Quick Fix: Sustaining Classroom Engagement During a 100-Minute Session Through the Review–Lecture–Reflection Cycle

Maintaining classroom engagement during extended undergraduate classes is particularly challenging in technology-rich learning environments where students routinely use internet-connected devices. This article presents a reflective account of the Review–Lecture–Reflection Cycle, a simple instructional routine implemented in an undergraduate New Media course. The cycle combines student presentations, individual review writing, instructor explanations, classroom discussion, and written reflection within a single 100-minute session. Rather than relying on student surveys or formal evaluation, this article is based on collaborative classroom observations conducted by the two instructors and their reflections on students’ routine learning artifacts. The observations suggest that the structured sequence encouraged more continuous participation, supported active processing of course content, and provided immediate formative insights into students’ developing understanding. The Review–Lecture–Reflection Cycle offers a practical and easily adaptable strategy for presentation-based undergraduate courses without requiring additional technology or substantial curriculum redesign.