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1.
Conclusion Online journals provided an essential way for the instructor to check student progress and understanding and to improve teaching
and learning. Online learning requires the reconstruction of student and instructor roles, relations and practices. Instructors
need to be aware of strategies and techniques they can use for improved communication and formative assessment of teaching
and learning. Through adequate adaptation of the Minute Paper format or other classroom assessment techniques in online classrooms,
instructors can benefit from ongoing assessment of student learning and their practices. 相似文献
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Using effective assessment techniques can improve an instructor’s understanding of student needs and support learner-centered classrooms. Evaluating student learning takes on a new meaning in online classroom environment where students and instructors do not share physical proximity. According to Garrison (2011), the assessment strategies used to determine student learning send “a very strong signal as to what is important and how they should approach learning” (p. 14). This paper describes formative assessment techniques used by two instructors in their respective online courses at the graduate level. The authors give suggestions in designing assessment activities to improve online teaching and learning by making use of student learning data. 相似文献
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Robert Colter 《Educational Philosophy and Theory》2017,49(14):1367-1380
‘Scaffolded learning’ describes a cluster of instructional techniques designed to move students from a novice position toward greater understanding, such that they become independent learners. Our Socratic Model of Scaffolded Learning (‘SMSL’) includes two phases not normally included in discussions of scaffolded learning, the preparatory and problematizing phases. Our article will illuminate this blind spot by arguing that these crucial preliminary elements ought to be considered an integral part of a scaffolding model. If instructors are cognizant of the starting position of students, then students are more likely to develop a proper sense of autonomy. We turn, then, to examples from Socrates, the archetypal teacher, that cast light on the importance of preparation and problematizing for the student. Finally, we address the concern that integrating these preliminary elements into scaffolded learning would unnecessarily complicate a useful and effective pedagogical method. Ultimately, if it is effective and autonomous learners we wish to cultivate in the classroom, then something like SMSL must include preliminary elements that calibrate the instructor’s approach to the members of the class. After all, the unexamined student is not worth teaching. 相似文献
5.
David Evenhouse Nimit Patel Maria Gerschutz Nick A. Stites Jeffrey F. Rhoads Edward Berger 《European Journal of Engineering Education》2018,43(5):664-678
Engineering education has been slow to adopt research-based educational innovations. Few prior works on such adoption have investigated the combined classroom experiences of instructors and students when such innovations are being implemented. Therefore, this work focuses on the lived experiences of an instructor and her students when adopting an active, blended, and collaborative learning environment, known as Freeform, in a second-year dynamics course. Weekly reflections from the instructor were processed alongside student interviews using Thematic Analysis to discern prominent themes in their perspectives for comparison and discussion. The results indicate that the instructor navigated internal tensions between her previous instructional preferences and the philosophy and resources of Freeform. Similarly, students had to adapt to this new philosophy and suite of resources that were uncommon for their institution. Ultimately, this work highlights the contextual natures of teaching and learning, and how situational factors can influence educational innovation. 相似文献
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Orly Lipka Alona Forkosh Baruch Yael Meer 《International Journal of Inclusive Education》2013,17(2):142-157
ABSTRACTWhile post-secondary school students with learning difficulties confront many challenges, there is little research on methods of support. In the current study, the ‘adapted course’ model was qualitatively examined from the perspective of both students and instructors. The main goal was to explore how students and instructors perceived the instruction in adapted courses. Five pre-service students with learning disabilities (LD) and/or attention-deficit hyperactivity disorder and three instructors were interviewed. Responses were analysed using subjective analysis, with central content categories identified based on student and instructor statements. Six main themes emerged: (1) small class size; (2) emotional support; (3) adjusted teaching methods; (4) independent practice exercises; (5) instruction by modelling; and (6) instructor characteristics. The current study can inform pedagogical principles on which a support model for post-secondary students with LD can be based. It provides analyses of the effectiveness of one support model and presents the perceptions of both faculty and students. Moreover, the study provides an opportunity to learn about potential components of effective teaching-learning, not only in the specific context of adapted courses, but in any supportive learning situation (e.g. tutoring) or course. 相似文献
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AbstractThe flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using class time for active problem-based learning. Results from student surveys are presented to relate student perceptions of the flipped/IBL classroom model. 相似文献
8.
