Thank you for sharing your findings! The facts presented in the opening statements give me pause (large classes that range from 400-1000 students-- how could one instructor even manage a lecture of this size? 
Your paper provides detailed background about the problem and the suggestions you have shared for active learning techniques in the larger lecture setting were very interesting!
One critique is to consider incorporating a bit more recent literature to support the background.  Thank you for sharing your findings. Respectfully, Danielle

  Thank you, Jeffery, for sharing the results and explanation of these learning strategies. One question it raised for me was the connection between your findings and the Classroom Assessment Techniques that I employ in the Critical Thinking course I teach. Although the class sizes are relatively small and the format (online) is different, there are perhaps some common threads between any methods that focus on formative assessment, which surely has a role in the strategies that you discuss.

  You accordingly emphasize the desired move away from rote memorization in the direction of active learning, which I think is so important. In a sense, it is even the quality of any real teaching, depending on the concept of imparted knowledge that one is working with. Mental list-making, when construed as an end in itself, is only cognitive development in the most artificial sense.

  So a real danger that calls for important research and action against is convenience. Larger classes invite more mechanical teaching methods whether in complementary or primary contexts. I thought your paper did an excellent job of clearly and thoroughly emphasizing that convenience has negative consequences if not employed rightly and, which is crucial, you get into details of alternative, engaging techniques.

Hi Jeffrey, I enjoyed reading your paper with that kind of detailed and useful pedagogical contents need to create student-centered learning. Yes, active learning warrants the instructor to be more of a facilitator than an authoritarian leader in the classroom. This is the bigger part of new generation of education, which calls for consistent engagement and collaboration among learners. The pervasiveness of online learning, blended learning, or flipped classroom model of classroom instruction, as a result of the use of technology to promote active learning, has gained momentum within the last decade. Google Apps for Education (GAFE), Google Sites, for example, provides faculty and students both communication and collaboration capabilities to achieve optimum productivity within the classroom environment. GAFE also promotes active learning in the classroom. 

Thank you - LJ

What a pleasure to read your submission. I am always interested (for myself and my peers) in learning new strategies to improve student engagement. The strategies are on point and some were actually part of a recent Advancement Via Individual Determination (AVID) workshop I attended. It's big in my area of the country (Central Florida).   My comments are just observations and you may or may not find them applicable :)  

• I did note a typo on page 18 "The lecturer may check the web page during the lecturer..."  It does also go on to use the pronoun "They" when following a single noun "lecturer"; whether that is incorrect may be debatable, but it is easily remedied by changing that to "lecturers." 
• On page 1, where it states there was an enrollment increase of 43% - I may just be reading it wrong, but I'm not sure what the comparison to is...an increase over what or what time frame? 
• On page 4, where it says "One of the goals of this professional development..." it might read clearer if it read "...professional development workshop..." or "...professional development activity..."
• I like that the beginning activity immediately involves higher level thinking. Would this activity be collected for review, or perhaps compiled through the semester and collected at the end for a small grade?
• For the Note Check activity on page 11, I like that you included an approximate time frame it will take to complete the strategy. Having that information is critical if instructors are going to consider implementing any given strategy.
• For the Focused Listening activity, it mentions that this allows the lecturer to check for understanding. Would you call on a few students to ask what they wrote? I'm in favor of short writing activities because it does require thinking, which is then reinforced by the adctual writing.
• Page 14 "...six-word memoir activity..." did you mean "memory activity" or did I misread an earlier segment?
• The section on the Flipped Classroom was explained well. I have always been aware of the term, and the article provides a nice overview of it. A comment on the concept itself would be that I don't think it's realistic to rearrange physical space in a lecture hall of 500 students. It also may limit the content that can be covered (by going in-depth), but this may not be a bad thing. I am personally aware of a prestigious university utilizing TAs for all intro. courses, in large lecture halls. It is essentially presented as a flipped classroom, however, it doesn't appear that the background work is always done and it's more of a "teach yourself" scenario. 
• I love the suggestion that the lecturer perhaps place him or herself somewhere other than the front of the lecture hall. While I don't think it would work to do it for every class meeting, proximity works and it could be very engaging for the students if the instructor navigates throughout the class to call on students. 
• It was interesting to me to read that some hesitation comes from instructors being concerned about losing control of the classroom if they allowed cooperative learning activities.

Again, great job on this. I think the introduction is excellent..it made me interested in reading on and I learned from the content. The conclusion provided a good overview of what the response was from your workshop participants and addressed some of the concerns the readers may have.