Redesigning Physical Geography 101: bringing students into the discussion |
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Authors: | Jeremy Tasch Weiwei C Tasch |
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Institution: | 1. Department of Geography &2. Environmental Planning, Towson University, Towson, MD, USA;3. Department of Economics, Interdisciplinary Center for Economic Science (ICES), George Mason University, Arlington, VA, USA |
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Abstract: | This article analyses student-learning outcomes from the redesign of Introduction to Physical Geography 101. Among the purposes of the redesigned course were to enhance student learning by providing rich interactive online content, provide more meaningful instructor–student and peer–peer exchanges, and to promote attitudes that facilitate student opportunities to construct new knowledge. Through empirically testing two of the redesigned course’s key components on students’ learning, we determine the positive effects on students’ exam scores. We offer, despite the additional work required from instructors and teaching assistants for such a redesigned course, that with further refinement these pedagogical changes may offer potential longer term impact on students’ learning behaviors. |
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Keywords: | Student-centered learning course redesign physical geography econometric analysis |
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