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Lieu, Rebekah; Wong, Ashley; Asefirad, Anahita; Shaffer, Justin F. – CBE - Life Sciences Education, 2017
High-structure courses or flipped courses require students to obtain course content before class so that class time can be used for active-learning exercises. While textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read their textbooks. To address this issue, we…
Descriptors: Introductory Courses, Biology, Science Instruction, Active Learning
Eichler, Jack F.; Peeples, Junelyn – Chemistry Education Research and Practice, 2016
In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered…
Descriptors: Chemistry, Large Group Instruction, Teaching Methods, Barriers
Ren, Zhiyun; Rangwala, Huzefa; Johri, Aditya – International Educational Data Mining Society, 2016
The past few years has seen the rapid growth of data mining approaches for the analysis of data obtained from Massive Open Online Courses (MOOCs). The objectives of this study are to develop approaches to predict the scores a student may achieve on a given grade-related assessment based on information, considered as prior performance or prior…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
Kim, WooRi; Watson, Sunnie L.; Watson, William R. – Educational Media International, 2016
Massive open online courses (MOOCs) have gained significant attention in recent years for their potential to impact education at a global scale. This paper presents the findings from a study that examined the cases of three MOOCs, including Human Trafficking, US Food System, and Animal Behavior and Welfare, that were specifically designed to…
Descriptors: Online Courses, Large Group Instruction, Attitude Change, Cognitive Processes
Korkofingas, Con; Macri, Joseph – Journal of University Teaching and Learning Practice, 2013
This paper examines, using regression modelling, whether a statistically significant relationship exists between the time spent by a student using the course website and the student's assessment performance for a large third year university business forecasting course. We utilise the online tracking system in Blackboard, a web-based software…
Descriptors: Foreign Countries, Higher Education, College Students, Statistical Significance
Sato, Brian K.; Kadandale, Pavan; He, Wenliang; Murata, Paige M. N.; Latif, Yama; Warschauer, Mark – CBE - Life Sciences Education, 2014
Primary literature is essential for scientific communication and is commonly utilized in undergraduate biology education. Despite this, there is often little time spent "training" our students how to critically analyze a paper. To address this, we introduced a primary literature module in multiple upper-division laboratory courses. In…
Descriptors: Biology, Science Instruction, Large Group Instruction, Science Laboratories