With the rapid development of Massive Open Online Courses (MOOCs), the European Union Association (EUA) published an occasional paper in January 2013 on MOOCs for discussion at the EUA Council, and for information for EUA membership. The present paper aims to provide an update on these developments, particularly as they concern European higher…

Faculty in higher education are experiencing a new generation of college students referred to as Generation X (Gen-Xers) and Millennials. The characteristics and behaviors of Gen-Xers and Millennials have created a more challenging classroom learning environment. Some educators may choose to ignore disruptive behaviors or may simply not know which…

We explore the conditions under which students engage with, or disengage from, learning at university within the context of increased student diversity. We discuss the concept and use of academic engagement and disengagement but focus on the dynamics of disengagement in two comparable first year computing modules at a pre- and a post-1992…

The classroom atmosphere is crucial to the learning process, and the instructor is inevitably and inextricably a part of that atmosphere. (RC)

Examines the classroom environment, describing various social forces embedded in the classroom climate, student-faculty interactions, and student-to-student interactions that either foster or impede student learning. The article highlights ways in which these classroom social forces perpetuate social inequalities that exist within society at large…

In studies of what teaching styles are effective for particular types of students, it was found that (1) students having a great need for affiliation performed better in classes taught by friendly teachers, while students needing little affiliation performed better in classes taught by more impersonal teachers. (2) A student's need for achievement…

The classroom as a context affecting memory was investigated using a multiple time-series design. Two undergraduate classes were given quizzes in their regular classroom over a baseline period, were moved to a different room, and finally were returned to their classroom. Moving had a significant deleterious effect. (Author/RD)

On the premise that the college classroom should heighten, not cool, a zeal for learning, the author proposes that colleges extend the range of alternative paths to personal growth through a program of voluntary temporary learning communities using diverse modes of inquiry. (JT)

The effects of the academic environment, which is defined as the organization of curricula, teaching, and assessment on student learning, are examined. Focus is on students' perceptions of their courses and teachers in six departments at a British university, and the different demands that various environments make. (Author/JMD)

Investigates the congruence between student and teacher perceptions of teacher immediacy and classroom learning outcomes. Finds a high level of agreement in reports of immediacy and learning among students in intact classes. Suggests that teachers are able to monitor both the process and product components of the instructional process-product…

Explores college students' subjective definitions of classroom learning situations and the effects of those definitions on the amount of learning that actually takes place. Concludes that students do not always perceive the classroom as a learning arena and that interaction with instructors does not necessarily imply learning. (Author/AV)

The authors discuss positive and negative implications of learning contracts for classroom oriented programs. They show how themes and purposes can be organized within learning contracts, using examples from courses at Empire State College in New York. For journal availability, see SO 505 438. (Author/AV)

Faculty members can use information about six components of the learning situation to increase student learning. The nature, function, and interrelationships of the following elements are described: instructor, content, medium, student, evaluation, environment, and implementation. (Editor/LBH)

Whether planning a course or trying to interpret the evaluation data from a completed one, it helps to know about the students involved. Student demographic data are of some use; however, another source of data--student learning styles--may prove more valuable. Student style and preference variables have been found to account for approximately 50%…

This article summarizes findings and recommendations about how to apply research on teaching and learning to classroom practice presented in "How People Learn: Bridging Research and Practice." Section 1 examines existing links between learning research and education practice. Section 2 highlights the ways that people learn, noting three…