ABSTRACTOne of the main drivers of internationalisation in higher education (HE) is the intention to facilitate the development of intercultural competence (IC) among students and staff. However, previous research shows that higher levels of IC are not automatically achieved by participating in internationalised educational settings. Drawing on the results from a bi- and trilateral collaborative project, we combine cultures of learning and small culture approaches to analyse how participants’ previous educational experience may have influenced the learning process in internationalised HE classrooms. This article argues the necessity of a non-essentialist view of teaching and learning practices in internationalised classrooms. Our analysis demonstrates how academic practices and classroom norms are (re)negotiated in these new contexts, forming new evolving ‘small’ cultures of learning. The role reciprocity plays in working towards cultural synergy in internationalised HE is also addressed. Striving towards equality in power distribution proves to be significant in achieving cultural synergy. 相似文献
9.
William R. Veal Zachary Jackson 《International Journal of Science and Mathematics Education》2006,4(2):195-213
The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also believe that preservice and inservice teachers should learn in a collaborative and constructivist environment. Multiple dimensions relating to the dynamic processes of learning to teach, a ‘technical factor’ related to the physical and resource constraints that exist within a school, and sociocultural theory were used for the theoretical framework. A survey was given to 97 students who took a course in the classroom, six instructors were given a questionnaire, and three of these instructors were interviewed. These data sources sought to determine the effect of design features on student learning and instructor teaching. The results of the evaluation suggest students who used the classroom found their learning positively affected by the room design and instructors who taught in the classroom benefited by being able to teach in an inquiry and constructivist manner. 相似文献
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ABSTRACTInstructional approaches in higher education that foster learning based on internal values are required with the enrollment of wider and more diverse audiences. The current study explores this challenge with a focus on the relationship between students’ learning cultures and the way instructors’ view them. We interviewed 76 students and six instructors at an established academic institution. Data comprised of 210 students’ and 146 instructors’ utterances that were analyzed using mixed methods. Findings revealed a mismatch of instructors’ conceptions about the learning culture of the typical student, potentially leading to compromises in their teaching practices. We provide evidence that reciprocal relations exist between cultures of teaching and learning, contributing to the wicked challenges of rethinking the role of teachers in reinforcing passive learning cultures in undergraduate education. Adoption of internal-based values teaching approaches can help break this feedback loop. 相似文献
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《Journal of Further & Higher Education》2012,36(7):959-974
AbstractVietnam is emerging as an accelerated economic and political society with an increased global presence; thus, increased attention has been given to producing qualified college graduates who can contribute to the growing global economy. Yet challenges exist due to lack of educational infrastructure and ineffective teaching practices. As a result, the Vietnamese government embraces international collaborations in higher education as a way to address educational needs; however, although research exists on policy implications and government priorities, very little is known about how students perceive the teaching methods provided at these collaborative transnational universities. The purpose of this qualitative case study is to examine graduate students’ perceived effectiveness of teaching methods at Vietnamese-German University (VGU), a predominantly technology and engineering university that is an international collaboration between Vietnam and Germany. We seek to answer the research question of, ‘how is the use of student-centred practices effective in an international learning environment?’ Findings from graduate students indicate that collaborative learning, specifically through group work and modified flipped classrooms, are effective ways to maximise student learning. Implications for practice and future research are discussed as ways to emphasise the benefits of student-centred teaching and learning at transnational collaborative universities. 相似文献
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Ralph F. Cater 《College Teaching》2013,61(4):190-192
AbstractThe Faculty Writing Fellows Seminar was designed to develop university instructors’ skill in writing instruction: The 2015–16 professional development project offered faculty at Southern Oregon University a chance to read writing-pedagogy research, collaboratively develop their teaching practices, and—most importantly—put themselves in the shoes of student writers. The seminar had a positive impact on instructors’ teaching and students’ writing. Instructors showed growth in confidence, empathy, knowledge, and instruction. Their students’ essays outscored essays by students in nonparticipating instructors’ classes. The study argues for professional development that simultaneously builds pedagogical knowledge and skills and incorporates emotional and psychosocial aspects of teaching and learning. 相似文献
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Instructional practices in secondary science: How teachers achieve local and standards-based success
Beth A. Covitt Elizabeth Xeng de los Santos Qinyun Lin Christie Morrison Thomas Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202
This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success. 相似文献
15.
Erica Macho-Stadler Maria Jesús Elejalde-García 《European Journal of Engineering Education》2013,38(4):408-416
Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a ‘concrete problem’ to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching–learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors’ perspective, PBL strengths include better student attitude in class and increased instructor–student and student–student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects. 相似文献
16.
