This paper reports the experience of one teaching team's attempt to implement a "philosophy of choice" into a large lecture course at a major university. Choice-based learning is consistent with the movement toward greater autonomy in the workplace. We assessed students' willingness to embrace innovation in the classroom, how choice-based learning impacted student self-as-sessed learning, and what considerations students take into account when selecting among learning activity options. Using mixed quantitative and qualitative methods, we found that students liked the idea of choice in learning activities. Student empowerment was most frequently mentioned as an advantage of this learning model. Self-reported learning outcomes were negatively related to the perceived costs of the learning activities selected and positively related to perceived long-term benefits of the activities.
ASJC Scopus subject areas
- Language and Linguistics
- Choice-based learning
- Organizational communication instruction
- Student empowerment