LectureTools: Promoting Student Engagement In Large Introductory Classes through Laptop-Based, Interactive Instruction

The classic model of classroom instruction before a passive audience may not sufficiently motivate students to learn and critically think through the arguments being developed in today's science classes. Concepts in most introductory science courses are still best illustrated using visualizations and/or demonstrations, but even the most stunning of images or spectacular exhibits offer only passive participation in the students' learning process. Coupling the widespread availability of web-enabled laptops of today's technologically adapt audience with interactive spatial concept challenges and other student feedback systems, we use discourse and critical analysis to improve the student's capacity to examine scientific information, while encouraging greater engagement and ownership of the learning material.

We will discuss our implementation and evaluation efforts of the IT-enhanced classroom, supported by the open-source program LectureTools (http://www.lecturetools.org), which uses web-based technologies for note-taking, PowerPoint mark-ups, animations, interactive quizzes, image manipulation and classroom feedback in large introductory classes at the University of Michigan. While successful and well-received by the students, our experiences also show that use of computers and interactive, wireless response systems requires a rethinking of the standard lecture approach and goals. In the web-enabled classroom it is neither possible nor necessary to cover the conventional amount of material in each lecture, as student multitasking (listening, note-taking, discussion and activities) is encouraged. While these changes to the classroom environment require that instructors teach in a more lively classroom setting and integrate hands-on activities in lecture materials, they result in a more active learning environment that better engages today's students.