scholarly journals Integrating A New Design Of Teaching Slides With Active Learning Measures In A Large Class

2020 ◽  
Author(s):  
Katrina Ramsdell ◽  
Madeline Schreiber ◽  
Maura Borrego ◽  
Michael Alley
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Learning Measures

scholarly journals Delivering quality along with quantity: The challenge of teaching a large and heterogeneous engineering class

2018 ◽  
Vol 46 (4) ◽  
pp. 331-344
Author(s):  
D Chronopoulos
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Mathematical Knowledge ◽  
Positive Impact ◽  
Good Teaching ◽  
Learning Methods ◽  
Teaching Resources ◽  
Academic Background ◽  
Learning Techniques ◽  
Students Satisfaction

The challenges faced by a lecturer teaching large multidisciplinary engineering classes are identified. These are principally related to the size of the class, the extensive mathematical knowledge that is considered as prerequisite, as well as the heterogeneity of the class due to the diversity of students’ academic background and interests. In order to improve students’ engagement and retention in class, active learning techniques are employed and their impact on the performance of the class is captured through a questionnaire designed for this purpose. The statistics demonstrate that good teaching facilities and a well-prepared lecturer do not suffice for maximising students’ satisfaction, attention and retention. In order to engage the students in a large class setting, it is important to involve them in the lecture process. The employed active learning methods comprising quizzes, in class demonstration and muddiest-point cards induce a remarkably positive impact at almost no additional teaching resources.

Increased Student Learning and Attendance in Resources Geology through the Combination of Sentence-Headline Slides and Active Learning Measures

2007 ◽  
Vol 55 (1) ◽  
pp. 85-91 ◽  
Author(s):  
Michael Alley ◽  
Madeline Schreiber ◽  
Elizabeth Diesel ◽  
Katrina Ramsdell ◽  
Maura Borrego
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Measures

Feasibility of Team-Based Learning Techniques in a Large Engineering Course

2009 ◽  
Author(s):  
Sung-Hwan Joo
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Learning Methods ◽  
Learning Techniques ◽  
Team Based Learning ◽  
Learning Concept

This paper describes the feasibility of team-based learning techniques in a large engineering course and reviews the team-based learning. First, the problems which instructors are facing when they teach the large class are discussed. Then, several active learning methods are briefly introduced and reviewed. The team-based learning concept will be reviewed and advantages of team-based learning in a large engineering class are discussed at the latter part of the paper.

Introduction of Jigsaw Method as Active Learning in Large Class

2020 ◽  
Vol 68 (3) ◽  
pp. 3_2-3_7
Author(s):  
Noboru KATAYAMA ◽  
Yuka TAKAGI ◽  
Joonam KIM ◽  
Shuji HONDA ◽  
Tomoko MORI
Keyword(s):  
Active Learning ◽  
Large Class ◽  
Jigsaw Method

Active learning in large class settings.

1995 ◽  
Vol 269 (6) ◽  
pp. S73 ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Large Class ◽  
Learning Experience ◽  
Large Body ◽  
Factual Knowledge ◽  
Factual Information ◽  
Large Classes ◽  
Sources And Sinks ◽  
Working Together

Science education is in the process of shifting from the mastery of a large body of factual information to an emphasis on the development of reasoning skills and the solving of practical problems. Such skills are best developed by instructors and students working together in an active learning environment as opposed to instructors and students being, respectively, sources and sinks of factual knowledge. Most models of active learning are geared toward small group (< 15 students) settings in which interactions between students and instructor are optimized. However, basic courses in physiology are often forced to meet in large classes in which it is more difficult to utilize active learning methods. The panelists in this workshop demonstrated techniques that they use in large class settings to promote an active learning experience. We hope that this summary of the workshop will encourage you to experiment with educational approaches to improve the efficacy of teaching in the large class setting.

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