TBL students thought they improved their oral communication and creative thinking skills more than the lecture students, and they reported getting to know their professor and classmates more than did the lecture students.

Original language	English
Pages (from-to)	227-235
Number of pages	9
Journal	Teaching Sociology
Volume	43
Issue number	3
DOIs	https://doi.org/10.1177/0092055X15581929
State	Published - Jul 11 2015

Bibliographical note

Publisher Copyright:
© 2015, © American Sociological Association 2015.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The American Sociological Association’s Carla B. Howery Teaching Enhancement Grants Program provided support for this project.

Funders
American Sociological Association

Keywords

active learning
evaluation
lecture
team-based learning

ASJC Scopus subject areas

Education
Sociology and Political Science

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Cite this

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An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-based Learning

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

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