Audience Response In The Classroom
Description
Being able to keep an engaging classroom environment for students can be difficult, especially in large lecture-style courses. Many instructors find success in using technology, while others use methods of questioning to keep the conversation going. Here we will show you strategies that various Drexel faculty use to keep dynamic discussion going in their classrooms.
Author(s): Paoletti, T., Krupnik, V., Papadopoulos, D.
We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level.
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Author(s): Daniel B. King
Personal response devices (or clickers) facilitate rapid student feedback to questions asked by an instructor during class. While they are most commonly used in large classrooms (more than 100 students) as a way to create an active learning environment, they can be effective in small classes (less than 30 students) as well.
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Author(s): Daniel B. King
As a chemistry faculty member, it’s not often that someone comes to me for fashion advice. So, naturally it was a surprise to receive an e-mail from the associate program director of Fashion Design at Drexel University’s Antoinette Westphal College of Media Arts and Design (Westphal College) asking for my help.
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Author(s): Daniel B. King
One of the biggest challenges for instruction in large-enrollment introductory courses is identifying points of student confusion. One technique that is used to address this problem is the muddiest-point card. However, this technique is logistically difficult to implement in large classes.
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Author(s): Daniel B. King
In a large enrollment, multiple-section course, review sessions enable efficient and consistent delivery of information to all students. A redesigned review session has been implemented to increase attendance and improve effectiveness.
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Author(s): Daniel B. King
The use of personal response devices (or “clickers”) in the classroom has increased in recent years. While few quantitative studies on the effectiveness of clickers have been published, it is generally reported that clickers have been well-received by the students who use them.
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Author(s): Dean, T., Lee-Post, A., & Hapke, H.
To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes.
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Author(s): Morgan, R.
This study explored whether attitudes towards impairments in second year undergraduate physiotherapy students could be enhanced by an on-campus integrated curriculum program. Methods: A pre-post design was used. Year 2 (pre-clinical) students participated in a 12-week program focused on optimising attitudes towards people with acquired or developmental neurological challenges.
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Author(s): Michael Cavanagh
This article reports on students’ experiences of lectures which included many opportunities for active engagement through cooperative learning activities. At the end of a 13-week semester-long unit, 113 students completed a questionnaire which contained five open-ended questions focusing on the extent to which the students thought that the lecture activities helped them to learn and understand the course content and to maintain their interest and attention during the sessions.
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Author(s): Timothy F. Slater
Have you tried to repurpose materials you've gotten from another lecturer or publisher that you thought could express a concept exceptionally well, only to find when you used the same materials, they did not have the dramatic effect on your students you desired? It would be easy to conclude that student apathy is to blame.
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Author(s): Lorraine J. Robertson
The role of the lecture in medical education has recently been called into question. Adults learn more effectively through active learning therefore where is the place for the traditional lecture? This paper describes the use of a computerised audience response system to transform large group teaching sessions into active learning experiences, thereby securing a future for the lecture format.
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Associate Department Head, Associate Professor, Department of Chemistry
Research Interests Include: Assessment of active learning methods and technology in chemistry courses; incorporation of environmental data into chemistry classroom modules; development of hands-on activities and laboratory experiments
Teaching Professor, Department of Chemistry
Research Interests Include: Development of student-centered learning-teaching activities; implementation/evaluation of active learning and evidence-based teaching/pedagogical strategies; curriculum integrated and applicative content delivery; structure- and fragment-based drug design guided by drug-target biological evaluation
Associate Teaching Professor | Department of Physics, Director, Start Talking Physics
Research Interests Include: Education, outreach, and experimental neutrino and dark matter studies
Associate Teaching Professor | Department of Biology
Research Interests Include: Chemoecology
Missing Something?
Have an suggestion for an evidence-based pedagogy that we haven’t covered yet? Do you know of a
faculty or staff member we should feature? Have you published on evidence-based teaching? Please share your ideas with us at castle@drexel.edu