The management and coordination of classroom teaching continues to be a challenge, particularly as enrollment trends suggest that class sizes are growing. In the past, many faculty have divided their large classes into smaller groups to incorporate experiential exercises. In this article, we discuss the challenges of managing an experiential…

Science content remains a commonly overlooked academic content area for students with severe disabilities, including ASD and ID, despite recent research. The purpose of this study was to evaluate the effects of systematic instruction, such as prompting and fading techniques, implemented during whole-group science instruction for students with both…

In the current digital era, Massive Open Online Courses (MOOCs) are considered as an educational revolution specifically in the current situation of COVID-19. Although students from all over the globe register for MOOCs, only a small proportion of participants complete the online courses. MOOCs at present encounter the problem of low retention…

All too often fluency is a neglected component to reading instruction and the curriculum, even though there is research supporting the fact that fluency builds comprehension and is a strong predictor of future academic achievements in the classroom. This study was designed to test the validity of using research based fluency strategies in the…

Background: Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to…

Flexible learning removes barriers relating to time, place, and pace. While time management skills have been identified as necessary for learners to take advantage of flexible learning, relatively little is known about the temporal dimensions of flexible learning and how gender might relate to temporal flexibility and its perceived benefits. To…

This study is comparing the effects of spacing instruction and massed instruction on Indonesian education students. To fulfill this objective, two intact classes were selected; one as a spacing group and another one as a massed group. Afterward, researcher administering a pre-test measured the skills of participants Islamic education. After that,…

This case study describes the journey of an undergraduate module in its transition from an in-person lectures-plus-seminar configuration to an interactive, online format using Teams. I show how I created a sense of community and the opportunity for online group interaction by establishing small study groups that carried out weekly online group…

A new student orientation is arranged to assist students in their adjustment to college. To do so, it is essential for the program to provide students an opportunity to connect to other students, instructors, academic advisors, and the university. Recently, there are several mobile applications developed to promote collaboration and interaction…

Large-group (n > 8) co-located collaboration has not been adequately studied because it demands different conceptual framings than those used to study small-group collaboration, while also posing pragmatic constraints on data collection. Working within these pragmatic constraints, we use video data to devise an indicator of the current…

As co-teachers tackle the unique challenges of instructing in remote, hybrid, and socially distanced brick-and-mortar settings they can increase their success by incorporating technology solutions into their shared classrooms. Technology can facilitate co-teachers' implementation of small-group instruction, increase options for student engagement…

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…

Educators need to utilize evidence-based instructional strategies that effectively support the needs of English Language Learners (ELLs). Reciprocal Teaching (RT) (Palincsar & Brown, 1984) has a wide body of research that demonstrates its effectiveness when introduced to students in general education and special education settings (DaSilva…

Background: Small-group discussions are well established as an effective pedagogical tool to promote student learning in STEM classrooms. However, there are a variety of factors that influence how and to what extent K-12 teachers use small-group discussions in their classrooms, including both their own STEM content knowledge and their perceived…

The present multiprobe single-case design study investigated the impact of integrating evidence-based behavioral supports into a small-group reading intervention on student engagement and disruptive behavior for six upper elementary students with co-occurring reading difficulties and inattention. Visual analysis suggested a functional relation for…