Promoting active learning in large classes using a classroom communication system

Mestre, José P.; Gerace, William J.; Dufresne, Robert J.; Leonard, William J.

doi:10.1063/1.53119

Cited by 23 publications

(17 citation statements)

References 15 publications

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“…Class size may dictate how instructors teach, at least to a degree. Lecturing is more necessary for large classes than for smaller classes, but it does not need to be used exclusively (e.g., see Benjamin 1991;Mestre et al 1997;Modell and Carroll 1993;Nierenberg 1998;Persell 1993). For example, many active learning activities work very well in larger classes (e.g., see Benjamin 1991;Hamil and Janssen 1987;Nanda 1985).…”

Section: Strengths Of Lecturingmentioning

confidence: 99%

Using active learning in criminal justice: Twenty-five examples

Robinson¹

2000

Journal of Criminal Justice Education

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Section: Strengths Of Lecturingmentioning

confidence: 99%

Using active learning in criminal justice: Twenty-five examples

Robinson¹

2000

Journal of Criminal Justice Education

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“…1 As part of this project, we applied then-current knowledge from physics education research in order to develop pedagogical methods and curriculum for teaching university physics with a CRS (Dufresne et al 1996;Mestre et al 1997;Wenk et al 1997). In 1999, the UMass Amherst Department of Biology received funding from the Pew Foundation to redesign their entire introductory biology course sequence, including making CRS use (first Classtalk, later Interwrite PRS) integral to lectures (Phillis 2005).…”

Section: Empirical Basismentioning

confidence: 99%

Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology

2009

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Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRSbased science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and metalevel communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers ''bridge the gap'' between educational research findings and practical, flexible classroom strategies for science instruction.

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“…The assumption, supported by previous research [2,6], is that the added interactivity will increase user interest during the presentation itself, encouraging participants to give more feedback and giving more topics for discussion after the presentation itself. When designing our solution for an online interaction system, lessons learned from classroom interaction systems were applied [2,7] and the special requirements of a conference environment taken into account: The educational goal of the Correspondence to A. Knutas (antti.knutas@lut.fi). solution is increased opportunities for interactivity, which in turn will lead to increased user interest and more feedback to the lecturer.…”

Section: Introductionmentioning

confidence: 99%