What would a diverse group of people say if asked, “When you hear the word _________ (fill in the name of your field), what do you think it means?”
A new study in Active Learning in Higher Education (see reference below) motivated me to take another look at the research on student self-assessment. It’s decidedly mixed, which isn’t unexpected given the range of self-assessment tasks used in the research, not to mention cohort and
Sarah Rose Cavanagh’s book The Spark of Learning (2016) teaches how student control and value is central to learning. Control-value theory was first conceptualized by Pekrun (2006), who defined it as being “based on the premise that appraisals of control and values are central to
The research is clear: students can learn from and with each other in groups. But that learning is not the automatic, inevitable outcome of small group interactions. Dysfunctional group dynamics, such as free riding, leadership problems, poor time management, and unaddressed conflict frequently compromise learning
I’ve been doing some work on resources related to group work and have been impressed yet again by the amount of scholarship being done on groups both in classrooms and online. Faculty use and study groups in virtually every field. And as a sidebar, I
If you want to increase engagement in your online course, then consider creating an animated-video series. Today’s user-friendly software makes it quite doable, even for those of us who don’t have instructional designer–level chops.
Most courses are reaching or have reached their midpoint. So how are they going? We have our opinions, and they do matter. But what would students say about their courses at this point? Midcourse feedback is a way to find out, and there are all
As I prepared to teach my first-year orientation class this fall, I realized that I am 44 years older than my youngest students. Our window of shared experiences is small. They’ve always had iPhones and been able to text and use Instagram, and most are
One failure of the traditional face-to-face lecture is that it delivers learning content in large blocks—that is, in lengthy classes of normally 50–75 minutes. As Barbara Oakley and Terrence Sejnowski (2019) note, this violates the fundamental neurology of learning. When we learn, we first put
Lecture as a pedagogical approach has come under considerable fire in recent years. Indeed, critics have called lectures boring, obsolete, old-fashioned, overused, and even unfair, among other, less-flattering terms. The criticisms, however, have most often been leveled at one type of lecture: the full-class-session, transmission-model
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