Author: Molly Harris. Editor: Laura Schmidli. Published on March 6, 2025.
The College of Letters & Science is big! With 39 academic departments and professional schools and 65 undergraduate majors in the natural sciences, social sciences, and humanities, L&S covers a lot of ground. We also teach a lot of students. Over 85% of credits taken by first year students are taught by L&S instructors in L&S courses, and 65% of all undergraduate credit hours come through L&S.
Large-enrollment courses are essential to reach so many students and support their learning goals. These courses challenge instructors to develop engaging, inclusive, and effective teaching strategies. Whether your course has 50 students or 500, read on to learn more about approaches to help students engage in your large course.
What’s effective?
When students actively engage with course material, they learn better and their learning becomes visible to instructors. But actively engaging students in large enrollment courses can feel difficult, especially in comparison to smaller seminars. A variety of strategies can leverage larger class sizes to help students actively engage within these courses. A large course can offer a sense of camaraderie and contribution to something valuable, exposure to a greater number of perspectives, and opportunities for students to take ownership of their learning. We share three strategies for overcoming the challenges of large numbers and embracing the opportunities.
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Top Hat Tips
Throughout this article, we feature specific tips for using Top Hat, a UW-Madison licensed tool for real-time in-class student engagement and feedback. Top Hat can help you make the most of a large class.
2024 Survey of UW-Madison Students
- 96% of students agreed that “Top Hat is easy to use”
- 75% agreed that “Top Hat helped me better understand course material”
- 92% recommended their instructor use Top Hat again
- 88% would like their instructors in other courses to use Top Hat
Consider how you might incorporate Top Hat into your course for the first time or in new ways!
1. Encourage Student Belonging
It can be challenging for students to feel like they belong in a large environment. Students may feel anonymous and like their presence doesn’t matter. Or they might be overwhelmed by the number of people they don’t know and feel like they are different from their classmates. In a large setting, instructors also have fewer contact points with individual students and less ability to interact with each student independently.
These factors can lead students to feel uncomfortable contributing in class or seeking help with course material; however, providing opportunities for students to connect with you and connect with each other can show students that they are valued. You might even find that a large classroom can give students a sense of connectedness to something greater.
Build camaraderie among students.
- Research has shown that feeling similar to peers can help alleviate depression symptoms for students (Araghi, Busch, & Cooper, 2023). Providing opportunities for students to work in small groups or ask questions outside of the lecture hall can help students gain comfort with peers, practice asking questions in a lower-stakes setting, and see that they are not alone. Consider opportunities for short turn-and-talks in lecture or group office hours.
- If your course has another component besides lecture, like a smaller lab or discussion section, consider how you match activities and content to the different learning environments. In one study of a large economics course, instructors redesigned the small-enrollment section to include conceptual problem solving, group work, and discussion. They found that worksheets and homework help, which were previously provided in the smaller sections, could be provided in the larger setting (Miller-Cotto & Schunn, 2022).
Help students connect with you.
- In an interview with the Dean’s Ambassadors in 2024, several students shared that instructors–even in a lecture hall–can connect with students by demonstrating enthusiasm for the subject, using stories to convey content, and providing recent examples. One study of undergraduate students at a different institution found that students most commonly cited the instructor as the primary factor that made a large class feel small (Cash et al., 2017).
- The Dean’s Ambassadors also suggested that instructors check in with students throughout the semester to maintain personal contact. This could look like scaffolding a large assignment so that students have multiple points to share ideas or receive feedback, making regular announcements on Canvas with a specific invitation to attend office hours, sending an email to students sharing a news article that made you think of their class, or creating a periodic in-class check-in poll on Top Hat.
Show students they are valued.
- Asking open-ended questions in class, and especially questions that do not have a correct answer, can provide an excellent opportunity for an instructor to say “you’re right!” (Dean & Wright, 2017).
- Instructors may feel overwhelmed by providing personalized feedback to all students. To alleviate this pressure, consider having a regular assignment pattern in which you provide written feedback to a percentage of students at each interval, while grading completion for the remaining students. In one study of a similar practice, in which the instructor assigned regular reflective assignments and commented on the work of 20% of students each week while performing random spot checks on other students’ work, students noted that their instructor was paying attention to their work and expressed positive feedback on course evaluations, while the instructor found they received insight into student work and progress (Dean & Wright, 2017).
