ERIC Number: EJ1116336
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Redesigning Physical Geography 101: Bringing Students into the Discussion
Tasch, Jeremy; Tasch, Weiwei C.
Journal of Geography in Higher Education, v40 n4 p565-584 2016
This article analyses student-learning outcomes from the redesign of Introduction to Physical Geography 101. Among the purposes of the redesigned course were to enhance student learning by providing rich interactive online content, provide more meaningful instructor-student and peer-peer exchanges, and to promote attitudes that facilitate student opportunities to construct new knowledge. Through empirically testing two of the redesigned course's key components on students' learning, we determine the positive effects on students' exam scores. We offer, despite the additional work required from instructors and teaching assistants for such a redesigned course, that with further refinement these pedagogical changes may offer potential longer term impact on students' learning behaviors.
Descriptors: Physical Geography, Curriculum Design, Curriculum Development, Student Centered Learning, Instructional Innovation, Learning Experience, Observation, Assignments, Evaluation Methods, Models, College Programs, Predictor Variables, Achievement Gains, Electronic Learning, Teacher Student Relationship, Peer Relationship, Attitude Change, Experimental Curriculum
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Maryland
Grant or Contract Numbers: N/A