Choice-based learning

Student reactions in an undergraduate organizational communication course

Laurie K. Lewis, Pamela A Hayward

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

This paper reports the experience of one teaching team's attempt to implement a "philosophy of choice" into a large lecture course at a major university. Choice-based learning is consistent with the movement toward greater autonomy in the workplace. We assessed students' willingness to embrace innovation in the classroom, how choice-based learning impacted student self-as-sessed learning, and what considerations students take into account when selecting among learning activity options. Using mixed quantitative and qualitative methods, we found that students liked the idea of choice in learning activities. Student empowerment was most frequently mentioned as an advantage of this learning model. Self-reported learning outcomes were negatively related to the perceived costs of the learning activities selected and positively related to perceived long-term benefits of the activities.

Original languageEnglish (US)
Pages (from-to)148-156
Number of pages9
JournalCommunication Education
Volume52
Issue number2
DOIs
StatePublished - Apr 1 2003
Externally publishedYes

Fingerprint

Students
communication
Communication
learning
student
team teaching
Teaching
Innovation
Student Learning
Undergraduate
Organizational Communication
quantitative method
qualitative method
empowerment
workplace
autonomy
Costs
innovation
classroom
university

Keywords

  • Choice-based learning
  • Organizational communication instruction
  • Student empowerment

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Choice-based learning : Student reactions in an undergraduate organizational communication course. / Lewis, Laurie K.; Hayward, Pamela A.

In: Communication Education, Vol. 52, No. 2, 01.04.2003, p. 148-156.

Research output: Contribution to journalArticle

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