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The Packback Blog
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. Christoper Capp shares how implementing Packback helped his students connect what they learned in previous courses to what they were learning in their senior-level biochemistry course.
Dr. Danielle Goodspeed shares her secret for getting students excited to participate in just 15 minutes a week. She uses Packback’s Feed Sorting feature to find three students questions to bring into class.
Since implementing Packback, Dr. Erwing says he’s been satisfied with how his students have been discussing class concepts to better understand the world around them.
Dr. Corey Fox wants the students that complete his business strategy capstone course at Texas State University to have strong communication, critical thinking and application skills. “We want [students] to be able to do things like communicate both written and orally, develop analytical and critical thinking skills [and] be able to integrate some of the […]
Dr. David Munson of Texas A&M University explains how Packback solves a problem for in-class-based assignment structures because it gives students the power to interact with each other. He also explains how Packback helps students build rapport with their peers.
Dr. Paivi Hoikkala teaches upper-level online history courses at California Polytechnic State University, Pomona. Her primary goal, aside from getting her students to have a general sense of chronology, is to help them make connections between the past and the present. “One of the main things I want students to get from the class is […]
Dr. Corey Fox of Texas State University shares how Packback helps his students achieve important skills such as communication, interaction and critical thinking.
Since implementing Packback, Dr. Matt Goren from the University of Georgia has not only been satisfied by students’ posts online, he also noticed students becoming more vocal in the classroom.