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1.
Josephine A. Gasiewski M. Kevin Eagan Gina A. Garcia Sylvia Hurtado Mitchell J. Chang 《Research in higher education》2012,53(2):229-261
The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students
switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding
of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from
2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges
and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings
indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student
questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking
questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students
in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement
are discussed. 相似文献
2.
Donggil Song Eun Young Oh Krista Glazewski 《Educational technology research and development : ETR & D》2017,65(6):1425-1449
This case study reports on the implementation of student-generated questioning using a customized personal response system (PRS) by two groups of students in second language (L2) courses at a university in the United States. This study aimed to understand more about instructor and student experience with student-generated questioning for promoting student interaction in the L2 classroom, and sources for investigation included class observation, instructor interview, student survey, and pre/post-test. The results of this study indicated that the classroom interaction could be fostered through student-generated questioning with the support of PRS in L2 courses. In addition, there was a significant difference in students’ achievement between the pre- and post-test. The results are consistent with the findings of previous studies that student-generated questioning fosters collaborative interactions and increases frequency of student engagement. The results also suggest that the adoption of student-generate questioning with a technology support may result in promoting classroom interactions where the students are able to practice the target language through conversation with an instructor and peers. 相似文献
3.
The results presented in this study represent only one of four assigned discussion board activities from only one course.
However, these results are not atypical of the amount or nature of student engagement in successive discussion board assignments
to these same 23 graduate students. By the final of the four on-line discussions, student engagement did decrease slightly,
but still remained well above the assigned requirements. Also, similar patterns of high frequency of student involvement were
found in other courses using the same type of on-line discussion board assignments. An additional anecdotal observation was
completed by the course instructor; after the first on-line activity had been completed and the students re-convened on campus
for class, class members appeared more comfortable and more engaged during in class discussions. In summary, the results of
this study indicate that specific types of on-line instruction are capable of developing learning communities among on-line
learners and creating a satisfying learning experience. 相似文献
4.
Combining peer discussion with instructor explanation increases student learning from in-class concept questions 总被引：1，自引：0，他引：1
Use of in-class concept questions with clickers can transform an instructor-centered "transmissionist" environment to a more learner-centered constructivist classroom. To compare the effectiveness of three different approaches using clickers, pairs of similar questions were used to monitor student understanding in majors' and nonmajors' genetics courses. After answering the first question individually, students participated in peer discussion only, listened to an instructor explanation only, or engaged in peer discussion followed by instructor explanation, before answering a second question individually. Our results show that the combination of peer discussion followed by instructor explanation improved average student performance substantially when compared with either alone. When gains in learning were analyzed for three ability groups of students (weak, medium, and strong, based on overall clicker performance), all groups benefited most from the combination approach, suggesting that peer discussion and instructor explanation are synergistic in helping students. However, this analysis also revealed that, for the nonmajors, the gains of weak performers using the combination approach were only slightly better than their gains using instructor explanation alone. In contrast, the strong performers in both courses were not helped by the instructor-only approach, emphasizing the importance of peer discussion, even among top-performing students. 相似文献
5.
6.
This study demonstrates a small, but significant, difference in prior understanding of basic biological concepts between students enrolled in majors' versus nonmajors' introductory biology courses. By the end of their respective courses, nonmajors demonstrated greater improvement in posttest scores than did majors. Furthermore, although initially students in the major course had a significantly more positive attitude towards science, especially in terms of personal comfort with science, by the end of the course this difference disappears. Following a semester of instruction, the attitudes of nonmajors generally improved, but student attitudes in the majors' classes declined in nearly all categories. We demonstrate a significant instructor effect in these results. 相似文献
7.
James W. Westerman Luis A. Perez‐Batres Betty S. Coffey Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67
We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning. 相似文献
8.
Tamara M. Walser 《Innovative Higher Education》2009,34(5):299-306
Although student self-assessment is considered a critical component of assessment for learning, its use and related research
are rare in higher education. This article describes an action research study of self-assessment as an instructional strategy
in two university courses. Results indicate that self-assessment exercises provided students the opportunity to reflect on
the course and their performance, helped them monitor their own progress, motivated them to do well in the course, and provided
them the opportunity to give feedback to the instructor. Additionally, from the instructor perspective, the exercises provided
useful feedback for course improvement and facilitated interactions and relationships with students. 相似文献
9.
Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities to learn or teach science within the student and instructor roles inherent within these approaches. This study uses a convergent parallel mixed-methods approach to investigate PSETs' perceptions of their laboratory instructor's role within a Physical Science phenomena-based laboratory curriculum and how it impacts their conceptual development (2 instructors/121 students). We also examine how the two laboratory instructors' discursive moves within the laboratory align with their's and PSETs' perceptions of the instructor role. Qualitative data includes triangulation between a student questionnaire, an instructor questionnaire, and video classroom observations, while quantitative data includes a nine-item open response pre-/post-semester conceptual test. Guided by Mortimer's and Scott's analytic framework, our findings show that students primarily perceive their instructors as a guide/facilitator or an authoritarian/evaluator. Using Linn's knowledge integration framework, analysis of pre-/post-tests indicates that student outcomes align with students' perceptions of their instructors, with students who perceive their instructor as a guide/facilitator having significantly better pre-/post-outcomes. Additional analysis of scientific discourse from the classroom observations illustrates how one instructor primarily supports PSETs' perspectives on authentic science learning through dialogic–interactive talk moves whereas the other instructor epistemologically stifles personally relevant investigations with authoritative–interactive or authoritative–noninteractive discourse moves. Overall, this study concludes by discussing challenges facing laboratory instructors that need careful consideration for phenomena-based approaches. 相似文献
10.
