Differential Outcomes for Seminar and Laboratory Formats in Higher Education

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Abstract
Perceived educational outcomes of 1490 college students enrolled in seminar/discussion and laboratory courses were measured on 16 items. Initially, three oblique factors were identified: Personal/Interpersonal Development, Cultural Humanism, and Cognitive Outcomes. A 2-factor solution was identified as Affective and Cognitive Outcomes. Seminar/discussion students rated affective outcomes higher than laboratory students; laboratory students rated cognitive outcomes higher than seminar/discussion. Implications for planning and accountability in higher education were discussed.

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