Spoken language is, arguably, the primary means by which teachers teach and students learn. Much of the literature on language in classrooms has focused on disc...

When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer …

"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."

"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."

Three Student Team Learning techniques have been extensively researched and found to significantly increase student learning. In Student Teams Achievement...

Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for...

The jigsaw technique is a cooperative learning approach that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

Virtual reality simulators have shown to be valid and useful tools for training psychomotor skills for endoscopic surgery. Discussion arises how to integrate these simulators into the surgical training curriculum. Distributed training is referred to as short training periods, with rest periods in between. Massed training is training in continuous and longer training blocks. This study investigates the difference between distributed and massed training on the initial development and retention of psychomotor skills on a virtual reality simulator. Four groups of eight medical students lacking any experience in endoscopic training were created. Two groups trained in a distributed fashion, one group trained in a massed fashion and the last group not at all (control group). All performed a post-test immediately after finishing their training schedule. Two months after this test a second post- test was performed. The one-way analysis of variance (ANOVA) with Post-Hoc test Tukey-Bonferoni was used to determine differences in mean scores between the four groups, whereas a p-value ≤ 0.05 was considered to be statistically significant. Distributed training resulted in higher scores and a better retention of relevant psychomotor skills. Distributed as well as massed training resulted in better scores and retention of skills than no training at all. Our study clearly shows that distributed training yields better results in psychomotor endoscopic skills. Therefore, in order to train as efficient as possible, training programs should be (re)-programmed accordingly.

PDF | A major decision that must be made during study pertains to the distribution, or the scheduling, of study. In this paper, we review the literature... | Find, read and cite all the research you need on ResearchGate

"The spacing effect refers to the process of spacing a topic that is to be learned over time, rather than teaching the topic in an intensive session. The implication for our modules is that rather than teaching all of LO1 in weeks 1 and 2 (for example) we should consider if it is possible to divide the topic and teach some in week 1 and then revisit (perhaps in greater depth) later on in the semester. The topic is then spaced out over the semester. The available evidence tells us that this is a more effective strategy. This session will explore this strategy in more detail and present some of the evidence that supports this strategy"

In-course assessment, such as midterms, quizzes or presentations, is often an integral part of higher education courses. These so-called intermediate assessments influence students’ final grades. T...

PDF | Engaging in a test over previously studied information can serve as a potent learning event, a phenomenon referred to as the testing effect.... | Find, read and cite all the research you need on ResearchGate

"Having students retrieve information from long-term memory on a regular basis, is known to have a positive impact on learning. This is especially true when learners need to put a bit of effort into that retrieval process. Hence providing opportunities for learners to take tests (e.g. computer based multiple choice tests) can be a very effective strategy. This session will examine some of the evidence in favour of testing and discuss options for using this strategy."

"Having students retrieve information from long-term memory on a regular basis, is known to have a positive impact on learning. This is especially true when learners need to put a bit of effort into that retrieval process. Hence providing opportunities for learners to take tests (e.g. computer based multiple choice tests) can be a very effective strategy. This session will examine some of the evidence in favour of testing and discuss options for using this strategy."

This study is a quantitative approach to unravel the effect of pause procedure on two dependent variables (student performance and student...

The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.

The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.

Getting feedback from our learners is important because it is the only way we can determine if our teaching methods are effective. On a day-to-day basis we can use a variety of short classroom assessment techniques to determine if our learners are “getting it”. While we can put a lot of time and effort into making our lectures clear and well organised, that the pace is right, etc. it is only by asking students that we find out if they are perceived that way or not. Simple mid-term evaluation forms are highly effective as they can be acted upon and changes made to enhance the quality of the lecture. Examples of commonly used end of semester evaluation forms will also be highlighted.

Getting feedback from our learners is important because it is the only way we can determine if our teaching methods are effective. On a day-to-day basis we can use a variety of short classroom assessment techniques to determine if our learners are “getting it”. While we can put a lot of time and effort into making our lectures clear and well organised, that the pace is right, etc. it is only by asking students that we find out if they are perceived that way or not. Simple mid-term evaluation forms are highly effective as they can be acted upon and changes made to enhance the quality of the lecture. Examples of commonly used end of semester evaluation forms will also be highlighted.

A lecture is only effective if the majority of the class understand the material. Yet, asking a class “Do you understand?” is often ineffective, for a variety of reasons, including social anxieties and the fact that learners may not realise what they don’t understand. This session will explore the types of questions we should be asking our learners and the types of questions to avoid. Certain ways of asking questions are also much more effective and less threatening than others. The session will provide examples of these techniques in action.

Within every topic there are elements that are central to the topic but which students really struggle to understand. If they don’t develop an understanding they may never get the topic. This session will introduce and explain this concept and why we need to identify and focus on these concepts

In June 2021, a project entitled “UDL@MTU – Towards Embedding UDL Practices and Principles at MTU” received funding under MTU’s allocation of the Strategic Alignment of Teaching & Learning Enhancement Fund 2020. As part of this project, in semester 1 of the 2021/22 academic year, a local MTU iteration of the National Forum for the Enhancement of Teaching and Learning in Higher Education’s (NFETLHE) Digital Badge “Universal Design in Teaching and Learning” was rolled out with twelve colleagues participating from across MTU. In order to complete the badge, participants learnt about Universal Design for Learning (UDL), reflected on their own practice and redesigned some aspects of a teaching activity they were delivering in line with the principles of UDL. They then had to implement and deliver the redesigned activity, collect some feedback from students in terms of their experience of the redesigned activity and submit a short ‘Redesign Activity Report’. Catherine O’Mahony, a lecturer in Tourism in Hospitality, was one of the twelve MTU badge participants.