- Another strategy to mitigate workload while allowing instructors to demonstrate that they value student work is to provide global feedback to the full class and to highlight examples of student work (Borda et al., 2017). This can help instructors recognize strengths among their students, while helping students learn course material.
L&S Instructor Example: Using Technology for Belonging
Allison M. Prasch, Letters & Science Nancy Obin Sukenik Professor and Associate Professor of Communication Arts.
What do you do? I used the Top Hat interface as a way to invite students to share their views and perspectives in a format that was both anonymous and in real time. Students could share honest answers to questions I posed (e.g. “Who do you think won the presidential debate?” or “What is the most important issue of the 2024 campaign cycle to you?”) without feeling singled out or identified. And we could view the results immediately as a large group and discuss them.
Why do you do it? Because my class specifically focused on the rhetoric of the 2024 election, it was very important to me to find a way to encourage student participation and interaction while also allowing students to choose what they disclosed about their personal opinions. At the same time, I also wanted students to see the diversity of views and perspectives from their peers. Top Hat provided the perfect avenue to do this.
What impact does it have on students? Students loved seeing what their classmates thought about various topics in real time. Many commented on how valuable it was to hear diverse perspectives and opinions from people sitting next to them throughout the semester. I also think this tool allowed me to learn where my students were coming from, too. Seeing their honest responses helped me address their questions and incorporate their perspectives into my lectures. I plan to use Top Hat in all my future classes, because it provides a “low stakes” way to gauge class participation and learn more about students’ values and beliefs in a way that allows them to share as much or as little as they want.
What might you change in the future? I’d like to plan ahead a bit more so that I can scaffold the questions to build upon each other over the course of the semester. But that has more to do with my preparation and less to do with the platform itself!
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Top Hat Tip
Top Hat can help you do more than quiz students on content. In a 2024 survey of UW-Madison students, 85% agreed that Top Hat helped them feel engaged in their learning and 62% claimed Top Hat helped them feel better connected to their instructor.
For example, you can also use Top Hat to gauge how students are feeling about your course. This offers an opportunity to show students that they are not alone, while allowing you to adapt or adjust to student needs. Check-in questions could be multiple choice or short answer, such as the following:
- How are you feeling about [course topic]?
- How are you doing today?
- How prepared do you feel for next week’s exam?
- Which course topic has been most challenging so far?
- What course topic do you feel most confident in so far?
You might also use Top Hat to gather student interest in the course material and beyond. This is an excellent chance to validate all students in your course by simply responding positively to student answers. You could use Top Hat as an icebreaker as students enter class to get them ready to talk. Using a multiple choice or short answer format, consider asking:
- Why are you taking this class?
- What most interests you about [course topic]?
- What topic will you choose for our next assignment?
- What activity are you most likely to do on a free afternoon?
With Top Hat, you can choose to share responses (in aggregate and anonymously) with the full class. If you use short answer questions, ask students to answer in one word, and display responses as a word cloud. In some cases, sharing responses could feel exclusionary, while in others it could help create a space of belonging for students.
2. Engage a Diversity of Perspectives
By definition, a large lecture contains more students than a small seminar, offering the opportunity for a great diversity of backgrounds and perspectives to be present. In addition, large lectures are often introductory courses, meaning students may not yet have declared a major and will likely have varied academic and personal reasons for enrolling in the course. While the large environment can pose challenges, there are strategies that you can use to facilitate students’ talking and learning from each other to make numbers an asset.
Embrace student collaboration.
- Consider ways to make your lectures more interactive.
- Students who interact with peers and their instructor during formative assessments in class may have a greater sense of belonging and better academic performance. In a recent study of a large introductory biology course, activities that included interacting with peers were more beneficial for students, compared to activities that only included instructor interaction (Harben & Bix, 2019). In another study of a large introductory physics course, students who completed problem sets with peers exhibited stronger test scores than those students in the traditional lecture section (Li et al., 2024).
- Collaboration with peers can also be incorporated into assessments, which has been found effective in large courses in multiple disciplines. One strategy is “two-stage” assessments, in which students first work independently and then with a small group. A review of research on active learning in large lecture STEM courses found that two-stage collaborative assessments fostered more vibrant and engaged conversation about course content (Williams & O’Dowd, 2021). Another study within a large-enrollment classical mythology course used two-stage exams with 90% of a student’s grade coming from the independent portion and 10% from the group portion, finding that the team element encouraged productive debate among students and made student individual preparation more valuable to the class as a whole (Sansom et al., 2022).
Leverage numbers.