Hannah Sevian Yehudit Judy Dori Ilka Parchmann 《International Journal of Science Education》2018,40(10):1095-1107
ABSTRACTContext-based learning (CBL) has influenced teaching and learning science in many countries over the past decades. Twelve years ago, a special issue on CBL was published in this Journal, focusing on CBL curriculum development. Seven papers in this current special issue on CBL now address the question of how a context influences the learning process. The papers focus on the stimulation of learning STEM subjects within contexts, how the learning process occurs and is enhanced, and the application of contexts in different settings. The approaches, results, and implications of the papers are located in a larger view that considers the question of what must be the case if a student not only engages in the tasks of learning but also succeeds at them. Concerning willingness and effort by learners, the papers draw conclusions about which STEM-related interests of students endure and are ephemeral across a decade, design criteria for maximising students’ situational interest, and students’ engagement with content and context simultaneously. Focusing on the opportunity to teach and learn, the papers reveal how a professional development approach functions to support STEM teachers to develop CBL materials, and how specific scaffolding acts in teaching bring students to more complex reasoning. Regarding good teaching, insights are offered on how metacognitive prompts improve teaching. Centring on the social surround that supports teaching and learning, a comparison of two contexts for teaching the same content reveals which aspects of the contexts move student learning forward. From this mapping, paths toward future research are projected. 相似文献
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Teachers sometimes do things that negatively impact their own credibility in classroom settings. One way instructors maintain credibility among students is by keeping a veil between their personal and professional personas. The advent of Facebook presents new challenges for instructors seeking to keep their personal lives private in order to maintain credibility among students. In educational settings, Facebook communications can blur the personal and professional boundaries that students and professors are accustomed to. As such, instructors in higher education sometimes struggle with the implications of ‘friending’ students in the context of social networking. The purpose of this study was to examine whether or not educator usage of Facebook had any impact on student perceptions of instructor credibility. Facebook presence was examined in the context of teacher ‘misbehaviors’ (that is, actions by educators that negatively impact their credibility). A modified version of Teven and McCroskey’s (1997) Source Credibility Instrument was given to a sample of college students (N?=?187) to compare instructors that use Facebook with those who do not. While students appear to be generally accepting of instructor usage of the social tool, some findings suggest that there are probably ways to abuse it in a manner that could lead to negative perceptions of credibility. Ultimately, results from this study indicated that there were no significant differences among student perceptions of instructor credibility based on whether or not an educator used Facebook. 相似文献
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Learner agency is often seen unproblematically as an integral aspect of ‘twenty-first century lifelong learning’. Agency and instrumentalist forms of teacher professional development are problematised through this qualitative case study that explores a teacher’s inquiry into assessment for learning practices. This article illustrates how Teaching as Inquiry can be located as either a process that is purely technicist or replete with potential for teachers to engage with ‘unwelcome truths’. Student voice data that reveal ‘unwelcome truths’ can provide a catalyst for teacher reflection on student positioning in learning relationships. Findings focus on practices of assessment for learning, assessment literacy, agency as a neoliberal construction and the need to interrogate power relations in the classroom for student agency to flourish. Issues around student voice and the democratic participation of students in schooling improvement are discussed. Teaching as Inquiry, that explicitly targets wider non-instrumental goals associated with teacher learning, can be a critical process that addresses the growth of assessment literacy and learner agency in classrooms. It can transcend a linear obsession with easily measured quantifiable shifts in student achievement data. 相似文献
19.
Examining the discourse on the limit concept in a beginning-level calculus classroom 总被引：1，自引：1，他引：0
Beste Güçler 《Educational Studies in Mathematics》2013,82(3):439-453
Existing research on limits documents many difficulties students encounter when learning about the concept. There is also some research on teaching of limits but it is not yet as extensive as the research on student learning about limits. This study explores the discourse on limits in a beginning-level undergraduate calculus classroom by focusing on one instructor’s and his students’ discourses through a communicational approach to cognition. The findings indicate that some of the limit-related contexts in which students struggled coincided with those in which the instructor shifted his elements of discourse on limits. The instructor did not attend to the shifts in his discourse, making them implicit for the students. The study highlights that the discrepancies among participants’ discourses signal communicational breakages and suggests that future studies should examine whether teachers’ explicit attention to the elements of their discourse can enhance communication in the classrooms. 相似文献