Thursday, October 22
2:45 PM-3:05 PM
HST
Paniolo I

Case Study: Reporting on the Redesign of a F2F Lecture Course to Promote Community Learning and Increase Retention

Brief Paper ID: 47561
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    Lisa Brown
    Claremont Lincoln University

Abstract: This study reported on the successful redesign of a large, university level lecture course in Introductory Psychology from a traditional face to face (F2F) course into an active learning environment. The lead professor, Dr. Donald Ehlers, adapted the SQ3R (Survey, Question, Read, Review, Recite) method of learning for the structure of his learning design. He included changing the seating of the class into groups, multimodal instruction, and incorporated computer based adaptive quizzing assignments. The new design increased student engagement, student and learning retention, and excited meaningful learning through the application of social learning and problem based learning theory. Through the initiation of the redesign to the fall of 2014 when the data in this case study was collected, not only did student test scores and student retention rates rise, but Dr. Ehlers reputation for having the best class on campus did as well.

Objectives

To show how a typical lecture classroom can be redesigned to increase engagement, interaction, and achieve greater student success.

Topical Outline

Overview Course Redesign Details Course Schedule Results Student Feedback Conclusion

Experience Level

Intermediate

Qualifications

Director of Curriculum Development, Claremont Lincoln University Educational Technology Manager, Macmillan Publishers MSEd,Curriculum and Instruction, Purdue University BA, Education, University of South Florida
No presider for this session.

Topics

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