Finding the Right Fit: Assessing the Impact of Traditional v. Large Lecture/Small Lab Course Formats on a General Education Course

Wildermuth, Susan M.; French, Tammy; Fredrick, Edward

doi:10.20429/ijsotl.2013.070106

Cited by 5 publications

(2 citation statements)

References 25 publications

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“…The literature on teacher immediacy does not demonstrate a clear understanding of how the classroom environment influences students' perceptions of the instructor due to class settings (i.e., lecture/laboratory or self-contained). The examination of course formats has received minimal attention in the extant literature (e.g., Gray, Buerkel-Rothfuss, & Yerby, 1986;Todd, Tilson, Cox, & Malinauskas, 2000;Wildermuth, French, & Fredrick, 2013). Todd and colleagues investigation examined undergraduate students' perceptions of teacher immediacy in lecture/lab and self-contained sections of the introductory course.…”

Section: Immediacy In the Classroommentioning

confidence: 99%

Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections

LeFebvre¹,

Allen²

2014

JoSoTL

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This study examined teaching assistant’s immediacy in lecture/laboratory and self-contained classes. Two hundred fifty-six students responded to instruments measuring teachers’ immediacy behavior frequency, perceptions of instruction quality, and cognitive learning. No significant difference was identified when comparing lecture/laboratory and self-contained teaching assistants’ immediacy behaviors. But all students who observed frequent immediate behaviors demonstrated higher affective and cognitive learning. Teaching assistants’ ratings had significantly higher levels of faculty-student interaction for self-contained sections but lecture/laboratory sections were significantly higher for student effort/involvement.

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Section: Immediacy In the Classroommentioning

confidence: 99%

Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections

LeFebvre¹,

Allen²

2014

JoSoTL

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“…The educative community's satisfaction is diverse, with studies in favor [15] and studies against these theoretical classes [16]. One of their main weaknesses are students' passive role and their consequential low learning performance [17] to which some studies suggest new approaches for university courses based on laboratory lessons [18] and group work [19], or online editions [20] could prove beneficial, while numerous studies and resources suggest the need to introduce active strategies and methodologies [21].…”

Section: Introductionmentioning

confidence: 99%

Integrated Value Model to Assess the Sustainability of Active Learning Activities and Strategies in Architecture Lectures for Large Groups

Pons

Franquesa²,

Hosseini

2019

Sustainability

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At present, university professors lack the tools to know which is the most sustainable activity and/or strategy that should be incorporated into large-group theoretical classes in order to improve our students’ learning process whilst taking each scenario into account. These scenarios have different order thinking levels, numbers of students, available time, classroom size and professor skills, among other factors to consider. In architecture schools we have this problem in theoretical lectures. This project has developed and applied a new multi-criteria decision making tool incorporating a mathematical algorithm in order to choose the best set of active learning activities for each case for these lectures in architectural technology courses. This process has relied on seminars involving experts and the use of The Integrated Value Model for Sustainable Assessment. This tool has been very useful to solve the aforementioned problems because architecture professors have been able to choose the most sustainable activity for each scenario considering the alternative sustainability indexes. This first application has been highly useful to assist professors to incorporate active learning methodologies in their classes and to promote lecturers’ management of their course contents and time. Future improved versions of this tool will increase its interactivity and broaden its scope.

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You did what?!: graduate teaching assistant misbehaviors in multi-section introductory communication courses

LeFebvre¹,

LeFebvre²,

Lazić

2020

Communication Quarterly

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Finding the Right Fit: Assessing the Impact of Traditional v. Large Lecture/Small Lab Course Formats on a General Education Course

Abstract: Are student ratings of communication instructors due to "easy" grading practices?: An analysis of teacher credibility and student-reported performance levels.

Cited by 5 publications

References 25 publications

Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections

Teacher immediacy and student learning: An examination of lecture/laboratory and self-contained course sections

Integrated Value Model to Assess the Sustainability of Active Learning Activities and Strategies in Architecture Lectures for Large Groups

You did what?!: graduate teaching assistant misbehaviors in multi-section introductory communication courses

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