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Designing High Structure Courses to Promote Student Engagement
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Beck, Edward J.; Roosa, Kristen A. – HAPS Educator, 2020
While there are many strategies for increasing the inclusiveness of anatomy and physiology courses, increasing course structure is a strategy that can not only close achievement gaps for first generation and underrepresented minority students, but also increase performance for all students. High structure courses are characterized by clear…
Descriptors: Course Organization, Learner Engagement, Science Instruction, College Students
Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment
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Sigurðardóttir, Margrét Sigrún; Heijstra, Thamar Melanie – Canadian Journal for the Scholarship of Teaching and Learning, 2020
Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male…
Descriptors: Blended Learning, Homework, Video Technology, Higher Education
Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats
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Lutes, Lyndell; Davies, Randall – Education Sciences, 2018
This study compared student workload and perceived value of coursework assigned for a matching set of semester and term general education courses at Brigham Young University. Statistically significant differences in workloads were found between most semester and term courses. While term workloads were slightly lighter in general, both could be…
Descriptors: College Students, Student Attitudes, Scheduling, Study Habits
Introducing Graduate Students to the Chemical Information Landscape: The Ongoing Evolution of a Graduate-Level Chemical Information Course
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Currano, Judith N. – Journal of Chemical Education, 2016
The University of Pennsylvania's doctoral chemistry curriculum has included a required course in chemical information since 1995. Twenty years later, the course has evolved from a loosely associated series of workshops on information resources to a holistic examination of the chemical literature and its place in the general research process. The…
Descriptors: Graduate Students, College Science, Chemistry, Doctoral Programs
E-Learn 2014: World Conference on E-Learning. Proceedings (New Orleans, Louisiana, October 27-30, 2014)
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Bastiaens, Theo, Ed.; Marks, Gary, Ed. – Association for the Advancement of Computing in Education, 2014
The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "E-Learn 2014: World Conference on E-Learning" took place in New…
Descriptors: Educational Technology, Technology Uses in Education, Teaching Methods, Generational Differences
Getting under the Hood: How and for Whom Does Increasing Course Structurework?
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Eddy, Sarah L.; Hogan, Kelly A. – CBE - Life Sciences Education, 2014
At the college level, the effectiveness of active-learning interventions is typically measured at the broadest scales: the achievement or retention of all students in a course. Coarse-grained measures like these cannot inform instructors about an intervention's relative effectiveness for the different student populations in their classrooms or…
Descriptors: College Students, Active Learning, Intervention, Academic Achievement