- A large class size might be useful for demonstrating concepts within your discipline. For example, instructors of one large-enrollment statistics course found that a large class size was perfect for collecting and analyzing data in a realistic way (Schneiter et al., 2023). These instructors developed simulation activities that incorporated active learning and engaged students with data from their own class to demonstrate concepts like the central limit theorem and statistical inference.
- The physical layout of the lecture hall can be leveraged. In one large-enrollment international relations course, instructors adapted a small-enrollment debate activity to work with 100 students. Students moved to different seating areas of the room as their opinions on a debate shifted. This enabled students to visualize course content and interact with multiple peers, and instructors found student recall of content improved (Irish & Watts, 2021). Students used note-taking handouts to record convincing arguments and turned these in for accountability.
- Consider using anonymous student responses to share ideas across the large classroom. When using a student response system like Top Hat, anonymity can help students be more comfortable expressing sensitive opinions and help them be more engaged. In one study, researchers found that anonymous questions are particularly beneficial in large lectures with cross-cultural subject matter by making students more receptive to new opinions (Cavender & Grannon, 2019). In this study, students expressed that anonymous response questions relieved anxiety, helped them both be more honest and trust their peers more, and fostered equal opportunities for participation.
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Top Hat Tip
Top Hat can be used to encourage peer-to-peer interaction, helping students express their ideas, consider new perspectives, and learn from each other. This technology makes it easy and efficient to share student responses with the full class before and/or after students engage in small group discussions.
For example, an instructor might ask a challenging question that has a correct answer and receive a variety of student responses. By sharing the responses back with students, the instructor can encourage groups to discuss the question further to arrive at the correct answer. One study of STEM lectures found that using multiple choice clicker questions in this way allowed for productive discussion among students and increased student interest in learning the correct response (Williams & O’Dowd, 2021).
Alternatively, an instructor might ask a question that has no correct answer. Sharing responses back with the class can encourage students to find evidence to support their answer and to consider alternate ways of looking at the question. For example, instructors in a classical mythology course used open-ended and multiple choice polling questions to elicit student perspectives, such as voting on the credibility of a text’s narrator or selecting an unexpected word in a passage. They found that “polling thus helps instructors include otherwise silent student voices, provide timely feedback, and involve all students in low-stakes decision making and reflection that are fundamental to active learning” (Sansom et al., 2022).
L&S Instructor Example: Deepening Collaboration
Brad Singer, Vilas Distinguished Professor in the Department of Geoscience
What do you do? Geoscience 140 has an enrollment of over 250 students each Fall and is taught by a professor (myself) and a single TA. There are no discussion sections for this 3 credit course, so to provide students with a peer-to-peer opportunity for in-depth conversation and exploration of a topic, I assign each student to a group with 4 or 5 others (so about 40-50 groups in total for the entire duration of the semester). Early during the semester, each group gathers information on a particular hazard, for example earthquakes or hurricanes, and compiles it into a Googledoc. Once the information including the nature of the hazard, its human and economic impacts, and mitigation strategies, etc., is compiled, each group prepares a short powerpoint presentation on the assigned hazard summarizing their findings. At least once each week during a lecture period, the groups are given 15-20 minutes to discuss their findings and any questions among each other.
Why do you do it? I believe strongly that students can learn as much or more from one another than from my lecture presentations or from the textbook. The group activities, including the creation of a powerpoint presentation, as well as working together during lecture periods on group discussion questions designed to explore a particular hazard in depth, gives the students time for invaluable face-to-face engagement with the material as well as time for conversation and clarification.
What impact does it have on students? Students garner communication and problem-solving skills that a lecture-only class format cannot provide. This takes a great deal of advance planning to organize class time devoted to group discussion and presentation preparation. However, the reward is that the group activities prompt the students to weekly integrate what they learn from the etextbook readings, the online lecture summaries I provide, and my short in-class lectures to learn from one another.
What might you change in the future? I use a technology called VoiceThread for my recorded lecture summaries and have the students learn to use it to create their final group presentations. The University does not currently support VoiceThread and this is a challenge for me and the students. I continue to advocate for adoption of VoiceThread and its integration into the Canvas ecosystem.*
*Note: VoiceThread is not currently supported by UW-Madison for a variety of reasons, including accessibility. If you are interested in using this tool or learning more, please get in touch with the IDC or your local teaching/technology support person.
