Traditional instruction typically involves lecture and assignments given by an instructor. However, significant research indicates that active learning methods, including problem-based learning and cooperative learning can enhance student achievement, improve student attitudes, and reduce student attrition. These strategies can be combined in authentic online learning modules. This module describes the research behind HydroLearn as well as how to create a module of your own.
This module describes: (a) the research behind different active learning methods; (b) how these methods can be combined in authentic online learning modules, specifically in HydroLearn; (c) important pedagogical considerations; and (d) the nuts and bolts of how to create modules within HydroLearn.
- Learning: Active, Problem-based, Cooperative, Collaborative, Authentic, and Online
- Developing: Learning objectives, Course outline, Learning Activities, and Rubrics
- Creating: Course module, covers basics such as developing course content, inserting images and problems and much more
At the end of this module, learners should be able to:
- Identify research-based instructional methods that they can implement in their courses
- Develop a plan for: (a) implementing HydroLearn in their courses or (b) creating a HydroLearn Module or (c) both.
Melissa A. Gallagher, PhD
Assistant Professor, College of Education, Health, and Rehabilitation University of Maine at Farmington. Contact: email@example.com
Graduate Research Assistant, University of Louisiana at Lafayette. Contact: C00074306@louisiana.edu
Graduate Research Assistant, University of Louisiana at Lafayette. Contact: C00121316@louisiana.edu
Emad Habib, PhD, PE
Professor, Civil Engineering, University of Louisiana at Lafayette. Contact: Habib@louisiana.edu
Hydrology faculty interested in implementing or adapting active learning, data-driven resources.
Computer with access to Internet.