NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Alicia A Dahl; Jessamyn Bowling; Lisa M Krinner; Candace S Brown; George Shaw Jr.; Janaka B Lewis; Trudy Moore-Harrison; Sandra M Clinton; Scott R Gartlan – Active Learning in Higher Education, 2024
The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a "marathon" of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging…
Descriptors: Writing (Composition), Collaborative Writing, Synchronous Communication, Teamwork
Peer reviewed Peer reviewed
Direct linkDirect link
French, Kimberly A.; Kottke, Janet L. – Active Learning in Higher Education, 2013
Multilevel modeling is used to examine the impact of teamwork interest and group extraversion on group satisfaction. Participants included 206 undergraduates in 65 groups who were surveyed at the beginning and end of a requisite term-length group project for an upper-division university course. We hypothesized that teamwork interest and both…
Descriptors: Group Activities, Teamwork, Participant Satisfaction, Group Dynamics
Peer reviewed Peer reviewed
Direct linkDirect link
Raver, Sharon A.; Maydosz, Ann S. – Active Learning in Higher Education, 2010
Since the advent of PowerPoint and course delivery programs like Blackboard, more instructors in higher education are providing students with outlines of their lectures and expecting students to supplement these with their own notes. Although some have found that instructor-provided notes appear to enhance student learning, others suggest that…
Descriptors: Graduate Students, Education Courses, Scores, Lecture Method
Peer reviewed Peer reviewed
Direct linkDirect link
Vandiver, Donna M.; Walsh, Jeffrey A. – Active Learning in Higher Education, 2010
As empirical assessments of teaching strategies increase in many disciplines and across many different courses, a paucity of such assessment seems to exist in courses devoted to social science research methods. This lack of assessment and evaluation impedes progress in developing successful teaching pedagogy. The teaching-learning issue addressed…
Descriptors: Undergraduate Students, Social Science Research, Courses, Research Projects