According to the National Center for Academic Transformation (NCAT), an emporium-model course encourages active, student-centered, and self-directed learning, while presenting opportunity for one-on-one help from the instructors, tutors, and/or teaching assistants who staff the computer lab. Instead of lectures, students engage in a lab setting that requires hands-on interaction with computer-based tutorials, assessments, and other learning materials. Though this model is generally most frequently seen in mathematics, other disciplines are experimenting with it as well.
If you’re intrigued by this idea, but are accustomed to delivering traditional, lecture-based instruction, you may be wondering how such a model works in practice. Fortunately, many instructors are willing to share their experiences, giving you a glimpse into the planning and processes that drove their redesign and conveying the positive outcomes that have come about as a result of its implementation.
In this webinar, Solomon Willis, an instructor at Cleveland Community College (Shelby, NC) describes how his institution came to implement an emporium-structured developmental math course. He also explains how Enhanced WebAssign helped them design an eight-week program with a self-paced learning environment that fosters mastery-based learning, as well as increased student engagement with the material.
Review the SlideShare presentation below, and view the entire recorded webinar here.
Exploring course redesign? Cengage Learning’s trained consultants, instructional designers, subject matter experts, and educational researchers offer a variety of services to guide you through the process of redesigning your curriculum. For additional information, visit our Course Redesign page. To learn more about Cengage Learning’s full portfolio of educational services—including Peer-to-Peer Faculty Development & Consulting, Curriculum & Program Development, and Student Lifecycle Management—visit our Engagement Services Web site.