Converting a large lecture class to an active blended learning class: why, how, and what we learned. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Godlewska, Anne; Beyer, Wanda; Whetstone, Scott; Schaefli, Laura; Rose, John; Talan, Breah; Kamin-Patterson, Sean; Lamb, Christopher; Forcione, Melissa
• Is Part Of: Journal of geography in higher education. Volume 43:Issue 1(2019)
• Page Start: 96
• Page End: 115
• Publication Date: 2019-01-02
• Subjects: Active learning -- blended learning -- deep learning -- scaffolded learning -- large classes; Geography -- Study and teaching (Higher) -- Periodicals; 910.711
• DOI: 10.1080/03098265.2019.1570090
• Languages: English
• ISSNs: 0309-8265

Abstract

ABSTRACT: Faced with diminished faculty resources and increased student enrolment from 2010 to 2017, we sought to use blended learning to achieve active learning in a large c.400-student introductory geography class. Working iteratively over seven years and eight classes and using smart classrooms, better timetabling, experimentation with peer review and learning management system (LMS) technologies, as well as the expertise of Queen's University Continuing and Distance Studies instructional design team to improve integration between course elements, we closely approached the quality of learning achieved in a much smaller enrolment class. It is possible to teach large classes of 400 students in an active and engaged manner. The greatest obstacle to the development and maintenance of this model is institutional culture.