scholarly journals One Small Step in the Lecture Hall, One Big Step for Student Motivation: Short Bursts of In-Class Small Group Work

2020 ◽  
pp. 237337992096370
Author(s):  
Angela S. Anderson
Keyword(s):  
Group Work ◽  
Student Motivation ◽  
Class Group ◽  
Lecture Hall ◽  
Active Teaching ◽  
Large Lecture ◽  
Music Model ◽  
Assessment Survey ◽  
Short Intervention ◽  
Large Lecture Classes

Great teachers are continually introducing strategies to engage students, especially those who teach large-lecture classes, whose format can limit active learning and student motivation to engage in learning. Implementation of active teaching strategies must be assessed for effectiveness. Using the simple MUSIC model postcourse assessment survey, student motivation to engage in learning was statistically quantified. A simple short intervention of in-class group work led to significant areas of improvement, which included the students’ perception of the class’ Usefulness towards their future career ( p < .01), their perceived ability for Success in the class ( p < .01), their Interest in the material ( p < .01), and their perception of the instructor Caring about their success ( p < .05). No change was seen in e Mpowerment. In addition, students rated the ease of the class ( p < .01) and the overall satisfaction with the course ( p < .01) significantly higher than the previous semester, prior to the in-class group work implementation. The implementation of this short simple intervention of in-class group work was highly successful in increasing student motivation in a large-lecture, in-major required exercise and health class and can be easily adapted to other large-lecture classes.

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.

Simulation and game exercises in large lecture classes

1979 ◽  
Vol 28 (3) ◽  
pp. 224-229 ◽  
Author(s):  
Keith V. Erickson ◽  
Mira T. Erickson
Keyword(s):  
Large Lecture ◽  
Large Lecture Classes

Introductory Accounting as Theater: A Look Behind the Scenes of Large-Lecture Production

2011 ◽  
Vol 26 (4) ◽  
pp. 815-833 ◽  
Author(s):  
Billie M. Cunningham
Keyword(s):  
Production Process ◽  
Production Processes ◽  
Large Lecture ◽  
Introductory Accounting ◽  
Specific Discipline ◽  
Large Lecture Classes

ABSTRACT Feeling like a bit of a thespian in class? Why not expand your class role and channel your inner Stanley Tucci or Kathleen Marshall? Large-lecture classes offer an opportunity to run a whole production. While much has been written about large-lecture classes, papers have tended to address the relative merits of these classes or some specific issue related to teaching them within a specific discipline. This paper adds to the existing literature by providing an overview of the day-to-day considerations, planning, and mechanics of developing and teaching a large-lecture introductory accounting course, by taking you on a behind-the-scenes tour through the pre-production and production processes for a large-lecture, introductory accounting course. It describes the pre-production process, including the following: understanding the audience, developing a vision for the course, identifying resource and financing needs, determining the cast and crew, designing the set, developing the production elements, casting the show, and rehearsing the show. Additionally, the paper describes the production itself, including the dimensions of acting, addressing problems that occur during the production, and managing intermissions (exams). The paper closes with a brief discussion of the critics.

scholarly journals A Simple and Effective Protein Folding Activity Suitable for Large Lectures

2006 ◽  
Vol 5 (3) ◽  
pp. 264-269 ◽  
Author(s):  
Brian White
Keyword(s):  
Protein Folding ◽  
Noncovalent Interactions ◽  
Three Dimensional ◽  
College Biology ◽  
The Core ◽  
Large Lecture ◽  
Hands On ◽  
Core Concepts ◽  
Large Lecture Classes

This article describes a simple and inexpensive hands-on simulation of protein folding suitable for use in large lecture classes. This activity uses a minimum of parts, tools, and skill to simulate some of the fundamental principles of protein folding. The major concepts targeted are that proteins begin as linear polypeptides and fold to three-dimensional structures, noncovalent interactions drive this folding process, and the final folded shape of a protein depends on its amino acid sequence. At the start of the activity, students are given pieces of insulated wire from which they each construct and fold their own polypeptide. This activity was evaluated in three ways. A random sample of student-generated polypeptides collected after the activity shows that most students were able to create an appropriate structure. After this activity, students (n = 154) completed an open-ended survey. Their responses showed that more than three-quarters of the students learned one or more of the core concepts being demonstrated. Finally, a follow-up survey was conducted seven weeks after the activity; responses to this survey (n = 63) showed that a similar fraction of students still retained these key concepts. This activity should be useful in large introductory-level college biology or biochemistry lectures.

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