Session Format
Presentation Session (45 minutes)
Session Format
Presentation Session (45 minutes)
Target Audience
K12 Educators
Location
Room 2908
Abstract for the conference program
One of the most frustrating aspects of college teaching is facing a lecture hall full of students who sit in class trying to figure out the easiest ways to pass rather than the best way to actually learn. New online platforms provided by publishers are an effective way to beat these passive learners at their own game. Picture the joy of walking into your class knowing that students have read the text before your lecture. Imagine how you can teach if you do not have to assume you start with one big tabula rasa. Building assignments into course requirements will change their modi operandi due to the fact that their grades hinge on the completion of these assignments. The most important reward is seeing how this helps students who enter college without adequate study skills learn what they can do to master course content and succeed.
Proposal Track
Non-research Project
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-8-2013 9:30 AM
End Date
3-8-2013 10:15 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Jones, Leslie S., "Changing Their Idea of “Studying ” into Our Idea of “Learning ” - The Efficacy of Interactive Online Programs" (2013). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 60.
https://digitalcommons.georgiasouthern.edu/stem/2013/2013/60
Changing Their Idea of “Studying ” into Our Idea of “Learning ” - The Efficacy of Interactive Online Programs
Room 2908
One of the most frustrating aspects of college teaching is facing a lecture hall full of students who sit in class trying to figure out the easiest ways to pass rather than the best way to actually learn. New online platforms provided by publishers are an effective way to beat these passive learners at their own game. Picture the joy of walking into your class knowing that students have read the text before your lecture. Imagine how you can teach if you do not have to assume you start with one big tabula rasa. Building assignments into course requirements will change their modi operandi due to the fact that their grades hinge on the completion of these assignments. The most important reward is seeing how this helps students who enter college without adequate study skills learn what they can do to master course content and succeed.
