Using Live multiple-choice polls heightens the learning experience as students can see what their peers are thinking and get instant feedback on their own learning by understanding what answers they got right or wrong. Students are very receptive to this style of teaching and learning as the interactivity and instant feedback creates a learning experience to remember.
Encouraging students to ask questions and offering a tool that provides anonymity will increase engagement in your lectures. A tool such as Vevox that allows students to pose questions to the lecturer anonymously removes the barrier of embarrassment and anxiety that some students face.
However, the method of collection of this data needs to be efficient, both in the preparation by the lecturer and not too time consuming or hard to complete for the students.
Allowing your students to give feedback in their own time with a digital self-paced survey means they can reflect on their thoughts and by capturing the information digitally this is easy to store and refer back to whenever needed.
To get a better response rate for your surveys, express to your students the importance of this feedback and provide them with reasons as to why they should leave feedback. Unlike live polls and other 'in the moment' data, surveys can collect data over multiple touch points and it allows students the flexibility to review and edit their answers at any given time. Honest, uninhibited feedback can really help you understand what is working or isn't working in your lectures.
At first, hearing honest and anonymous feedback from your students' might sound daunting but the data is greatly valuable to you. This data gives you a true representation of how your students feel about your lectures and allows you really to comprehend what your students are thinking. Encouraging anonymous feedback from real-time polls or messages during your lectures will ensure a higher contribution rate from your students' due to the convenience and accessibility in doing so.
Participation was seen as a way of combatting declining attention levels over the progression of the lecture, supporting the internalization of the course content and the communication thereof to others, and stimulating the desire to learn more, especially when students received encouraging feedback on their questions and reflections. Structure The third characteristic of a good lecture is a clear structure. A good structure provides signposts that help students to navigate what can feel like an overload of information.
One way of getting across the structure of a course or lecture is to give students handouts of the PowerPoint slides, with the bullet points serving to suggest key pieces of information and clarifying the structure of the information. Some have therefore experimented with leaving gaps in the handouts so that students must continue to pay attention in order to fill in the gaps for themselves. Active learning : creating excitement in the classroom.
This paper first describes problem-based learning; second describes how a research methods course in geography is taught using a problem-based learning approach; and finally relates student and staff … Expand. Never mind the teaching feel the learning. Performance indicators are sought which may be used to measure evidence on which to make judgements about high … Expand. View 3 excerpts, references background. This paper makes a critical assessment of problem-based learning PBL in geography.
It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific … Expand. This paper seeks to address assumptions on the effectiveness of fieldwork as a mode of learning in geography. This is approached from an international perspective, both in review of available … Expand. Teaching Students to Teach Themselves.
In my previous work as an educator in nonschool settings, I routinely had in volved the learners in setting objectives.
When I began teaching university grad uate classes ten years ago, I expected to … Expand. Working with the Community: Improving the learning experience for large classes. The need for students to develop skills that are of use in the wider labour market, as well as those specifically related to their degree subjects, has been widely accepted for a considerable period … Expand.
Previous research on conceptions of teaching comes from three distinct areas. The first is based on interviews with students and staff in higher education, the second involves the investigation of … Expand.
View 2 excerpts, references background. Improving the quality of student learning. Related Papers.
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