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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Introduction to Learning01:18

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
Social Loafing01:37

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...

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Related Experiment Videos

A delicate balance: integrating active learning into a large lecture course.

J D Walker1, Sehoya H Cotner, Paul M Baepler

  • 1Digital Media Center, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA. jdwalker@umn.edu

CBE Life Sciences Education
|December 3, 2008
PubMed
Summary
This summary is machine-generated.

Active learning strategies in introductory biology courses yield comparable or improved student performance compared to traditional lectures. A balanced approach may optimize student engagement and learning outcomes.

Related Experiment Videos

Area of Science:

  • Biology Education
  • Pedagogical Research

Background:

  • Large introductory biology lecture sections pose pedagogical challenges.
  • Traditional lecture formats may not fully engage all students.

Purpose of the Study:

  • To compare student performance and perceptions in active versus traditional introductory biology lecture sections.
  • To determine the optimal balance between active learning and traditional instruction.

Main Methods:

  • Splitting a large lecture into two smaller sections: one traditional, one active.
  • Implementing varied in-class student-centered activities in the active section.
  • Comparing student survey responses, evaluation scores, grades, and attendance.

Main Results:

  • Students in the active learning section performed as well as, or better than, those in the traditional section.
  • Student performance on quizzes and exams was comparable across both formats.
  • Concerns regarding instructor expectations were noted in the active learning environment.

Conclusions:

  • Active learning environments can be as effective as traditional lectures for student performance.
  • A blended approach, balancing active learning with direct instruction, may be most beneficial.
  • Further research into optimizing instructor expectations in active learning settings is warranted.