Proposal Title

Deconstructing the Large Lecture Environment Through Technology

Session Type

Presentation

Room

PAB 106

Start Date

9-7-2013 11:00 AM

Keywords

student engagement, blended learning, online learning

Primary Threads

Education Technologies and Innovative Resources

Abstract

The large lecture hall may be an efficient way to use instructors to present content to a large population of students but few would argue that this is the best pedagogical design for learning. This talk describes the use of technology to deconstruct a large introductory science class at the University of Michigan Ann-Arbor into a mix of simultaneous face-to-face, synchronous remote and asynchronous remote participation. The goal of this exercise was to study how the environment the student chose affected their level of engagement, attentiveness and learning.

Student surveys showed somewhat surprisingly that the use of laptops in class increased their engagement and attentiveness. The students’ engagement was similar regardless whether the student physically came to class or participated synchronously from remote location. The conclusion reached was that if we can provide tools that empower students to actively participate in class they will, and they will feel more engaged regardless where they participate.

Participants are encouraged to bring a laptop or mobile devices to class to participate in this presentation.

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Jul 9th, 11:00 AM

Deconstructing the Large Lecture Environment Through Technology

PAB 106

The large lecture hall may be an efficient way to use instructors to present content to a large population of students but few would argue that this is the best pedagogical design for learning. This talk describes the use of technology to deconstruct a large introductory science class at the University of Michigan Ann-Arbor into a mix of simultaneous face-to-face, synchronous remote and asynchronous remote participation. The goal of this exercise was to study how the environment the student chose affected their level of engagement, attentiveness and learning.

Student surveys showed somewhat surprisingly that the use of laptops in class increased their engagement and attentiveness. The students’ engagement was similar regardless whether the student physically came to class or participated synchronously from remote location. The conclusion reached was that if we can provide tools that empower students to actively participate in class they will, and they will feel more engaged regardless where they participate.

Participants are encouraged to bring a laptop or mobile devices to class to participate in this presentation.