Traditional Lecture Approach Research Articles

Inter-rater Reliability of Pressure Pain Threshold Between Experienced and Novice Examiners: A Case Study of 2 Educational Approaches.

Pressure Pain Threshold (PPT) is used to objectively assess pain in clinical settings and is a recommended part of physical therapist education. An individual who is experienced in administering PPT will frequently train a student on the technique; however, optimal educational approaches for this instruction have not yet been identified. Therefore, the purpose of this case report is to describe 2 educational approaches (unstructured lecture and structured feedback with clinical relevance) in training 2 separate cohorts of Doctor of Physical Therapy students in PPT. The primary outcome of interest was the inter-rater reliability of PPT between an experienced and novice examiner. Cohort 1 (n = 37) received a traditional lecture approach consisting of watching a prerecorded video online, an in-person lecture with demonstration of the technique, and time to practice. Cohort 2 (n = 34) received the prerecorded video online and lecture with demonstration; however, key additions included a clinical relevance discussion along with structured peer-to-peer and instructor-to-student feedback using a competency-based checklist. PPT was assessed by each student (novice examiner) and one instructor (experienced examiner). Inter-rater reliability of PPT between a novice and experienced examiner was evaluated. Inter-rater reliability improved from poor/moderate (intraclass correlation coefficient low back = 0.46 [0.16-0.68], quadriceps = 0.54 [0.26-0.73]) to good (low back = 0.84 [0.67-0.92], quadriceps = 0.90 [0.79-0.95]) after the addition of structured feedback. Structured feedback from peers and instructors may be useful when learning PPT and improving inter-rater reliability, which has implications for training students within a laboratory or classroom. However, this case study would need to be replicated in an experimental design to examine the effects of varying types of feedback on learning outcomes.

Effects of flipped classroom teaching in anaesthesiology residents: a protocol for systematic review and meta-analysis

IntroductionThe flipped classroom teaching model is widely used in medical education and is indicated to be better than traditional lecture approaches in many medical specialties. Emerging studies have evaluated the...

Using organizational theory components to improve the structure of blended/flipped classes: Understanding the impact of design choices

Technological advancements and market pressures are driving the development of pedagogical course design approaches. By using organizational design research into structuring organizations and work processes to improve effectiveness and efficiency, we focus on two structural constructs from organizational design research: standardization (of coordination including active learning components) and centralization (of decisions making for course implementation). This paper examines the impact of changes to these constructs during the conversion of a course from a traditional (face-to-face) to a blended/flipped modality. Findings show that structuring a course based on standardization and centralization can affect the student outcomes in the course. Specifically, revealing no statistical difference in short-term student performance from the traditional lecture approach to the blended/flipped approach; however, lower variability in performance occurred across sections. In addition, a lagged learning effect derived from an exit exam in students’ last semester, revealed a statistical difference with students from the blended/flipped approach achieving higher long-term learning scores. We offer this as an argument for the effectiveness of the standardized active learning components embedded within the new course structure.

Using immersive virtual reality technology to enhance nursing education: A comparative pilot study to understand efficacy and effectiveness

The U.S. faces a national shortage of nurses. The emergence of human-centered digital technologies has directly impacted nursing education. Using immersive Virtual Reality related digital technology to assist and enhance nurse education is promising but not yet fully understood. This study aims to understand the effectiveness and efficacy of immersive Virtual Reality nursing education approaches through a comparative pilot study. Three immersive Virtual Reality scenarios based on basic nursing skills were developed. A traditional video lecture approach including the same contents was used as a comparable approach to investigate the effectiveness and efficacy performance of the proposed immersive Virtual Reality approach. 22 participants were recruited from a college. Effectiveness was measured through motivation and knowledge gain, while efficacy was evaluated through simulation sickness, user experience, and system usability. The results showed that the VR approach has above “acceptable” efficacy performance, which indicates participants are willing to accept this novel education approach. The effectiveness results indicate that the VR approach has similar performance with the video approach in delivering nursing contents. One limitation of this investigation is that the sample size is relatively small and further larger sample sizes are needed for future analysis.