L&S Instructor Example: Engaging Students Outside Class
Kaitlyn Phillipson, Undergraduate Course Coordinator in the Department of Mathematics
What do you do? We instruct our students to use Piazza for asking general questions about the course instead of emailing us directly. Instructors, TAs, and other students can answer questions and ask follow-up questions on Piazza posts.
Why do you do it? In large enrollment courses, using Piazza for general communication reduces redundant questions and ensures that students are responded to promptly. When students answer their classmates’ questions, this helps the instructor group check for understanding and correct common mistakes and misconceptions.
What impact does it have on students? Students view the course as a collaborative environment, where the instructor, TAs, and students work together to try to help everyone succeed. They can build off their classmates’ questions to create a discussion about course concepts. Students can use the posted Piazza questions to test themselves and practice communicating mathematics.
What might you change in the future? We could have a short guide of how to use Piazza (ex: questions to ask on Piazza vs. via email) that is included in the Canvas course for students, along with expectations for responses.
3. Appeal to Student Autonomy
Students in a large-enrollment course will likely have fewer individual interactions with their instructors than they would in a small course. This autonomy can be daunting to students who have less experience learning more independently. Instructors can take steps to support and encourage students to be active in their own learning, adopt a growth mindset, and support each other.
Scaffold and direct student attention and effort.
- Students expecting a more passive lecture environment can feel unprepared to participate in more active classrooms. In one study of a flipped lecture, in which students review required content before an interactive lecture, students recommended that instructors convey clear expectations and create repeating and predictable pre-class and in-class structures (van der Velde et al., 2021). These clear expectations and repeating patterns help guide students in where, when, and how to expend their attention and effort.
- Students also may not know how to best complete work outside of class. Taking time to organize pre-class materials can make it easier for students to complete work before class and attend class prepared. In a review of seven practical active learning techniques for STEM lectures, researchers suggest conveying clearly the purpose of pre-class material, connecting to the pre-class material clearly in lecture without going over all the points in detail, and creating pre-class material in a format that can later be used as a study guide for exams (Williams & O’Dowd, 2021).
- Consider how to direct student attention and activity during lecture. One study suggests that visually dynamic approaches, such as powerpoint animations and “draw-alongs,” in which students annotate a template as they observe the instructor doing the same, can help students to learn concepts (Cork & Yhnell, 2024). Students commented that the “draw-alongs” produced useful material for later studying.
Emphasize and support growth potential.
- One study found that student academic performance improves in active learning courses, particularly for marginalized groups, when the affective domain of learning is supported with weekly growth mindset messaging (Bauer et al., 2020). In this study of introductory biology courses, introducing the additional growth mindset messaging eliminated or narrowed gaps in academic performance between racial and ethnic groups. The authors suggest that “[h]earing the professor regularly affirm a growth mindset may enhance students’ trust in the professor’s commitment to their learning, minimize stereotype threat, and motivate them to engage in active learning.”
- Low-stakes formative assessments also support student learning by providing an opportunity for instructors to give feedback to students on their skills and understanding of course material throughout a unit or semester. Early and frequent feedback can prompt students to grow through further studying or visiting office hours. Weekly review quizzes and regular student response questions are effective forms of formative feedback in large lecture settings (Wilton et al., 2019; Harben & Bix, 2019).
Include the personal.
- Including personal elements within assignments can help an instructor show that they care about students and motivate students to care more about what they are learning (Audette et al., 2023). Audette et al. recommend that instructors “interweave the intellectual and personal dimensions.” In a large lecture course, they had students design their own research question related to course material. Instructors supported this increased autonomy with peer groups and scaffolding at each step in the research process. Students reported that this assignment was one of the most rewarding parts of the course and helped them relate to course material.
- Student autonomy can also be encouraged by soliciting student input on course content. In one study, instructors asked students to vote periodically on preferred course content using a student response system. Students in the section that was given this option demonstrated increased perception of learning gains compared to students in the section that did not vote on content (Grund & Tulis, 2020).
- Encouraging students to make social connections, in addition to academic connections, can help students support their own learning through peer groups. One study found that peer connections that are both academic and social provide greater support for learning during the semester because these connections are more durable and promote more sharing of resources between peers (Brown, 2019).
L&S Instructor Example: Learning How Students Learn
With new technologies and social contexts, students today learn in different ways from how their instructors may have learned. In this excerpt from the L&S Exchange, Episode 5, Tony Chambers of the Center for Healthy Minds suggests that instructors be curious, not judgmental, about these new ways of learning in order to guide student learning.
