The current study investigates delivering active learning to students in higher education in large classes. The study compares the methods employed at one university by three lecturers, involved in the delivery of experiential entrepreneurship education. Like other Business subjects, the aims of applied entrepreneurship classes include skills practice and development. Delivery is commonly via the business start-up simulation, where students work in teams. Skills dissemination aims include tacit skills such as creativity, and explicit skills such as report writing. Delivery occurs within the constructivist paradigm, which proposes that learning is achieved through participation. The methods employed by different lecturers to achieve this vary however. Questionnaires were distributed to students in three large entrepreneurship classes. Thereafter focus groups with students and with tutors were conducted. Teaching methods used on the modules vary. Results include that perceptions of teaching quality are significantly higher for those students who received tutorials. Findings also relate to problems within groups and effects of group work on marks. There areimplications for entrepreneurship pedagogy specifically and to the wider education community, particularly with respect to applied education delivery. For educators, a balance must be achieved between the high costs of delivery to large classes and pedagogical quality. Copyright © 2009, Inderscience Publishers.
|Number of pages
|International Journal of Entrepreneurship and Small Business
|Published - 2009
- Experiential learning
- Large groups