The Flipped Classroom Approach in a Pediatric Anesthesiology Fellowship Curriculum.

Background The flipped classroom approach is well documented to enhance medical education outcomes. Additionally, both the need for online learning materials and the increased demand for medical professionals during the COVID-19 pandemic has made this approach more relevant. The pediatric anesthesiology fellowship curriculum at one institution transitioned from a traditional classroom model to a flipped classroom approach to optimize the educational experience and support learner well-being. Approach Utilizing the American Board of Anesthesiology(ABA)and Accreditation Council for Graduate Medical Education(ACGME) content outlines, a novel, comprehensive curriculum was developed focusing on core clinical material and board review with the goal of providing structured learning while alleviating the burden of completing board review independently to improve work-life balance and reduce the potential for burnout. Evaluation Graduates of the program from 2017 to 2021 evaluated the flipped classroom structure and its perceived impact on their educational outcomes, wellness, and career development via a one-time, voluntary survey. Results indicated improved participation rates and educational benefits with the flipped classroom structure compared to the traditional structure. Fellowspreferred the flipped classroom approach to the traditional lecture approach (72.2% vs. 27%), and they preferred custom-made prework material to traditional textbooks and articles. Fellows benefited from having more time for personal activities and other scholarly work, as evidenced by open-ended responses. Implications The flipped classroom structure was perceived as beneficial by pediatric anesthesiology fellows because of increased educational engagement, alleviation of academic burden, and improved wellness due to more time for non-academic activities. Further study is needed to optimize and correlate the new curriculum with objective educational outcomes.

Effects of Computer-Mediated Instruction (Cmi) on Student-Teachers’ Misconceptions and Achievement in Physics

Physics is one of the natural sciences taught in Colleges of Education in Nigeria as a teaching subject with course units in line with the branches of physics, such as mechanics, thermodynamics, electromagnetism, optics, acoustics, astronomy and electronics. These course units are generally taught using the traditional lecture approach which neither give students opportunity to participate actively in the learning process nor co-construct knowledge as required in a science classroom. Consequently, students struggle with misconceptions which lead to poor academic achievement in physics. This study investigated the effects of computer-mediated instruction (CMI) on physics student-teachers’ misconceptions and achievement in Federal Colleges of Education, South-South Zone, Nigeria. The study adopted pretest-posttest one control group quasi-experimental design with intact classes. The study population comprised 51 physics student-teachers from the three federal colleges of education in the South-South zone of Nigeria who registered for Mechanics and Properties of Matter II during the 2018/2019 academic session. Simple random sampling technique was use to select the two federal colleges of education that participated in the study. Data were collected using Mechanics and Properties of Matter Misconceptions and Achievement Test (MPMMAT). Descriptive and inferential statistics were used for analysis with the assistance of Statistical Package for Social Sciences (SPSS) version 23.0 software. Result findings showed that Physics students hold a number of misconceptions on Mechanics and Properties of Matter II. Results equally revealed that CMI can improve students’ achievement in Mechanics and Properties of Matter II and can also reduce their misconceptions in the course. The study concluded that computer-mediated instruction (CMI) is an effective teaching approach which can reduce physics student-teachers’ misconceptions in mechanics and improve their academic achievement.

Effectiveness of narrative pedagogy in developing nursing undergraduates’ humanistic care ability for hospitalized children: A mixed-method study

BackgroundThe development of nursing students’ ability to care for children is an important part of their nursing education. However, nursing students’ understanding of children’s experiences in healthcare is vague. The traditional lecture approach is not conducive to the cultivation of humanistic care competencies for hospitalized children. ObjectivesThis study aimed at exploring the effectiveness of narrative pedagogy on developing nursing students’ ability to care for hospitalized children. DesignA quasi-experimental non-equivalent control group pre-test and post-test design. Settingand participants: A purposive sampling method was used for this study. The study participants included 588 first-year nursing students in four classes at a university in western China. The students enrolled in a nursing humanistic curriculum were divided into an experimental group (295 students) and a control group (293 students). MethodsDuring the 5 weeks of hospitalized children’s care program, the experimental group received narrative pedagogy, while the control group received traditional teaching with 2 credit hours per week. Data were collected quantitatively using the Caring Ability Inventory (CAI), as well as qualitatively through individual interviews and reflective diaries. ResultsThe average scores on the CAI and subscales significantly improved for both groups. As a result of controlling for the effect of pre-test scores, the experimental group had significantly higher post-test scores on the CAI than the control group. Qualitative content analysis demonstrated that narrative pedagogy enhanced nursing students’ emotional experiences and facilitated their understanding of the caring practice for sick children. ConclusionNarrative pedagogy has positive implications for improving students’ care competencies for hospitalized children.

