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Podcast: 2-Minute Teaching

Year Type Podcast # of
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2013 Research Boredom Negatively Impacts Learning: The Role of Control and Value
When students are academically bored their attention, motivation, and effort suffer, resulting in decreased academic performance.
1103
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2013 Research 'Clickers' as Catalysts for Transformation of Teaching
Feedback gained from the use of personal response systems (i.e., clickers) can transform instruction by facilitating communication to instructors as well as among students, creating a more informed and student-centered pedagogy.
2382
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2013 Research The Power of Peer Review: Reviewing, Not Just Feedback, Matters
Students who read a peer’s paper and provided feedback – peer review of writing – improved their subsequent writing performance.
1005
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2013 Research Grading Rubrics and Academic Performance
The researchers indicate that using rubrics as part of an assignment significantly increases student performance on that assignment.
793
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2013 Research To Lecture or To Discover: Does Discovery-based Instruction Enhance Learning?
Students engaged in assisted discovery learning outperformed students engaged in either explicit instruction or unassisted discovery learning.
31
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2013 Research Online Homework Systems Can Improve Student Success and Study Habits
Online homework systems can improve student success rates and study habits, and are viewed favorably by students.
783
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2013 Research Student's Definitions of Cheating in Online Courses
Overall, the vast majority of students defined cheating in online courses in a manner consistent with institutional or honor code definitions. These results suggest that students may not, in fact, be more inclined to cheat in online learning environments.
626
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2013 Research Supplemental Instruction: A Powerful Strategy for Supporting All Students
The researchers indicate that supplemental instruction is beneficial to all students – weak, average, or strong – and that weak students who engage in supplemental instruction can often outperform strong students who do not.
558
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2013 Research In-class Review Questions: Does Response Format Matter
The researchers suggest that instructors require the use of keyword responses to review questions due to the learning benefits of the keyword answer format.
346
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2013 Research SOARing: Better Study Strategies Increase Student Learning
The researchers say that the results suggest that learning through studying can be improved through the diligent use of well-designed learning strategies.
1206
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2013 Research Feedback to Individuals or Groups Varies for Novices and Experts
When providing feedback, more knowledgeable students benefit more from collaborative feedback, while less knowledgeable student benefit more from individual feedback.
614
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2013 Strategy Transfer: Putting Knowledge to Work
Fostering transfer is a challenge, but aligning instruction with these five principles will increase the likelihood of transfer occurring.
847
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2013 Research Facebook and Academic Performance
Researchers surveyed over 1,800 students regarding their use of Facebook and concluded that the more students use Facebook, including updating their status, the lower their GPAs.
1307
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2013 Research Fostering Transfer by Framing Instruction Expansively
When teachers frame learning content within a broad context (expansively), students transfer knowledge more readily.
1180
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2013 Strategy First Day Practices of Outstanding Professors
Outstanding instructors use the first day of class to communicate course expectations, get to know their students' backgrounds, introduce themselves and their teaching style, and establish the tone of the course.
934
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