Designing effective questions for classroom response system teaching

Designing effective questions for classroom response system teaching

advice without concrete examples can be difficult to implement. In this section we present four “makeovers:” case studies in which a traditional question is improved by incorporating some of the question-driven instruction question design tactics. Each is accompanied by a discussion of which tactics have been implemented. A. Newton’s second law Figure 3 a shows a straightforward question on New...

Designing the Virtual Classroom for Management Teaching

With the modern business environment becoming increasingly dependent on technology, management teaching in higher education faces the challenging task of effectively leveraging technology in diverse learning environments. This chapter discusses the use of virtual classrooms, namely collaborative, information technology-mediated teaching endeavours in management education at universities. The ov...

Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development

The primary objective of this article is to provide readers with guidance for designing effective group assignments and activities for classes and workshops. In doing so, we examine the forces that foster social loafing (uneven participation) in learning groups and identify four key variables that must be managed in order to create a group environment that is conducive for broad-based member pa...

Computer Aids for Designing Effective Multiple Choice Questions

With minimal training in assessment design, professors must generate high quality examinations that fairly assess student accomplishment of course objectives. Multiple choice questions are frequently used for this assessment, but often do not address learning objectives, are misinterpreted, and if reused, may challenge the integrity of some students. It is proposed that computer aids for genera...

Classroom Voting Questions: Precalculus