University of Iowa

large lecture course

Large Lecture: Research Findings

 

Large lecture courses are a traditional mainstay of any university campus. However, abundant research indicates that students are better prepared and more engaged when they learn in environments that are interactive and/or provide a more personalized experience.

 

The large-lecture transformation project aimed to leverage technology to transform large lecture courses in order to provide increased student-centered learning. This project provided the necessary support structure to faculty who wished to explore new pedagogies and instructional technologies and change the way the traditional large lecture courses have been taught.

 

Main Objectives and Research Goals:

 

  • Evaluate the impact of the large lecture transformation program on student engagement and learning
  • Compare learning outcomes in the traditional large lecture courses and the transformed courses

 

Methods:

 

Mixed method approach, student surveys, focus group interviews

 

Main Findings:

 

Students in the transformed course were significantly more engaged and prepared than were the students in the traditional lecture-format course. Importantly, students in the transformed course achieved higher learning outcomes than students in the lecture-based section.

 

Presentations and Publications

 

Russell, J. E., Andersland, M., Van Horne, S., Gikonyo, J., & Sloan, L. (2018). Practice makes perfect. Prism.

 

Russell, J. E., Andersland, M., Van Horne, S., Gikonyo, J., & Sloan, L. (2017). Large lecture transformation: Improving problem-solving through in-class practice in an electrical circuits course. Advances in Engineering Education.

 

Durham, F., Russell, J. E., & Van Horne, S. (2017). A collaborative curriculum for large lecture discussion sections, Journalism and Mass Communication Educator.

 

Russell, J. E., Van Horne, S., Ward, A., Bettis III, E., & Gikonyo, J.  (2017). Variability in students’ evaluating processes in peer assessment with calibrated peer review. Journal of Computer Assisted Learning. DOI:10.1111/jcal.12176

 

Russell, J. E., Van Horne, S., Ward, A., Bettis, A. E., Sipola, M., Colombo, M., & Rocheford, M. K. (2016). Large lecture transformation: Adopting evidence-based practices to increase student engagement and performance in an introductory science course. Journal of Geoscience Education, 64(1), 37-51. DOI:10.5408/15-084.1

 

Russell, J. E., & Andersland, M. (2017, October). Implementation of a web-based feedback system in two different learning spaces. A presentation at the International Society for the Scholarship of Teaching and Learning in Calgary, Canada.

 

Russell, J. E., & Andersland, M. (2016, November). Student-centered active learning effect on student motivation and achievement. A poster presentation at American Association Colleges & Universities in Boston, MA.

 

Russell, J. E., Durham, F., & Van Horne, S. (2016, October). Fostering student learning through the activity-based digital curriculum in a large lecture introductory journalism course. A paper presentation at International Society for Scholarship of Teaching & Learning in Los Angeles, CA.

 

Russell, J., Florman, J., and Van Horne, S. (2015, November). Impact of STEM large lecture transformation: Fostering critical thinking and problem solving skills. Presentation at Crossing Boundaries: Transforming STEM Education in Seattle, WA

 

Russell, J., & Andersland, M. (2015, August). Effects of learning spaces on student performance and interaction in a flipped Circuits course. A paper presentation at NFALC conference in Minneapolis, MN.

 

Bettis, E. A., Ward, A., Russell, J. E., Van Horne, S., Rocheford, M. K., Sipola, M. Colombo, M. R., & Gikonyo, J. (2014, December) Implementing calibrated peer review (CPR) in a large-lecture science course. A poster at the American Geophysical Union Fall Meeting in San Francisco, CA

 

Ward, A., Bettis, E. A., Russell, J. E., Van Horne, S., Rocheford, M. K., Sipola, M., Colombo, M. R. (2014, December) Improving student engagement, satisfaction, and learning outcomes in a “flipped” large lecture setting. A poster at the American Geophysical Union Fall Meeting in San Francisco, CA

 

Russell, J., Kelly, L., Van Horne, S., & Lee, H. (2014, November) Scaffolding transitions: Supporting faculty transformation of a large lecture course. A paper presentation at POD Conference in Dallas, Texas.

 

Russell, J., Van Horne, S., Ward, A., Bettis, A., Sipola, M., Colombo, M., & Gikonyo, J. (2014, October) Nurturing writing and critical thinking skills with calibrated peer review (CPR) in a large lecture environmental science course. A presentation at the International Society for the Scholarship of Teaching and Learning in Quebec, Canada.