An implementation of active learning: assessing the effectiveness of the team infomercial assignment

Abstract

This article examines the effectiveness of the team infomercial assignment as an active learning tool in undergraduate courses. The structure and three phases of the team infomercial assignment, as well as student evaluations and feedback, are presented. We investigated student experiences working on the team infomercial assignment, the common challenges that students faced, and the effective approaches to implementing this assignment in higher education settings. Results show that the team infomercial assignment is instrumental in developing analytical and presentation skills, effective teamwork, reflective learning, and the application of knowledge and skills in future learning. We conclude that the team infomercial assignment is clearly of value to students and provides a benchmark example for instructors interested in employing active learning approaches.

Keywords:

• action learning
• reflective learning
• innovative learning design