The lecture is often posited as the prototypical "face-to-face" educational encounter, seen as embodying key features of the pre-networked academy. These are implicitly characterised as forms of boundedness or impermeability, in terms of both the physical and temporal context, and the ontological status of the participants and the nature of the…

The objective of this study is to propose a research framework that investigates the relation between perceived fit and system factors that can motivate learners in continuing utilizing an e-learning system in blended learning instruction. As learners have the face-to-face learning opportunity in interacting with lecturers, the study aims at…

In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than…

For the past decade, the primary use of recordings in higher education has been to make live lectures available to students for review (lecture capture). However, with the rise of podcasting and the increased focus on interaction as a means to engage students, current web-based lecture technologies (WBLT) are capable of much more than simply…

We developed a protein research project for a one-semester biochemistry lecture class to enhance learning and more effectively train students to understand protein structure and function. During this semester-long process, students select a protein with known structure and then research its structure, sequence, and function. This project…

Advanced capture technology has become almost ubiquitous in higher education: If an institution does nt have it, chances are that it is trailing the competition. Students want it. Tech-savvy teaochers like it. And blended learning environments practically demand it. The most commonly touted benefit of these systems is that they are student…

Although teachers today use a variety of teaching methods in content-area classrooms, lecture learning and note-taking still comprise a considerable portion of time in these classes. Unfortunately, most students are poor note-takers, typically recording only about one quarter of lecture notes. Strategic note-taking was developed to assist students…

With the advent of technologies that allow lecturers to develop presentations using software such as Microsoft PowerPoint, Apple Keynote, and OpenOffice Impress (referred to generically here as "slideware"), lectures and meetings are beginning to resemble cinematic experiences rather than the text filled transactions that have been the norm for…

Our study compared a flipped class with a standard lecture class in four introductory courses: finite mathematics, precalculus, business calculus, and calculus 1. The flipped sections watched video lectures outside of class and spent time in class actively working on problems. The traditional sections had lectures in class and did homework outside…

Flipped classrooms have the potential to improve student learning and metacognitive skills as a result of increased time for active learning and group work and student control over pacing, when compared with traditional lecture-based courses. We are currently running a 4-year controlled study to examine the impact of flipping an Introductory…

This paper reports on a research project that investigated the effects of a flipped instructional approach on student attitudes and achievement in a lower division university-level Finite Mathematics course. The project employed a mixed-methods design that included content exams, an attitude survey, open-ended student responses, observations, and…

At Binghamton, Calculus 1 is taught to over 1000 students each fall in sections of about 30-40 students, with graduate student instructors teaching most sections. Despite having small classrooms instead of lecture halls, the satisfaction and performance of students has historically been poor. We had hoped to improve student success by changing how…

It is well established that a student's capacity to regulate his or her own learning is a key determinant of academic success, suggesting that interventions targeting improvements in self-regulation will have a positive impact on academic performance. However, to evaluate the success of such interventions, the self-regulatory characteristics of…

The art of teaching freshmen students is undergoing a rapid paradigm change. Classical forms of teaching are not applicable any more and an unmanageable offer of new multimedia tools and concepts is glutting the market. Moreover, compared to previous courses, the class size triples. In view of these challenges, we implemented a new teaching…

This study examined the effect of a short-term training programme ?n in-service physical education teachers' behaviour and students' engagement in learning. Teachers (n = 32) were randomly divided into an experimental and a control group. Each teacher's behaviour was observed in six lessons; two for each measurement (pre, post and retention) and…