How much will students remember from your course tomorrow, next week, next month, next semester, or next year? Let’s be honest, in most cases, not as much as we would hope or as much as they should. What’s at the root of this problem? Students
The reasons we should be letting students learn from and with each other continue to accumulate. Here are highlights from a large cross-disciplinary and cross-institutional study that explored the relationship between psychological well-being and peer learning experiences.
Two articles in this issue explore students learning from and with each other—one deals with peer feedback on writing and the other with the relationship between peer learning experiences and psychological well-being. Both contribute to the now voluminous literature on how and why students can
Student peer reviewers can provide feedback that improves writing. Lots of research can be cited in support of that statement. The problem, as Kimberly Baker sees it, is there’s “substantially less research available on the process of structuring the peer review to maximize these benefits”
So many important messages are communicated nonverbally in face-to-face courses. There’s tone of voice, facial expressions, gestures, and the use of space—all with the potential to enhance the meaning of the verbal message. In online courses with the instructor not physically present, nonverbal communication is
The “testing effect,” as it’s called by cognitive psychologists, seems pretty obvious to faculty. If students are going to be tested on material, they will learn it better and retain it longer than if they just study the material. And just in case you had
“There is nothing more unequal than the equal treatment of unequal people.” This quote, attributed to Thomas Jefferson, is often used in gifted education to justify the attention, resources, and opportunities provided to those who are more academically talented than others. It’s intended to connote
Over the years, course syllabi have evolved from a simple document that outlines course objectives and requirements to an intimidating, multi-paged contract of terms and conditions for successful course completion. A number of writers have proposed syllabus makeovers, including some who’ve suggested the syllabus be
And there seems to be lots of them: required general education courses in content areas the student deems completely uninteresting, those with a reputation for being hard, and others that require skills students know they don’t have and feel they cannot acquire. With all that
Given the predilection of students to check devices of various sorts during class, even when there’s a prohibitive policy supported by regular teacher admonitions, it’s not surprising that students do it when they are studying, even when their study is focused on preparing for an
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