2019
DOI: 10.1080/87567555.2019.1696740
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A Transparent Assignment to Encourage Reading for a Flipped Course

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Cited by 8 publications
(12 citation statements)
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“…Thus, it is important to provide beginning college students with a specific purpose rather than simply assigning reading, which may unknowingly insinuate to students that the intention is to memorize or use information to earn a particular grade. Educators can support students' purposeful engagement with academic reading by giving a transparent reading assignment (see Bhavsar, 2020) in which students create content‐based and reflective notes about pre‐class readings can encourage a deeper understanding of course material. Or, as Van Gyn (2013) suggested, educators can use the Purposeful Reading Assignment which has three requirements for students to complete prior to the class during which the reading will be discussed.…”
Section: Discussionmentioning
confidence: 99%
“…Thus, it is important to provide beginning college students with a specific purpose rather than simply assigning reading, which may unknowingly insinuate to students that the intention is to memorize or use information to earn a particular grade. Educators can support students' purposeful engagement with academic reading by giving a transparent reading assignment (see Bhavsar, 2020) in which students create content‐based and reflective notes about pre‐class readings can encourage a deeper understanding of course material. Or, as Van Gyn (2013) suggested, educators can use the Purposeful Reading Assignment which has three requirements for students to complete prior to the class during which the reading will be discussed.…”
Section: Discussionmentioning
confidence: 99%
“…Bhavsar identified the benefits of reading as developing understanding of the course objectives and enhancing assignment results. She concluded that more transparency by professors leads to higher student compliance [3]. Similarly, Gorzycki et al stated that from a faculty perspective the readings facilitate learning, enhance understanding, and improve discussions.…”
Section: Literature Reviewmentioning
confidence: 99%
“…The first was a brain dump assignment where students wrote one page of notes on the assigned readings and could use those notes for the exam, and the second was a learning reflection assignment. Both methods encouraged 91% of students to complete the assigned readings and helped students to understand the reading material [3]. Carney et al compared the results of random Monte-Carlo quizzes to a learning log assignment to promote reading completion and reflection.…”
Section: Literature Reviewmentioning
confidence: 99%
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