ACTIVE LEARNING IN PRE-CLASS ASSIGNMENTS: EXPLORING THE USE OF DIFFERENT TYPES OF WRITING PROMPTS TO ENHANCE IN-CLASS ENGAGEMENT

Abstract

Active learning through critical thinking tasks in class over the course of 10-12 weeks is an established and effective way of improving learning outcomes in students. This study assessed effectiveness of a short-term critical thinking intervention paired with a pre-class reading assignment. After completing a two-paged reading, 136 participants were randomly assigned to answer either a critical thinking question, a non-critical thinking question, or to privately reflect upon the reading material. They subsequently watched a video lecture on the same topic before answering a series of five factual and conceptual MCQ questions. Participants in the critical thinking condition demonstrated a higher level of critical thinking in their responses graded according to Bloom's taxonomy as compared to participants in the non-critical thinking condition. There was, however, no subsequent increase in video lecture engagement or improvement in MCQ test performance. This could mean that participants with low learning motivation are not responsive to short-term critical thinking interventions. Alternatively, it could also mean that short-term critical thinking interventions are simply not effective due to insufficient time for critical thinking to have an impact.