Using self-response system and online learning environment in large college science classes-the technologies, instructional design, and implications

TitleUsing self-response system and online learning environment in large college science classes-the technologies, instructional design, and implications
Publication TypeConference Proceedings
Year of Conference2005
AuthorsZhang, BH, Patterson R, Richmond G, Parker J, Merrill J, Urban-Lurain M, Rollins SL, Weber E, Long T
Conference NameInternational Conference on Computers in Education
Volume13
Date PublishedNov 28 - Dec 2
PublisherAsia-Pacific Society for Computers in Education
Conference LocationSingapore
Keywordsdiagnostic questions, e-learning, Instructional design, interactive, Large college undergraduate science course, learning community, student learning difficulties
AbstractHow to make large college undergraduate classes with hundreds of enrollment to be more interactive and responsive to student learning difficulties? Further, how to spare time to engage students in thinking deeply and gain conceptual understanding of course content? This paper describes a Peer Instruction and Model-based Reasoning approach to address the questions. We describe the innovative instructional design and use empirical data to show how two learning technologies: an online teaching and research tool (www.lon-capa) and a self-response system (clickers) were used in an introductory undergraduate biology course (N=448). Implication for how to adopt this type of technology for teaching and research purposes are also provided.
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