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Direct linkSanjay 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
Odom, Sara; Boso, Halle; Bowling, Scott; Brownell, Sara; Cotner, Sehoya; Creech, Catherine; Drake, Abby Grace; Eddy, Sarah; Fagbodun, Sheritta; Hebert, Sadie; James, Avis C.; Just, Jan; St. Juliana, Justin R.; Shuster, Michele; Thompson, Seth K.; Whittington, Richard; Wills, Bill D.; Wilson, Alan E.; Zamudio, Kelly R.; Zhong, Min; Ballen, Cissy J. – CBE - Life Sciences Education, 2021
To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether…
Descriptors: Gender Differences, Achievement Gap, Science Achievement, College Science
Gorman, Connor – ProQuest LLC, 2022
The effect of class size on student learning has numerous policy implications and has been a major subject of conversation and research for decades. Despite this, few studies have been done on class size in the context of university settings or physics courses. This dissertation helps address that gap in the literature by quantitatively analyzing…
Descriptors: Physics, Science Instruction, Grades (Scholastic), Introductory Courses
Shea, Lauren; Bégin, Chantale; Osovitz, Christopher; Prevost, Luanna – Journal of College Science Teaching, 2020
Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact student success. The aim of this study was to compare student success between two sections of an introductory biology course that used classroom response systems (i.e., clickers), but were taught with…
Descriptors: Audience Response Systems, Class Size, Introductory Courses, Biology
Download full textBir, Devayan Debashis – European Journal of Open, Distance and E-Learning, 2019
Universities in the U.S. typically offer to teach introductory engineering courses in large classes to tackle the increase in undergraduate engineering enrolment and to save on cost of teaching. Previous studies done on traditionally taught large classes have shown the negative effects it has on students and faculty. Many institutions use online…
Descriptors: Academic Achievement, Performance Factors, Engineering Education, Online Courses
Meaders, Clara L.; Toth, Emma S.; Lane, A. Kelly; Shuman, J. Kenny; Couch, Brian A.; Stains, Marilyne; Stetzer, MacKenzie R.; Vinson, Erin; Smith, Michelle K. – CBE - Life Sciences Education, 2019
The instructional practices used in introductory college courses often differ dramatically from those used in high school courses, and dissatisfaction with these practices is cited by students as a prominent reason for leaving science, technology, engineering, and mathematics (STEM) majors. To better characterize the transition to college course…
Descriptors: Undergraduate Students, Student Attitudes, Expectation, Educational Practices
Brown, Michael – Review of Higher Education, 2019
Undergraduate students benefit from academic-centered peer interactions, especially in large lecture courses. However, little is known about how students come together and form relationships around a course. I conduct a mixed-methods study of students' peer networks to explore how students choose peers for academic-focused interactions. The…
Descriptors: Undergraduate Students, College Science, Lecture Method, Peer Relationship
Anwar, Saira – Grantee Submission, 2019
Passive learning environments to teach programming concepts, especially in large lecture classes, hinder students' motivation, performance and may adversely affect their achievement goals. The study presents the use of two instructional strategies, teamwork, and reflective thinking, using educational technologies introduced in a class of 120…
Descriptors: Educational Technology, Technology Integration, Instructional Effectiveness, Teamwork
Boylan-Ashraf, Peggy C.; Freeman, Steven A.; Shelley, Mack C.; Keles, Özgür – Journal of STEM Education: Innovations and Research, 2017
This study investigated the role of a new paradigm in teaching large introductory, fundamental engineering mechanics (IFEM) courses that combined student-centered learning pedagogies and supplemental learning resources. Demographic characteristics in this study included a total of 405 students, of whom 347 (85.7%) are males and 58 are (14.3%)…
Descriptors: Engineering Education, Student Centered Learning, Teaching Methods, Conventional Instruction
Abbasian, Reza O.; Czuchry, Mike – PRIMUS, 2021
In this paper, we will introduce partial results from our 3-year NSF funded grant titled "Inverted and Active Learning Pedagogies (IALP) for Student Success." We will present our results comparing student achievement between inverted (flipped) classrooms and traditional lecture formats in statistics classes at Texas Lutheran University.…
Descriptors: Teaching Methods, Active Learning, Introductory Courses, Statistics Education
Young, Kaisa E.; Young, Chadwick H.; Beyer, Adam – Journal of College Science Teaching, 2017
We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However,…
Descriptors: Undergraduate Study, Introductory Courses, College Science, School Space
Baldwin, Jeff – European Journal of Educational Sciences, 2016
Large classes on sustainable development present certain challenges. Often high student to instructor ratios encourage passive learning pedagogies. However, because sustainability education seeks to increase awareness and help students shift to more sustainable behaviors, more active learning is often prescribed by pedagogical experts. This study…
Descriptors: Environmental Education, Sustainable Development, Active Learning, Lecture Method
Arvanitakis, James – Higher Education: The International Journal of Higher Education and Educational Planning, 2014
In this article I examine the role of the contemporary university in light of the mass increase in class sizes that has occurred on an international scale. While we may look nostalgically back to a time when lectures numbered a few hundred students and tutorials had as few as ten, massification at undergraduate level is an inescapable fact of…
Descriptors: College Role, Class Size, Large Group Instruction, Lecture Method
Friess, Daniel A.; Oliver, Grahame J. H.; Quak, Michelle S. Y.; Lau, Annie Y. A. – Journal of Geography in Higher Education, 2016
The "field trip" is a key pedagogical tool within geographical education to encourage deep learning, though they are increasingly difficult to implement due to reduced budgets, safety concerns and increasing class sizes. We incorporated three field-learning activities into a large introductory module. A traditional staff-led trip was the…
Descriptors: Geography Instruction, Teaching Methods, Learning Activities, Video Technology
Heron, Paula R. L. – Physical Review Special Topics - Physics Education Research, 2015
The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to…
Descriptors: Lecture Method, Science Instruction, Physics, Introductory Courses
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