Logan Fiorella and Richard E. Mayer (2013) found that students who prepare to teach a concept outperform those who just study the material, and those who actually teach the lesson develop a deeper and more persistent understanding of the...
To read more about how to structure teamwork in the classroom, see Hansen’s (2006) synthesis of literature on the problems and possibilities of teamwork in classrooms.
For a more recent exploration on how to structure teamwork in the classroom, seeHaas and Mortenson’s (2016) article in the Harvard Business Review on the secrets of great teamwork.
Jakobsen and Knetemann (2017) article “Putting Structure to Flipped Classrooms Using Team-Based Learning” shows how the approach can be used in a flipped or blended classroom.
To learn more about team-based learning, see Michaelson’s and Sweet’s helpful (2008) article detailing the “essential elements of team-based learning.”
Another study explores digital blackboard learning software, finding that 80% of students in the study found that it helped them better follow the digital lecture.
This recent study explores the utility of electronic blackboards in STEM classrooms, noting how it can improve visibility and user flexibility for students.
This program study designed with the challenge of the brevity of most service-learning in mind found that the service-learning contributed to a broadened understanding of social issues, the reduced self-bias, a greater sense of responsibility to the community, and the growth in professional... Read more about From Community Service to Service-Learning Leadership: A Program Perspective
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)