Tony shares that the teaching team attends every lecture session, with team members sitting in different parts of the room to observe. Students have access to the lecture slides through Canvas. The common observation is that students can be paying attention to the lecture presentation and the slides, looking up related mentioned studies, and sometimes looking up other relevant and irrelevant materials simultaneously.
“This is a form of learning that most of us who teach aren’t used to, and we misunderstand it and think it’s a distraction. We think it’s multitasking, which some people think is a negative way of learning. We don’t look at it as an organic way of learning for a different generation. So we have that disconnect as well. And one of the ways that we need to be better at addressing this disconnect is actually ask students upfront, what’s your best way of learning?…we need to do a better job at trying to understand how students learn, because I think that’ll help us reconstruct the learning experience so they could attend to the optimal learning for our students.”
L&S Student Example: Supporting Student Note-Taking
Even the most engaged students might struggle during a lecture to identify what concepts are most important or to take effective notes. Instructors can support student learning during a lecture by providing tools that help students focus their attention and take efficient and effective notes.
In a 2024 conversation with L&S Dean’s Ambassadors, several students noted that they have trouble digesting course material while also trying to take notes. They recommended outlining the purpose of each lecture or unit at the start–for example, the three main points–as a strategy to guide their notetaking and help them study for exams. They also commented that having lecture slides in advance has helped them prepare for lectures and provided them a template on which to write their own notes, ideas, and questions without worrying about capturing every word their instructor says.
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Top Hat Tip
In a 2024 survey of UW-Madison students, 71% agreed that “Top Hat helped me better understand the lecture.” Consider trying one of the following ways to provide formative feedback at scale:
- Integrate Top Hat questions regularly throughout a lecture. Use student responses to guide how you reinforce or review concepts.
- Pair Top Hat questions with a discussion or an explanation that can help students understand why answers are correct or incorrect, plus where in their lecture notes or readings students might go to refresh their understanding.
- Make Top Hat questions from in class available to students outside of class for studying.
- Draw a select number of exam questions from your Top Hat questions. This helps students become familiar with the format of the exam, so they can put more energy toward learning the content. In addition, this practice can incentivize students to engage in class.
- Make Top Hat questions low-stakes or completion-only to relieve the stress of answering correctly and encourage honest reflection.
Challenges and Opportunities for the Future
New technologies and the increasing use of technology may influence the teaching of large-enrollment courses. For example, the rise of generative artificial intelligence (Gen AI) may offer opportunities for more personalized and self-directed learning for students within a large course environment and provide tools for instructors to work more efficiently; however, Gen AI also raises challenging questions around ethics, academic integrity, and the pedagogical goals of higher education. Likewise, online teaching may increase educational access to greater numbers of students at one time, but it may create challenges for building community and engagement among students.
Join the Community
Would you like to connect with other instructors, share experiences, and consider new ideas for teaching large courses? The Large-Enrollment Community meets monthly online, with presentations from L&S instructors and discussion of topics like assessment, belonging, classroom activities, and teaching teams.
Connect with Us
Would you like help getting started on making a change to your large-enrollment course? Do you want to discuss your ideas? Our team is happy to meet with you, brainstorm solutions that meet your needs, and help implement your ideas. Our work typically starts with one 45-minute virtual meeting. To get started, request a meeting.
Suggest a Topic
We want to hear your ideas for future articles in our Design for Learning Series! We focus on local L&S examples, backed by research, that can help solve common teaching challenges. We gather input from instructors and students, as well as research literature. What teaching topic or trend would you like to know more about?
