caa a22 4500 475800559 CHVBK 20180406123736.0 cr unu---uuuuu 170329e20000601xx s 000 0 eng 10.1023/B:IHIE.0000047415.48495.05 doi (NATIONALLICENCE)springer-10.1023/B:IHIE.0000047415.48495.05 Active Learning Techniques Versus Traditional Teaching Styles: Two Experiments from History and Political Science [Elektronische Daten] [J. McCarthy, Liam Anderson] Group role-playing and collaborative exercises are exciting ways to diversify college students' classroom experience and to incorporate active learning into your teaching. This article reports the results of two experiments that compared the effectiveness of role-playing and collaborative activities to teacher-centered discussions and lectures. Using both history and political science classes, we show that the students who participated in the role-plays and collaborative exercises did better on subsequent standard evaluations than their traditionally instructed peers. Presented here is a discussion of active learning, descriptions of the two experiments, and an explanation of the outcomes and implications of the study. Human Sciences Press, Inc., 2000 McCarthy J. aut Anderson Liam Wright State University, U.S.A aut Innovative Higher Education Kluwer Academic Publishers-Plenum Publishers 24/4(2000-06-01), 279-294 0742-5627 24:4<279 2000 24 10755 https://doi.org/10.1023/B:IHIE.0000047415.48495.05 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1023/B:IHIE.0000047415.48495.05 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- McCarthy J. aut NATIONALLICENCE 700 1- Anderson Liam Wright State University, U.S.A aut NATIONALLICENCE 773 0- Innovative Higher Education Kluwer Academic Publishers-Plenum Publishers 24/4(2000-06-01), 279-294 0742-5627 24:4<279 2000 24 10755 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer