In this paper, we examine the benefits of employing an inverted or "flipped" class design in a Transition-to-Proof course for second-year mathematics majors. The issues concomitant with such courses, particularly student acquisition of "sociomathematical norms" and self-regulated learning strategies, are discussed along with…

College students often find general chemistry to be a very challenging rite of passage on their way to degrees in various science, technology, and mathematics disciplines. As teachers, we make efforts to simultaneously patch gaps in students' prior knowledge and instill valuable learning strategies and sound study habits. In this paper, we…

Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we…

To succeed as tomorrow's workers in the knowledge society of the new century--a world characterized by ceaseless change, boundless knowledge and endless doubt, today's business writing students must develop the skills and traits needed to become creative problem-solvers, flexible team-players and risk-taking life-time learners (Bereiter, 2002a).…

Many under-prepared university students do not know how to study (Martin and Arendale 1993) because they have not yet developed the abstract reasoning skills that allow them to learn new ideas simply by reading a text or listening to a lecture. This article draws from selected findings from a PhD study currently being undertaken at a university in…

Through a review of the literature, this article argues that it is imperative that lecturers at institutions of higher education not just embrace multiliteracy for teaching and learning, but accept, incorporate and affirm the many literacies that students bring with them to the lecture room. Multiliteracy in the lecture room supplements…

At the University of Toronto at Scarborough, we provide enhanced flexibility to our students using a blended-learning approach (i.e., the webOption) whereby students can attend lectures live, watch them online at their convenience, or both. The current research examines the use of pause and seeks features afforded by the webOption interface and…

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all…

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture…

This article examines the language-related challenges that first-year students face when adjusting to the demands of English-medium higher education in Hong Kong. The article is based on the findings of a longitudinal study which tracked the university careers of 28 students from a range of backgrounds via in-depth, semi-structured interviews…

Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher…

The effects of using a student response system (SRS) in a graduate lecture class in special education were investigated. Comparisons of content mastery and self-reported engagement between lectures with the SRS and without were made. Students demonstrated more mastery of content on weekly quizzes and reported increased class engagement on those…

This article presents a reflection and comparison of two of my teaching pedagogical approaches for the Business Organisations Law curriculum to undergraduate non-law students at Charles Sturt University. The purpose is to compare and evaluate efficacy of a traditional, lecture-based learning (LBL) with a combination of LBL and problem-based…

We compared the effects of guided lecture notes versus completed lecture notes on pre- to postlecture improvements in quiz performance across two sections of a college course. The results of a counterbalanced multielement design did not reveal consistent differences between the two note formats on students' mean quiz scores. However, fewer errors…

The benefits of active learning are well documented; nonetheless, the implementation of active learning strategies can be challenging in large lecture environments. The project will examine the research supporting active learning, present the implementation of simple active learning techniques in large lecture classes, and provide evidence to test…