A Student-Choice Model to Address Diverse Needs and Promote Active Learning
A student-choice model course redesign was used to counteract a large increase in student enrollment, improve the quality of instruction, and preserve student success. This model is an instructional technique that allows students to choose how to engage in a course. Using this model in a first-semester college-level general chemistry course, online options were created to augment the traditional face-to-face course. The traditional lecture time was reduced from 3 to 2Â h per week while the traditional recitation time was increased from 1 to 2Â h per week. The recitation component was also transitioned from a supplemental lecture session into a problem-solving active-learning component. A mandatory rotation between face-to-face and online options at the start of the semester was necessary to assist students in making an informed choice about what options best fit their needs. Pre- and post-redesign student performance data (2008—2016) and post-redesign student enrollment data (2012—2016) were evaluated. Course performance was maintained and often improved in post-redesign years, and was generally equivalent in the different course combinations.
T. R. McDowell et al., "A Student-Choice Model to Address Diverse Needs and Promote Active Learning," Journal of Science Education and Technology, vol. 28, pp. 321-328, Springer Netherlands, Mar 2019.
The definitive version is available at https://doi.org/10.1007/s10956-019-9768-2
Keywords and Phrases
Blended instruction; Collaborative learning; Gatekeeper course; General chemistry; STEM education; Student-choice model
International Standard Serial Number (ISSN)
Article - Journal
© 2019 Springer Netherlands, All rights reserved.
15 Mar 2019