This article on the use of flipped classrooms combined with problem-based learning in a calculus course showed that students, in general, took the flipped classroom as a positive learning experience with slightly better performance as compared with students in traditional lecturing classrooms.
A meta-analysis of 225 studies published in PNAS found that active learning applied in college STEM disciplines increased student performance on examinations and concept inventories, and the likelihood to pass a course.
This article analyzes the benefits of using the C.R.E.A.T.E. strategy, including to engage students in the research process, to enable faculty to focus on scientific thinking in class, and to prepare students for 21st-century science.
The C.R.E.A.T.E. (Consider, Read, Elucidate the hypothesis, Analyze and interpret the data, and Think of the next Experiment) approach to scientific literature and experiment helps demystify and humanize the process of scientific experimentation.
This article on “social pedagogies” shows how engaging students with “authentic audiences” is crucial for understanding key (and often difficult) concepts in a course.
Giving students the opportunity to act on feedback they receive is one of seven principles of good practice outlined in this analysis of how formative assessment can enable students to take control of their own learning.
Self-sign-up groups in Canvas help facilitate collaboration within a course and allow the teaching staff to set a maximum number of members in each group. Students may switch groups unless the self-sign-up functionality is disabled, and teaching staff can view the groups' activity within the group... Read more about How do I create self sign-up groups in a group set? (Canvas)
Poll Everywhere has native integration with PowerPoint, Google Slides, and Keynote, so teaching staff may solicit feedback right within a slide deck, eliminating the need to open a separate browser window or platform.