Evaluation of Veterinary Medical Student Retention of Pre-clinical Concepts with Various Experiential Learning Methods.

Many veterinary medical colleges have undergone curricular changes that have moved away from traditional lecture-based teaching in favor of evidence-based, experiential methods of instruction. Such a curricular reinvention occurred in 2018 at Michigan State University's College of Veterinary Medicine, with individual courses using numerous instructional and learning methods. In the present study, three courses were assessed, two of which used a method of experiential learning, and the other utilizing a traditional lecture approach. The purpose of this study was to determine if the method of instruction impacted exam grades, content retention, and student perspective. Methods of teaching and learning were quantified for each course using the Classroom Observation Protocol for Undergraduate STEM. Following completion of each course, participants (n = 27) retook the same final examination and participated in a survey to evaluate their perspective 5 weeks later. Mean scores on the initial examinations in the experiential learning courses were significantly higher than the mean score of the traditional lecture course (p = .01). However, mean retake examination scores were similar for all courses (p = .76). Students reported more confidence with course materials and examinations in courses that incorporated active learning strategies. Although true retention is difficult to assess in veterinary medicine, evaluation of student perspectives suggests the use of experiential learning methods primarily or in combination with lecture-based material to support student learning of pre-clinical concepts. Future controlled studies are needed to evaluate veterinary students' short- and long-term learning and retention.

Acquisition of Higher-Order Cognitive Skills (HOCS) Using the Flipped Classroom Model: A Quasi-Experimental Study.

IntroductionFlipped classroom refers to a teaching model where the lecture and homework elements of the class are reversed. Students develop knowledge and understanding during the pre-class session, and use the in-class time for active learning such as small group discussions, wherein they are expected to develop the skills of problem-solving (application) and critical thinking (analysis). An educational psychologist, Benjamin Bloom, proposed Bloom’s Taxonomy for the cognitive domain. According to this taxonomy, knowledge, and understanding have been considered to be lower-order cognitive skills (LOCS), while application (problem-solving), analysis (critical thinking), synthesis, and evaluation have been considered higher-order cognitive skills (HOCS). Only one study has reported that flipped classroom approach helps in the acquisition of HOCS such as application, analysis, synthesis, and evaluation. The present study aims to compare the flipped classroom model with the traditional lecture model and focuses particularly on the acquisition of HOCS such as application and analysis, by assessing the students using multiple-choice questions based on clinical vignettes.MethodsThe study was conducted in the Department of Physiology at Government Medical College, Bhavnagar. A total of 102 students in two groups, Group A (n=52) and Group B (n=50), participated in all the phases of the study. In the flipped classroom group, students watched the pre-recorded videos and studied standard textbooks, followed by a group discussion in the class. The traditional Lecture group attended the didactic lecture only. Topic I was taught to Group A using the flipped classroom model and to Group B using the traditional didactic lecture approach. Topic II was taught to Group B by using the flipped classroom method and to Group A using the traditional didactic lecture.Both groups of students were assessed after a gap of one week with multiple-choice questions based on clinical vignettes for checking the HOCS. These questions were designed based on Blooming Biology Tool (BBT).The feedback collected responses regarding the learning experience, perceived value of the flipped classroom, the course materials, the teaching process, and the evaluation system.ResultsThe students, who participated in the flipped classrooms, performed statistically better than those in the traditional lecture model (5.36 ± 1.69 vs. 4.94 ± 1.34) (p<0.05). The students strongly agreed that the flipped classroom method was an enjoyable way of learning: it enhanced their problem solving and analytical ability as well as developed their ability to work as team members and plan their own work. Students in both the flipped classrooms gave a similar perception indicated by the small effect size (r <0.3).ConclusionThe pre-class time of the flipped classroom model helps students remember the facts and understand the concepts (both lower-order cognitive skills), and uses the valuable in-class time to master the application of the concepts and critically analyze them (application and analysis being higher-order cognitive skills).

