Student Engagement and Interaction During Remote Instruction in Large Lecture Courses

Large lectures can create an undesirable distance between instructor and students. For years, we have introduced pedagogies in attempts to create a more interactive classroom feeling. In moving to remote teaching, we were surprised to discover meaningful ways to capture the closeness of the in-person experience, and even some approaches that led to greater engagement than what we experienced in the classroom. We hope to capture these features when we return to the classroom.

Interested in exploring other teaching and technology strategies?

For pedagogical guidance and consultation, email ctl@bu.edu. For technology support and consultation, email askedtech@bu.edu.

Contributor

Binyomin Abrams

abramsb@bu.edu

The Abrams group’s research in chemical education is focused three main areas: (1) novel approaches to teaching introductory chemistry; (2) understanding and improving the translation of skills between chemistry courses; and (3) effective incorporation of educational technology in chemistry courses. Active projects include the development…Read More

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Binyomin Abrams

abramsb@bu.edu

The Abrams group’s research in chemical education is focused three main areas: (1) novel approaches to teaching introductory chemistry; (2) understanding and improving the translation of skills between chemistry courses; and (3) effective incorporation of educational technology in chemistry courses.

Active projects include the development of new translational skills general chemistry concept inventory (GOAL), the award-winning OrgoPrep hybrid summer program, and studying the effectiveness of question-embedded videos for use in STEM education.

Some previous projects include the development of the Boston University Chemistry Writing Program (CH WRITES), bringing the LA program to Boston University, using out-of-class activities to strengthen visual models for quantum concepts, and more.