Engaging Students in Large Health Classes with Active Learning Strategies

Video modeling examples are effective tools for self-regulated learning in physical education: Students learn through repeated viewing, self-talk, and mental rehearsal

“…Using “small screen” devices, such as smartphones and tablets, for VME presentation might reduce viewing times for each student, given that such video playing modalities do not support collective viewing. Furthermore, by employing such a teaching/learning method, the PE teacher can contribute to maximizing learning potentials of average and below-average students, who struggle to learn in large classes (Elliott et al, 2017), through triggering metacognitive learning strategies, associated with visual information processing and assimilation, instructional self-talk and mental imagery techniques. Those students can hence exploit the time they spend waiting for the teacher's regulatory and instructional interventions to self-regulate their own learning through VMEs.…”

Using Undergraduate Learning Assistants to Aid in Course Redesign

“…for a detailed explanation, see Cuseo, 2007;Elliot et al, 2017). Theorists have traditionally posited that this lack of meaningful interaction is due to an unspoken agreement between instructors and students, wherein each agrees not to communicate with each other in a large class (Kuh et al, 1991).…”

“…In the 2014 CIRP survey, students indicated that they attended college primarily "to be able to get a better job" (86.1% of respondents) and figured that college would help them "to make me a more cultured person" (46.6% of respondents; Higher Education Research Institute, 2014). Regardless of the etiological reasons that students chose to attend college, increased enrollment in highereducation institutions affects introductory level courses, which may in turn inhibit students from achieving these aforementioned goals (Rampell, 2015; Stanley & Porter, 2002).Although not directly related to higher-education institutions, junior high schools and higher education institutions alike have recently begun generating contexts in the classroom conducive to increased student engagement (Elliot, Combs, Huelskamp, & Hritz, 2017).Unfortunately, large classes decrease opportunities for faculty-interaction; this notion has been well-documented in recent literature (e.g. for a detailed explanation, see Cuseo, 2007;Elliot et al, 2017).…”

“…Theorists have traditionally posited that this lack of meaningful interaction is due to an unspoken agreement between instructors and students, wherein each agrees not to communicate with each other in a large class (Kuh et al, 1991). As a result, universities have UNDERGRADUATE LEARNING ASSISTANTS 4 experienced negative outcomes with these large classes, such as limited opportunities for facultystudent interaction and decreased retention rates.Faculty-student interaction is crucial for the student and the institution (Cuseo, 2007;Elliot et al, 2017). Retrospectively, students who interact more with faculty have traditionally reaped the benefits of this type of interaction (Pascarella & Terenzinini, 1997), such as personal development (Lau, 2003;Pascarella, 1980) and higher levels of academic achievement (Kim & Sax, 2009); however, a lack of student-faculty interaction seems to lead to negative effects, such as increased student withdrawal rates (Twigg, 2013), as well as students becoming passive recipients of information and thus not performing well (Fenollar, Roman, & Cuestas, 2007).…”