Oceanography The Official Magazine of
The Oceanography Society
Volume 29 Issue 04

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Volume 29, No. 4
Pages 207 - 208

OpenAccess

THE OCEANOGRAPHY CLASSROOM • Course Design Principles for Enhancing Student Learning

Leilani Arthurs
First Paragraph

Myriad variables affect what and how students learn. An individual instructor has little influence over most of these variables; nevertheless, how an instructor designs a course is within his/her sphere of influence. Before we consider course design principles for enhancing student learning, I invite you to close your eyes and imagine the following scenario: You need to get to a conference where you are presenting recent research findings. How are you going to get there? How much time do you have to get there? How much of your budget will
cover transportation?

Citation

Arthurs, L. 2016. Course design principles for enhancing student learning. Oceanography 29(4):207–208, https://doi.org/10.5670/oceanog.2016.93.

References

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Krathwohl, D.R. 2002. A revision of Bloom’s taxonomy: An overview. Theory into Practice 41(4):212–218, https://doi.org/10.1207/s15430421tip4104_2.

Savory, P. 2012. Making teaching and learning visible. Discipline-Based Education Research Group Speaker Series. Digital Commons, University of Nebraska-Lincoln, April 3.

Schwartz, D.L., and J.D. Bransford. 1998. A time for telling. Cognition and Instruction 16(4):475–523, https://doi.org/10.1207/s1532690xci1604_4.

Wiggins, G.P., and J. McTighe. 2005. Understanding by Design, 2nd ed. Association for Supervision and Curriculum Development, Alexandria, VA, 370 pp. 

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