The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?

This study investigates the effects of the flipped classroom approach on five aspects of written communicative competence of learners of English as a foreign language (EFL): lexis, syntax, cohesion, pragmatics, and discourse. It experimented on two groups of Chinese undergraduates in a regular college English course, using a flipped learning approach on one group and a traditional lecture approach on the other. The results from a pre-test and post-test revealed that the flipped approach had differential effects on the aforementioned five sub-competencies. More specifically, the flipped group’s overall performance was better than the control group in the post-test, indicating an overall positive role of the flipped approach on EFL learners’ development of communicative competence. However, significant group differences were found only on the learners’ lexical, cohesive, and pragmatic competencies, and not on their syntactical or discourse competencies. These findings thus provide further insights on how the flipped method might be strategically used to facilitate the learners’ language development.

A Comparison of the Effectiveness of Ethnomathematics and Traditional Lecture Approaches in Teaching Consumer Arithmetic: Learners’ Achievement and Teachers’ Views

Past studies revealed that the integration of ethnomathematics approaches is of great importance in the teaching and learning of mathematics as it is believed to improve learners’ understanding and achievement in mathematics. Cognisant of the benefits of using ethnomathematics approaches in teaching and learning mathematics, the Zimbabwean school syllabus recommends the adoption and integration of ethnomathematics approaches to improve the learners’ performance. The purpose of this mixed-method study was to determine the comparative effectiveness of ethnomathematics approaches and the traditional lecture approaches as well as teachers’ views on the use of ethnomathematics approaches. The study sample comprised 90 learners and two teachers from one secondary school in Bindura district in Zimbabwe. Two instruments, a test and interviews were used for data collection. The participating teachers taught the concepts of consumer arithmetic for four weeks. Findings of the study showed that learners taught using an ethnomathematics approach achieved significantly higher in the test than those taught consumer arithmetic using the traditional approach. The study revealed that teachers appreciated the use of ethnomathematics approaches in the teaching of consumer arithmetic as their learners were motivated, actively involved and interested in learning the concepts. It was also reported that ethnomathematics approaches improve learners’ understanding and retention of arithmetic concepts. The study, therefore, recommended training of the teachers on the use of the ethnomathematics approach in the teaching and learning of consumer arithmetic.

Flexible e-learning video approach to improve fundus examination skills for medical students: a mixed-methods study

BackgroundTraining for the fundus examination using traditional teaching is challenging, resulting in low generalist physicians’ confidence in performing the funduscopic examination. There is growing evidence suggesting a flexible e-learning video approach’s value in teaching physical examination procedures. However, whether the flexible e-learning video approach is superior to the traditional, face-to-face (F2F) lecture-based teaching for the funduscopic exam and the cognitive processes supporting its effectiveness has not yet been determined.MethodsWe conducted a sequential explanatory mixed-method study to compare the flexible e-learning video approach’s effectiveness versus the F2F lecture-based approach for teaching the funduscopic exam to medical students at Chiba University in Japan. Medical students were randomly assigned to either a flexible e-learning video approach group or a F2F lecture approach group. We then quantitatively measured the diagnostic accuracy of funduscopic findings before and after attending the specific classrooms. Next, we conducted student focus groups to explore the students’ thinking processes in the flexible e-learning video approach vs. the F2F lecture-based teaching of fundus examination. The qualitative data were analyzed using the qualitative content analysis method.ResultsThe mean diagnostic accuracy scores in the post-test significantly increased from pre-test in the intervention group (36.6 to 63.4%, p < 0.001). Post-post comparisons across the two groups revealed a significant difference (intervention group 63.4% vs. control group 34.6%, p < 0.001). Six semi-structured focused group interviews were conducted (n = 36). In the flexible e-learning video approach group, we identified ten categories corresponding to four levels of the revised Bloom’s taxonomy: remember, understand, apply, analyze. Five categories were identified in the traditional F2F lecture approach group corresponding to three revised Bloom’s taxonomy levels: understand, apply, analyze. Interrater reliability was substantial (Cohen’s kappa = 0.81).ConclusionsTeaching medical students funduscopic examination using the flexible e-learning video approach leads to improved diagnostic accuracy of funduscopic examinations. The flexible e-learning video teaching method enabled higher cognitive activity levels than the traditional, lecture-based classroom, as assessed using the revised Bloom’s taxonomy.Trial registrationThis study was registered with the University Hospital Medical Information Network Clinical Trials Registry on 08/02/2020 (Unique trial number: UMIN 000039434).

