McKenna Kohler, a student at UNC Charlotte, shares how her critical thinking skills improved since using Packback.
The Packback Blog
Nejla Routsong found that by giving her graduate students a place to safely ask questions and explore their ideas, they were more willing to be vocal in the classroom.
Dr. Kimberly Judson shares how Packback helped her identify confusing areas of content for students. Once she knew what students didn’t understand, she was able to create class activities to help them learn.
Dr. Angela Montague shares how she was able to implement Packback into her course in less than 5 minutes.
Dr. Joseph Dowd shares how easy it is for him to grade students’ discussion on Packback by using a mix of participation and the Curiosity Score!
Dr. Rajan Mahadevan shares how discussions on Packback motivated students to post higher-quality questions.
Closed-ended questions aren’t just questions that can be answered with a “yes” or “no”! We consider a closed-ended question to be one that has a straight forward response — there is a correct answer to it, it can be found on Google or in a textbook, or it can be copied and pasted from another source.
Dr. Christopher Kiscaden shares how Packback’s artificial intelligence allows him to spend less time policing discussions and more time interacting with his students.
Dr. Brynn Welch shares how with Packback, she’s able to grade each class discussion in just 5 minutes!
There is strong evidence that peer learning is an effective way to motivate deeper learning in the classroom. In this webinar, Alex Gainer of the University of Alberta shares three strategies instructors can use to transition their class from the traditional chalk-and-talk lecture to an environment that encourages effective peer learning.