DETERMINING WHAT STUDENTS KNOW IN REAL TIME, NOT GEOLOGIC TIME, IN LARGE CLASSES

Large classes provide significant challenges for both students and faculty. Lack of engagement by the subject and poor internalization of concepts often leads to student frustration and isolation. To engage students, faculty often perform as entertainers through the use of multimedia and dynamic presentations (this is not necessarily bad as it can invigorate the instructor as well). Specific activities to engage students include problem based learning, group work, and continual assessment of student comprehension; the latter may include a “one-minute essay” or by asking the class “What questions do you have?” Reviewing several hundred one-minute essays is overwhelming while spot-checking essays may miss student problems. Asking students to volunteer their lack of understanding works for two groups: good students (who seem to succeed in spite of the professor) and extroverts who are never embarrassed by what they say. Most students remain silent, and the professor remains ignorant of problems until the graded (or failed) exam shows that it is too late.

We are overcoming these problems by using a personal response system, a transmitter/receiver combination that permits response to questions while maintaining anonymity. Challenging multiple-choice questions are discussed in groups that “vote” their answer with class results displayed in real time. Misconceptions are instantly revealed as well as understanding, and time is not wasted by unnecessary review of grasped concepts. Students benefit because this fosters constructivist-learning experiences that include: (1) active involvement that increases ownership and interest in the content area; (2) peer-peer interactions that allow improved understanding of the subject matter; and (3) students can voice their opinions freely, without the threat of a poor grade if they are wrong, thereby increasing participation.