Inclusive, interactive classroom as student-learning facilitator
Abstract
Using principles underlying the social constructivist approach, we redesigned an undergraduate course on
social problems, seeking to employ three learning activities (online assignments and small-group and class
discussions) to facilitate knowledge construction by students and promote their intellectual capabilities and
critical-thinking skills. We collected qualitative and quantitative data from students enrolled in the redesigned,
hybrid course (it comprised class meetings on campus plus online work), two sections of which were taught.
Students in both sections completed two feedback evaluation surveys about satisfaction and learning; this
survey data comprised narrative comments completed across the fall and spring semesters of 2010–2011. We
examined the data, seeking social processes linking the three learning activities to student satisfaction and to
student learning. Results showed a link between student satisfaction and student learning generated from,
notably, in-class small-group and class discussions. Some implications for pedagogy are outlined.