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References & Further Reading
Araghi, T., Busch, C. A., & Cooper, K. M. (2023). The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates. CBE-Life Sciences Education, 22(2), 22:ar26, 1–15. https://doi.org/10.1187/cbe.22-10-0199
Audette, D. S., Bennet, S., Chan, M. C., Chapman, D., Elmendorf, H., and Floyd, J. (2023). Building an inclusive community of learners by centering a strong culture of care in large lecture classes. Front. Educ. 8, 1-8. https://doi.org/10.3389/feduc.2023.1167879
Bauer, A. C., Coffield, V. M., Crater, D., Lyda, T., Segarra, V. A., Suh, K., Vigueira, C. C., & Vigueira, P. A. (2020). Fostering equitable outcomes in introductory biology courses through use of a dual domain pedagogy. CBE–Life Sciences Education, 19(1). https://doi.org/10.1187/cbe.19-07-0134
Borda, E. J., Boudreaux, A., Fackler-Adams, B., Frazey, P., Julin, S., Pennington, G., & Ogle, J. (2017). Adapting a Student-Centered Chemistry Curriculum to a Large-Enrollment Context: Successes and Challenges. Journal of College Science Teaching, 46(5), 8–13. https://doi-org.ezproxy.library.wisc.edu/10.2505/4/jcst17_046_05_8
Brown, M. (2019). The push and pull of social gravity: How peer relationships form around an undergraduate science lecture. The Review of Higher Education 43(2), 603-632. https://doi.org/10.1353/rhe.2019.0112
Cash, C. B., Letargo, J., Graether, S. P., & Jacobs, S. R. (2017). An analysis of the perceptions and resources of large university classes. CBE–Life Sciences Education, 16(2). https://doi.org/10.1187/cbe.16-01-0004
Cavender, R. & Grannon, T. (2019). Engagement in cross-cultural large lecture classrooms: Using Top Hat technology to include students in the discussion. Journal of Human Sciences and Extension, 7(1), 39-54. https://doi.org/10.54718/WFRK5790
Cork, S. C. & Yhnell, E. (2024). Reviving the lecture: Using visually dynamic approaches to teach physiological concepts. Discover Education 3(20). https://doi.org/10.1007/s44217-024-00099-6
Dean, K.L. & Wright, S. (2017). Embedding engaged learning in high enrollment lecture-based classes. High Educ 74, 651-668. https://doi.org/10.1007/s10734-016-0070-4
Grund, C. K. & Tulis, M. (2020). Facilitating student autonomy in large-scale lectures with audience response systems. Education Tech Research Dev 68, 975-993. https://doi.org/10.1007/s11423-019-09713-z
Harben, A. & Bix, L. (2019). Student sense of belonging in a large, introductory STEM course. NACTA Journal, 64, 288-296. https://ezproxy.library.wisc.edu/login?url=https://www.proquest.com/scholarly-journals/student-sense-belonging-large-introductory-stem/docview/2535884661/se-2
Irish, A. & Watts, L. (2021). Can 100 students debate one another? Adapting the nuclear proliferation debate for a large lecture class. Journal of Higher Education Theory and Practice, 21(10), 23-35. https://doi.org/10.33423/jhetp.v21i10.4623
Li, Y., Bernardi, R. C., & Burkholder, E. (2024). The effects of active learning on students’ sense of belonging and academic performance in introductory physics courses. Eur. J. Phys. 45, 1-16. https://doi.org/10.1088/1361-6404/ad4fcd
McKay, J. (2024, August 13). Students say Top Hat ‘makes large lectures feel smaller.’ https://it.wisc.edu/academic-technology/students-say-top-hat-makes-large-lectures-feel-smaller/
Miller-Cotto, Dana & Schunn, Christian. (2022). Mind the gap: how a large-scale course re-design in economics reduced performance gaps, The Journal of Experimental Education, 90(4), 783-796. https://doi.org/10.1080/00220973.2020.1805717
Sansom, S. A., Clary, T. & Aslan, C. (2022). Active learning techniques to enhance conceptual learning in Greek mythology. Classical World, 116(1), 75–105. https://doi.org/10.1353/clw.2022.0025
Schneiter, K. Hadfield, K. F. & Clements, J. L. (2023). Leveraging the “large” in large lecture statistics classes. Journal of Statistics and Data Science Education, 31(2), 173-178. https://doi.org/10.1080/26939169.2022.2099488
Williams, A. E. & O’Dowd, D. K. (2021). Seven practical strategies to add active learning to a science lecture. Neuroscience Letters 743. https://doi.org/10.1016/j.neulet.2020.135317
Wilton, M., Gonzalez-Niño, E., McPartlan, P., Terner, Z., Christofferson, R. E., & Rothman, J. H. (2019). Improving academic performance, belonging, and retention through increasing structure of an introductory biology course. CBE–Life Sciences Education 18(4), 1-13. https://doi.org/10.1187/cbe.18-08-0155
van der Velde, R., Blignaut-van Westrhenen, N., Labrie, N. H. M., & Zweekhorst, M. B. M. (2021). ‘The idea is nice…but not for me’: First-year students’ readiness for large-scale ‘flipped lectures’–what (de)motivates them? Higher Education 81, 1157-1185. https://doi.org/10.1007/s10734-020-00604-4
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