Providing Answers to Questions

How professors and students alike can stay atop of the changing question-and-answer dynamic in the modern classroom

In today’s higher education environment, there are many obstacles faced by both students and educators. As class sizes continually rise, the opportunities for individual student interactions have fallen. When a single educator is tasked with presenting one or more chapters in a one-hour lecture, there is often little room to field questions. This can create a specific challenge on both sides of the podium.

Benjamin Franklin famously said, “Tell me and I forget. Teach me and I remember. Involve me and I learn.” Albert Einstein touched on this as well when he noted that “the important thing is not to stop questioning.” Creating a bridge between the teacher and the student to ask questions and receive answers has always been important, but what happens when the learning environment is no longer able to accommodate student expression as a part of the learning journey?

Where did all the questions go?

In the past, higher education classrooms were much smaller and more personalized. They required more involvement than attending an hour long voice-over-powerpoint presentation. The teacher taught, and the student followed along, raising their hand when they had a question about the lesson of the day.

If a student is no longer asking questions, it’s important to point out it might not always be a bad thing. The student could already know the material so well questions aren’t necessary. More often than not, though, I find these possibilities to be most common:

  • They’re not sure what to ask.
  • They want to avoid the embarrassment of seeming like they don’t understand the material.
  • They don’t want to hold up the progress of the lecture.

Those aren’t promising reasons.

Professors vary in the extent to which they encourage questions and in the ways they respond to them. Some welcome questions, others do not. Some tolerate questions, while others expect questions. Styles do vary.

Educators know that questions from students can provide a useful indication of how well the students understand the material. As content and class culture dictates, every class is as different as the educator. When the educator simply cannot find the time to take questions though, students learn that this is not a channel of communication available in this class from this teacher.

We can plan for alternate channels, or we can hope they identify others.

Asking questions is a proven way for students to fill gaps in their knowledge. A good question can help students avoid wasting time trying to interpret unclear directions or completing tasks incorrectly. Student questions can help the professor determine if they are moving too fast or at a pace that allows students to follow along.

So where are the questions going? And how can we bring them back?

From the Professor….

As classrooms grow in physical size, the distance between the teacher and a student in the back of the room increases. The volume necessary to hear the lesson increases, while a professor’s ability to be heard decreases. The student-teacher relationship may never form simply because of this physical distance.

Without a quality microphone and amplified speakers, many in the audience will get less than the best of the classroom performance. It’s a two-way street. The teacher might also miss the best from student contributions because the technology wasn’t in place to facilitate audible communications.

For instance, a student sitting in the back of my class won’t scream their question from the back row. Whether they feel it’s not worth the embarrassment or they are just the quiet kid in class, most feel they are disrupting the students around them while still barely reaching me at my podium.

As classrooms grow in student density, the number of points a teacher must connect with also increases. If the goal is to address each student every day, a 30-second touch for a class of 100 requires 50 minutes of conversation. Even fractional applications total more time than many educators allocate to their lesson plans. There’s just too much to cover to meet the perceived goals.

The classroom can become a series of compromises to serve many masters: management, students, and our teaching ethos – and depending on whom we speak with, a new tipping can occur.

The challenge is real.

From the Student…

As a first-generation college student, I take my education seriously. I have sat through lectures packed with 500 students and realized quickly that if I wanted any chance at getting a question answered, I needed to sit in the center of the front row. My strategic front-and-center approach was not always effective. On a number of occasions, I found myself flailing my arm in the air and feeling pretty awkward about it – especially when making eye contact with the instructor and watching them pretend they did not see me.

But I needed my questions answered to advance through the lecture, and other students may have benefitted, too. After interviewing other students around campus, I found I was not alone in this experience.

“In my first year at SDSU, I just could not keep up with the material that was being presented to me in class,” says Alek Sanchez, senior. “Although I needed clarification on the material, the professor viewed questions as a disturbance to his lecture, so I never bothered to ask.”

“I really like when my professors make me feel like I have one-on-one access to them, even in lectures,” says junior, Marisa Cubing.

“Even when I want to ask my professor a question in class, I get too nervous to even raise my hand and often let the question go unanswered,” says senior Sydney Wolfe. “When no one else is asking questions, I don’t want to be the one person who’s confused.”

Bringing the relationship back…

Current solutions to reestablishing the question-and-answer relationship between students and their professors come in several forms. Today, we have options, each with its own set of pros and cons. Here are some of the leading solutions for today’s classrooms.

