Classroom Technologies: Active Learning Classroom

Introduction

WHAT DOES THE RESEARCH SAY?

1. Interactive lessons are more memorable for students
   According to a study published in Educause Review, students retain knowledge when they are “actively engaged in their learning process and when they are required to apply what they have learned.” Active learning strategies “increase the likelihood of information and concept retention because students are focusing more attention on the application of knowledge and have more opportunities for real-time feedback within formal learning sessions."
2. Breaking up long lectures with short activities will keep students focused on course material
   The National Teaching and Learning Forum proves that “a series of mini-lectures with active engagement components, all scheduled in 15- to 20-minute segments, can keep students and faculty more alert, engaged, and productive for an entire 50 or 75 minutes of class time.”[2]
3. When engagement in the classroom increases, retention will also increase
   According to the Journal of Developmental Education, “peer interactions and associations influence students’ cognitive development, self-confidence, and motivation.”  It is recommended that universities “give careful attention to course planning, design, delivery, and assessment of learning and initiatives to increase teaching effectiveness” so that students will remain engaged and enrolled.
4. Group work mode allows for collaboration, increases student participation, engagement, and performance
   In a study published in Educause Review, faculty participants “reported an improvement in class discussion and participation” as a result of active learning strategies.  It was stated that “students did better than they have ever done in class.”  The students were surveyed to gauge the effectiveness of the learning strategies. Results were shown to be “overwhelmingly positive.”  The study also proved that audience response systems “fostered engagement in the classroom”, since over 80% of students surveyed thought the system was effective in improving participation, group discussion, assessing knowledge, and reinforcing course material.

REFERENCES

1. Anne H. Moore, C. Edward Watson, and Shelli B. Fowler, “Active Learning and Technology: Designing Change for Faculty, Students, and Institutions,” EDUCAUSE Review, vol. 42, no. 5 (September/October 2007): 42–61
2. Joan Middendorf and Alan Kalish, "The 'Change-Up' in Lectures," National Teaching & Learning Forum, vol. 5, no. 2 (1996): 1–5
3. Patricia Y. Talbert,”Strategies to Increase Enrollment, Retention, and Graduation Rates,” The Journal of Developmental Education <http://files.eric.ed.gov/fulltext/EJ1035683.pdf>
4. Tena B. Crews, Lara Ducare, Jeanna Marie Rathel, Karen Heid, and Stephen T. Bishoff, “Clickers in the Classroom: Transforming Students into Active Learners,” EDUCAUSE Review <https://net.educause.edu/ir/library/pdf/ERB1109.pdf>

TRAINING AND SUPPORT

For training and support in Blackboard and other web-based instructional technologies:

• Contact Academic Technologies at acadtech@pace.edu
• Visit the Digital Toolkit for tutorials and descriptions of tools: pace.edu/digitaltoolkit

Contact Ed Media for training and support for classroom hardware, features, and Echo360: