Active Learning in Large Introductory Sociology Courses

Abstract

The method of teaching introductory sociology courses has been debated over the past 20 years. The standard lecture format for large (200 plus students) introductory courses has been criticized and a more active learning approach has been recommended. This report emphasizes the positive aspects of the active learning approach and describes one such module as it developed over a two-year period. We discuss the conditions leading to a restructuring of the course and describe specific portions of the course. Objective evaluations of the outcomes of active learning need to be developed. However, subjective evaluations suggest that active learning offers new insights about sociology to students.