共查询到20条相似文献，搜索用时 156 毫秒
1.
《Communication Teacher》2013,27(4):315-328
ABSTRACTThis longitudinal pilot study developed and tested an instrument to assess students’ perceptions of the extent to which they accomplished the learning objectives that were listed in a number of communication course syllabi. In addition to students’ perceptions that they had improved from the start to the end of the semester in achieving course objectives, the findings revealed that students’ assessment was related positively to their ratings of professors’ teaching effectiveness. The instrument provides valuable information about students’ accomplishment of teachers’ course learning objectives. 相似文献
2.
Elizabeth G. Allan 《College & Undergraduate Libraries》2016,23(2):111-129
This ethnographic study, conducted by undergraduate student-researchers under the supervision of the author, investigates an academic library that has implemented best practices for learning commons design and embedded information literacy programs. Data from field observations, participant interviews, and artifact analysis revealed conflicting perceptions of student-centeredness as it relates to learning commons design and information literacy pedagogy. The author argues that while the learning commons has been successful in attracting students to the library, there are unintended negative consequences to cross-training librarians, library staff, and partner service personnel working at key service points, which contribute to students’ lack of library awareness. 相似文献
3.
For some international students, teachers' nonverbal immediacy may constitute a violation of expectations in classroom behavior. Using Expectancy Violation Theory framework, this study investigated differences in students ‘perceptions of teachers’ nonverbal immediacy by comparing American and international students studying in the U.S. The findings confirmed that (1) teachers' nonverbal immediacy is perceived as more appropriate by American students than by international students, (2) there are differences in evaluations of specific nonverbal immediacy behaviors by American students and international students, and (3) perceptions depended on student gender for some behaviors, but not teacher's gender. Learning was more positively related to perceived immediacy behaviors for international students than their American counterparts. 相似文献
4.
Lyda Fontes McCartin Brian Iannacchione Mary K. Evans 《The Journal of Academic Librarianship》2017,43(3):242-247
Scholars in Criminal Justice have argued that students should have a stand-alone course that focuses on fostering library literacy skills for Criminal Justice students in order to improve their writing, research, and presentation skills. In 2011, a required information literacy course was implemented in one Criminal Justice program to meet this need. Building on the existing literature, the current study is the first to explore student perceptions of a required information literacy course. The results offer valuable information on how to strengthen the course moving forward and can provide useful suggestions to other Criminal Justice programs thinking about instituting a library literacy course in their curriculum. 相似文献
5.
April J. Schweikhard Toni Hoberecht Alyssa Peterson Ken Randall 《Medical reference services quarterly》2018,37(1):43-59
This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students’ search strategies and cited sources pre- and post-implementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum. Results indicate a statistically significant increase in components of students’ searching skills and ability to find higher levels of evidence after completing the library tutorials. 相似文献
6.
The undergraduate Communication Research Methods course is a foundational course offered by a majority of departments across the country. Despite its ubiquity and importance, the course is often seen as a difficult pedagogical experience for students and instructors alike. To more completely understand student learning in this course, this study examined relationships between perceptions of course topic understanding, course topic difficulty, and their relationship with students’ level of math anxiety. Results revealed that statistical topics emerged as the most difficult for students to learn. Significant and strong negative correlations were observed between perceived difficulty and understanding for each of the 19 course topics. Self-reported math anxiety was positively related to both perceived difficulty and understanding of the topics. Suggestions are offered to enhance course instruction. 相似文献
7.
Timothy P. Mottet Jessica Parker-Raley Cory Cunningham Steven A. Beebe 《Communication Research Reports》2013,30(4):275-282
The purpose of this study is to identify student expectations for course workload and teacher availability and to assess whether teacher nonverbal immediacy influences these student expectations. Based on a sample of 198 students at a large public university enrolled in a required general education hybrid communication course, students were willing to complete more work than the current course requires, which is comparable to other general education hybrid communication courses in the USA. Additionally, students have moderate to high expectations for teacher availability. Student perceptions of teacher nonverbal immediacy were positively correlated with students’ willingness to engage in their learning (reading, writing, speaking), teacher availability expectations, and tolerance for teacher unavailability. 相似文献
8.
