Treating the All‐Nighter Syndrome: Increased Student Comprehension Through an Interactive In‐Class Approach

Scrivener, Sandra L.; Fachin, Katharina; Storey, Glenn R.

doi:10.1002/j.2168-9830.1994.tb01095.x

Cited by 8 publications

(5 citation statements)

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“…Numerous references have strongly endorsed the cooperative learning method as a tool to significantly increase student understanding and it is suggested as an alternative approach to courses traditionally taught solely in a lecture format. [3][4][5][6][7] As described by Goldstein, 3 the students are organized into small learning groups; on the basis of ability (and, perhaps, experience), students are assigned to groups which are then fairly autonomous. Most class time is spent in these groups.…”

Section: Introductionmentioning

confidence: 99%

Introducing Cooperative Learning into a Dynamics Lecture Class

Howell¹

1996

J of Engineering Edu

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Numerous references have suggested that cooperative learning can significantly increase student understanding. Yet, structuring a lecture class to be given over totally to cooperative learning groups is overwhelming to most instructors and many remain unconvinced of its value. In this department, a limited experiment has served to introduce cooperative learning to the students as well as the instructor. Through a series of cooperative problem solving exercises, "lecture" classes become more active learning environments.

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Section: Introductionmentioning

confidence: 99%

Introducing Cooperative Learning into a Dynamics Lecture Class

Howell¹

1996

J of Engineering Edu

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“…Full Scale Laboratories (FL): No matter how sophisticated a demonstration package maybe, it can not replace real hands-on laboratory experience. However, a well-designed demonstration, functioning as a virtual laboratory can provide useful "pre-lab" experience that greatly shortens students' learning time and makes the operation of the real laboratory more efficient (Scrivener et. al.…”

Section: Laboratory Developmentmentioning

confidence: 99%

The Development Of A Dynamic Systems Laboratory And The Implementation Of Learning Through Teaching Concept

Shih¹

2002 Annual Conference Proceedings

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A full-scale dynamics laboratory was developed to enhance hands-on experience and foster strong faculty-student interaction in the teaching of the Dynamic Systems classes. To emphasize the "seeing is believing" concept, we have also designed visualization-based courseware to supplement the regular lecture teaching. In addition, the dynamics laboratory facility has also been used to familiarize students with experimental techniques and data acquisition systems useful in developing design projects with greater scope, hence strengthening the design component of the Dynamic Systems discipline. We have also implemented a "Learning-Through-Teaching (L-T-T)" concept to encourage the active participation of all students. The implementation of the L-T-T concept helped students to achieve a deeper understanding of the subject by being involved in the teaching process. In addition, the concept can enhance full collaboration between faculty and students and among students themselves to make the classroom a truly cooperative learning community. Although the L-T-T concept is still in the developing stage, its success has convinced one of the authors, Chiang Shih, to apply the concept to other classes at different levels. Based on preliminary assessment, it is believed that a more coherent implementation, both vertically throughout the curriculum and horizontally across all disciplines, can greatly improve educational experience of engineering students.

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“…Schrivner 1 has cited the difficulty in motivating students to participate, noting the importance of setting an expectation of participation in classroom dialog. Another common frustration is the difficulty in finding time to move class room time beyond the first few levels of course material introduction and application while still fitting all the desired topics into the course.…”

Section: Introductionmentioning

confidence: 99%

Promoting Critical Thinking Skills Through Effective Grading Techniques

Morse¹

2001 Annual Conference Proceedings

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Walvoord and Anderson have demonstrated that "effective grading" techniques can be applied to promote and teach higher-level critical thinking skills in the classroom. Effective grading involves the appropriate structuring and communication of course assignments and grading systems which promote desired learning behaviors. Grading and assignment techniques which force the student's first exposure and reflection of the material "off-line," prior to classroom discussion, enable classroom interaction to leap beyond the dissemination of factual information and into the higher levels of Bloom's taxonomy: application, analysis, synthesis, and evaluation. Immediate feedback provided by in-class instructor-student interaction allow the instructor to guide and train students in the practice of critical-thinking at the "teachable moment" and prior to its exercise on major assignments or exams.This paper provides examples of the application of effective grading techniques to promote higher-level critical thinking within the engineering technology classroom and suggests techniques and technologies which can be applied to overcoming barriers to these strategies.

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Treating the All‐Nighter Syndrome: Increased Student Comprehension Through an Interactive In‐Class Approach

Cited by 8 publications

References 0 publications

Introducing Cooperative Learning into a Dynamics Lecture Class

Introducing Cooperative Learning into a Dynamics Lecture Class

The Development Of A Dynamic Systems Laboratory And The Implementation Of Learning Through Teaching Concept

Promoting Critical Thinking Skills Through Effective Grading Techniques

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