Engaged: Making Large Classes Feel Small Through Blended Learning Instructional Strategies That Promote Increased Student Performance

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 work Blended Learning Instructional Strategies (BLIS) are highlighted to effectively address common issues related to teaching and student engagement in large classroom settings.