Search results for author:"Sehoya Cotner"
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Journal of Educational Multimedia and Hypermedia Vol. 20, No. 1 (January 2011) pp. 97–111
This study investigated the use of multimedia materials to enhance student learning in a large, introductory biology course. Two sections of this course were taught by the same instructor in the same semester. In one section, video podcasts or ...
Research and Teaching: "It's Not You, It's the Room"--Are the High-Tech, Active Learning Classrooms Worth It?
Journal of College Science Teaching Vol. 42, No. 6 (July 2013) pp. 82–88
Several institutions have redesigned traditional learning spaces to better realize the potential of active, experiential learning. We compare student performance in traditional and active learning classrooms in a large, introductory biology course...
CBE - Life Sciences Education Vol. 7, No. 4 (2008) pp. 361–367
A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the "traditional" section; lecture time...
Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-Enrollment Courses?
Journal of Science Education and Technology Vol. 17, No. 5 (October 2008) pp. 437–443
Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will...