Feedback November 2002 (Vol 43 No 4)

Figure 2. Good Practice and the Enriched ClassroomLearning Principle Conventional Classroom Enriched Classroom(Chickering & Gorham, 1987) Constraint SolutionStudent-faculty Contact Limited Time in the Classroom On-Line CoachingCooperation among StudentsLimited Time in the ClassroomGeographic Distance betweenStudentsOn-Line Group WorkActive Learning Lecture Format On-Line Simulations, Games,Puzzles, and other ActivitiesPrompt Feedback Heavy Faculty Workload On-Line QuizzesElectronic AnnotationTime on Task Poor Time Management Organized On-Line StructureHigh Expectations Large Course Sections Outcome Driven GoalsRespect Diverse Ways of Learning Limited Time in the Classroom Diverse On-Line and In-ClassIgnorance of Different Styles AssignmentsIt is a further goal of the Enriched Classroom to move students beyond the structuralaspects of the quantitative phase of learning (enumeration, description, listing) to therelational and abstract aspects of qualitative learning (comparison, analysis, generalization,hypothesis) (Biggs, 1997). The Enriched Classroom addresses different learningstyles, expands the conventional classroom in time and space, and follows the fundamentalprinciples of good teaching practice. This has the dual benefit of helping thefaculty member cover the necessary course content and maximizing student learning inthe process.ReferencesAstin, A. (1997). What matters in college? Four critical years revisited. Paperbackedition. San Francisco: Jossey-Bass.Biggs, J. (1997). Assessment: An integral part of the teaching system — Twomodels. AAHE Bulletin, 51 (9): 10- 12.Brookfield, S. (1990). The skillful teacher: On technique, trust, and responsiveness inthe classroom. San Francisco, CA: Jossey-Bass Publishers.Chickering, A. and Gorham, Z. (1987). Seven principles for good practice in undergraduate education. Wingspread Journal, 9 (2): 1-4.36Feedback November 2002 (Vol. 43, No. 4)