Abstract:Background:
Ascertaining student understanding can be challenging in large-enrollment and hybrid or asynchronous courses.
Problem:
Instructors needed an innovative instructional strategy to encourage student engagement and support learning in a large-enrollment, mixed-format pathophysiology class.
Approach:
A weekly, graded assignment was created by merging the formative assessment commonly referred to as the muddiest point (MP) with an asynchronous discussion board activity within the learning management … Show more
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