Assessment of academic achievements and memorisation power of students by concept map strategy and traditional lecture approach

The challenges in the 21st century have made learning a complex process. In this age, new and conceptual learning strategies are being used to compete with the challenges. The concept map learning strategy has shown positive influences on students’ academic achievements and quality of education. This learning strategy has also showed a significant effect on students’ critical thinking skills. A research study has been conducted to assess the students’ academic achievements and memorisation power by concept map learning strategy and traditional learning approach. The students of a primary school studying in fifth grade in general course for section A (concept map learning strategy) and section B (Traditional lecture learning strategy) were assessed. The descriptive statistics and t-test analysis were also carried out on the results obtained from the students by concept map and traditional learning strategies. Statistical analysis showed that concept map learning strategy improved the students’ academic achievements and memorisation power significantly.&#x0D; &#x0D; Keywords: Critical thinking skills, learning skills, microbiology, strategies, primary school.

Flipped classroom improves Omani nursing students performance and satisfaction in anatomy and physiology

BackgroundNursing students struggle with anatomy and physiology course because of the complicated terminology and the difficulty in handling large amounts of information. New, innovative instructional strategies must be integrated into nursing education to improve nursing students’ performance in this challenging bioscience course. The aim of this study was to determine the impact of an innovative teaching strategy, the flipped classroom, on the performance and satisfaction of Omani nursing students in an anatomy and physiology course.MethodsA quasi-experimental design was used with two classes of 112 first-year nursing students at the College of Nursing, Sultan Qaboos University, Oman. Online videos and active-learning activities about the respiratory system were developed and implemented in an anatomy and physiology course with 53 first-semester nursing students. The control group consisted of a previous cohort of 59 students enrolled in the same course but taught with a traditional lecture approach. The impact of the flipped classroom strategy was measured by students’ performance on the final examination and students’ self-reported satisfaction. Wilcoxon signed-rank and Mann-Whitney U tests were used to compare students’ academic performance.ResultsOur results showed that the performance of the flipped classroom group was better than that of the traditional lecture group. The mean scores of students instructed with the flipped classroom method on the respiratory system items in the final examination were significantly higher than those of the control group, U = 1089.00, z = − 2.789, p < .005. Moreover, the results of a survey showed that nursing students were satisfied with the flipped classroom method. Overall, 68 to 78% of students agreed or strongly agreed that the flipped classroom method improved their learning and increased their interest in the course.ConclusionCompared with the didactic lecture format, flipped classroom strategy improved Omani nursing students’ performance in and satisfaction with an anatomy and physiology course. These results show that the flipped classroom is an important teaching strategy in nursing education.

Conceptual Change Inquiry Curriculum and Traditional Lecture Approach: Preservice Teacher’s Perceptions of Learning

A quasi-experimental treatment control group design was used to investigate the effect of a conceptual change curriculum, Multi-Step Inquiry approach, on students’ perception of their learning in a science classroom. This started with the development of a workbook that explicitly focused on conceptual understanding, followed by the development and validation of an inventory to explore students’ perceptions of learning. Interpretation of data involved the use of inferential and descriptive statistics. The inferential statistics included t-tests, ANOVA, Pearson correlations, and regressions. Cohen’s d effect sizes facilitated further interpretation of the data. The analysis shows potential for the Multi-Step Inquiry to improve students’ perceptions. These results provided room for recommendations for both research and teaching.

