Interested in hearing from a faculty member using Perusall? Watch this video of Professor Eric Beerbohm from VPAL’s Debate as Pedagogy event explaining how he used the platform to launch class discussions.
An online social annotation platform, Perusall, was incorporated into a flipped organic chemistry course sequence. The platform provides an interactive chat enhanced with social media features that facilitates student engagement with each other as they watch videos in an asynchronous format.
Annotating a text while reading is commonplace and essentially as old as printed text itself. Collaborative online annotation platforms are enabling this process in new ways, turning reading from a solitary into a collective activity.
In this paper, we illustrate the successful implementation of pre-class reading assignments through a social learning platform that allows students to discuss the reading online with their classmates. We show how the platform can be used to understand how students are reading before class.
This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small‐group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom... Read more about The teacher's role in promoting collaborative dialogue in the classroom
This open access book offers pioneering insights and practical methods for promoting diversity and inclusion in higher education classrooms and curricula. It highlights the growing importance of international education programs in Asia and the value of understanding student diversity in a changing... Read more about Diversity and inclusion in global higher education : lessons from across Asia
Peer feedback is frequently implemented with academic writing tasks in higher education. However, a quantitative synthesis is still lacking for the impact that peer feedback has on students’ writing performance. The current study conveyed two types of observations.
Supportive co-teaching (SCT) is the practice of employing two or more experts whose knowledge and experiences are needed simultaneously to make a connection across different disciplines in a classroom. Although this interdisciplinary approach seems to be beneficial, there are many features which... Read more about Students’ view on supportive co-teaching in medical sciences: a systematic review
This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co... Read more about Co-teaching in the college classroom