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Redesigning Physical Geography 101: Bringing Students into the Discussion
ARTICLE

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Journal of Geography in Higher Education Volume 40, Number 4, ISSN 0309-8265

Abstract

This article analyses student-learning outcomes from the redesign of Introduction to Physical Geography 101. Among the purposes of the redesigned course were to enhance student learning by providing rich interactive online content, provide more meaningful instructor-student and peer-peer exchanges, and to promote attitudes that facilitate student opportunities to construct new knowledge. Through empirically testing two of the redesigned course's key components on students' learning, we determine the positive effects on students' exam scores. We offer, despite the additional work required from instructors and teaching assistants for such a redesigned course, that with further refinement these pedagogical changes may offer potential longer term impact on students' learning behaviors.

Citation

Tasch, J. & Tasch, W.C. (2016). Redesigning Physical Geography 101: Bringing Students into the Discussion. Journal of Geography in Higher Education, 40(4), 565-584. Retrieved December 1, 2022 from .

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