More than a quarter million hours—that’s how much time students at the University of Arizona collectively spent watching recorded lectures, flipped classroom presentations, and other academic video just last year.
From scattered to scale–How one large university manages 2TB of new lecture capture video every week
Colleges and universities have used student response systems for years to take attendance, administer pop quizzes and register informal polls in larger classes where verbal discussions are limited. But as technology improves, student response systems are becoming more versatile than ever—and instructors are increasingly creative in using them.
“I know the idea of bringing your own device is becoming more prominent, but I still think pulling out a phone, tablet or laptop is distracting. You always lose students for a measurable amount of time, and that’s the primary concern.”
—Dwight Farris, instructional technologist, The University of Arizona
Students enrolled in media ethics at The University of North Carolina at Chapel Hill this fall walked into a lecture hall that looked radically different than two years ago. Gone is the stadium-style seating. Now the room, used for a wide range of courses, has 100 rolling swivel chairs with adjustable tables and nine mounted video screens.
Active learning should allow students in traditional lecture halls to work in small groups solving problem sets or developing presentations. That can be accomplished without renovating the space, but the layout does present challenges.
Lecture courses can be made more interactive by breaking up class time with small-group activities.