Incorporating Active Learning and Student Inquiry into an Introductory Merchandising Class

Hyun-Hwa Lee, Jean D. Hines

Abstract


Many educators believe that student learning is enhanced when they are actively involved in classroom activities that require student inquiry. The purpose of this paper is to report on three student inquiry projects that were incorporated into a merchandising class with the focus on making students responsible for their learning, rather than the teacher. The students’ evaluations of the projects were very positive. In written evaluations of the class, many expressed liking the projects and described them as a very useful way to learn and understand the class topics and contents. These responses suggest that the active learning and student inquiry strategy was helpful to the students in understanding the content of the course. It is recommended that educators actively involve students in the learning process by developing projects that require student inquiry. Additional research to analyze the benefits and limitations of active learning and inquiry and to examine how institutions can support faculty to implement active learning should be conducted.


Full Text: PDF DOI: 10.5539/hes.v2n1p55

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This work is licensed under a Creative Commons Attribution 3.0 License.

Higher Education Studies  ISSN 1925-4741 (Print)   ISSN 1925-475X (Online)

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