At any point during the class, the instructor can pause to have the learners answer questions anonymously. This can be followed by a chance to compare their answers before repolling to see if there was a change in responses.
Co-Curricular (experiences outside of the formal classroom but contribute to student learning) Members of the student conduct board are asked to write a recommendation for disciplinary action following a conduct hearing.
Universal Design for Active Learning
Universal Design for Active Learning UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Timing & Pacing Allow sufficient response time before closing. Some students need more time to read, process, and select.
Social Interaction Use anonymous polling tools to lower social stakes. Avoid requiring individuals to explain their response publicly.
Information Accessibility Display question and options in writing. Share results visually and explain trends aloud after the poll closes.
Ways to Participate/Express Allow response through a digital polling tool, a show of hands, or a written submission to the instructor.
Online Adaptations
Coming Soon!
Additional Resources
Arjomandi, A., PALOYO, A., & Suardi, S. (2023). Active learning and academic performance: the case of real-time interactive student polling. Statistics Education Research Journal, 22(1), 3-3: https://iase-web.org/ojs/SERJ/article/view/122
Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Mezmir, E. A. (2020). Qualitative Data Analysis: An overview of data reduction, data display and interpretation. Research on Humanities and Social Sciences. https://doi.org/10.7176/rhss/10-21-02: https://core.ac.uk/download/pdf/356684456.pdf