Jeya Amantha Kumar 《The Reference Librarian》2019,60(2):134-147
There has been a growing number of studies dedicated to understanding how Massive Open Online Courses (MOOCs) impact the e-learning community. Yet, little is still known about how novice pre-university students perceive the use of MOOCs in Malaysia. This study explored pre-university students’ perceptions of, challenges with, and intention towards MOOCs by using interview data. The results showed that students’ general perceptions of the MOOC were positive, reporting that they gained additional knowledge, marks towards their Diploma and benefiting from the opportunity to create an online learning community. However, they were challenged by their language competency and awareness of MOOCs. Outcomes from this study may offer some practical implications to educational decision-makers in Malaysia towards promoting the use of MOOCs among students.
Abbreviations: MOOC: Massive Open Online Courses; cMOOC: Connectivist Massive Open Online Courses; xMOOC: eXtended Massive Open Online Courses; ahMOOC: adaptive hybrid Massive Open Online Courses; LMS: Learning Management System; MQA: Malaysian Qualifications Agency; STEM: Science, Technology, Engineering, and Mathematics 相似文献
9.
When a campus has not integrated information literacy education into the curriculum, many students will not have the opportunity to learn these necessary skills before they embark on their career paths. This pilot study explores the possibility of teaching information literacy skills to students enrolled in a writing-designated course offered to mathematics majors who are about to complete their undergraduate studies. Outcome-based objective evaluations were used to guide teaching strategies as well as to gauge student progress. Embedded one-on-one consultations were found to be critical in strengthening these students’ information literacy abilities. 相似文献
10.
Julie Kane 《College & Undergraduate Libraries》2013,20(3):205-210
AbstractMississippi State University (MSU) Libraries recently held its first library-centered First-Year Experience course. To develop an appealing class for first-semester students, the authors turned to game-based learning in conjunction with a portion of the school identity to teach the ACRL Framework for Information Literacy that they hoped would resonate with the students. This article discusses the games that were implemented along with the corresponding IL framework and assessment of the course. The authors were able to increase student scores from 66.4% (pretest average) to 84.31% (post-test average). 相似文献
11.
A wiki group project was integrated into a neuroscience course for first-year medical students. The project was developed as a self-directed, collaborative learning task to help medical students review course content and make clinically important connections. The goals of the project were to enhance students’ understanding of key concepts in neuroscience, promote active learning, and reinforce their information literacy skills. The objective of the exploratory study was to provide a formative evaluation of the wiki group project and to examine how wiki technology was utilized to enhance active and collaborative learning of first-year medical students in the course and to reinforce information literacy skills. 相似文献
12.
As a result of emerging debate formats and technological advancements over the years, the media started using continuous response measures (CRMs) in the form of on-screen trackers, allowing select audiences to rate candidate performances in political debates in 2004. Given the limited amount of scholarly research that has tackled this issue, this study aims to investigate the effect of CRMs on college students’ voting choices and perceptions of political candidates. This experimental study has found that these trackers did influence the participants’ evaluations of the political candidates shown in the debate regardless of previously stated political affiliation. 相似文献
13.
Amanda Nichols Hess 《Behavioral & Social Sciences Librarian》2013,32(3):132-147
Online information literacy instruction: Can it impact learning as effectively as face-to-face instruction? Using a quasi-experimental design, this study examined that in relation to upper-level sociology students; it also considered whether library instruction affected participants’ perceptions of learning formats’ (i.e., online or face-to-face) effectiveness and the academic library's place in their research. Using a pretest/posttest design, no significant learning difference was found between the two instructional delivery formats. However, data suggested that instruction did impact online participants’ perceptions of the academic library as a place for research. Implications of this research and future directions for inquiry are discussed. 相似文献
14.
15.
This study examined the combined effect of character and policy coverage about a political candidate in news media on voters’ evaluations and thoughts about the candidate. A 2 (issue coverage: present/absent) × 2 (image coverage: present/absent) between-subject factorial experiment was conducted whereby participants (N = 134) read a version of an editorial article that varied in the coverage of a candidate’s character and policy positions. Results indicated that issue and image coverage, each in isolation, enhanced perceptions of the candidate’s image strength and issue strength. However, issue and image coverage when presented in combination compared to in isolation did not enhance perceptions of the candidate and in some cases hindered perceptions of candidate strength. When both coverage types were present, issue coverage dominated image coverage when participants formed image evaluations, whereas image coverage dominated issue coverage when they formed issue evaluations. Similar findings resulted for issue- and image-relevant thoughts. Implications about the effects of multicoverage political messages are discussed. 相似文献
16.
