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McKinney, Earl, Jr.; Niese, Bethany; Bhatia, Mantek Singh – Journal of Information Systems Education, 2023
Active learning pedagogy has many documented benefits, and while several positive examples of its recent use in STEM classes have led to better performance, greater diversity, more equity, and improved retention of underrepresented student populations, more research in IS and IT classrooms is needed. Most active learning exercises are in a…
Descriptors: Active Learning, Audience Response Systems, Teaching Methods, Data Analysis
Newland, Sara A.; Black, Bridget – Journal of Political Science Education, 2020
"Active learning" strategies--peer instruction, simulations, hands-on activities, and the like--improve student performance and engagement. However, instructors often struggle to incorporate these techniques into their courses. Doing so can be especially difficult in large lecture courses, where the number of students makes activities…
Descriptors: Audience Response Systems, Political Science, Active Learning, College Instruction
Sirois, Louis-Philippe – Journal of Economic Education, 2019
Economics and business students are taught that sunk costs are irrelevant to their decisions. Yet, there is ample evidence that managers fail to integrate this simple rule and fall prey to what is known as the sunk-costs bias. To mitigate cognitive biases, such as the sunk-cost bias, educators must raise students' awareness of these common…
Descriptors: Economics Education, Business Administration Education, Costs, Decision Making
Koretsky, Milo – Chemical Engineering Education, 2018
This profile describes the AIChE Concept Warehouse (CW) website, a community developed, web-based tool to decrease instructional barriers and to help faculty implement concept-based active learning in class. The CW provides three distinct but complementary functions: (a) a content repository, (b) an audience response system and learning management…
Descriptors: Active Learning, Web Sites, Concept Formation, Audience Response Systems
Carloye, Lisa – Journal of College Science Teaching, 2017
In this article, the author introduces the usage of case studies to be an excellent method for engaging students through stories. The author notes she developed a series of mini-case studies that can be implemented, with a little advance preparation, within a 10- to 15-minute window during lecture. What makes them "mini" case studies?…
Descriptors: Large Group Instruction, Case Studies, Active Learning, Lecture Method
Kent, David – Teaching English with Technology, 2019
Student Response Systems (SRS) can provide effective, immediate, and efficient feedback to students, particularly when undertaking formative assessment. Coupled with active learning approaches, the use of such systems can be beneficial for English language learners by providing opportunities for increased engagement with content and reflection on…
Descriptors: Formative Evaluation, Audience Response Systems, Teaching Methods, Second Language Learning
Crowther, Emma; Baillie, Sarah – Anatomical Sciences Education, 2016
Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the…
Descriptors: Case Method (Teaching Technique), Veterinary Medical Education, Integrated Curriculum, Active Learning
Donohue, Shane – European Journal of Engineering Education, 2014
The use of audience response systems (ARSs) or "clickers" in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS…
Descriptors: Foreign Countries, Undergraduate Students, Undergraduate Study, Audience Response Systems
Gregory, Jess L. – International Journal of Higher Education, 2013
Lecture is a much maligned classroom method of instruction. Like any other technique employed by educators, there are both effective and ineffective ways to deliver content through a lecture format. Respecting that the college learner has changed, active lecturing strategies maximize student learning of course content, engaging both modern…
Descriptors: Lecture Method, Instructional Effectiveness, Learner Engagement, Undergraduate Study
Michael S. Brewer; Grant E. Gardner – American Biology Teacher, 2013
Teaching population genetics provides a bridge between genetics and evolution by using examples of the mechanisms that underlie changes in allele frequencies over time. Existing methods of teaching these concepts often rely on computer simulations or hand calculations, which distract students from the material and are problematic for those with…
Descriptors: Evolution, Teaching Methods, Scientific Concepts, Scientific Principles
Muthyala, Rajeev S.; Wei, Wei – Journal of Chemical Education, 2013
A number of studies have reported on the positive impact of social constructivist approaches on learning in introductory chemistry courses. However, the widespread use of such approaches is being hampered to a certain degree by uncertainty as to whether one needs a special type of classroom. In this study, we investigated student learning in two…
Descriptors: Organic Chemistry, Introductory Courses, Classroom Environment, Science Achievement
Micheletto, Melinda J. – Journal of College Teaching & Learning, 2011
The view of the learner has changed from that of a passive recipient of knowledge to that of an active constructor of knowledge. One way in which constructivism can manifest itself is by implementing active learning strategies where "knowledge [is] directly experienced, constructed, acted upon, tested, or revised by the learner." (Thompson &…
Descriptors: Constructivism (Learning), Audience Response, Learning Strategies, Active Learning
Muncy, James A.; Eastman, Jacqueline K. – American Journal of Business Education, 2012
Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure…
Descriptors: Active Learning, Educational Environment, Marketing, Classroom Techniques
Hoekstra, Angel; Mollborn, Stefanie – Learning, Media and Technology, 2012
This article identifies how clicker use can support or augment existing principles of good teaching across different disciplines in higher education. While many of these principles will be familiar to instructors, the link between student response system (SRS) use and existing pedagogical methods is still often unclear, even for scholars who are…
Descriptors: Higher Education, Active Learning, Teaching Methods, Intellectual Disciplines
Schmidt, Bjarne – European Journal of Engineering Education, 2011
The use of electronic audience response systems in university teaching is currently increasing rapidly. This paper describes how a consistent use of peer instruction facilitated by an audience response system has been introduced in an introductory engineering dynamics course. Data are presented that reveal that this teaching style leads to an…
Descriptors: Teaching Styles, Teacher Characteristics, Audience Response, Engineering
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