The simple answer to building (or rebuilding) a relationship is to bring back the questions and answers to the classroom. Build time into your lesson plan that includes a break for questions and for the teacher to give solid answers. We know in most cases if one student is asking, others are not, so the professor can make time–in advance–to deliberately and clearly ask the students if they have any questions. Since he/she planned for this “open forum” session, there will be plenty of time to provide an adequate response, as well.

We’ve heard from a number of professors who survey students at the end of their class. This avoids disrupting a class period. In this method, the teacher provides a form at the end of the class asking for the biggest takeaways and any questions to be addressed at the next class. This gives the professor time to prepare thoughtful responses in an efficient manner while also preserving anonymity for the students who did not want to speak up for any number of reasons.

For a technological solution, CourseKey enables students to input their questions into the platform on their device, where the teacher may address them at any time. This gives students an equal opportunity to ask questions, and it ensures the delivery of the question to the teacher. This applies to not just questions, but also to concerns and comments. It saves the student the competition and gives them a better chance of having his or her voice heard. CourseKey also allows a student to remain anonymous. The teacher will still see who submitted the question, but it will arrive to them with an “anonymous” notation, letting them know not to announce who the question came from in the classroom.

What we know…

The nature of the classroom is that information is delivered to students via some means (speaking, video, powerpoint, etc.). However, students have varying learning styles and may not always gauge the information the same way as each other. Some students prefer visuals, while some like audio. Others prefer a combination of both. Some students are too intimidated to ask questions in front of a room full of their peers. They still have questions, but they may not have the equal opportunity to ask the teacher due any number of constraints.

As students have pointed out above, this creates a problem. Throughout history, advances in classroom technology profoundly impacted the learning experience. When the technology arrived, we moved from blackboards to smart boards. Hello, multi-functionality. Goodbye, sloppy handwriting and screechy chalk.

So as the question-and-answer relationship changes, we need to look for similar solutions. The best solution will be the one that reaches the most students in the most efficient manner while still allowing the professor to use his expertise and judgement to deliver a cohesive, educational, and engaging lesson plan.

Where we go from here…

Education requires communication between the teacher and the student, synchronous or asynchronous. It is the basis for learning and the foundation for creating a relationship. Without the ability to ask a question and get an answer, a class could more accurately be considered training.

Unanswered questions are avoidable in the classroom. They just have to be addressed as part of the course content. The tools and technologies are available to professors to include in their presentation and can unleash boundless amounts of information to be explored and shared with a motivation that may already exist. It simply comes down to providing a channel for students and teachers and giving them the tools to utilize it.

Throughout this blog series, we examine the constantly evolving world of education. As classroom sizes grow, the interactions between teachers and students become increasingly limited. Educators need to work now more than ever to revive student expression in the classroom.

Most importantly, it’s not too late to heal this relationship. With the assistance of educational technology in the classroom, educators can once more engage their students and rebuild the culture of classroom curiosity and interaction that leads to mutual success.

For professors: How do you encourage curiosity in the classroom? How do you ensure that students feel their questions and concerns are of value to their learning?

For students: What can a professor do to make you feel more comfortable in class? What makes you feel encouraged to ask questions and participate?

Leave a comment below to share your experiences.

As we continue to explore more issues like this one in the blog series, our collective contributions will prove valuable. Share the article with a friend or colleague and see what they can come up with, as well. All of us know more than one of us.

Follow authors Kevin Popovic and Ryan Vanshur as we continue to share our own experiences and insights. Please connect with us on LinkedIn to speak directly.

Creating Engagement in the Classroom: Download Your Free ebook

 San Diego State University Lecturer Kevin Popović and SDSU student Ryan Vanshur combine their learnings about improving the classroom dynamic with their mutual experience and research, creating an insightful look into the strategies and technologies that influence today’s faculty and students.

Click here to download Your Free ebook

Connecting with Students

How classroom engagement improves student learning outcomes and why classroom management is becoming increasingly difficult.

Connecting with students has meant different things to different teachers over the years.

When Socrates taught his students, one could assume “connecting” meant they understood the insight and information he provided. Rachel Carson, author ofSilent Spring, said, “If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow.” Albert Einstein touched on connection when he said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”

As the role of the teacher changed, so did the concept of “connecting.”

