Redesigning Course Delivery to Enhance Student Engagement and Retention
Student responsibility for learning lies on a precipice – the aim of the first year instructor is to prepare students to become adaptive learners.
Some conclusive evidence has been found using constructivist techniques and andragogical learning strategies. http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html
Belief and motivation surveys Student portfolios, journaling and reflection Redesigned course delivery
Learning objects and WebQuests
Students take samples of work reflecting progress. Faculty review chosen work with students.
Students ‘send a slide’ to the moderator. Allows for immediate/anytime feedback.
CLASS (Colorado Learning Attitudes about Science Survey) http://www.colorado.edu/sei/class/ Self-Efficacy for Self-Regulated Learning Scale Motivational Strategies for Learning Questionnaire
REDESIGNED COURSE DELIVERY
An audiovideo demonstration of how to quickly assign homework questions using an online resource.
Interactive learning objects http://www.novelgames.com/flashgames/popup.php?id=141&siteid=3128
Students watch a pre-class video. In class, students discuss the process that was used. While surrounded by other students, faculty, and in-class tutor, students practice the new process. Questions can be easily dealt with as a group, instead of doing homework alone.
Students design their own lecture by choosing links based on their previous learning experience. They move through the exercises at their own pace, taking the quiz when they chose. Draw and define an angle. http://www.mathopenref.com/angle.html Describe how the area of a circle can be found. http://www.mathopenref.com/circlearea.html http://www.mathopenref.com/quiztriangle1.html
(this represents a small selection of items covered in a series of lectures)
Students design their own worksheets They take ownership of their own learning