Primetime learning: collaborative and technology-enhanced studying with genuine teacher presence

While physics education research has introduced several effective instructional strategies, most of them still rely on traditional teacher roles, depend on the presence of classrooms, and cling to a summative assessment. Here we summoned all the lessons learned from science education research and developed a new, practical, and transformational instructional strategy, the primetime learning model.(1) We devised the model by organizing the basic elements of active learning into a theory-based four-step study process. The model is based on collaborative and technology-enhanced learning, on versatile formative assessment without a final exam, and on genuine teacher presence through intimate meetings between students and teachers. We piloted the model on two university physics courses on thermodynamics and optics and observed persistent student activity, improved retention, enjoyable learning experience, and robust learning outcomes. The model suits particularly well for courses that, in addition to the teaching subject itself, focus on teaching balanced study routines and strengthening social integration.

(1) P. Koskinen, J. Lämsä, J. Maunuksela, R. Hämäläinen, and J. Viiri, International Journal of Science Education (2018) 5:20