Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching     

Alexander J. Carroll  Nedelina Tchangalova  Eileen G. Harrington 《Journal of the Medical Library Association》2016,104(2):125-130

Objective

This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students'' abilities to find, evaluate, and use appropriate evidence for research assignments.

Methods

Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes.

Results

Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty.

Conclusion

This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program.Keywords (Medical Subject Headings) Information Literacy, Educational Technology, Education, Distance/Methods, Teaching/Methods, Evidence-Based Practice/Education, Learning, Group Processes, Program Development, Humans, Libraries, Medical/EducationIn the short term, health sciences students utilize the information resources that librarians highlight during instruction. In the years after graduation, students demonstrate low levels of information literacy skills [1–3]. These low levels of retention likely result from the limited amount of time dedicated to guided practice during library sessions, which has been shown to be critical to learning [4]. In addition, few undergraduate curricula feature scaffolded instruction on evidence-based practice, where guidance of student learning is deployed progressively to promote stronger understanding of concepts. This raises the concern that many students may be unprepared for the rigors and expectations of graduate-level research. Consequently, health sciences librarians and educators have tested numerous methods for improving the effectiveness of information literacy and evidence-based practice instruction [5–7].Higher education has also seen a rise in the use of instructional technologies, such as increased use of video tutorials, web-conferencing tools, and learning management systems (LMSs). Such tools can enhance the effectiveness of face-to-face teaching by delivering time-of-need instruction that is available for future reference during the entire semester [8–11]. LMSs, such as Canvas or Blackboard, provide a virtual space where students take ownership of the learning process and create meaningful learning experiences for themselves and their peer learners [12]. Educators increasingly use these technologies to enable a flipped classroom model of instruction, in which the lecture and homework are reversed [13–15]. In older teaching models, a lecture occurs in the classroom, followed by exercises and applications of the information by students as homework. In the flipped model, students get the lecture-type information at home, then do exercises and applications in the classroom. This model allows instructors to move away from the traditional one-time lecture-based instruction and to incorporate active learning, which leads to better student performance for science, technology, engineering, and mathematics (STEM) undergraduate students [16–18]. The flipped classroom model also accommodates the needs of diverse populations of learners by integrating peer learning and assessment [19, 20]. In contrast, traditional lecture-based approaches to information literacy have been shown to have limited effectiveness for promoting skill development and retention, and often rely on shallow, quantitative assessments to measure student learning [21]. Integrating library instruction strategically into the curriculum and using the flipped classroom model creates opportunities to use a greater variety of assessment tools at various points throughout the semester in order to conduct more meaningful assessment of student learning.Flipped classroom models have not been widely studied for health sciences students. This study aimed to determine whether a flipped classroom approach for upper-level undergraduate students in the health sciences would improve their abilities to find, evaluate, and utilize appropriate evidence for research assignments.  相似文献   

“IF YOU HAVE SUN AND YOU HAVE RAIN YOU GET A RAINBOW”: CREATING MEANINGFUL CURRICULUM     

Eileen Hughes 《Journal of Early Childhood Teacher Education》2013,34(2):89-100

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Visual studies of radio fading     

Ernest Merritt  True McLean  W.E. Bostwick 《Journal of The Franklin Institute》1931,211(5):539-566

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COLLEGE ENROLLMENT TRENDS AMONG THE POPULATION THIRTY‐FIVE AND OLDER: 1972‐1982 AND PROJECTIONS TO 2000     

Eileen M. Crimmins  Elizabeth W. Riddler 《Educational gerontology》2013,39(6):363-385

This paper investigates college enrollment of the population 35 years of age and older from 1972 to 1982 using data collected in the Current Population Survey. Trends in enrollment and enrollment rates by sex are analyzed. It is clear that major increases in college enrollment have been taking place among the mature population. This is due to increased enrollment among females; males have experienced no trend in the likelihood of being enrolled in college after age 35. The characteristics of older college students, including attendance status, marital status, and labor force status are also investigated.

Female college enrollment rates are related to trends in GNP, labor force participation, divorce rates, age structure, and past educational attainment using regression analysis. The significant results are then applied to recent projections of the size of the older population in order to project the number of enrollees 35 years of age and over until the year 2000. Dramatic increases in enrollment among mature students can be expected in the last decade of this century.  相似文献   

The development of reading skills in young partially sighted readers     

Michael Tobin  Eileen W. Hill 《British Journal of Special Education》2012,39(2):80-86

Young learners with severe visual impairments are restricted in many ways, and psychologists and special needs teachers require information about the nature and extent of the possible educationally handicapping effects. This article, written by Michael Tobin, Emeritus Professor of Special Education within the School of Education at the University of Birmingham, and Eileen Hill, a teacher at Queen Alexandra College, Birmingham, reports the use of a longitudinal approach to measure how reading development is affected in these children and to uncover the relationships with and among other cognitive factors. The 60 participants were part of a larger cohort of children registered as blind or partially sighted, their reading progress being monitored from seven to 12 years of age. While improving in all three skill areas as measured by the Neale Analysis of Reading Ability, there were significant deficits/lags in development as compared with the norms for their fully‐sighted age peers, especially in speed of reading. Even more disturbing was the finding that the deficits increased with age. Significant correlates of reading, changing in importance over time, were intelligence, visual efficiency, phonological awareness, vocabulary knowledge and short‐term memory. It is proposed that, if the educationally handicapping effects of the impairment are to be overcome, a formal, regular cycle of testing to monitor progress be instituted by specialist teachers and educational psychologists. together with the design, development and standardisation of a new reading assessment procedure; and that the professionals collaborate in the construction of programmes of continuing structured teaching to improve speed of reading throughout primary and early secondary schooling.  相似文献   

Getting Schooled: What One Dean Learned from One Student with ASD          下载免费PDF全文

Eileen G. Sullivan 《About Campus》2016,21(1):13-20

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Theory in Educational History   总被引：1，自引：0，他引：1  

Eileen H. Tamura 《History of education quarterly》2011,51(2):145-147

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Narrative History and Theory     

Eileen H. Tamura 《History of education quarterly》2011,51(2):150-157

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Special Issue: Culture and science education in the 21st century Journal of research in science teaching     

Eileen R. Carlton Parsons  Angela Calabrese Barton 《科学教学研究杂志》2011,48(10):1233-1233

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The development of a conceptual framework and tools to assess undergraduates' principled use of models in cellular biology     

Richmond G  Merritt B  Urban-Lurain M  Parker J 《CBE life sciences education》2010,9(4):441-452

Recent science education reform has been marked by a shift away from a focus on facts toward deep, rich, conceptual understanding. This requires assessment that also focuses on conceptual understanding rather than recall of facts. This study outlines our development of a new assessment framework and tool-a taxonomy- which, unlike existing frameworks and tools, is grounded firmly in a framework that considers the critical role that models play in science. It also provides instructors a resource for assessing students' ability to reason about models that are central to the organization of key scientific concepts. We describe preliminary data arising from the application of our tool to exam questions used by instructors of a large-enrollment cell and molecular biology course over a 5-yr period during which time our framework and the assessment tool were increasingly used. Students were increasingly able to describe and manipulate models of the processes and systems being studied in this course as measured by assessment items. However, their ability to apply these models in new contexts did not improve. Finally, we discuss the implications of our results and the future directions for our research.  相似文献