Incivility has been reported as having an adverse impact on student learning, faculty staff retention and student commitment within Higher Education. As such this behaviour has the potential to reduce student achievement and could have a financial impact. The aim of this research was to examine the impact of teaching context (lecture versus…

Drawing on data from five large enrolment introductory courses in a public university, we compared students' perceptions of blended learning on design, interaction, learning, and satisfaction in four different blended models. The models, which were the result of a course redesign initiative, had different combinations of face-to-face lectures,…

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,…

This paper presents a model for teaching large classes that facilitates a "small class feel" to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E. P.) has been teaching a 300-student general education critical thinking course for ten years, and the…

Promoting active learning among students may result in greater learning and more positive attitudes in university-level large lecture classes. One way of promoting active learning in large lecture classes is via the use of a think-pair-share instructional strategy, which combines student participation in class discussions via clicker technology…

The purpose of this study is to investigate differences between traditional conventional professional development and high quality reflective professional development and curriculum implementation of classroom practices. This study examined the extent to which professional development activities were associated with increased levels of curriculum…

This study explores alternative approaches for teaching general education courses burdened with serving extremely large enrollments. It compares the effectiveness of a self-contained course in which each course section is taught by one instructor to a large lecture/small lab format in which all course enrollees attend one large lecture section and…

The statistics on acquaintance rape and sexual assault against women are a clear indication that this is a problem that needs to be confronted. An increasing number of articles address the problems that rape survivors face and examine methods mental health professionals can use to assist survivors in dealing with these problems. Articles that…

Small group teaching, with four stages of student participation, individual work, work in pairs, work in small groups of 4-6 members, and reporting back to the whole group, is adapted to the lecture situation allowing the lecturer to intervene at each stage to direct progress toward previously-determined objectives. (JMD)

This paper focuses on some of the key issues involved in implementing a collaborative design project in the setting of the large undergraduate lecture course at a major research university, offering a preliminary analysis of the assignment mainly as a function of how students managed and interpreted it. The collaborative design project was…

Reports the results of a study which investigated the effects of small-group instruction (as opposed to large-group lecture-discussion) on the achievement and attitude toward life-science of seventh-grade junior high school students. (JR)

A study found that a combination of small-group instruction and large-group lectures was more effective than lectures alone in preparing medical students to respond to patients' emotional concerns. The small group instruction consisted of interviews with elderly nursing home residents serving as simulated patients, and structured practice and…

Discusses methods of personalizing the large introductory college psychology class. Contrasts active learning by students with lecturing by professors. Suggests that separating the large class into smaller units can facilitate active learning. Argues that active learning also can be promoted in the large class setting. (SG)

THE TAVISTOCK-LEICESTER JOINT RESIDENTIAL CONFERENCES (BASICALLY TRAINING LABORATORIES) WERE DESIGNED TO ENHANCE THE SENSITIVITY AND UNDERSTANDING OF PERSONS IN MANAGERIAL, PROFESSIONAL, OR ADMINISTRATIVE ROLES. MOST OF THESE CONFERENCES UTILIZED SMALL FACE-TO-FACE STUDY GROUPS, FORMAL LECTURES, INTERGROUP EXERCISES, LARGE GROUP EXERCISES,…

Reports the results of five contrasts between small-group learning and a more teacher-centered instructional style employed in junior high, high school, and college mathematics classes. In no case did the small-group class perform more poorly than the one led by a teacher; in one case, measuring long-term retention, the small-group class performed…