The Use of Multiple Intelligence, Humor, and Technology in the College Composition Classroom: A Practical Approach

Abstract

Since learning environments online as well as in the traditional college classroom are mostly instructor designed and directed, the drive to devise and implement instructional technologies, strategies, and materials that would address all students' learning needs is pertinent. The use of humor and the design of instruction for populations who choose to learn at some distance from a traditional classroom present an opportunity to effectively apply Howard Gardner's Theory of Multiple Intelligences through the general design of course content, the use of specific instructional activities, general communication, and improved participant interaction. Gardner emphasized an individual's capacity to develop his/her intelligences well beyond biological abilities and regardless of cultural or environmental circumstances. We applied this theory at Briarwood College, Connecticut, USA, in 2003. Our sample included 177 freshmen enrolled in English, Sciences, and Professional courses (such as Occupational Therapy and Psychology). Our research results showed that more students were successful in passing our courses (17% increase) were happier in the classroom not only with the comprehensive instruction but also with teaching methods (96%), and fewer withdrew (12%). As a result, through the use of technology, humor, and Gardner's paradigm, heightened understanding in students' learning abilities and perceptions was noted. This type of instruction serves as a fertile ground that nurtures competent learners, in charge of their lives and education.