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1.
Anguelina Popova Paul A. Kirschner Richard Joiner 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):330-339
A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either planned or spot quizzes) and the like can be used to maximise learning. This study uses two well‐documented tools for learning from text—advance organisers and higher order questions—adapted for use with podcasts. Student evaluations of their experience of being primed for lectures with podcasts are described. The findings show that audio advance organisers and questions experienced by students have a positive influence on learning, because they help students bridge the conceptual distance between new and prior knowledge, better understand the topics in the lectures and stimulate thinking more deeply about the lecture's content and the possible applications of the subject of the lecture. 相似文献
2.
Brent R. Snider Janice B. Eliasson 《Decision Sciences Journal of Innovative Education》2013,11(2):147-157
This teaching brief describes a 30‐minute game where student groups compete in‐class in an introductory time‐series forecasting exercise. The students are challenged to “beat the instructor” who competes using forecasting techniques that will be subsequently taught. All forecasts are graphed prior to revealing the randomly generated actual demand. Experiential learning and forecasting exercises are reviewed before detailing how the game is administered and debriefed. Student survey results (n = 247) provide evidence of teaching effectiveness, including that 78% of students said that playing the game increased their interest in learning the forecasting techniques that were used by the instructor. 相似文献
3.
Zuway‐R. Hong 《International Journal of Science Education》2013,35(15):1971-1988
This study investigated the effects of a collaborative science intervention on high achieving students’ learning anxiety and attitudes toward science. Thirty‐seven eighth‐grade high achieving students (16 boys and 21 girls) were selected as an experimental group who joined a 20‐week collaborative science intervention, which integrated and utilized an innovative teaching strategy. Fifty‐eight eighth‐grade high achieving students were selected as the comparison group. The Secondary School Student Questionnaire was conducted to measure all participants’ learning anxiety and attitudes toward science. In addition, 12 target students from the experimental group (i.e., six active and six passive students) were recruited for weekly classroom observations and follow‐up interviews during the intervention. Both quantitative and qualitative findings revealed that experimental group students experienced significant impact as seen through increased attitudes and decreased anxiety of learning science. Implications for practice and research are provided. 相似文献
4.
Structured collaborative learning activities undertaken in two graduate level classes are described. Student and instructor perspectives on these activities are explored based on data collected through interviews, open-ended evaluation instruments, and journals. Four perspectives on collaborative learning emerged from the data: (1) student expectations; (2) instructor tolerance for ambiguity and flexibility; (3) student reliance on authority; and, (4) evaluation of student learning. Suggestions for implementing collaborative groups in graduate courses are presented.Julie A. Hughes Caplow is an Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. She received her Ph.D. from the University of Iowa in Higher Education Administration. Her areas of interest include postsecondary instructional strategies, faculty beliefs about teaching and knowledge, and postsecondary curricula. CarolAnne M. Kardash is an Associate Professor of Educational and Counseling Psychology at the University of Missouri-Columbia. She received her Ph.D. from Arizona State University in Educational Psychology. Her areas of interest include text processing, reading comprehension, and instructional and learning strategies. 相似文献
5.
Lang H Stinson M Kavanagh F Liu Y Basile M 《Journal of deaf studies and deaf education》1999,4(1):16-27
Six learning style dimensions of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) were examined in this study with 100 deaf college students. In addition, six corresponding scales of teaching emphases were administered to the 16 instructors of these students. Student mean scores were higher for the dependent, participative, collaborative, and independent dimensions than for the competitive and avoidant styles. The participative learning style correlated significantly with course achievement and course interest, which suggests that an emphasis on active learning may be desirable. For instructors, as with students, the mean scores for teaching emphases were found to be higher for the collaborative, dependent, participative, and independent dimensions. the similar patterns of results for students and teachers suggest a correspondence between the learning styles and the teaching emphases. 相似文献
6.
Evaluation of usage of virtual microscopy for the study of histology in the medical,dental, and veterinary undergraduate programs of a UK University 
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下载免费PDF全文 Margaret K. Gatumu Frances M. MacMillan Philip D. Langton P. Max Headley Judy R. Harris 《Anatomical sciences education》2014,7(5):389-398
This article describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry, or veterinary science at the University of Bristol, United Kingdom. Features of the VM implementation include: (1) the facility for students and teachers to make annotations on the digital slides; (2) in‐house development of VM‐based quizzes that are used for both formative and summative assessments; (3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; and (4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes, and the accessibility of all components off‐campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching. The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6–3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in the year 2007–2008 to 22,000 in the year 2010–2011. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges. Anat Sci Educ 7: 389–398. © 2013 American Association of Anatomists. 相似文献
7.