Robert John Sidelinger 《Communication Research Reports》2013,30(3):292-301
This study assessed students’ (N=195) perceptions of instructors’ relevant humor and inappropriate conversations in the classroom and used expectancy violation theory (EVT) as a lens to position instructor relevant humor as a moderator between instructors’ inappropriate conversations and student communication satisfaction. Results showed a positive association between students’ perceptions of instructors’ use of relevant humor and student communication satisfaction, and in contrast, a negative relationship between perceptions of instructors’ inappropriate conversations and student communication satisfaction. Consistent with the tenets of EVT, results also indicated that instructors who use relevant humor in the classroom may overcome students’ negative perceptions of inappropriate conversations and maintain student communication satisfaction. 相似文献
17.
This study examined the impact that instructional technology use, course design, and instructor and student sex differences have on students’ initial perceptions of affect toward the course and the instructor. Participants included 864 students who were randomly assigned to read one of 16 scenarios that manipulated the amount of instructional technology use across two types of courses with either male or female instructors. A factorial analysis of variance revealed a significant main effect for technology use on students’ initial affect, as well as a significant two‐way interaction effect of technology use by student sex. Planned cell comparisons revealed that technology use has primarily a curvilinear effect, whereby students in the minimal and moderate technology use conditions reported higher levels of initial affect than students in the no technology and complete technology conditions. For the two‐way interaction effect, planned cell comparisons revealed that female students reported higher levels of affect as the amount of technology use increased from minimal to moderate amounts of use, whereas male students reported lower levels of affect across the same two conditions. Overall, the results highlight the importance of using instructional technology within a framework of pedagogical methods designed to achieve specific instructional objectives. 相似文献
18.
Sharing a variety of characteristics and theories, critical inquiry and information literacy have the potential to complement one another in a higher education setting. This article explores an initiative at the University of South Carolina Aiken to help students with their critical thinking and reasoning skills through the implementation of a new, one-credit, freshman seminar course. The class, entitled Critical Inquiry, would address three student learning outcomes, including one directed at information literacy. A case study of how the initiative was implemented is discussed. 相似文献
19.
Emily F. Gorman 《Journal of the Medical Library Association》2021,109(3):478
Background:Game-based learning is a successful strategy for teaching various concepts to students, from general orientations to more in-depth material. Pharmacy students in a first-year lab course were introduced to library and drug information resources through a lecture-style class in their first week of school, which was ineffective in terms of engagement. To combat this issue, the pharmacy liaison librarian advocated for moving this class session later in the semester and proposed a game-based activity to replace the lecture.Case Presentation:“The Amazing Race: Drug Information Edition” was inspired by a well-known TV competition that involves completing several stages (called “legs”) of challenges to finish the race. The librarian developed questions designed to make students use various parts of the library website as well as two drug information databases. Students competed in teams, and the first three teams to complete the race were awarded small prizes. The race was first implemented in 2018, and modifications were made to the 2019 iteration based on student feedback.Conclusions:Despite several challenges, the race was well received by both the students and the course instructors and increased engagement with introductory library and drug information material. The activity has enhanced the librarian''s relationship and collaboration with the course faculty and made a positive impression on the students. 相似文献
20.
The purpose of this study was to examine the relationships between perceived teacher power, teacher credibility, and student satisfaction. Respondents were 67 undergraduate students (30 males and 37 females) enrolled in Communication classes at a southwestern university. Students’ perceptions of their teachers’ expert, referent and reward power use were found to be positively related to their perceptions of their teachers’ competence, caring, and trustworthiness. Teacher power use contributed to the prediction of a significant amount of variance in teacher credibility. Additionally, student satisfaction was positively and significantly related to both teacher referent power and expert power. Surprisingly, students’ perceptions of coercive power were not significantly and negatively related to student satisfaction. Implications, limitations and suggestions for future research are discussed. 相似文献