Engaging students in large classes through the use of blended learning instructional strategies (BLIS)

Raymond W. Francis, Mary Jo Davis, Jon Humiston

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Scopus citations

Abstract

It is not enough to be great at sharing information in a large classroom setting. To be an effective teacher you must be able to meaningfully engage your students with their peers and with the content, and you must do this regardless of class size or content. The issues of teaching effectively in large classroom settings have presented ongoing problems with enormous implications for both student learning and faculty performance. Issues about student engagement with the content, peers, and faculty persistently are discussed with little change in practice. However, the effective infusion of technology targeted through strategies for large-class instruction and management have great potential for increasing student performance. In this chapter, Blended Learning Instructional Strategies (BLIS) are highlighted to effectively address common issues related to teaching and student engagement particularly in large classroom settings.

Original languageEnglish
Title of host publicationPractical Applications and Experiences in K-20 Blended Learning Environments
PublisherIGI Global
Pages213-224
Number of pages12
ISBN (Electronic)9781466649132
ISBN (Print)1466649127, 9781466649125
DOIs
StatePublished - Dec 31 2013

Fingerprint

Dive into the research topics of 'Engaging students in large classes through the use of blended learning instructional strategies (BLIS)'. Together they form a unique fingerprint.

Cite this