A strong “connection” between students and teachers may lead to a student’s advancement beyond academic success, encouraging them to grow and prosper in both their personal and professional endeavors. Teachers possess skills, knowledge and experience that are invaluable learning tools not offered in the classroom. When students and teachers connect beyond the curriculum offered in the course, they open the door to new experiences, opportunities and paths to success.

For a professor, facilitating and nurturing this connection becomes a crucial objective, one that constantly evolves in today’s academic landscape. But it’s not impossible. We must turn to history and look ahead to best determine how to create this connection now and into the future.

What history shows us…

Although the relationship between students and teachers has grown, so has class size. What used to be 20 to 30 students has grown into 200 to 300 students in some schools. A teacher, like any person, has a limited capacity of how many names, faces and facts we can remember. Dunbar’s number, researched and determined by British anthropologist Robin Dunbar, asserts that humans are capable of maintaining 150 social relationships at a maximum.

As the classroom grows, sometimes well beyond 150 students, so does the requirements for connecting with each student. A face with the name, a fact or quirk about them and some shared experiences can lead to successful teaching relationships, but even with the best of intentions, there exists a physical limitation on the part of the teacher.

A firsthand account from the professor…

In a typical classroom, I have about 50 unique students. Each has a unique name, and, of course, each has a unique student identification number. At the beginning of each semester, this is what I know of them, and it forms the foundation for our relationship.

As each week progresses, I learn which students show up for class, and I notice those who do not. I also start putting a face with the name through participation. The students who ask the most questions become the faces I recognize more than others. I just see them more because we’re interacting regularly.

And the more I interact with them, the more they interact with me. This increased level of engagement increases the number of questions, the number of answers and the knowledge transfer they receive. Others who watch this engagement get something, but I don’t believe it’s the same as it is for those asking the questions. Their questions mean something more to them than someone else’s questions will. My answers to them generate a different feeling than answers to someone else.

This is the part of our relationship I can customize for my students, when time permits, that seems to make a difference to the success of the student. The more engaged a student, the greater the learning. The more unique their experience, the greater the relationship. The greater the relationship, the greater the outcome.

It all starts with me encouraging their participation and generating a worthwhile takeaway once they do interact.

A firsthand account from the student…

I have always admired educators who try to shake up the class with creative engagement strategies. These professors understand the importance of tapping into the back-end classroom tools students put in place. The front-end tools are your standard (LMS) Learning Management Systems, ebooks, or any tools put in place and managed by the instructor with the participation of the students. On the other hand, the back-end tools are created and managed by students without the educator’s knowledge.

It is common for students to create Facebook groups with a designated, shared cloud storage where they collaborate on projects, share class information, stay updated on assignments, and form study groups. Most of our class-related engagement occurs outside the lecture, usually through mobile devices. However, there is always one person in class who never gets an invitation to this educational party – the professor. It’s not because we don’t like them; there is just rarely an attempt to engage with us outside of scheduled office hours.

There are, however, a few exceptions who dare follow their students into the realm of mobile learning.  Those who do foster strong connections with their students tend to have the problem of classes filling too quickly due to high demand. That’s a good problem for them to have.

Ratemyprofessor is one of the most widely used tools by students when registering for classes. Ever wonder what students think of your class? Take a look. A testimonial found on prasies Dr. Melinda McClureat San Diego State University, demonstrating the impact an engaging class can have on a student:

“By far the best methods teacher in the credential program! It was a blessing to have her. We learned so much from her. She is extremely knowledgable and does everything she can to help you succeed. I actually looked forward to going to this class as it flew by because we were learning and having fun at the same time.”

“Working together with other students on projects, live chat rooms, and study groups is the best way to engage other students,” says Derek Argonza, a graduate student at SDSU. “Social media groups are also very useful for planning events and outreaches for students that have specialized hobbies. In the end, it takes leadership of outgoing students and professors to create a welcoming atmosphere to make sure that nobody is left out.”

What works…

One of the more creative ways to engage a classroom with a little time and a bit of colored paper was submitted by SDSU Alumna and new addition to the SDSU Biology Department, Tanya Renner. She recently came back to teach one of the classes she took when she attended SDSU as a student. One of her engagement techniques simply required colored pieces of paper. Students would hold up different colors to represent their response, creating a quick visual aid of the classroom comprehension and transition points of the lecture.

Many publishers like McGraw-Hill and Pearson Education are developing adaptive-learning programs that help personalize the learning experience based upon the individual learner’s progress during chapter exercises and homework assignments. These cutting-edge approaches are helping improve student learning outcomes outside of lecture hours.

