Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Lecture Method | 3 |
| Science Instruction | 3 |
| College Science | 2 |
| Higher Education | 2 |
| Science Education | 2 |
| Teaching Methods | 2 |
| Academic Achievement | 1 |
| Case Studies | 1 |
| Chemistry | 1 |
| Classroom Techniques | 1 |
| College Faculty | 1 |
| More ▼ | |
Author
| Burns, Ralph A. | 1 |
| Edgecombe, Nikki | 1 |
| Fulwiler, Toby | 1 |
| Jaggars, Shanna Smith | 1 |
| Stacey, Georgia West | 1 |
| Strauss, Michael | 1 |
Publication Type
| Guides - Non-Classroom | 3 |
| Journal Articles | 2 |
| Guides - Classroom - Teacher | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Two Year Colleges | 1 |
Audience
| Administrators | 1 |
| Policymakers | 1 |
| Practitioners | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textJaggars, Shanna Smith; Edgecombe, Nikki; Stacey, Georgia West – Community College Research Center, Columbia University, 2013
Student outcomes in online courses trail considerably behind those in face-to-face courses. In order to gain insight into why this might be, the Community College Research Center (CCRC) undertook a series of studies that examined 23 high-demand, entry-level online courses at two community colleges in one state. CCRC researchers observed the online…
Descriptors: Online Courses, Community Colleges, College Faculty, Teacher Student Relationship
Peer reviewedStrauss, Michael; Fulwiler, Toby – Journal of College Science Teaching, 1990
An open format in which students keep log books to help them become more active in the learning process is discussed. Included are creative thought and language, visualization, and using writing to learn how to learn. Examples of student writing are provided. (CW)
Descriptors: College Science, Higher Education, Integrated Activities, Learning Strategies
Peer reviewedBurns, Ralph A. – Journal of College Science Teaching, 1990
Presented are studies which confirm the idea that factors related to the format, the order of items presented, and the presentation style can affect the impact of information and student recall. Discussed are dynamic presentations, enumerated items, impact and timing, pairing of items, data summaries, and information load. (CW)
Descriptors: Classroom Techniques, College Science, Educational Improvement, Higher Education
