Conventional team-based learning (TBL) uses a paper-based system to deliver a team-quiz component of the instructional method. We observed the use of this paper-based system in various settings and identified it could be challenging in a large classroom. Challenges include distributing paper answer cards, time to grade them, and additional…

Employers want graduates who excel in communication, collaboration, and teamwork. But implementing activities and assessments to support this skill development can be challenging in higher education large-enrollment classes where the balance between the extra work it creates for faculty and perceived value for students must be carefully…

The need to quickly transition from face-to-face teaching using engaging, content-based activities to a new, online platform in just two weeks during the 2019 coronavirus disease (COVID19) pandemic, made it necessary to try to migrate familiar activities that the students enjoyed into a virtual classroom. The activity that proved to be the most…

There is a national urgency in higher education to close the achievement gap and increase graduation rates for first-generation, low-income, and underrepresented minorities, and classroom environments are integral to the student learning experience. The authors propose shifting learningspace discussions away from building an historically small…

This reflective essay documents the adaptation of an active-learning strategy in response to the spring 2020 global pandemic. We detail how we adapted it from its original form as an intentionally nondigital, face-to-face, team-based activity into a new, fully digital format. We articulate the active-learning methods driving the original design as…

The realities of the 21st century have led professors and lecturers to renew their learning assessment practices so that they are more adapted to and contextualized in the current professional world. Despite advances in teaching and learning, assessment methods may still deviate from practice in authentic contexts. Although some instructors are…

Physical learning environments offer many affordances that one can choose from when designing instruction. For courses where student writing is central to course learning outcomes, a challenge exists in that innovative digital technologies may take precedence over nondigital tools, such as paper-based student writing. We argue that treating…

Writing skills are an important part of a student's academic success. Literature suggests that incorporating research into the undergraduate curriculum will not only strengthen their academic writing, but also the quality of the academic experience (Ho, 2011). Thus, allowing students to be active participants through an entire research lifecycle…

Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies that potentially increase student engagement. In addition, instructors may also plan and deploy active-learning strategies that first consider the physical spaces in which learning will take place. Effective…

In the writing classroom, collaborative learning often takes the form of coauthoring, peer workshops, or critique sessions. While these are useful, what other active-learning approaches might be effective, particularly in light of the range of media with which students are increasingly familiar? World building--creation of an…

The influence of iPad compared to computer-based active and collaborative learning activities on academic performance, along with student attitudes toward technology, engagement, and perceived learning were examined between two one-semester undergraduate-level Human Anatomy classes. Student attitudes and perceived learning were assessed using pre-…

Most instructors are looking for ways to improve student engagement in higher education classrooms across the globe. With the influx of tablets and laptops as the tool for students in the 21st century, the question arises of how best to integrate technology into the design of a lecture and is there a difference when designing a lecture with…