Inside the classroom, there are tools like CourseKey. A flexible Q&A system allows me to easily administer real-time, formative assessments that offer visual results as soon as the last student response is submitted. The ability to gauge my student audience with non-graded polling allows for a secondary, more qualitative look at what my students are retaining.

Each methods offer good ways to create engagement by keeping your finger on the pulse of the class. These data-driven approaches to engagement allow educators to become more flexible and proactive when early indicators of failure begin to show.

Where we go from here…

As we’ve talked about throughout this blog series, education is constantly evolving. As classroom sizes grow, the strong bonds once held between teachers and students are slowly dwindling. A connection between students and teachers is now in higher demand than ever, and as we know, it has the potential to yield many opportunities. However, it’s not too late to turn things around. With the assistance of mobile technologies in the classroom, teachers can once again retain and rebuild the strong relationships that make both sides more successful.

For professors: How do you stimulate engagement in the classroom? What techniques or activities do you have in place that consistently generate results?

For students: What can a professor do to make you feel more willing to speak up and engage? What makes you feel comfortable and ready to ask questions/participate?

Leave a comment below to share your experiences.

As we continue to explore more issues like this one in the blog series, our collective contributions will prove valuable. Share the article with a friend or colleague and see what they can come up with, as well.

Follow authors Kevin Popovic and Ryan Vanshur as we continue to share our own experiences and insights. Please connect with us on LinkedIn to speak directly.

Creating Engagement in the Classroom: Download Your Free ebook

 San Diego State University Lecturer Kevin Popović and SDSU student Ryan Vanshur combine their learnings about improving the classroom dynamic with their mutual experience and research, creating an insightful look into the strategies and technologies that influence today’s faculty and students.

Click here to download Your Free ebook

Attendance and Student Success

Investigating the relationship between attendance and classroom success.

Academia is constantly on the move.

Whether you’re a student or a professor, your life is hectic. It just is—and it has to be to keep up with the constantly evolving trends we touched on in our first blog post.

As a professor, specifically, one of the greatest day-to-day challenges is monitoring classroom attendance. I know, it seems easy, right? Roll call was never stressful when you were in school. You sit there and raise your hand or speak up when the professor calls your name. Easy enough.

But look at it from the other side, from behind the teacher’s eyes. Attempting to keep track of 500 students per section is exhausting, stressful and downright difficult. Using traditional paper-and-pen methods of tracking attendance also results in a waste of precious class time and paper resources. Over the course of a semester, 10 minutes per day results in a near-three-hour waste of time. That’s a lot of learning your students won’t receive.

If you try to streamline the process and track attendance by having students sign-in to class, you’ll use a dozen sheets of paper per lecture, all of which you then then have to collect, log, and save for years to come. You also rely on the students being honest and not signing in their friends who decided to sleep in. Good luck with that one.

As a result, many classrooms have chosen to simply do-away with attendance altogether, but is that the answer?

For a student, the concept of an attendance-free class is liberating—and dangerous. After all, if no one is even going to notice you aren’t there, what’s the point in going? That hour saved in class provides a student with the false sense of freedom, and they can choose to spend that time at the beach, with a friend, at the mall—whatever they want. But then midterm exams roll around, and those six hours saved by not going class have transformed that student’s A to a C (or worse), all because they could not comprehend the material.

CourseKey sent out a survey to professors at San Diego State University to track the importance of attendance. All professors surveyed said attendance was either somewhat (25%), or very important (75%), but (60%) report not taking attendance. Less than 10% of professors reported that they take attendance with an iClicker, while more than 60% report that they do not take class attendance.

What is holding professors back to record their students’ attendance? The answer is time and effort.

“I do think attendance is important to inspire engagement. I highly value in-class exercise where students form groups and help each other. It helps with their own understanding a lot since you only fully understand it if you can explain it to your friends. But I never really force attendance since my philosophy is I want my class to be interesting enough so my students will simply attend voluntarily instead of being forced to my class every morning.” –  Professor Jeff Wang, SDSU Charles W. Lamden School of Accountancy


I’ve personally experienced what Professor Wang mentions here. If a teacher makes his/her class interesting or unique, I’ll go. Another option is for the professor to go above and beyond what is necessary to ensure student success. Extended hours, more personal engagement, and opportunities to speak beyond the classroom make me want to show up. When somebody goes the extra mile for you, you want to return the favor. But when a class is gigantic and there’s little personalization, the results are predictable:

“Every large lecture class that I’ve been enrolled in seems to magically triple in size on the day of the exam,” says Emily Flannigan, a senior majoring in Speech and Language Hearing Sciences. “They know that the professor doesn’t bother to check who is missing on any given day, so they just show up on the one day they have to.”

