Engaging Students in Large Classes Through the Use of Blended Learning Instructional Strategies (BLIS)

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Author(s): Raymond W. Francis (Central Michigan University, USA), Mary Jo Davis (Central Michigan University, USA)and Jon Humiston (Central Michigan University, USA)
Copyright: 2018
Pages: 13
Source title: Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-2584-4.ch015

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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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.

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