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1. Running Head: Annotated Bibliography 1
Annotated Bibliography:
Active Learning: Student Engagement, Learner-Centered Classrooms, Student Involvement
Annaliese B. Piraino, CMIT
Indiana University of Pennsylvania
Qualitative Methods in Communication Research
COMM 815
Dr. Wilson
March 8, 2013

2. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 2
Annotated Bibliography:
Active Learning: Student Engagement, Learner-Centered Classrooms, Student Involvement
Barkley, E. F. (2010). Student engagement techniques: Ahandbook for college faculty. San
Francisco, CA: Jossey-Bass.
This handbook provides basic student engagement theory, engagement tips and
techniques, and over 100 ideas for in-class activities to help increase student engagement.
The author begins the book with student-centered pedagogy definitions, considerations,
and theory. Along with thoughts about student-centered methodology, Barkley outlines
(and connects) other important factors such as student motivation, active learning,
synergy, and different assessment practices.
In part two of the text, the author outlines fifty different tips/strategies (referred to as
T/S), and within each tip explain the importance of the tip along with thoughts on how to
implement it into the classroom. Such tips/strategies include using praise and criticism
effectively, incorporating competition appropriately, using group work effectively, and
limiting and chunking information. Part three of the text provides the reader with fifty
student engagement techniques (referred to as "SETS"); these SETS explain how to
implement the ideas and outline examples of various activities that can be performed.
SETS activities include items such as the split-room debate, book clubs, learning logs,
jig-sawing, and dyadic interviewing.

3. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 3
Elizabeth Barkley is an instructor with Foothill College in Los Angeles, CA. She has
published a number of articles textbooks, mostly focused on collaborative learning,
instructional techniques, and popular music. Barkley has won numerous awards for
teaching excellence, and was recently selected as California's Professor of the Year.
This book is a helpful guide to different techniques that can be incorporated into every
day college instruction, and outlines more tips than the average text. Not only does the
author provide lots of ideas, but with each also gives alternate variations and additional
resources to help tailor each lesson into your own adaptation. The text is well-organized,
easily read, and thorough. This is a practical book that will extend a teacher's "hat of
tricks" quickly, and that is not bogged down with theory.
Doyle, T. (2008). Helping students learn in a learner-centered environment. Sterling, VA:
Stylus.
A slightly different approach to the student-centered learning environment, this text
outlines the importance and success of learner-centered classrooms, but also adds support
to teachers that face resistance. The first section of the book (chapters 1-4) discuss the
related theory, including giving students control, the new roles and responsibilities for
students, and preparing students for student-centered learning. The second section of the
text (chapters 5-12) delves into all aspects of the actual practice, and helps advise
teachers how to create the learner-centered atmosphere. The book takes the reader
through tips and skills that help explain basic concepts involved in this pedagogical

4. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 4
practice. These include independent learning concepts, peer work, active learning,
student presentations, student mentoring, lifelong learning, and self-analysis.
This text is important for teachers that want to create a learner-centered environment
because of its attention to student resistance. Doyle outlines the different reasons that
students resist, and then what a teacher can do to counter this resistance. More
importantly, the author explains the learner-centered environment as a process;
something that is part of a cultural shift that must be incrementally integrated into the
culture of the class. Rather than simply provide the reader with a number of activities,
Doyle helps his audience to understand the "why" and the "how" of student-centered
learning.
An authority in the field of student-centered learning, the author of the text, Terry Doyle,
is the Chief Instructor for Faculty Development and Coordinator of the New faculty
Transition Program for the Faculty Center for Teaching and Learning at Ferris State
University in Michigan. Aside from publishing this text, Doyle has presented over 75
seminars at over 100 universities around the USA and has taught for over 35 years.
Exeter, D., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., & Jackson, R. (2010).
Student engagement in very large classes: the teachers' perspective. Studies In Higher
Education, 35(7), 761-775. doi:10.1080/03075070903545058

5. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 5
One of the most significant challenges to student-centered learning is attributed to
teaching a large class. Because student engagement requires interaction with the teacher,
a large class can create a major challenge for the instructor interested in facilitating active
learning. This study looked at successful methods of teachers in exceptionally large
classes (over 500), where students were particularly disengaged. The authors of this
article conducted semi-structured interviews with six course coordinators at the
University of Auckland, New Zealand.
The article purports that there are a few changes that can be made in order to increase
active learning. One of the first changes is the way in which the material is delivered,
and requires that students are given essential lecture material prior to each lecture. In this
concept, students are provided the "key" concepts of the lecture the evening before class,
each with space beside for further note-taking. Second, students were required to
participate in a number of in-class quizzes and group activities during lecture, in order to
increase and deepen understanding. Thirdly, students were given access to an automated
quiz that delivered instant feedback for each question, which outlined the essential
concepts. The article explains these methods in a bit more detail, and provides real-world
examples of how and why these methods work to increase engagement.
Any new instructor of a large class might find this article helpful; however, many of the
suggested methods require fundamental curriculum changes. For most teachers, this is
something that they have little control over. Thus, this research is most beneficial for
curriculum committees and/or administrators whom work on course design.

6. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 6
Unfortunately, there seem to be few resources (beyond single chapters or brief articles) to
help make a large class more interactive. Within this article, corresponding author Dr.
Daniel Exeter, a Senior Lecturer with the School of Population Health at the University
of Auckland, provides a few helpful tips.
Galbraith, M. W. (Ed.). (n.d.). Adult learning methods: Aguide for effective instruction (3rd ed.).
Malabar, FL: Krieger.
This text is a teaching methodology text designed for college instruction. The text
provides a wide range of teaching methods, written as a "how to" guide. Each chapter's
method is guided by a few questions, and walks the reader through the idea first by
defining the technique. After doing so, Galbraith identifies the most appropriate audience
for the technique, outlines the limitations and advantages of the technique, explains the
teacher's role in the technique, describes the blueprint of the technique, and shows the
teacher how to evaluate the success of the technique.
Although this text is not labeled "student-centered," the practices within the book are
dedicated to learning methods such as critical thinking; demonstrations and simulations;
case studies; forums, panels, and symposiums; mentoring; and various other active
learning techniques. The book also explains what a teacher needs to understand about the
adult learner and how to facilitate learning environments and design instruction to
encourage and support the adult learner.

7. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 7
This text proves valuable for the college instructor, as many books about student-centered
learning focus on the secondary and elementary school levels. This text approaches
students as adults, and explains why college students learn differently, and how an
instructor can employ successful teaching methods to meet the needs of the adult learner.
The editor of this third text is a Professor of Leadership Studies at Marshall University
Graduate College in South Charleston, West Virginia. Galbraith has published a number
of journal articles and books, and is the founder of the national book series Professional
Practices in Adult Education and Human Resource Development. This series alone has
produced over 32 books about adult instruction.
Jackson, R. R. (2009). Never work harder than your students & other principles of great
teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Rather than focusing on a particular set of methodologies, Jackson approaches what she
calls "the gift" of "master teaching" as a mindset that a teachers needs to have. Within
this mindset, a teacher is able to help his/her students arrive at their own learning
(student-centered learning), and create an environment of questioning: asking the right
questions. Jackson poses that this is a skill that can be learned, and that there are a few
"mastery principles." Throughout the text, Jackson walks the reader though these
principles, and explains how to implement them. They are: knowing how to start where
the students are, knowing where the students are going, expecting students to arrive at
their goals, supporting students along the way, providing feedback to help students (and

8. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 8
the teacher) get better along the way, focusing on quality rather than quantity, and
never working harder than their students.
While covering each principle, this text walks the reader through potential identifiers to
help recognize whether or not the classroom principle is at play. Each principle is
explained, and Jackson outlines what teachers can do to develop the framework.
Classrooms examples are provided, as well as problems (and recommended solutions)
that might arise along the way. The final section of the text is a self-assessment to help
identify where teachers lie on the "master teacher" continuum, broken down by section.
Robyn Jackson is an instructor in Washington, DC, and founder of Mindsteps, Inc., an
educational consulting firm, and has written a number of books outlining her principles.
This book is a great resource for teachers that provides a number of ideas and
methodologies to help teachers work smarter, not harder. As a new teacher, this book
was instrumental in shaping my own pedagogy, and can give teachers at any level great
tools for shaping teacher instruction and lesson design.
Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA:
Corwin.
With a firm belief in our new "Global Society," Prensky stresses the importance of
making the classroom relevant to today's "Digital Native" student. The focus of this text
is "partnering" with students in order to enhance the learning experience, strengthen
relevance, and shape the technology classroom of the future. Prensky argues that rather

9. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 9
than battle students for attention, and to put away their devices, teachers should embrace
it technology; in-turn, students' experiences will be more meaningful, engaging, and
personalized.
Filled with what are essentially student-centered learning initiatives, Prensky takes a
different approach to the pedagogy, adding technology to the mix. The text takes the
reader through basic ideas and strategies in "partnering," and then outlines tips and
examples to help with its implementation. The chapters outline and rename cooperative
learning, the importance of relevance, questioning strategies, and assessment methods.
The difference in Prensky's ideology is that his form of learner-centered practice connects
and integrates technology. Although his ideas are innovative in many cases, some are
far-fetched for the scope of a 45-minute class, not to mention financial issues that come
into play in most schools.
Marc Prensky is an international speaker that focuses on new and innovative approaches
to teaching. A world traveler, Prensky has written over 60 articles and texts, and he has
appeared on a number of major networks and in a number of major news publications.
Along with his texts, Prensky has created and marketed a number of learning games and
activities. Just a side-note…I was fortunate enough to meet him while attending the PA
Consortium for Public Education Leadership Conference in 2011.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing Students' Engagement by
Increasing Teachers' Autonomy Support. Motivation & Emotion, 28(2), 147-169.

10. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 10
A case study of twenty teachers, this study sought to uncover whether or not autonomy
support within the classroom and lesson design could increase student engagement and
success. Researchers constructed this study from self-determination theory; the theory
that instructional style ranges from controlling to highly autonomy supportive.
Autonomy supportive teachers create a student-centered atmosphere that facilitates
learning, whereas the controlling teacher outlines an agenda of what students should
think, feel, and do - in order to learn. Moreover, autonomy supportive teachers concern
themselves with their students' needs, interests, and preferences, and then shape their
lessons in order to "allow these internal motives guide [student] learning" (148).
Within this study, one group of teachers was exposed to an informal training on
incorporating autonomy and was rated against a control group of teachers whom were
not. The study concludes that teachers, once trained how to motivate students through
autonomy, are more likely to increase student engagement. Therefore, this training is a
beneficial initiative with significant possibilities. Although the study concludes
important findings, it does not provide much guidance on how to increase these
tendencies, or how to train teachers in such pedagogy. Although this ideology is similar
to student-centered instruction, the theoretical backing is more defined. Such ideology
coupled with actual practice would prove beneficial in any teacher's repertoire.
Johnmarshall Reeve is a Professor in the Department of Education at Korea University in
Seoul, South Korea. He has published over three dozen articles and texts, and has

11. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 11
worked on the development of Self-Determination Theory with a number of colleagues.
Reeve primarily focuses on educational motivational and emotion.
Schussler, D. L. (2009). Beyond Content: How Teachers Manage Classrooms to Facilitate
Intellectual Engagement for Disengaged Students. Theory Into Practice, 48(2), 114-121.
This article discusses engaging the disengaged student. Research supports the belief that
disengaged students are less likely to be successful in the classroom, as they are less
likely to retain information, find it relevant, and/or participate in the learning process.
Throughout this piece, Schussler identifies three components of an effective learning
environment, in which even disengaged students can be salvaged. These include an
environment that provides opportunities for students to succeed, where flexible avenues
exist, and where they are respected as learners because teachers convey that students are
capable of learning. The article continues by explaining these settings, and by giving
classroom examples of how to implement them. The author provides real-life examples
of students that are disengaged, and then applies these concepts to aide in their remedy.
Along the way, the article also outlines academic challenges, means of academic support,
types of instruction, and fostering relevance.
Although this is not a research study, the author provides valuable tips through a short,
real-world application-based article. Many textbooks speak of student-centered methods
and increasing student engagement, but Schussler's thoughts on the disengaged student
are a welcome addition to such ideology. The article would benefit from a more

12. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 12
thorough analysis of student engagement; however, it provides an easily accessible
assessment of a few common issues found within any college classroom.
Deborah Schussler is an accomplished professor, author, and presenter that focuses on
student learning and learning environments. Schussler has over 20 publications, and is an
Associate Professor of Education and Human Services for Villanova University,
Pennsylvania.
Wright, G. (2011). Student-Centered Learning in Higher Education. International Journal Of
Teaching And Learning In Higher Education, 23(1), 92-97.
This study looks at student-centered practices that have been implemented in various
college classes and their success. Because most colleges are shifting to student-centered
environments, this essay seeks to outline ways in which colleges are shifting, and
whether or not these shifts are creating successes for teacher and student. Examples of
practices discussed are students as part of the initial course design, students as peer-
reviewers and mentoring, and students engaged in debate format. In all examples
provided, teachers reported an increase in student engagement, and overall student
satisfaction.
Although this article is an easily read piece that provides a few valuable tips, there is little
evidence provided to support its assertions. The article outlines practices endorsed in a
different book about student-centered learning, and it is my opinion that there would be

13. QUALITATIVE RESEARCH CRITIQUE: ANNOTATED 13
more value in reading this text; this piece, then, would be a brief supplemental article to
support the author's assertions. The author of this article, Gloria Brown Wright, is a
Professor of Chemistry at Central Connecticut State University.
Zayapragassarazan, Z. Z., & Kumar, S. (2012). Active Learning Methods. Online Submission,
EBSCOhost (accessed March 7, 2013).
A short, focused article, this publication outlines a number of easily incorporated active
learning strategies. Each method is explained in broad terms, and then can be applied to
any class size, content area, or age/grade level. The author begins by defining active
learning and explaining the key concepts that must be present. These include students
creating their own knowledge, testing it, and connecting it to prior knowledge and/or
experiences. The article calls for teachers to foster talking, writing, doing, reflecting, etc.
The activities outlined include concept maps, brainstorming, collaborative learning, team-
based learning, problem-based learning, the one-minute paper, free-writing, panel
discussions, case studies, peer-teaching, and role playing.
This paper is published in the NTTC (National Teacher Training Centre) bulletin, which
originates in India. The author is a member of the editorial review board for the
Jawaharlal Institute of Postgraduate Medical Education & Research. Albeit brief, this
article is a convenient reference guide for active learning methods that can be easily
implemented and help increase student involvement in any class.