“I wouldn’t say that my grades are ‘great’, but I don’t think that attendance has any relation to my overall performance,” says Karen Rai, a senior majoring in economics. “I can teach myself the material on my own time.”

Educators implement some strategies to combat these problems and to encourage student attendance. Dr. Amy Randel, an SDSU professor who teaches business management, uses an interesting, traditional method. In the beginning of each class, she draws five random names out of the hat and tracks their attendance. This encourages students to come to class to avoid being chosen.

As we identified in our first blog post, though, the classroom is changing. It’s becoming more modern, more advanced. If students need fancier high-def projectors, smart boards, and cloud-based apps to maintain their engagement, couldn’t a technologically advanced method of tracking attendance pique their interest, too?


As the classroom has evolved, so too has the need to track students’ engagement within it. This semester, I implemented CourseKey for managing attendance. I generate a unique code and share it with my students from my PowerPoint when they start filtering into class about 10 minutes before we start. As each students enters, they see the code, enter it into CourseKey from their mobile device, and the systems tracks their attendance. The GPS-based locator keeps them from sharing the code outside of class with students not present, and I really know who is in class and who is not.

I also have an onlne roster with a student profile. If a student has added their picture, I can now put a face with the name. This is particularly useful at the beginning of the semester as I am trying to get to know them and they are trying to get to know me. It’s personal, it’s forward-thinking, and it’s useful for both the professor and the student. From my perspective as an educator, it’s everything I could want from both sides of the ball.

There’s little doubt that attendance plays an important role in a student’s academic success–as I always say, “You have to show up for something good to happen.” More engagement equals better results, and in today’s world, professors have more access than ever before to technological advances that can revolutionize the way they take attendance and improve classroom engagement.

Just as the slate blackboard morphed into a high-definition, multi-functional smart interface, the paper-and-pen method of taking attendance will likely give way to the new age—one defined by efficiency, accuracy, and benefits all around.

Have an effective attendance-taking strategy? Leave a comment to share your insights and experiences.

Leave a comment below to share your insights and experiences to contribute to our greater understanding of what works, and what works better. Share this article with fellow students and colleagues at your educational institution.

Follow authors Kevin Popović and Ryan Vanshur as we continue to share what we are learning. Please connect with us on LinkedIn to speak directly.

Creating Engagement in the Classroom: Download Your Free ebook San Diego State University Lecturer Kevin Popović and SDSU student Ryan Vanshur combine their learnings about improving the classroom dynamic with their mutual experience and research, creating an insightful look into the strategies and technologies that influence today’s faculty and students.

Click here to download Your Free ebook

An Introduction to Creating Engagement in the Classroom

An Introduction to Creating Classroom Engagement: Understanding the challenges of the modern learning environment.

Remember your very first classroom? If your grade school was like most, it was a rectangular room, with the students’ desks lined up facing toward the teacher’s so you could see the chalkboard and pay attention to the lesson of the day.

The mimeograph sent a distinct scent wafting across the room, the overhead projector meant it was time to break out the pencils and paper, and the screech of the chalk across the slate blackboard spiked the hair on your neck on a daily basis. No matter where you went to school, you can probably relate to one—or all—of these classroom experiences.

But this ubiquitous, nostalgic classroom, like virtually every aspect of our modern lives, has evolved. Small, intimate male-based classrooms instructed by a single female teacher in a one-room schoolhouse are now full-on institutions, co-ed in faculty and students alike.

But as the buildings and institutions grew, the walls separating the classrooms slowly disintegrated. With the rise of technology and an overall encouragement of free thinking and creativity, students’ work today transcends the classroom and permeates every aspect of their life. Just because they left class doesn’t mean they’re done learning. Not today.

Online lessons, mobile learning apps, cloud-based services, and more allow students to interact and engage—constantly—with their material. This creates a problem, one we’ve encountered throughout the classroom’s history. Those transparencies on the overhead projector were once cutting-edge and amazing and instructors had to learn how to utilize them to best serve their students. There was a learning curve, but once it was conquered, learning was never the same.

The same goes for our modern learning environment. Some innovative, potentially confusing technology exists to aid our students, but soon, we’ll wonder how we ever taught without it.

