All Things CLASS

As the daughter of two college professors who have taught students ranging from age 12 to the elderly across various countries, I believe this approach could be effective. My parents often expressed their concerns about collegiate instruction. The success of your courses will largely depend on their structure. In a large lecture setting with over 100 students, I don’t see much value. However, in a smaller classroom that encourages interaction, I believe it could enhance your ability to make your interactions and instruction more meaningful.

It would also be fascinating to explore how to adapt this for adult learners from different generations. Starting with adult learning theories could provide a solid foundation. Then, consider your teaching style—whether it’s direct instruction, project-based learning, or active learning—to find the best fit.

Hi @Qiang Li,

Thank you so much for raising this question! While the use your describing isn't something our organization has explicitly studied and validated, conceptually we agree that the power of effective interactions is just as important at the university level. Anecdotally, I'll share that we have multiple folks on staff who have observed and done work to support the improvement of interactions in university courses and agree with you that the interactions featured in the secondary tool are incredibly important in post-secondary learning contexts. If you try this out, we'd love to hear how it goes!

Kindly,

Rachel