scholarly journals The Pen is Mightier: Online Write‐To‐Learn Activities in Large‐Enrollment Classes

2021 ◽  
Vol 35 (S1) ◽  
Author(s):  
Erin Vasudevan ◽  
Michael Awad ◽  
Kerry Lin ◽  
Robert Watson ◽  
William Collins
Keyword(s):  
Write To Learn ◽  
Large Enrollment

Computer support for teaching large-enrollment courses

1982 ◽  
Vol 14 (1) ◽  
pp. 31-33
Author(s):  
William H. Dodrill
Keyword(s):  
Computer Support ◽  
Large Enrollment

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

2021 ◽  
pp. 105256292098012
Author(s):  
Mai P. Trinh ◽  
Chantal van Esch ◽  
Hector A. Martinez ◽  
Tracey Messer
Keyword(s):  
Experiential Learning ◽  
Organizational Development ◽  
Appreciative Inquiry ◽  
Experiential Learning Theory ◽  
Learning Space ◽  
Large Classes ◽  
Development Methodology ◽  
Large Enrollment ◽  
Large Groups ◽  
Kolb's Experiential Learning Theory

Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.

scholarly journals Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

2017 ◽  
Vol 16 (1) ◽  
pp. ar7 ◽  
Author(s):  
Xiaoying Xu ◽  
Jennifer E. Lewis ◽  
Jennifer Loertscher ◽  
Vicky Minderhout ◽  
Heather L. Tienson
Keyword(s):  
Hydrogen Bonding ◽  
Student Performance ◽  
Bond Energy ◽  
Multiple Choice ◽  
Instructional Interventions ◽  
Student Responses ◽  
Large Classes ◽  
Instructional Effect ◽  
Large Enrollment ◽  
The Impact

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts—hydrogen bonding, bond energy, and pKa—were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept.

scholarly journals Comparison of Mastery Learning and Traditional Lecture–Exam Models in a Large Enrollment Physics Course

2015 ◽  
Author(s):  
Barbara Masi ◽  
Dan Watson ◽  
Arie Bodek ◽  
Dev Ashish Khaitan ◽  
Erik Garcell
Keyword(s):  
Mastery Learning ◽  
Traditional Lecture ◽  
Large Enrollment ◽  
Physics Course

Learning cycles for a large‐enrollment class

1990 ◽  
Vol 28 (1) ◽  
pp. 20-25 ◽  
Author(s):  
Dean Zollman
Keyword(s):  
Learning Cycles ◽  
Large Enrollment

Using Facebook Groups to Encourage Science Discussions in a Large-Enrollment Biology Class

2017 ◽  
Vol 46 (1) ◽  
pp. 103-136 ◽  
Author(s):  
Aditi Pai ◽  
Gene McGinnis ◽  
Dana Bryant ◽  
Megan Cole ◽  
Jennifer Kovacs ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Social Networking Site ◽  
Popular Media ◽  
News Article ◽  
Student Body ◽  
Spelman College ◽  
Biology Class ◽  
Science News ◽  
Large Enrollment

This case study reports the instructional development, impact, and lessons learned regarding the use of Facebook as an educational tool within a large enrollment Biology class at Spelman College (Atlanta, GA). We describe the use of this social networking site to (a) engage students in active scientific discussions, (b) build community within the student body in class, and (c) promote communication between students and instructors. To achieve this, we created a Facebook Group page that students were required to join and use to complete the main assignment of this class, which was to read, discuss, and write about a science news article in the popular media. Overall, we find that Facebook, due to its popularity with students and its informal nature, is very effective in engaging them.

scholarly journals Motivation and Sense of Belonging in the Large Enrollment Introductory General and Organic Chemistry Remote Courses

2021 ◽  
Vol 11 (9) ◽  
pp. 549
Author(s):  
Charles T. Cox ◽  
Nicole Stepovich ◽  
Alexandra Bennion ◽  
Jessie Fauconier ◽  
Nicole Izquierdo
Keyword(s):  
Best Practices ◽  
Sense Of Belonging ◽  
First Generation ◽  
African Students ◽  
Black African ◽  
Academic Standing ◽  
Asian Pacific Islander ◽  
Large Enrollment ◽  
Asian Pacific ◽  
Remote Learning

The rapid shift from face-to-face to remote instruction in 2020 has resulted in recalibration of lecture and laboratory pedagogy. This research analyzed the impact of remote learning on student motivation and sense of belonging in large enrollment chemistry courses. Student responses were parsed according to specific demographics including gender, academic standing, first-generation status, and ethnicity. Research objectives included the analysis of how remote learning impacted specific demographics to develop guidelines for best practices moving forward for hybrid or online courses. Our findings show that second year students (sophomores) were the most impacted of the academic standing cohorts. Sophomores reported a statistically greater change in motivation after the start of the semester and statistically lower satisfaction with their performance on assignments. Females reported statistically lower motivation and a statistically lower sense of belonging in the course and science, technology, engineering, and mathematics (STEM) fields. Black/African students reported a statistically lower motivation for remote learning than Asian/Pacific Islander and White/Caucasian students. Finally, both White/Caucasian and Black/African students reported a statistically lower sense of belonging in the course and in STEM fields than Asian/Pacific islander students. Finally, statistical differences were not observed based upon first-generation status. The research indicates that students were differentially impacted by the shift to remote learning. From these findings, a stronger understanding of how specific demographics are differentially impacted by remote learning in STEM courses is provided, granting greater insight into best practices moving forward.

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