Clicker questions are a commonly used active learning technique that stimulates student interactions to help advance understanding of key concepts. Clicker questions are often administered with an initial vote, peer discussion, and a second vote, followed by broader classroom explanation. While clickers can promote learning, some studies have…

The logistics and cost of running large class tutorials to improve learning for students in high enrolment courses raise questions about whether the associated effort and cost are worthwhile. The option to replace these class activities with online homework with its promise of built-in feedback is attractive. Using an activity theory lens and an…

This study examined the remote learning activities children born very preterm (VPT; gestational age [less than or equal to] 30 weeks) received, compared with children born full term (FT; gestational age [more than or equal to] 37 weeks), during the COVID-19 pandemic. Parents of 5- to 6-year-olds born VPT (n = 33) and FT (n = 33) reported on the…

Standards-based grading (SBG) is an assessment/grading system that attaches scores to the mastery level of specific learning objectives. This methodology is gaining momentum in the K-12 environment but has been largely overlooked at the post-secondary level. In this paper, I will discuss the implementation of this practice in a College Algebra…

We discuss an implementation of the research-based Pathways precalculus curriculum in a large-lecture format supported by recitations, clickers, and online homework. We describe our approach to adapting the implementation of Pathways precalculus from a small class to a large lecture instructional format. We report data on student learning and…

This paper reports on the evidence learning found from a flipped, blended, ubiquitous learning Content and Language Integrated Learning (CLIL) course teaching global leadership skills using a Massive Open Online Course (MOOC) to Japanese undergraduates through English. The purposes of the current study are to see if (1) there was any evidence of…

Nowadays the College English course in China is in the deep blue sea which arouses the deep concerns from all walks of life in the society including the students, teaching experts and the English teachers. Based on the MOOC appearing three years ago, the College English class can be more diverse and beneficial by the means of providing the…

This in practice paper describes the experience of seven lecturers in a hybrid and flipped version of an introductory mathematics course for higher education. In a Mexican university, lecturers adapted to this innovation supported by an adjusted Massive Open Online Course. The experience revealed the relevance of leaving conventional assessment…

The purpose of this study was to evaluate the design and implementation of an international faculty development MOOC about flipped teaching. Qualitative and quantitative data, such as traditional MOOC analytics, interviews, and Concerns-Based Adoption Model (CBAM) survey data, were collected as participants learned how to flip instruction. This…

This study explores how faculty members select and use the educational materials employed in their courses. The primary sample represents all teaching faculty across all types of degree-granting higher education institution in the United States. Two subgroups of faculty are called out for detailed examination: those teaching large-enrollment…

Flipped instruction has become a hot issue in foreign language teaching technology. In this study, we tracked learners in a beginner-level Chinese Foreign Language classroom to see if flipped teaching based on a MOOC made a difference to their oral proficiency development and rate of progress compared to a baseline group. Language development was…

A fully flipped mode teaching approach is challenging for students in advanced engineering courses, because of demanding pre-class preparation load, due to the complex and analytical nature of the topics. When this is applied to large classes, it brings an additional complexity in terms of promoting the intended active learning. This paper…

Recent studies of MOOCs demonstrate their ability to reach a large number of users, but also caution against the high rate of dropout. Some have looked closely at MOOC participation in order to better understand how and when users start to disengage, and, if they remain engaged, in what activities they participate. Most of this prior work relies…

We describe three iterations of a Massive Open Online Course (MOOC) developed from online preparation materials for a reformed introductory physics classroom at the Massachusetts Institute of Technology, in which the teaching staff interact with small groups of students doing problems using an expert problem-solving pedagogy. The MOOC contains an…

Blended learning combines online digital resources with traditional classroom activities and enables students to attain higher learning performance through well-defined interactive strategies involving online and traditional learning activities. Learning analytics is a conceptual framework and is a part of our Precision education used to analyze…