Redesigned courses move students from passive note-taking to active learning. As one math professor puts it, "Students learn math by doing math, not by listening to someone talk about doing math."
Good teaching has nothing to do with technology. What is significant about the redesigns is that the faculty involved are able to incorporate good teaching practice into courses with very large numbers of students-a task that would have been impossible without technology.
- Online Tutorials
Interactive tutorials and exercises that give students needed practice and support greater engagement with the material replace standard presentation formats. Students can access information as often as needed.
- Continuous Assessment and Feedback
Redesigned courses include automated (computer-based) assessment and feedback that enable both repetition and frequent feedback, techniques that research has consistently proven to enhance learning. Students especially like the instant feedback they receive when doing homework and the guided solutions available when their answers are incorrect.
- Increased Interaction Among Students
Courses are restructured to increase discussion among students. Small forums established online let students participate in discussions more readily than in a crowded classroom.
- On-Demand Support
An expanded support system enables students to receive assistance from a variety of different people and to feel that they are a part of a learning community, which is critical to persistence, learning, and satisfaction.
- Mastery Learning
Redesigned courses add flexibility for students, but they are not self-paced. Student progress is organized by the need to master specific learning objectives according to scheduled milestones for completion.