A recent survey of 175 economics professors who teach basic principles of economics courses revealed a widely diverse set of grading practices for the course.
Video material is now an important instructional component of face-to-face, blended, and online courses. Research supports its potential to promote learning, but those benefits aren’t
The reasons we should be letting students learn from and with each other continue to accumulate. Here are highlights from a large cross-disciplinary and cross-institutional
Two articles in this issue explore students learning from and with each other—one deals with peer feedback on writing and the other with the relationship
Student peer reviewers can provide feedback that improves writing. Lots of research can be cited in support of that statement. The problem, as Kimberly Baker
So many important messages are communicated nonverbally in face-to-face courses. There’s tone of voice, facial expressions, gestures, and the use of space—all with the potential
The “testing effect,” as it’s called by cognitive psychologists, seems pretty obvious to faculty. If students are going to be tested on material, they will
And there seems to be lots of them: required general education courses in content areas the student deems completely uninteresting, those with a reputation for
Given the predilection of students to check devices of various sorts during class, even when there’s a prohibitive policy supported by regular teacher admonitions, it’s
“No scientist wanting to remain at the leading edge of a field would use a research technique judged no longer as effective as an alternative.
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