…other than listening passively to an instructor’s lecture” (Faust and Paulson 1998, 4). Transitioning from passive listeners to active participants encourages students to generate ideas and use them. Given that…
…learning—for both students and instructors (Bower, et al, 2015). I recently participated in a workshop in which the facilitator delivered a lecture, and, just before sending us into breakout rooms,…
…online supplemental materials, mini-lecture videos produced by the course staff, and tutoring sessions (both one-on-one and with larger groups). By replacing the traditional lecture with these myriad forms of content…
…have approved the mini-lecture topic, the student delivers the talk. Brevity is taught here, as I ask for mini-lectures lasting for no more than seven minutes each. Based on the…
…to success in an online environment. I chose a 100 percent asynchronous course design to maximize scheduling flexibility and household Internet sharing for my students. I pre-recorded lecture videos and…
…learning. Is collaborative experience associated with a specific activity or learning outcome, to re-in-force prior learning, or as an activating strategy to increase attention during lecture? Define the group’s common…
…was centered on lecture capture, privileging instructor audio/video for students engaging in the course either synchronously or asynchronously. As the semester unfolded, there were many bumps in the road, and…
…lecture. Breakout rooms. Musical breakout rooms. Okay, there was no music involved, but there was small group discussion, large group discussion, and a chance to just talk to one another…