From the professor…

In my first classroom, I had a computer and video projector. It’s what I expected in 1998 as a teacher at a modern educational institution. The technology enabled me to present my content to the entire class in a more interesting format with the goal of increasing their engagement. The better my content, the better the presentation, the better the engagement appeared to be.

In my second classroom (circa 1999), I had access to the Internet and so did my students. The technology enabled my content to be available both during the class and after the class, again with the goal of improving engagement. As I used more technology to track the student access (Google Analytics), I was able to prove engagement.

With each classroom since, there has been more technology provided by the school, and the support to keep it operating (thank you, IT departments everywhere). The challenge has been, and continues to be, my ability to apply it to my entire class in a way that actually creates engagement with each student.

From the student…

For Luke Sophinos, Founder and CEO of CourseKey and a junior communications student at San Diego State University, the change from high school to college was both challenging and enlightening.

After leaving his small hometown in Colorado, Luke arrived on the 35,000-student campus to find a maze. A new learning environment. A classroom packed with 500 students. Social pressures and anxieties. He transformed from 18-year-old Luke Sophinos, a promising student known on a first-name basis with his teachers, to the kid behind the guy with the hat to the right of the girl that keeps popping her bubble-gum.

This lack of individualized instruction is not our educators’ fault. Both teachers and their students are set up for failure in our current system: 500 students, one professor, daily lessons, and one hour to execute them. Good luck getting to know Luke Sophinos, prof.

About this series…

This entire series — Creating Engagement in the Classroom — co-authored by students and professors—sparks constructive conversations about an antiquated education system.

It feels like a waste of time to sit in huge lectures and not be able to ask questions, so I avoid signing up for them when I can because I often end up teaching myself the material later.” – Ana Cecilia Medeiros, SDSU Senior (International Business)

I like to engage most with professors who make sure to include me in part of the conversation. When I feel that the professor really values my opinions, thoughts and questions, I am much more comfortable contributing in class.” – Kelsey Moss, SDSU Senior (Journalism & Media Studies)

Honestly, I do not really feel like I meet or connect with many students in my large lecture classes. There are so many students packed into such a large room that it can be intimidating to try and approach a fellow classmate, even if it’s just for help with an assignment.” – Chelsea Baer, SDSU Senior (Journalism & Media Studies)

Identifying the right solution(s)…

Students want to be more involved in their education. Routinely sitting in class, jotting down notes, and leaving with their head down and laptops in hand is just not sufficient.

The first attempts to actively engage students through technology came from professors at the University of Illinois in 1999. These student-response-systems (SRS) are four-button hardware remotes that allowed professors to send out multiple-choice questions throughout different points of the lecture.

As mobile phones took off, the polling technology shifted from hardware to software using SMS text-messaging systems. Students are now being engaged through their cellular phones and were no longer required to purchase additional hardware that might only have been used in a single lecture.

Today, Bring Your Own Device (BYOD) programs provide educators the ability to use a range of mobile tools, making them an instant point of access to an infinite amount of information. Digital intelligence is the common language among higher education students and can act as an amplifying force for other areas of preferred learning. These types of innovations can transform a device from a “traditional classroom distraction” into a “dynamic engagement tool”.

Research on undergraduate education from the CCSSE Validation Research finds that the more engaged students are, the more likely they are to achieve their academic goals. The study concludes: student engagement matters.

One emerging solution is web-based applications, like CourseKey, a platform that can facilitate this end. These can promote remote collaboration and provide valuable data for the professor, potentially helping determine where the opportunities lie in a classroom to increase student engagement.

Moving forward…

The evolution of the classroom brings opportunity and responsibility for instructors. Lifelong learning for students relies on effective educating, and effective educating relies on listening to the students and taking the time to construct lessons that best encourage them to engage.

By leveraging technology for education, we can support the efforts of our teachers and increase the potential for this result. We can enhance the classroom forever.

Throughout this series of articles we will continue to address and discuss changes in the ever-changing modern classroom. The feedback we receive from educators and students alike is instrumental to our continued learning, and ultimately our success.

Join our conversation.

Leave a comment below to share your insights and experiences to contribute to our greater understanding of what works, and what works better. Share this article with fellow students and colleagues at your educational institution.

Follow authors Kevin Popović and Ryan Vanshur as we continue to share what we are learning. Please connect with us on LinkedIn to speak directly.

Click here to download Your Free ebook