Engaging Students in Large Classes through the Use of Blended Learning Instructional Strategies (BLIS)

2014 ◽  
pp. 213-224
Author(s):  
Raymond W. Francis ◽  
Mary Jo Davis ◽  
Jon Humiston
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Student Learning ◽  
Instructional Strategies ◽  
Large Class ◽  
Student Performance ◽  
Effective Teacher ◽  
Faculty Performance ◽  
Large Classes ◽  
Class Instruction

It is not enough to be great at sharing information in a large classroom setting. To be an effective teacher you must be able to meaningfully engage your students with their peers and with the content, and you must do this regardless of class size or content. The issues of teaching effectively in large classroom settings have presented ongoing problems with enormous implications for both student learning and faculty performance. Issues about student engagement with the content, peers, and faculty persistently are discussed with little change in practice. However, the effective infusion of technology targeted through strategies for large-class instruction and management have great potential for increasing student performance. In this chapter, Blended Learning Instructional Strategies (BLIS) are highlighted to effectively address common issues related to teaching and student engagement particularly in large classroom settings.

Engaging Students in Large Classes Through the Use of Blended Learning Instructional Strategies (BLIS)

2018 ◽  
pp. 306-318
Author(s):  
Raymond W. Francis ◽  
Mary Jo Davis ◽  
Jon Humiston
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Student Learning ◽  
Instructional Strategies ◽  
Large Class ◽  
Student Performance ◽  
Effective Teacher ◽  
Faculty Performance ◽  
Large Classes ◽  
Class Instruction

It is not enough to be great at sharing information in a large classroom setting. To be an effective teacher you must be able to meaningfully engage your students with their peers and with the content, and you must do this regardless of class size or content. The issues of teaching effectively in large classroom settings have presented ongoing problems with enormous implications for both student learning and faculty performance. Issues about student engagement with the content, peers, and faculty persistently are discussed with little change in practice. However, the effective infusion of technology targeted through strategies for large-class instruction and management have great potential for increasing student performance. In this chapter, Blended Learning Instructional Strategies (BLIS) are highlighted to effectively address common issues related to teaching and student engagement particularly in large classroom settings.

scholarly journals Engaged: Making Large Classes Feel Small Through Blended Learning Instructional Strategies That Promote Increased Student Performance

2012 ◽  
Vol 9 (2) ◽  
pp. 147-152 ◽  
Author(s):  
Raymond W. Francis
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Instructional Strategies ◽  
Large Class ◽  
Student Performance ◽  
Classroom Setting ◽  
Effective Teacher ◽  
Large Classes ◽  
Change In Practice ◽  
Class Instruction

It is not enough to be great at sharing information in a large classroom setting. To be an effective teacher you must be able to meaningfully engage your students with their peers and with the content. And you must do this regardless of class size or content. The issues of teaching effectively in large classroom settings have presented ongoing problems with enormous implications for both student learning and faculty performance. Issues about student engagement with the content, peers, and faculty persistently are discussed with little change in practice. However, the effective infusion of technology targeted through strategies for large-class instruction and management have great potential for increasing student performance. In this work Blended Learning Instructional Strategies (BLIS) are highlighted to effectively address common issues related to teaching and student engagement in large classroom settings.

Teaching Large Classes

2021 ◽  
pp. 784-799
Author(s):  
Japhet E. Lawrence
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Large Class ◽  
Large Classes ◽  
Daunting Task ◽  
Class Environment ◽  
Student Enrolment ◽  
Daunting Challenge ◽  
Assessment Strategies

Higher education around the world are experiencing significant growth in student enrolment, as a result, educators face the daunting challenge of teaching larger classes, while improving the quality of instruction and subsequent value delivered to students. Large class can become a daunting task to any teacher who has never taught a large class before and teaching a large group of students can be intimidating for both students and lecturers. The purpose of this article is to identify effective teaching and assessment strategies to address the challenges of teaching in large class environment. It focusses on the idea of student engagement as a strategy to address the challenges faced by large class learning environments. By focusing on student engagement and adapting teaching and assessment strategies to promote critical thinking, it is possible to overcome the challenges posed by large class environments into opportunities for effective student learning. The study provides valuable direction for faculty faced with teaching and supporting large-class environments in higher education.

scholarly journals Teaching Large Classes with Clickers: Results from a Teaching Experiment in Comparative Politics

2013 ◽  
Vol 46 (04) ◽  
pp. 823-829 ◽  
Author(s):  
Marcela Velasco ◽  
Gamze Çavdar
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Comparative Politics ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Student Perception ◽  
Teaching Experiment ◽  
Student Response ◽  
Large Classes

AbstractInstant-response technologies, or clickers, are student response devices that help address some of the challenges involved in teaching large classes, namely student motivation and engagement with the material. This article evaluates a diverse set of teaching and learning strategies enabled by clicker technology and their impact on student learning. We highlight five aspects of teaching that are enhanced by the use of clickers, describe an experiment comparing student performance in traditional and clicker lectures, and report results of a survey of student perception about the effects of this technology on motivation, learning, and engagement. We argue that while the use of clickers is time-consuming for the instructor and presents a steep learning curve, clickers improve teaching effectiveness in large classes and hold promise for increasing student learning.

