In-class activities can be a great way to foster student engagement in the classroom. Depending on the activity, the results can vary greatly. Sometimes they can fall flat, but every so often an activity manages to hold the students’ undivided attention.
“I suspected that my students were not reading the assigned textbook and articles with the attention or consistency I had intended.”
The skills that students learn in our courses, such as organization, critical thinking, problem solving, and time management are essential.Do students ever ask you that question? As an assistant professor of mathematics at a community college, I regularly get the question. Most of my students
Well-known cognitive psychologist Richard Mayer offers a succinct analysis of motivation in his excellent workbook monograph titled Applying the Science of Learning. He begins with a definition: “Motivation is an internal state that initiates and maintains goal-directed behavior.” (p. 39) This means that motivation is
Talk with almost any faculty member and they will tell you that many (sometimes it’s most) of their students are unprepared for college. They lack basic skills in reading, writing, and computation but also don’t have very effective study habits and techniques. Most teachers try
One of the biggest failures of higher education is punishing student failure. A bad performance on an assignment is preserved and carried all the way to the final grade. This makes students adverse to risk and obsessed with grades.
The traditional online course structure violates a fundamental principle of learning by separating the process of getting information from the process of engaging it. The student is asked to go through some sort of resource in its entirety—be it a video, website, or reading—and then
“There’s just not enough time in class with students!” It’s a common faculty complaint, and when students are provided quality course materials they can use outside class, this blended learning approach gives faculty more time in class. A variety of materials can be developed for
Academic rigor is the gold standard for college courses. Faculty want their courses to be intellectually rich and challenging experiences for students. The content they teach is important, and learning it in deep, lasting, and meaningful ways is not accomplished without effort.
“Aquick search of video sharing sites, as well as the web pages of prominent universities, reveals a treasure-trove of content available to students and interested lay-people,” observe political science faculty members Daniel Mallinson and Zachary Baumann. A variety of software products make lecture capture (the
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