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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Lo, Celia and Monge, Allison N.
"Inclusive, Interactive Classroom as Student-Learning Facilitator,"
International Journal for the Scholarship of Teaching and Learning:
2, Article 13.
Available at: https://doi.org/10.20429/ijsotl.2013.070213