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ERIC Number: EJ1135156
Record Type: Journal
Publication Date: 2013-Jul
Abstractor: As Provided
Inclusive, Interactive Classroom as Student-Learning Facilitator
Lo, Celia; Monge, Allison N.
International Journal for the Scholarship of Teaching and Learning, v7 n2 Article 13 Jul 2013
Using principles underlying the social constructivist approach, we redesigned an undergraduate course on social problems, seeking to employ three learning activities (online assignments and small-group and class discussions) to facilitate knowledge construction by students and promote their intellectual capabilities and critical-thinking skills. We collected qualitative and quantitative data from students enrolled in the redesigned, hybrid course (it comprised class meetings on campus plus online work), two sections of which were taught. Students in both sections completed two feedback evaluation surveys about satisfaction and learning; this survey data comprised narrative comments completed across the fall and spring semesters of 2010-2011. We examined the data, seeking social processes linking the three learning activities to student satisfaction and to student learning. Results showed a link between student satisfaction and student learning generated from, notably, in-class small-group and class discussions. Some implications for pedagogy are outlined.
Descriptors: Undergraduate Study, Social Problems, Assignments, Small Group Instruction, Large Group Instruction, Discussion (Teaching Technique), Thinking Skills, Blended Learning, Technology Uses in Education, Educational Technology, Student Evaluation, Student Satisfaction, Learning Activities, Correlation, Teaching Methods, Student Surveys, College Students, Statistical Analysis, Qualitative Research
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: email@example.com; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A