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Interactive learning is becoming the standard in higher education courses. A primary reason is self-directed constructivist learning employing technology to enhance student learning. Students want to remix what they know with what they just learned to create a broadened knowledge base of their own, directed by themselves, not fed to them by instructors. (Paloff and Pratt, 2013, Marin & Bolliger, 2018). Time efficiency is a second reason interactive learning is a promising practice. By assigning pre-class work, my face to face class time can be used to apply new knowledge rather than introducing it (Educause, 2012). Materials can be provided in many different formats, such as power presentations, voice recordings, or videos. Classroom time can be spent on clarifying misconceptions or misunderstandings. Using class time in this way makes this class student centered-learning the way they want to learn while still making me responsible for delivering the course content.
Las Vegas (Nev.)
UNLV Office of Faculty Affairs
Interactive learning; Metacognition; Time efficiency; Active learning
Leland, Necole and Holt, Karyn, "Interactive Teaching and Learning" (2020). UNLV Best Teaching Practices Expo. 105.