Teaching Large Classes

2019 ◽  
Vol 2 (1) ◽  
pp. 66-80
Author(s):  
Japhet E. Lawrence
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Large Class ◽  
Large Classes ◽  
Daunting Task ◽  
Class Environment ◽  
Student Enrolment ◽  
Daunting Challenge ◽  
Assessment Strategies

Higher education around the world are experiencing significant growth in student enrolment, as a result, educators face the daunting challenge of teaching larger classes, while improving the quality of instruction and subsequent value delivered to students. Large class can become a daunting task to any teacher who has never taught a large class before and teaching a large group of students can be intimidating for both students and lecturers. The purpose of this article is to identify effective teaching and assessment strategies to address the challenges of teaching in large class environment. It focusses on the idea of student engagement as a strategy to address the challenges faced by large class learning environments. By focusing on student engagement and adapting teaching and assessment strategies to promote critical thinking, it is possible to overcome the challenges posed by large class environments into opportunities for effective student learning. The study provides valuable direction for faculty faced with teaching and supporting large-class environments in higher education.

scholarly journals Using Undergraduate Learning Assistants to Aid in Course Redesign

2017 ◽  
Author(s):  
Jeffrey Michael Pavlacic ◽  
Erin Michelle Buchanan
Keyword(s):  
Large Class ◽  
Student Performance ◽  
Retention Rates ◽  
State University ◽  
Learning Retention ◽  
Large Classes ◽  
Faculty Interaction ◽  
Course Redesign ◽  
Large Sections ◽  
Lead Study

Research has identified problems for students associated with large class sizes. Large class sizes reduce opportunities for interaction among students and faculty, which can lead to problems with student learning, retention rates, and lower student performance. It is therefore important to increase opportunities in a large class setting for students to interact with faculty and staff. One successful tactic for increasing student-faculty interaction in large classes involves using undergraduate peers as class assistants. This paper describes the implementation of Undergraduate Learning Assistants (ULAs) in large sections of Introductory Psychology at Missouri State University from a historical perspective, utilizing data collected prior to this manuscript. In essence, this manuscript is a review of the implementation of ULAs at Missouri State submitted by students who have served in the position. ULAs mentor students, act as facilitators between the instructor and students, and lead study sessions before each unit exam outside of the classroom. Multiple positive outcomes have been observed by means of data collection and student

scholarly journals A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement in different countries

2021 ◽  
Author(s):  
Zhonggen Yu
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Student Performance ◽  
Meta Analysis ◽  
Future Research ◽  
Improve Performance ◽  
Academic Activities ◽  
The World ◽  
The Usa ◽  
Students Attitudes

Abstract Although the new century has been witnessing increasing popularity of blended learning especially during this special pandemic time, few studies have summarized the effectiveness of blended learning in different countries. This meta-analysis summarizes previous studies on blended learning effectiveness in different countries in terms of students’ performance, students’ attitudes towards blended learning, learning achievement, and student engagement in different countries. Through the meta-analysis via Stata/MP 14.0, it is concluded that blended learning could improve performance, attitude, and achievement in most countries. However, in both China and the USA, blended learning could not significantly improve student engagement in academic activities. No significant differences were revealed in student performance in the USA between blended and non-blended learning. Future research could extend the research into blended learning to more countries and areas across the world.

scholarly journals Blended Learning Environments, Active Participation, and Student Success

2009 ◽  
Author(s):  
Sarah Ransdell ◽  
Sandrine Gaillard-Kenney
Keyword(s):  
Nursing Students ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Online Discussion ◽  
Online Data ◽  
Large Classes ◽  
Course Content ◽  
Bachelor Of Science

Purpose: Online discussion within blended learning environments is essential to student success in a well-designed course. Our research briefly describes ways in which online discussion can be evaluated to predict student learning. The paper will present some online data regarding active and passive use of Web-CT-based course content as it relates to student performance. Methods: Thirty-seven RN (Registered Nurse) to BSN (Bachelor of Science in Nursing) students in a blended online and face-to-face biostatistics course participated in this research for 15 weeks. Results: Students who were engaged in active, original postings to discussion threads in response to relevant, course-based reading were most likely to do well, regardless of the total frequency of their visits to the discussion site. Students who engaged in frequent, but passive, less relevant postings did not do as well in terms of midterm quizzes or final grades. Discussion:Qualitative discussion rubrics can be labor-intensive; in large classes, it may be possible to supplement them with quantitative, Web-CT records of overall postings, original postings, follow-up postings, and total visits in order to determine which students are using discussion as a useful tool.

Sign in / Sign up

Export Citation Format

Share Document