How to close the achievement gap in the classroom so that no student is left behind becomes one of the most important issues nowadays. This study aims to construct a collaborative and competitive game-based learning environment to improve English proficiencies and reduce the achievement gap for disadvantaged students. The Wireless Crossword Fan-Tan Game (WiCFG) system was implemented to provide teachers with an innovative approach to guide students’ learning through a positive involvement with the uses of tablet PCs. The experiment was conducted in an elementary school in Taiwan to investigate whether this approach would facilitate students’ learning effectiveness and interactions. Thirty sixth-grade students were randomly assigned into a control group and an experimental group. Both qualitative and quantitative data were collected from surveys, interviews, observations and video-recordings. The results indicate that integration of the WiCFG system in the collaborative and competitive game-based learning environment leads students to a better interaction between different levels of students. This innovative approach might have the potential to close the achievement gap for disadvantaged students. Moreover, some principles of the classroom strategy are suggested as guidelines. 相似文献
8.
《College Teaching》2013,61(2):50-54
Abstract Inviting students to take an active role in planning writing assignments and developing grading criteria opens the lines of communication between instructors and students, leading to a nurturing collaborative learning environment. This article explores the stages of the writing assignment and offers suggestions for making each step purposeful and successful. Student feedback allows instructors to improve the course and instructor guidance allows students to improve their coursework. Although it does take time and effort, a collaborative atmosphere provides support to both groups so that common goals can be met. 相似文献
9.
Jamie S. Switzer 《Innovative Higher Education》2004,29(2):89-101
A constructivist approach to teaching encourages students to seek answers for themselves, while the instructor acts as a guide and facilitator as students pursue information gathering and knowledge construction. In a large class, it is difficult to use a constructivist model of education simply because of the number of students involved. This article discusses how a university instructor was successful in creating a constructivist learning environment in a large class section. 相似文献
10.
Judith C. Stull Matthew L. Bernacki Susan Jansen Varnum Joseph P. Ducette 《Educational Research and Evaluation》2013,19(4):253-262
This study's goal was to quantify the effects pre-lecture online quizzes and student-initiated inquiries to the instructor, either virtually or in person, had on students' achievement. Pre- and post-course tests were also implemented to an experimental and a comparison section of the same course. The number of electronic administrative contacts was positively related to achievement, and the number of in-person contacts was negatively related. The number of quizzes taken in the first section of the course was positively related, while the number of quizzes taken in subsequent sections of the course was not related, nor was quiz performance. Perhaps providing the opportunity to take the quizzes prompted the students to become involved in the course earlier on, thus establishing a sound basis for the following material. Complementing traditional teaching methods was not intrusive to highly structured course content already in place. 相似文献
11.
The purpose of this study was to evaluate students’ perceptions of clickers as an instructional tool to promote active learning in a Physical Geography undergraduate class. A convenience sample of 24 undergraduate students registered in a physical geography course was assigned clickers to answer chapter quizzes in class for 15 weeks during the semester. Data from student interviews, student surveys, and exam grades were used to analyze the findings. Overall, students were satisfied and gave high approval ratings for the use of clickers, particularly for enhancing their participation and engagement in class lectures. The study findings show that clickers promote student engagement in the teaching and learning process. However, students did not find clickers to be a motivating factor to study more for the course. The implications for the use of clickers as instructional tools to improve active teaching and learning in technology-rich classrooms are also discussed. 相似文献
12.
Theresa Ervin Conover 《Journal of Criminal Justice Education》2015,26(4):408-422
There have been a number of themes influencing teaching approaches in undergraduate education in recent years. These include experiential learning and an emphasis on providing research opportunities to students. Couple these themes with the current emphasis in the criminal justice field for researcher–practitioner collaboration and the confluence points toward a community-based research (CBR) approach. This study discusses CBR pedagogy and provides a specific example of its implementation in a criminal justice capstone course. Student outcomes indicate that CBR is a positive way to integrate collaborative, experiential research opportunities for undergraduate students. 相似文献
13.
