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In a junior-level mass transfer unit operations course, groups of four used IF-AT forms to self-pace through scaffolded in-class problems, verify progress, confront misconceptions via cooperative discussion, and ask the instructor only when genuinely stuck. In a 100-student setting, two problems in weeks 5 and 13 received highly positive feedback from students and instructors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/self-paced-active-problem-solving-using-immediate-feedback-if-at-scratch-off-forms-in-large-classes/588753/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/self-paced-active-problem-solving-using-immediate-feedback-if-at-scratch-off-forms-in-large-classes/588753.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are active learning approaches difficult to implement in large classes?","Question",{"text":112,"@type":113},"Large enrollment and limited resources create constraints on the number of questions and the speed at which students progress, making traditional approaches harder to manage effectively.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do IF-AT scratch-off forms support self-paced learning and feedback?",{"text":117,"@type":113},"Students read a multiple-choice question, select an option, scratch off the film to reveal correctness, and use the immediate result to monitor progress and resolve misconceptions through group discussion.",{"name":119,"@type":110,"acceptedAnswer":120},"What was the course setup and outcome for using IF-AT forms?",{"text":121,"@type":113},"In a junior-level mass transfer course with 100 students, an instructor and teaching assistant facilitated two IF-AT problems in weeks 5 and 13, and student and instructor feedback was highly positive.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588753,1792273456,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2018  \nSelf-paced, Active Problem-Solving Using Immediate Feedback (IF-AT; Scratch-off) Forms in Large Classes  \nSTEPHANIE G. WETTSTEIN Montana State University Bozeman, MT  \nABSTRCT  \nIn-class example problems that students work out on their own using active problem-solving are typically well received and help the students better learn the material; however, they are difficult to enact in large classes with limited resources due to the number of questions received and the speed at which different students work through the problem. In a Junior-level mass transfer unit operations course, immediate feedback (IF-AT) forms were used to allow groups of four students to self-pace through in-class problems. The immediate feedback forms allowed students to check their progress, use cooperative learning to resolve their misconceptions, and ask the instructor questions only when truly stuck. In a class of 100 students, with one instructor and one teaching assistant, two problems were worked through, once in week 5 and the other in week 13, using the immediate feedback forms. Student and instructor feedback was highly positive.  \nKey words: IF-AT forms, Large class, self-paced learning  \nINTRODUCTION  \nResearch has shown time and again that traditional lecturing does not allow students to actively choose and evaluate strategies, which is important for developing independent thinking.1-2 When considering engineering majors, independent thinking is critical to their future careers. Unfortunately, due to increasing enrollments, it is becoming common to have class sizes of 100 plus students anda lone instructor, which often results in a traditional lecture-based class since it requires the least amount of work. To improve student’s mastery of the subject material and conceptual understanding, many studies have proven that active learning helps engage students, which leads to meaningful learning.2-3 Thankfully, many active learning strategies can be implemented with minimal resources such as ConcepTests,4-5 think-pair-share,6 one-minute papers,7 and in-class problems.8  \nSPRING 2018 1  \nADVANCES IN ENGINEERING EDUCATION  \nSelf-paced, Active Problem-Solving Using Immediate Feedback (IF-AT; Scratch-off) Forms in Large Classes  \nConcepTests are multiple-choice questions that students typically respond to using a student response system, such as clickers. They are easy to implement in large classes since they require only a multiple-choice question and can even be responded to with a show of hands. During the class, a topic is presented and then a multiple-choice question is asked in which each student answers using their clicker. The students can answer on their own, or peer instruction/think-pair-share can be incorporated by allowing the students to discuss the answer before responding with the clickers.  \nActive learning using think-pair-share begins with a problem that the students individually work on for a few minutes and then discuss with another student to improve their answer. After some time, the instructor then randomly calls on an individual to share their response.6, 9 Since the students first individually think about the problem, the students can improve their metacognition.9  \nOne-minute papers can take many forms from having students recap the important learning objective of the class to finding out what lingering questions students may have on a topic that can be addressed in the following class. Typically at the end of class, the instructor hands out note cards or students use a sheet of paper to write their response to the posed question. The responses are then reviewed and addressed in the next class if necessary.  \nThese active learning techniques can be easily implanted in large, and even mega-sized,10 classes using single component questions (stand-alone and do not rely on answering a prev","cbCaipKrP0jAlHFu","https://ap.wps.com/l/cbCaipKrP0jAlHFu","pdf",798403,18,"English","# Introduction\n# Background: Active Learning Strategies in Large Classes\n## ConcepTests, Think-Pair-Share, One-Minute Papers\n## Limits for Scaffolded Analytical Problems\n# IF-AT Forms: Immediate Feedback–Assessment Technique","[{\"question\":\"Why are active learning approaches difficult to implement in large classes?\",\"answer\":\"Large enrollment and limited resources create constraints on the number of questions and the speed at which students progress, making traditional approaches harder to manage effectively.\"},{\"question\":\"How do IF-AT scratch-off forms support self-paced learning and feedback?\",\"answer\":\"Students read a multiple-choice question, select an option, scratch off the film to reveal correctness, and use the immediate result to monitor progress and resolve misconceptions through group discussion.\"},{\"question\":\"What was the course setup and outcome for using IF-AT forms?\",\"answer\":\"In a junior-level mass transfer course with 100 students, an instructor and teaching assistant facilitated two IF-AT problems in weeks 5 and 13, and student and instructor feedback was highly positive.\"}]","Self-paced, Active Problem-Solving Using Immediate Feedback (IF-AT; Scratch-off) Forms in Large Classes | PDF",1792065871,45]