scholarly journals Improving student engagement with chemistry demonstrations in large lecture courses

2020 ◽  
Author(s):  
Mindy Levine
Keyword(s):  
Student Engagement ◽  
Large Lecture ◽  
Lecture Courses

scholarly journals In Defense of the Populist Lecture

2010 ◽  
Vol 43 (04) ◽  
pp. 759-765 ◽  
Author(s):  
Mark Lawrence Schrad
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Full Advantage ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Lecture Hall ◽  
Large Lecture ◽  
Information And Communication ◽  
Visual Variety

AbstractInformation and communication technology (ICT) programs like Microsoft PowerPoint and Apple Keynote have become the norm for large university lecture classes, but their record in terms of student engagement and active learning is mixed at best. Here, the author presents the merits of a “populist” lecture style that takes full advantage of the variety of features available from the latest generation of ICT programs. Based on visual variety, audio and visual sound bites, and the incorporation of humor and pop-cultural references, this populist approach not only facilitates greater student attention and engagement with the class materials, but also offers unmatched opportunities for extending student learning beyond the confines of the large lecture hall.

scholarly journals Introducing Backchannel Technology into a Large Undergraduate Course | Introduction d’une technologie d’arrière-plan dans un vaste cours de premier cycle

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Ruth Neustifter ◽  
Tuuli Kukkonen ◽  
Claire Coulter ◽  
Samantha Landry
Keyword(s):  
Mobile Devices ◽  
The Other ◽  
Online Surveys ◽  
Course Content ◽  
Large Lecture ◽  
Class Discussions ◽  
Premier Cycle ◽  
Lecture Courses ◽  
Student Questions ◽  
Grade Average

Backchannel technology can be used to allow students in large lecture courses to communicate with each other and the instructor during the delivery of lecture content and class discussions. It can also be utilized by instructors to capture, summarize, and integrate student questions, ideas, and needs into course content both immediately and throughout the course. The authors integrated backchannel software in one of two sections of a course, leaving the other section as a control; combined, the two sections contained a total number of 871 students. Data was gathered comparing both groups using online surveys and semester grades; results showed that the section using backchannel software had higher class satisfaction and perception of engagement, used their mobile devices more for accessing class content, felt more comfortable participating in class discussions, and had a higher grade average than the section that did not. The authors also explore their own experiences of finding, integrating, and maintaining backchannel technology. La technologie d’arrière-plan peut permettre aux étudiants de grands cours magistraux de communiquer les uns avec les autres et avec l’instructeur durant le cours et les discussions en classe. Les instructeurs peuvent aussi l’utiliser pour saisir, résumer et intégrer les questions, idées et besoins des étudiants dans le contenu du cours, et ce, immédiatement et pendant toute la durée du cours. Les auteurs ont intégré un logiciel d’arrière-plan dans l’une des deux sections d’un cours, faisant de l’autre section son groupe témoin. Ensemble, les deux sections comprenaient 871 étudiants. Des données ont été recueillies pour comparer les deux groupes à l’aide de sondages en ligne et des notes du trimestre. Les résultats ont démontré que la section utilisant le logiciel d’arrière-plan avait une plus grande satisfaction et une meilleure perception de l’engagement, que ses étudiants se servaient de leurs appareils mobiles pour accéder à davantage de contenus, se sentaient plus à l’aise de prendre part aux discussions en classe et avaient une moyenne plus élevée que ceux du groupe qui n’avait pas accès au logiciel. Les auteurs explorent également leurs propres expériences pour trouver, intégrer et entretenir la technologie d’arrière-plan.

scholarly journals Redesigning a Large Lecture Course for Student Engagement: Process and Outcomes

2012 ◽  
Vol 3 (2) ◽  
Author(s):  
Leslie F Reid
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Research Approach ◽  
Group Project ◽  
Final Exam ◽  
Active And Collaborative Learning ◽  
Large Lecture ◽  
Academic Challenge ◽  
Action Research Approach ◽  
Engagement Process