We use a dataset of first-year engineering students from a selective research-intensive public university to examine the impact of same-gender teaching assistants on course grades and major field choice. Our sample consists of students who were randomly assigned to a section of an introductory engineering course and a graduate teaching assistant. Results suggest there may be small positive effects on course grades and the probability of majoring in a high-earning field for female students assigned to a female teaching assistant. Although the difference is marginally significant, the impact of a teaching assistant gender match for female students’ choice of a high-earning field is more pronounced in classrooms with a female instructor and above-median representation of female peers. Our results show limited evidence that female teaching assistants can provide the same benefits of a female instructor in STEM fields. 相似文献
14.
John Van Ast 《Community College Journal of Research & Practice》2013,37(3):173-189
This investigation used data collected from students who assessed their instructors' teaching and learning effectiveness. Instructors were community-college career and technical-education faculty enrolled in the Community College Induction Mentoring Program (CCIM), a jointly sponsored program between Iowa State University and the instructors' respective community colleges. These new faculty were involved in a structured mentor/mentee program in which the mentor was involved in a 1-day mentor training program. The mentor/mentee relationship was designed around annual goals with an action plan developed, executed, and assessed for each goal. One component of the mentor/mentee program involved documentation of an effectiveness plan, including students' perception of their mentored-instructors' teaching and, as a consequence, their own learning effectiveness. Students were asked to complete an evaluation instrument comparing their “reactions” and “learning” in classes taught by mentored instructors enrolled in the CCIM program relative to other nonmentored instructors. A total of 9 hypotheses provided the direction of the research. Student ratings were typically higher for new instructors who received peer mentoring. Mentees and mentors consistently reported a high level of satisfaction about their partnership. Supervisors voiced strong support for the program. This paper shares student survey results of mentee/instructor teaching and student learning effectiveness. 相似文献
15.
This experimental study examined the effects of an instructor’s face threat mitigation tactics on student self-efficacy for learning and perceived emotional support from the instructor in a written feedback setting. Participants (N = 401) were randomly assigned to one of two feedback scenarios in which level of face threat was manipulated. Student feedback anxiety was measured prior to being exposed to the feedback scenario. Results indicate that high face threat mitigation is positively associated with student self-efficacy for learning and perceived emotional support from the instructor. Results also revealed that feedback anxiety predicts lower self-efficacy for learning and less perceived emotional support from the instructor. Implications regarding theory, the measurement of feedback apprehension, and student–instructor communication are discussed. 相似文献
16.
This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course design involves 58 interactive narrated online modules, interactive online quizzes and biweekly online meetings with the instructor via video and voice-over-IP technology. Findings indicate that schedule flexibility motivates students to choose the online course format. Students in both learning environments felt they had high-quality communication with the instructor, while online students indicated limited peer-to-peer communication. Online students report studying more at home than face-to-face students, but not enough to compensate for the time face-to-face students spend in class. Reflecting on the findings, the authors suggest actions to improve the online course experience. 相似文献
17.
Kirsten A. Johnson 《Learning, Media and Technology》2011,36(1):21-38
Greater numbers of instructors are turning to social networking sites to communicate with students. This study examined whether posting social, scholarly, or a combination of social and scholarly information to Twitter has an impact on the perceived credibility of the instructor. Participants were assigned to one of three groups: a group that viewed social tweets, one that viewed scholarly tweets, and one that viewed a combination of social and scholarly tweets. Participants were then asked questions about the instructor’s perceived credibility. Results show that participants who viewed only the social tweets rated the instructor significantly higher in perceived credibility than the group that viewed only the scholarly tweets. No other significant differences were found among the groups. These results have implications for both teaching and learning, as there is an established link between perceived instructor credibility and positive learning outcomes. 相似文献
18.
针对VB程序设计在教学中存在的教材内容多,课时少,学生起点不一等现象,通过几年来的VB教学实践,在深入分析教师教学和学生学习中遇到的问题的基础上,本文提出了以"案例教学"结合"小组合作学习"的教学模式——案例小组教学模式.该教学模式融合了案例教学的趣味性和小组合作学习的有效性.极大地提高了学生主动学习、协作学习和创新学习的能力,也为VB程序设计教学改革提供了一种新思路. 相似文献
19.
针对VB程序设计在教学中存在的问题,提出了"案例教学"结合"小组合作学习"的教学模式——案例小组教学模式,融合案例教学的趣味性和小组合作学习的有效性,提高学生主动学习、协作学习和创新学习的能力,为VB程序设计教学改革提供了一种新思路. 相似文献