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Marchak, Debora; Shvarts-Serebro, Inna; Blonder, Ron – Journal of Chemical Education, 2021
Owing to the COVID-19 pandemic, all teachers' training courses scheduled for summer 2020 had to transition to online formats. For the arts-integrating course "Teaching Chemistry by a Creative Approach", this shift jeopardized the course's essence, since learning by this approach is based on creative, hands-on, and active learning. Here…
Descriptors: Science Instruction, Chemistry, Teaching Methods, Active Learning
Rhodes, Ashley – Advances in Physiology Education, 2021
The value of active learning for increasing student comprehension and retention of science, technology, engineering, and mathematics (STEM) concepts within undergraduate courses has proven to be beneficial many times over; however, barriers still exist for both instructors and students. For example, instructors are often left to decide what type…
Descriptors: Barriers, Active Learning, Web Based Instruction, Online Courses
Moore-Beyioku, Cheryl – Journal of Teaching and Learning with Technology, 2021
The need to quickly transition from face-to-face teaching using engaging, content-based activities to a new, online platform in just two weeks during the 2019 coronavirus disease (COVID19) pandemic, made it necessary to try to migrate familiar activities that the students enjoyed into a virtual classroom. The activity that proved to be the most…
Descriptors: COVID-19, Pandemics, Distance Education, Learner Engagement
Leontyev, Alexey; Houseknecht, Justin B.; Maloney, Vincent; Muzyka, Jennifer L.; Rossi, Robert; Welder, Catherine O.; Winfield, Leyte – Journal of Chemical Education, 2020
This account reports building a community of practice for organic chemistry instructors. With support from Chemistry Collaborations, Workshops, and Communities of Scholars (cCWCS), a group of organic chemistry faculty facilitated multiple workshops to introduce active learning techniques to their colleagues across the country. A Web site,…
Descriptors: Organic Chemistry, Communities of Practice, Science Teachers, Workshops
English, Michael; West, Patricia; Jackson, Joi – Journal of Library & Information Services in Distance Learning, 2019
With more classes moving online in traditional higher educational institutions, an opportunity exists for academic librarians to increase their instructional presence and use strategies to optimize student information literacy learning. One strategy is using the Community of Inquiry (CoI) framework to guide their approach. This article details a…
Descriptors: Academic Libraries, Library Instruction, Electronic Learning, Web Based Instruction
Musgrove, Ann; Powers, Jillian; Gonzalez-DeHass, Alyssa; Willems, Patricia – Journal of Educational Multimedia and Hypermedia, 2019
Interactive video has become a versatile, easy to use instructional tool that can help teacher educators engage students in active learning, conduct formative assessments and model pedagogical practice. This paper describes how faculty in the Department of Teaching and Learning at a large southeastern university use web-based interactive video…
Descriptors: College Students, Interactive Video, Active Learning, Web Based Instruction
Pulukuri, Surya; Abrams, Binyomin – Journal of Chemical Education, 2020
Video learning holds an important place in modern STEM classrooms, but more improvements to the learning experience are needed. In order to introduce active-learning components into assignments, questions are often deployed alongside videos. Unfortunately, many students tend to skip videos entirely and solely answer questions, bypassing valuable…
Descriptors: Science Instruction, Secondary School Science, High School Students, College Science
Agrati, Laura Sara; Burgos, Daniel; Ducange, Pietro; Limone, Pierpaolo; Pecori, Riccardo; Perla, Loredana; Picerno, Pietro; Raviolo, Paolo; Stracke, Christian M. – Education Sciences, 2021
In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to…
Descriptors: Distance Education, Higher Education, Electronic Learning, Technology Uses in Education
Julian ChengChiang Chen – MEXTESOL Journal, 2019
This action report presents a pedagogically-sound approach to transforming conventional EFL instruction into an active learning environment. Following a constructivist project-based learning (PBL) approach, I propose a WebQuest learning module to demonstrate how EFL teachers can capitalize on cost-effective and user-friendly website builders to…
Descriptors: Student Projects, Active Learning, Teaching Methods, Web Based Instruction
Finzer, William; Busey, Amy; Kochevar, Randy – Science Teacher, 2018
Data-driven inquiry as a science practice and instructional approach can provide a powerful context for project-based learning (PBL). Students engage in data-driven inquiry when they explore a rich data set and observe patterns, ask questions suggested by the data, and pursue answers about underlying phenomena. Krajcik (2015) describes five…
Descriptors: Science Instruction, Teaching Methods, Data Analysis, Maps
Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert – Physics Teacher, 2015
Ever since the first generalized computer-assisted instruction system (PLATO) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online…
Descriptors: Interactive Video, Vignettes, Physics, Science Instruction
Camillia Matuk; Kevin W. McElhaney; Jennifer King Chen; Jonathan Lim-Breitbart; Douglas Kirkpatrick; Marcia C. Linn – International Journal of Designs for Learning, 2016
Science inquiry challenges students to synthesize various ideas about complex phenomena into coherent explanations. It also challenges teachers, who must guide their diverse students' developing understanding during student-paced investigations. We describe the Idea Manager, a suite of web-based, curriculum-integrated tools that (a) guides…
Descriptors: Science Instruction, Inquiry, Active Learning, Web Based Instruction
Lee, Jason W.; Kane, Jennifer; Cavanaugh, Terence – Journal of Public Scholarship in Higher Education, 2015
Both community-based learning (CBL) and online learning are popular pedagogical practices, with distinct benefits and issues for teaching and learning. The integration of these practices may seem challenging, but they can be compatible. This article seeks to provide effective examples and support for conducting CBL projects in online courses while…
Descriptors: Service Learning, Web Based Instruction, Online Courses, Instructional Design
Harvey, Caylyn; Eshleman, Kristen; Koo, Kyosung; Smith, Kevin G.; Paradise, Christopher J.; Campbell, A. Malcolm – CBE - Life Sciences Education, 2016
The seminal report "Vision and Change" outlined improvements necessary for undergraduate biology courses to accomplish widely recognized learning objectives. Over the past 8 years, we have developed a two-semester introductory biology course that incorporates the core concepts and competencies recommended in "Vision and…
Descriptors: Undergraduate Study, College Science, Biology, Scientific Concepts
McGee, Monnie; Stokes, Lynne; Nadolsky, Pavel – Journal of Statistics Education, 2016
Much has been made of the flipped classroom as an approach to teaching, and its effect on student learning. The volume of material showing that the flipped classroom technique helps students better learn and better retain material is increasing at a rapid pace. Coupled with this technique is active learning in the classroom. There are many ways of…
Descriptors: Statistics, Active Learning, Video Technology, Homework