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Schneiter, Kady; Hadfield, KimberLeigh Felix; Clements, Jenny Lee – Journal of Statistics and Data Science Education, 2023
Being a teacher or a student in a class with a large enrollment can be intimidating. Often, teachers view comforts that are common to small classes as unattainable in a larger class, including knowing students' names, using active learning, employing group work, and creating group discussion. Students in large classes may find that the class size…
Descriptors: Large Group Instruction, Statistics Education, Introductory Courses, Lecture Method
Rissanen, Anna; Costello, Jane M. – Journal of Applied Research in Higher Education, 2023
Purpose: Online resources can be helpful for students and can augment the content presented in learning environments. A team consisting of four biologists, a graduate student, instructional designer and media developers collaborated on the design, development and evaluation of first-year biology online tutorials in a Canadian University. The…
Descriptors: Instructional Effectiveness, Interaction, Online Courses, Tutorial Programs
Kirkwood-Watts, Dana L.; Bremers, Emily K.; Robinson, Emily A.; Brazeal, Kathleen R.; Couch, Brian A. – Journal of Microbiology & Biology Education, 2022
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…
Descriptors: Audience Response Systems, Reflection, Homework, Academic Achievement
Burleson, James; Nabity-Grover, Teagen; Jetha, Karim – Journal of Information Systems Education, 2023
The Association for Information Systems (AIS) Teaching Curation Project aims to highlight and summarize research within the association that focuses on the major courses taught in Information Systems (IS) programs. The present literature review is a companion to a curation website specific to the introductory course in IS. In this review, we…
Descriptors: Information Systems, Introductory Courses, Enrollment, Teaching Methods
Battaglini, Charles; Gomez, Jose; Kim, Ki Young; LaBelle, James; Libonate, Casey; McClellan, Oliver A.; Roman, Carly; Rubio, Julia Maria; Miller, Michael G. – Journal of Political Science Education, 2021
The large introductory classes at many universities present a particular challenge for instructors wishing to guarantee participation opportunities for their students. Yet, large courses can actually afford advantages for instructors looking to replicate many features of the U.S. Congress. We describe two separate Congressional simulations in an…
Descriptors: Legislators, Simulation, Large Group Instruction, Introductory Courses
Hushman, Carolyn; Pun, Aurora; Knottenbelt, Sushilla – Journal of College Science Teaching, 2022
Active learning classrooms (ALCs) are designed to support collaborative learning in large class sections that are often taught with a lecture format. Studies on ALCs indicate that they have positive influences on student learning, but the same studies fail to look at learning differences between subgroups of students. In the current study,…
Descriptors: Active Learning, Large Group Instruction, Introductory Courses, Cognitive Style
Steven Sclarow; A. J. Raven; Mart Doyle – Journal of Information Systems Education, 2024
This paper presents field-tested improvements over an 11-year period of a large-scale "Introduction to Information Systems" core business school course and provides a framework for implementation. Engagement and learning in large-scale courses can prove challenging, especially when the class is a requirement within a business school's…
Descriptors: Learning Strategies, Information Systems, Large Group Instruction, Introductory Courses
Clements, Thomas P.; Friedman, Katherine L.; Johnson, Heather J.; Meier, Cole J.; Watkins, Jessica; Brockman, Amanda J.; Brame, Cynthia J. – CBE - Life Sciences Education, 2022
Large introductory science courses are a particularly important and challenging target for creating inclusive learning environments. In this study, we examined the impact of incorporating learning assistants (LAs) on the learning environment in an introductory biology course taught with two different structures: an in-person lecture with…
Descriptors: Introductory Courses, Science Education, Large Group Instruction, Teaching Assistants
Sanjay Jeram – College Teaching, 2024
Urban universities with a predominantly commuting student population face distinct challenges in fostering social connections. Commuting students spend less time on campus and have fewer opportunities for organized and spontaneous social interactions with other students. The campus experience for commuter students tends to center around the…
Descriptors: Interpersonal Relationship, Large Group Instruction, Class Size, Lecture Method
Sarah L. Cresswell; Wendy A. Loughlin; Tak H. Kim – Chemistry Education Research and Practice, 2024
The rise of technology and online approaches has challenged the traditional learning and teaching model for first year chemistry of formal face-to-face lectures and in-person laboratory sessions. The COVID-19 pandemic since 2020 has created a rapidly changing environment in assessment and learning experiences for students and led to rapid adoption…
Descriptors: Chemistry, Science Instruction, Online Courses, Teaching Methods
Brown, Christopher L.; Grussendorf, Jeannie; Shea, Michael D.; DeMas, Clark J. – Journal of Political Science Education, 2022
Adaptive learning (AL) courseware holds promise for helping break down challenges students face in college. In 2016-2017 we developed an AL Political Science course, Global Issues, implemented it across 51 classes and more than 5,200 students over the next two academic years, and initiated a study to assess student perceptions and performance. In…
Descriptors: Active Learning, Political Science, Introductory Courses, Courseware
McNeal, Karen S.; Zhong, Min; Soltis, Nick A.; Doukopoulos, Lindsay; Johnson, Elijah T.; Courtney, Stephanie; Alwan, Akilah; Porch, Mallory – CBE - Life Sciences Education, 2020
This study measured student engagement in real time through the use of skin biosensors, specifically galvanic skin response (GSR), in a large undergraduate lecture classroom. The study was conducted during an intervention in an introductory-level biology course (N = 420) in which one section of the course was taught with active-learning approaches…
Descriptors: Measurement Equipment, Learner Engagement, Large Group Instruction, Science Instruction
Dart, Sarah – Statistics Education Research Journal, 2022
Statistics courses are frequently perceived by tertiary students as extremely difficult and anxiety-inducing, negatively impacting student outcomes and experiences. To address this, the present study considered worked example videos (where an instructor demonstrates the solution to a problem while narrating the process) as a blended learning…
Descriptors: Blended Learning, Statistics Education, Large Group Instruction, Business Administration Education
Borda, Emily; Schumacher, Emily; Hanley, Daniel; Geary, Edward; Warren, Shannon; Ipsen, Cassidy; Stredicke, Lauren – International Journal of STEM Education, 2020
Background: A faculty development program was implemented over four years at a 4-year regional comprehensive university and two partnering community colleges. This project was focused on improving student learning in introductory Science, Technology, Engineering, and Math (STEM) courses at each institution, by helping faculty adopt inclusive,…
Descriptors: Faculty Development, College Faculty, STEM Education, Introductory Courses
Wagoner, Kasey; Hynes, K. Mairin; Flanagan, Daniel – Physics Teacher, 2018
Introductory physics labs often focus on a series of common experiments intending to teach the student the measurement side of physics. While these experiments have the potential to be quite instructive, we observed that our students often consider them to be boring and monotonous, which often leads to them being uninstructive. To combat this, we…
Descriptors: Physics, Introductory Courses, Science Laboratories, Science Instruction