The term cooperative learning (CL) refers to students working in teams on an assignment or project under conditions in which certain criteria are satisfied, including that the team members be held individually accountable for the complete content of the assignment or project. This chapter summarizes the defining criteria of cooperative learning, surveys CL applications, summarizes the research base that attests to the effectiveness of the method, and outlines proven methods for implementing CL and overcoming common obstacles to its success.

This paper describes our experiences in promoting a learning environment where active student involvement and interaction, as well as openness to diversity of ideas are supported through innovative uses of technology in the classroom. In the context of an undergraduate course in software engineering, for two consecutive terms we have experimented with an existing software system for Tablet PCs that supports a set of classroom interaction styles. Our goal has been to determine if the use of the technology can increase the effectiveness of pedagogical techniques that naturally fit our instructional needs. We have found that student submissions – a style of interaction whereby the instructor poses a question written on a slide and displayed on a tablet in front of each student, then students write their answers in digital ink and submit back to the instructor – are a powerful tool for supporting the learning environment we aim to create in the classroom. We show that student submissions can help the instructor to engage all students, not merely the vocal ones, and to emphasize the value of diversity of opinions. They also enable immediate feedback from students to instructor – something difficult in an environment without technological enhancements but which contributes to an improved understanding of everyone’s needs and expectations. The discussion of how we used student submissions to support these pedagogical techniques may be relevant to educators interested in fostering student learning through creative uses of technology, as well as to instructors looking to expand their

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In search of better, more cost effective ways to deliver instruction and training, universities and corporations have expanded their use of e-learning. Although several studies suggest that online education and blended instruction (a “blend ” of online and traditional approaches) can be as effective as traditional classroom models, few studies have focused on learner satisfaction with online instruction, particularly in the transition to online learning from traditional approaches. This study examines students ’ perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion. The results indicate that participants in an elective course rated the online modules significantly better than those in a required course. Overall, participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative. These outcomes suggest that instructors should be selective in the way they integrate online units into traditional, classroom-delivered courses. This integration should be carefully planned based on learner characteristics, course content, and the learning context. For most participants of the study (83 percent), this was their first experience completing an online learning activity or module. In addition, the largest dissatisfaction factor reported among the participants was the time required to complete the online modules. Future research is encouraged to explore: (1) how previous experience with technology and online learning affects students ’ attitudes towards and success with e-learning; and (2) the effects of interspersing online units that are considerably shorter in length into the traditional classroom model. This additional research can provide greater insight into which factors promote e-learning success.

this paper we suggest options for answering most of these questions. We first propose principles of instructional assessment and summarize common violations of these principles. Then we elaborate on how to assess the effectiveness of both teaching and educational scholarship, leaving the evaluation process (determining what qualifies as satisfactory performance) to be determined by institutional norms and values.

In undergraduate settings, one constellation of strategies for creating student engagement and increasing student

It has been claimed that importance of assessment of student learning in universities has declined considerably over the past couple decades (based on resulting lack of variability in grading). The purpose of this paper is to illustrate an approach to assessment of student learning in an introductory statistical methods course. A three-type-assessment approach has, over a number of years, resulted in a fair bit of variability in reflected student learning. The approach and some results are presented following a discussion of some issues related to student assessment and grading.

The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. Student-centered instruction is a broad teaching approach that includes substituting active learning for lectures, holding students responsible for their learning, and using self-paced and/or cooperative (teambased) learning. Other ways to center our teaching on students include assigning open-ended problems and those requiring critical or creative thinking, reflective writing exercises, and involving students in simulations and role-plays. When properly used, this approach enhances motivation to learn, retention of knowledge, depth of understanding, and appreciation of the subject being taught (Bonwell and Eisen 1991; Johnson, Johnson, and Smith 1991a,b; McKeachie 1994; Meyers and Jones 1993). We use student-centered instruction extensively in our courses and discuss it in teaching workshops. The workshop participants generally fall into two categories: the skeptics, who come up with many creative reasons why student-centered methods won't work, and the converts, who are sold on the approach and can't wait to try it. We know the fears teachers have about the methods we advocate--having had most of them ourselves--and we can usually satisfy most of the skeptics that some of the problems they anticipate will not occur, and the others are solvable. We worry more about the enthusiasts who leave the workshop

computer science disciplines. It is based on the best practices of two previously existing

“The introductory course is the most important course in the [Psychology] curriculum. It is also the most difficult course to teach well.”