Abstract:

If the main goal of college is to educate its students then educators should look at implementing high impact practices tying them into student’s learning styles to achieve the greatest outcome. If we, as educators, believe that learners are diverse and not all the same then they should be looked upon as individuals and present information in a way that addresses each student’s learning style. Educators need to teach with instructional strategies that complement each student’s learning style helping them to master the given tasks at hand.

During this past year, living through the worst pandemic that we have experienced, students were forced to dive into remote learning at an moment’s notice without any preparation or advanced warning. Classes were presented synchronously (educators trying to present class work as if they were in the physical classroom) or asynchronously (whereby students were given assignments to complete on their own with minimal professorial directions).

This paper will discuss how, over the term of the pandemic (two and a half semesters) the author taught several college freshmen classes in a freshmen seminar course synchronously utilizing high impact practices taking into consideration individual student’s learning styles.

Keywords:

High Impact Practices, Learning Styles, Sychronous Learning.