Inclusive, interactive classroom as student-learning facilitator

Lo, Celia C.
Monge, Allison N.
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The Faculty Center at Georgia Southern University

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.

Article originally published in International Journal for the Scholarship of Teaching and Learning, 7(2). English. Published online 2013.
Inclusive classroom, Interactive classroom, Student learning, Hybrid courses, Qualitative data, Quantitative data
This is the published version of an article that is available at Recommended citation: Lo, C., & Monge, A. (2013). Inclusive, interactive classroom as student-learning facilitator. International Journal for the Scholarship of Teaching and Learning, 7(2). This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.