Converting a Large Lecture Class to an Active Blended Learning Class: Why, How, and What We Learned

Autor/inn/en	Godlewska, Anne; Beyer, Wanda; Whetstone, Scott; Schaefli, Laura; Rose, John; Talan, Breah; Kamin-Patterson, Sean; Lamb, Christopher; Forcione, Melissa
Titel	Converting a Large Lecture Class to an Active Blended Learning Class: Why, How, and What We Learned
Quelle	In: Journal of Geography in Higher Education, 43 (2019) 1, S.96-115 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2019.1570090
Schlagwörter	Active Learning; Blended Learning; Geography Instruction; College Instruction; Introductory Courses; Instructional Design; Large Group Instruction; Foreign Countries; Educational Cooperation; Course Content; Assignments; Scaffolding (Teaching Technique); Feedback (Response); Scheduling; Classrooms; Educational Improvement; School Culture; Canada + Suchen Sie Ihr Suchwort? Aktives Lernen; Geography education; Geography lessons; Geografieunterricht; Hochschullehre; Einführungskurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Education; cooperation; Kooperation; Kursprogramm; Assignment; Auftrag; Zuweisung; Disposition; Classroom; Klassenraum; Teaching improvement; Unterrichtsentwicklung; Schulkultur; Schulleben; Kanada
Abstract	Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen's University Continuing and Distance Studies instructional design team to improve integration between course elements, we closely approached the quality of learning achieved in a much smaller enrolment class. It is possible to teach large classes of 400 students in an active and engaged manner. The greatest obstacle to the development and maintenance of this model is institutional culture. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01