Journal
JOURNAL OF HIGHER EDUCATION
Volume 92, Issue 6, Pages 877-896Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00221546.2021.1876480
Keywords
Innovation; college; experiential learning; quantitative
Categories
Funding
- Merrifield Family Foundation
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This study found that a short-term, low-cost experiential learning intervention can effectively enhance undergraduate students' innovation capacities. Students who received the in-class pedagogical intervention in addition to a video-based innovation lecture showed greater development in their innovation capacities compared to those who only received the video lecture.
This study explored the effectiveness of a short-term, low-cost experiential learning intervention on undergraduate students' development of innovation capacities. Data were collected from 90 students at a large Midwestern public institution across two randomly assigned conditions: those who received only a video-based innovation lecture and those who received the video-based lecture in addition to an in-class pedagogical intervention. Notably with respect to treatment validity, the instructor for the in-class pedagogical intervention was the same for all students. Results suggested that students who participated in the theoretically-derived pedagogical exercise developed their innovation capacities to a greater degree than their peers in the group that did not receive the in-class reinforcement. Study importance and implications are discussed.
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