This instructional article is about an innovative teaching approach for enhancing student engagement and active learning in higher education through a combination of just-in-time teaching and the use of PowerPoint technology. The central component of this approach was students' pre-lecture preparation of a short PowerPoint presentation in which…

It may not have the gee-whiz factor of high-tech innovation, but changing expectations for what happens in class may prove to be a bigger advance in teaching. In this article, the author discusses a teaching technique called "flipping" and describes how "flipping" the classroom can improve the traditional lecture. As its name suggests, flipping…

In this article, the author discusses a teaching technique called "flipping" and describes how "flipping" the classroom can improve the traditional lecture. As its name suggests, flipping describes the inversion of expectations in the traditional college lecture. It takes many forms, including interactive engagement, just-in-time teaching (in…

This paper describes an innovative Principles of Marketing course design and delivery which matches learning and teaching styles, while reducing multi-section variation. Value co-creation is encouraged by instructors and students collaborating in the creation of customized learning experiences which facilitates both teaching style and learning…

The term "open university" was coined by that visionary "seedsman" of reformist ideas Michael Young in an article for a 1962 number of "Where?" magazine. He proposed an "open university" to prepare people for external degrees at London University, with three key functions: (1) to organise new and better…

Active learning enhances engineering education. This paper presents rationale, curriculum supplements, and an approach to active learning that may be seamlessly incorporated into a traditional lecture-based engineering class. A framework of educational theory that structures the active learning experiences and includes consideration of learning…

Described is a method of lecturing in which the lecture period is divided into a number of segments. Only some segments involve the lecturer talking. In others students discuss topics or complete exercises. An example of such a lecture on aspects of Christaller's central place theory is described. (Author/RM)

Describes the use of teaching studios to encourage discussion of problems and presentation of solutions to the class. Argues that this is an effective way to have students teach other students. Concludes that teaching studios provide many benefits and produce positive responses from participants. (DDR)

Describes and evaluates televised lectures that were added to a geography course to accommodate classroom overflow. Comparisons of academic performance between attendees of the live lectures and the broadcast audience revealed no significant difference. Survey questionnaires indicate that students felt the televised method to be valuable. (MJP)