Student Engagement Matters: Active Learning in an Undergraduate Health Economics Class Affected Learning Outcomes
The active engagement enabled by Learning Catalytics correlated with a 19% (p=0.002) increase in student self-perceived engagement and an 18% (p=0.004) increase in learning as measured by quizzes in the subsequent weeks. The project found no evident difference in student preparation for the active-engagement weeks.
Document Type: Research Article
Publication date: December 1, 2016
The Journal of Health Administration Education (JHAE) is a quarterly peer-reviewed journal which chronicles research, case studies, and essays by leading health administration educators and professionals.
The Journal addresses key policy issues in health administration management nationally and internationally and is the foremost authoritative guide on the latest academic and professional developments in the field.
As one of the only professional publications in the field, the Journal sets a standard in health administration education research.
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