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Swanson, E., McCulley, L. V., Osman, D. J., Scammacca Lewis, N., & Solis, M. (2017). The Effect of Team-Based Learning on Content Knowledge: A Meta-Analysis. Active Learning in Higher Education, 20, 39-50.
https://doi.org/10.1177/1469787417731201

has been cited by the following article:

• TITLE: Student Engagement to Initiate Instruction

  AUTHORS: Marilyn Martin Melchiorre

  KEYWORDS: Student Engagement, Active Learning, Marketing, Higher Education, Pedagogy

  JOURNAL NAME: Creative Education, Vol.15 No.8, August 19, 2024

  ABSTRACT: This research investigates student engagement through four assignments designed to manage classroom behavior by stimulating classroom discussion. Three assignments, “Commercial Break”, “Google Trends”, and “What’s Viral”, were deployed in undergraduate marketing classes, while “Global Minute Chat” was utilized in an international business course. Students select topics of interest, preparing short presentations for class. These assignments are formative assessments that serve as icebreakers, setting the tone and transitioning into daily topic discussion. The assignments foster public speaking skills and provoke discussion. Faculty connect presentations to course theory, deepening engagement. Survey results from four courses show positive student impressions, value, aid in learning, and the confirmation these assignments should be used in future courses.