Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact student success. The aim of this study was to compare student success between two sections of an introductory biology course that used classroom response systems (i.e., clickers), but were taught with…

This study measures the effects of increased faculty-student engagement on student learning, success rates, and perceptions in a Physical Oceanography course. The study separately implemented two teaching methods that had been shown to be successful in a different discipline, introductory physics. These methods were the use of interactive…

Cites evidence that indicates if a lecturer pauses at least three times during a lecture for two minutes and has students compare notes, student retention of the lecture material will be increased. Explains another form of pausing called wait-time employed in discussion situations. (GS)