Flipped vs. Traditional: An Analysis of Teaching Techniques in Finance and Psychology

Recently there has been a surge of interest in technology-aided teaching strategies such as the flipped classroom. Given the growing interest in these techniques it is important to critically evaluate their effectiveness. Although most existing research on the flipped classroom suggests an advantage of the flipped approach over a more traditional lecture approach, most of this research has been conducted in ways that preclude definitive conclusions about the relative effectiveness of the flipped approach. We present the results of a study that addressed many of these methodological limitations and compared the effectiveness of the flipped approach to a traditional lecture approach across two semesters in courses from two different disciplines, Finance and Psychology. We found mixed support for the effectiveness of the flipped vs. the traditional approach. In particular, in the Psychology courses the flipped approach resulted in superior performance on quizzes administered immediately after exposure to the material, but resulted in similar performance on exams administered some time after initial exposure. In contrast, in the Finance courses the flipped approach resulted in similar performance on immediately-administered quizzes, but superior performance on later-administered exams.

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

The Rain Classroom, grounded in the theory of connectivism in the digital era, is a mobile-supported tool for blended learning. This tool renders synchronous and asynchronous teacher-student interactions through dual-channel teaching in and out of class. In the study, the Critical Thinking Skills Survey (CTSS) was adopted to measure the critical thinking skills (CTS) of 112 first-year undergraduates majoring in English in mainland China. A pretest-posttest non-equivalent two-group quasi-experimental design was applied to compare the CTS of those learners of English as a second language (L2) instructed under the Rain-Classroom-based intelligent learning system with those taught by the traditional lecture approach. The mixed results indicated that the intelligent learning system had a positive effect on students’ overall CTS development with significant improvement in the interpretation subscale but had almost no influence on the evaluation and self-regulation subscales. The intelligent learning approach in this study is empirically meaningful in students’ CTS enhancement, but further research is warranted to make this system more efficacious in facilitating L2 learners’ CTS.

Assessment of video-based e-learning in a construction measurement course

ABSTRACT E-learning has been touted as a new phenomenon and formidable frontier of education, offering tremendous benefits to teachers, learners and educational administrators. However, despite the adoption of e-learning in many educational institutions worldwide, to enhancing teaching and learning experience, delivery of construction measurement courses has been limited to traditional lecture approach and the use of little technology such as PowerPoint. Therefore, this study investigates learners’ satisfaction, benefits, and the usefulness of e-learning approach, relative to instructional videos. A total of 76 undergraduate construction students were surveyed using a closed and open-ended questionnaire in one of the universities in Hong Kong. The results showed that students were satisfied with design and content of the instruction videos. Students also considered e-learning approach useful because it allows them to control their pace, time and location for learning. Learners prefer blended learning, i.e. a combination of e-learning (at 41%) and traditional face-to-face method (at 59%). The participants opined that blended learning has more significant benefits in delivering measurement course. The results of this study should assist educators in structuring blended learning approach.

Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents.

In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions. We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach. We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention. Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P = .014; d = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P < .001). The flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.

Flipping the Math Classroom for Non-Math Majors to Enrich Their Learning Experience

Students’ learning experiences in an introductory statistics course for non-math majors are compared between two different instructional approaches under controlled conditions. Two sections of the course (n = 52) are taught using a flipped classroom approach and one section (n = 30) is taught using a traditional lecture approach. All sections are taught by the same instructor in the same semester. General perceptions as well as students’ understanding and retention of the course material are measured and compared. The flipped classroom students outperform their traditional lecture peers on exams, especially in terms of their mathematical problem-solving skills. The flipped classroom students are also more confident than their traditional lecture peers about their abilities and their understanding of the course material, crediting their understanding primarily to the in-class activities, which are made possible because the flipped classroom design promotes an experiential, active-learning environment without compromising content.