Using an action-research approach, a large-lecture science course (240 students) was redesigned to improve student engagement in the areas of active and collaborative learning, faculty-student interaction and level of academic challenge. This was mainly achieved through the addition of a half-semester long group project, which replaced half of the lectures and the final exam. The course redesign did not result in more hours spent on teaching and teaching-related activities (grading, assessment preparation, lecturing, lecture preparation) for the instructor – although the redesigned course requires the support of teaching assistants for the project component. Data on students’ perceptions of the modified course and the frequency to which they participated in the engagement activities were collected using the Classroom Survey of Student Engagement (CLASSE). The majority of students reported high levels of engagement in most of the intended areas and were comfortable with the new class design. The CLASSE data also helped identify areas where intended engagement levels were not met. These areas are the focus for future course development and action research questions. Utilisant une approche de type recherche-action, un cours de science offert dans un grand auditorium (240 étudiants) a été reconfiguré afin d’amener les étudiants à s’engager davantage dans un apprentissage actif et collaboratif ainsi que dans leur interaction professeur-étudiants et à relever un défi de nature académique. Pour ce faire, la moitié des cours magistraux ainsi que l’examen final ont été remplacés par un projet de groupe. La reconfiguration du cours ne s’est pas traduite par une augmentation des heures d’enseignement ou des activités liées à l’enseignement (notation, préparation des évaluations, exposé magistral, préparation de l’exposé magistral) – bien qu’elle ait nécessité le soutien des assistants à l’enseignement pour la composante projet de groupe. Les chercheurs ont effectué un sondage en classe afin de recueillir des données sur la perception des étudiants à propos du cours modifié et sur la fréquence à laquelle ils ont participé aux activités favorisant leur engagement. La majorité des étudiants a rapporté un niveau élevé d’engagement dans la plupart des domaines souhaités et a déclaré se sentir à l’aise avec le cours reconfiguré. Les données du sondage ont également permis d’identifier les domaines dans lesquels le niveau d’engagement souhaité n’était pas atteint. Une nouvelle version du cours de même que les questions posées dans le cadre d’une autre recherche-action tiendront principalement compte de ces domaines.

scholarly journals Twittering to increase student engagement in the university classroom

2012 ◽  
pp. 325-345 ◽  
Keyword(s):  
Student Engagement ◽  
Research Question ◽  
Introductory Sociology ◽  
Large Lecture ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Lecture Format ◽  
University Course ◽  
The University ◽  
Do So

In this paper, we explored the research question: Does Twitter in a large-lecture format university course produced a difference in levels of self-reported student engagement? To do so, we utilize a quasi-experimental design testing the effect of Twitter on student engagement in introductory sociology and anthropology courses. Our hypotheses predicted that students using Twitter would report higher levels of five forms of student engagement (academic, intellectual, peer, and beyond-class engagement, along with an overall engagement variable). While peer-reviewed literature and others’ anecdotal reporting would lead us to expect a positive result, we found no significant difference in any form of engagement when Twitter was part of the course than when it was not. In fact, we found that students enrolled in the control (non-Twitter) condition perceived significantly higher levels of academic engagement then those in the experimental (used Twitter) condition. We also included a second set of hypothesis predicting that students who reported enjoying using Twitter would perceive of themselves as more engaged than those who did not enjoy Twitter. These hypotheses were supported across all forms of engagement. We report these findings and utilize comments from an open-ended questionnaire to explore potential reasons accounting for these differences and how students perceived Twitter as a classroom tool.

Assessing Student Engagement: A Collaborative Curriculum for Large Lecture Discussion Sections

2017 ◽  
Vol 73 (2) ◽  
pp. 218-236 ◽  
Author(s):  
Frank D. Durham ◽  
Jae-Eun Russell ◽  
Samuel Van Horne
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Outcomes ◽  
Visual Media ◽  
Demographic Information ◽  
Journalism History ◽  
Prior Learning ◽  
Course Performance ◽  
Large Lecture ◽  
Learning Data

This study investigated students’ engagement and learning in a large lecture journalism history course based on a revision of its discussion curriculum. The new curriculum incorporated visual media and facilitated collaborative learning in active learning classrooms. Surveys were administered to assess students’ perceptions of the course, including helpfulness of the discussion curriculum, engagement levels, writing self-efficacy, and satisfaction with the course. Performance scores, prior learning data, and demographic information were collected at the end of the semester. The results indicated that the revised curriculum affected students’ engagement in the course positively, contributing to students’ learning outcomes.

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