A model is presented to aid language teachers in organizing a work unit from any one of a variety of textbooks to accomodate large- and small-group instruction. (Author/PP)

The development of a computer-based, university-wide testing system at Brigham Young University is discussed, as is its application to two large-enrollment math classes. The hardware configuration, software applications, general philosophy, budget, and personnel requirements of the system are also explained. Development of the system over time is…

Studies presented indicate that there is a lack of consistent evidence on the effect of class size on academic achievement. Previous research designs have not adequately accounted for all of the possible influential variables. Future research designs must be more rigorous in their consideration of methods of instruction, student age, class size,…

Argues that software for electronic boards should address a variety of teaching styles, student abilities and ages, class textbooks, teaching objectives, and learning environments for flexibility of use. The software features that contribute to flexibility include frequent stops, options for going backwards, inter- and intra-unit jumps, and…

Use of autotutorial laboratories and large-group instruction is compared with traditional methods of teaching biology, anthropology, remedial English, and psychology. (Editor)

Describes the Cognitive Acceleration through Science Education (CASE) project which can be used for all ability level students. Explains the Thinking Science activity, "The Behavior of Woodlice". (Author/YDS)

The paper describes techniques of developing and implementing speech-language individualized education programs to speech/language impaired students by means of "whole class" language experiences in regular elementary classrooms. (Author/DB)

Argues that, if teachers do not make additional changes in how they teach when they make the shift to whole class reading instruction, new problems will be created which are as unpalatable as the ones left behind. Suggests some potential new problems. (MG)

Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters…

Findings from a survey of undergraduates demonstrate links between students' experience level and their perceptions and expectations of large classes. The authors made a number of hypotheses, including that students prefer active-learning experiences but expect passive-learning experiences, that experienced students prefer large classes but…

Pedagogical strategies have been experimentally applied in large-enrollment biology courses in an attempt to amplify what teachers do best in effecting deep learning, thus more closely approximating a one-on-one interaction with students. Carefully orchestrated in-class formative assessments were conducted to provide frequent, high-quality…

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and…

This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that…