The COVID-19 pandemic brought monumental changes to life around the world, including drastic changes to how traditional face-to-face (F2F) American university courses have been conducted. In Spring 2020, institutions of higher education had to move courses fully online (if they were mid-term) or in some cases end a term of F2F only to return from…

Field-based education is interactive, hands-on, and based on real world experience and methodology, and during the COVID-19 pandemic, it has faced special challenges. As many institutions may struggle to maintain this vital component of geographic education, this resource paper aims to illustrate the impacts of the pandemic and provide some…

Courses: Large-lecture; public speaking, business, professional, and technical communication; sales and marketing courses; courses with team-based projects. Objectives: To provide opportunities to develop public speaking skills, especially in large-lecture courses; to improve public speaking endurance; to improve students' abilities to give…

Teachers of urban higher education institutions often explore new methods of teaching using innovative techno-pedagogical approaches. This study reports on postgraduate students' perceptions of the blended learning mode of delivery, co-taught by two lecturers concurrently during the "Qualitative Research" elective course offered for the…

This article describes the implementation of a remote access experiment, called Web-lab 1553B (Digital Data Bus Lab), for courses in the Avionics Systems Program. Its main objective is to present a study about the use of two rotation model subgroups: 1) rotation laboratory and 2) station rotation. In the "rotation laboratory" subgroup,…

This article reviews the experiences of a flipped classroom approach in a marketing capstone course. Students completed readings, watched lecture videos, took a quiz, and submitted a short assignment for 10 course modules. While a few minutes were devoted to clarifying confusion from lecture topics, class time was used for experiential-learning…

Engaged learning opportunities have become powerful foundations upon which students build lifelong skills and organizational capacities. Research has empirically validated the long-term positive learning impacts of active and experiential learning opportunities for students. As such, institutional administrators and external stakeholders have…

Today's undergraduates are highly engaged in a variety of social media outlets. Given their comfort with technology, we wondered if we could use this phenomenon to teach science-related material. We asked students to use freeware to make a short video with text, images, and music as a way to explain scientific concepts that are traditionally…

Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

As educators, the authors continually strive to improve the quality of time spent in class with their students. As chemistry teachers, they know that lectures are necessary to convey content, but experiential learning is more effective at constructing and solidifying knowledge. Podcasting and vodcasting their lessons at first proved to be an…

This study investigates the combined impact of a memory test and subsequent listening practice in enhancing student listening abilities in collegiate business administration courses. The article reviews relevant literature and describes an exploratory study that was undertaken to compare the effectiveness of this technique with traditional…

Purpose: The primary purpose of this paper is to provide a concrete example of how experiential learning approaches (from internships in global policy institutes to visiting communities in rural Amazonia to meeting with officials from inter-governmental organizations) can be implemented in order to most effectively meet specific educational goals…

Guidelines for the integration of effective and efficient practice into the lecture format of higher education curricula are outlined and discussed. An algorithm for incorporating active learning into lecture courses is provided, with examples and discussion of possible constraints. (four references) (EA)

Comparison of 88 business students who completed experiential projects involving data collection and inferential analysis with 125 who received lectures only indicated that the active learning method resulted in better understanding of statistics through the application of theory to real-life situations. (SK)

Describes a study which compared the effectiveness of two teaching methods--the lecture method and experiential learning aimed at improving college students' topographic map skills. Subjects were 76 University of Georgia undergraduate geography students. (AM)