CASE STUDY OF THE IMPACT OF ACTIVE LEARNING THROUGH SMALL GROUP DISCUSSIONS WITHIN A LARGE GEOSCIENCE LECTURE COURSE

A four-year review of educational strategies and learning outcomes in a large lecture-only, face-to-face 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 set of questions completed among quickly-assembled groups, and immediate interactive discussion of findings from ‘all corners’ of the lecture hall. The discussion question answers, and in some cases, student perception poll results, were shared in class and used on assessments. The discussion question procedures have been modified within the four-year period to provide more ‘checks and balances’ to increase engagement, improve learning outcomes, and increase student’s level of preparedness. Assessment of this strategy has been completed through direct observations, responses to student survey data and comparisons of exam and 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, and overall student satisfaction.