Ordway Tead 《College Teaching》2013,61(4):221-224
Abstract The authors designed an active learning project for a child development course in which students apply core concepts to a hypothetical baby they “raise” during the term. Students applied developmental topics to their unique, developing child. The project fostered student learning and enthusiasm for the material. The project's versatility makes it easily adaptable to a wide variety of courses and formats depending on instructor objectives or student population. Furthermore, the project avoids obstacles that commonly underlie instructor reluctance when considering the implementation of role-play assignments. 相似文献
11.
Online courses are increasingly using asynchronous video communication. However, little is known about how asynchronous video communication influences students’ communication patterns. This study presents four narratives of students with varying characteristics who engaged in asynchronous video communication. The extrovert valued the efficiency of making video comments but saw little value in viewing the video comments of her peers. Somewhat inversely, the English language learner valued the video comments of her peers but lacked the ability to fully participate herself. The introverted student valued the flexibility and richness of asynchronous video but spent an inordinate amount of time recording her videos. Lastly, the instructor video messages helped the student with low self-regulation to progress in the course. 相似文献
12.
Thomas D. Wolkow Lisa T. Durrenberger Michael A. Maynard Kylie K. Harrall Lisa M. Hines 《CBE life sciences education》2014,13(4):724-737
Early research experiences must be made available to all undergraduate students, including those at 2-yr institutions who account for nearly half of America''s college students. We report on barriers unique to 2-yr institutions that preclude the success of an early course-based undergraduate research experience (CURE). Using a randomized study design, we evaluated a CURE in equivalent introductory biology courses at a 4-yr institution and a 2-yr institution within the same geographic region. We found that these student populations developed dramatically different impressions of the experience. Students at the 4-yr institution enjoyed the CURE significantly more than the traditional labs. However, students at the 2-yr institution enjoyed the traditional labs significantly more, even though the CURE successfully produced targeted learning gains. On the basis of course evaluations, we enhanced instructor, student, and support staff training and reevaluated this CURE at a different campus of the same 2-yr institution. This time, the students reported that they enjoyed the research experience significantly more than the traditional labs. We conclude that early research experiences can succeed at 2-yr institutions, provided that a comprehensive implementation strategy targeting instructor, student, and support staff training is in place. 相似文献
13.
Matthew James Babcock 《Teaching in Higher Education》2013,18(4):513-523
This article explores the beneficial and sometimes unpredictable implications of a daily reflective writing exercise for introductory literature courses: the learning log. Pseudonymous samples of student writing, coupled with instructor commentary, gesture toward ways in which the learning log's continual implementation and modification foster a learning and teaching environment in which students and teachers can experience a greater degree of equality and engagement. The article draws upon in-class experiences, and student data collected between 2001 and 2006, in order to illustrate the learning log's potential to instill introductory literature courses with a sense of participatory innovation and creative democriticization. 相似文献
14.
Abstract This paper discusses two modifications to the conduct of computer‐conference‐based master's degree courses: a maximum length for conference messages was suggested and, more importantly, conference moderators, or topic leaders, were appointed from among the student cohort. Drawing on previous work on conference moderation, it is argued that the differing power relationships between student and student and between instructor and student result in a context in which instructor and student moderators can perform complementary functions to ensure a more productive conferencing environment. 相似文献
15.
An extensive review of the research concerning the effect of different variables on student ratings is presented. A study is then reported comparing the effects of different sets of instructions on student evaluations of the course and instructor. The results indicated that the students who were informed that the results of their ratings would be used for administrative decisions rated the course and instructor more favorably on all aspects than students who were informed that the results of their ratings would only be used by the instructor.The authors are indebted to Professor Robert A. Waller for cooperating in obtaining the data on his two history courses. 相似文献
16.
Generalizability of Multidimensional Student Ratings of University Instruction Across Courses and Teachers 总被引：2，自引：0，他引：2
Course quality is multifaceted, being determined by instructor, students, and external conditions. Consequently, any attempt at measurement should reflect this diversity, so that stable evaluations can be made that reflect both personal (instructor) and situational (student and external conditions) variables. This study extends previous research by examining the stability of both dimensions across different courses, student populations, and universities. In addition, the sample (N = 692 courses) was drawn from 6 traditional and technical German universities that have a different ethos of student interaction with academic staff than those in many other Western countries. Using the Heidelberg Inventory, it was found that instructor variables were reliable across courses given by the same instructor, but student scales or background variables were less consistent across courses in which the content was identical. It was concluded that the instrument was both reliable and valid for student evaluations of both teaching performance and course quality within a European context. 相似文献
17.
Elizabeth Nagy‐Shadman Cynthia Desrochers 《International Journal of Science Education》2013,35(15):2023-2066
Student Response Technology (SRT) involves the use of hand‐held remotes by students during classroom lectures to electronically respond to questions. This study surveyed 350 students enrolled in one of 13 lower‐division university science classes taught by five different instructors who used SRT. The survey probed students’ perceptions of SRT in terms of enhancing student learning, and investigated which features of SRT students felt had the greatest/least impact on student learning. The majority of students reported that the SRT increased their content understanding, class participation, alertness, and interactions with fellow students, helped with examination preparation, provided important and immediate instructor feedback, and made class more enjoyable. Students in this study scored more positively than peer groups on survey questions related to student engagement in academic and intellectual experiences, suggesting that SRT helps to promote student engagement. Important instructor actions identified during this study that augment the enhancing effects of SRT on student learning, even in large lecture settings, include designing clear, substantive questions, reviewing correct and incorrect answers with students, and making pedagogical adjustments based on class responses. 相似文献
18.
《Journal of Teaching in Social Work》2013,33(1-2):21-29
Abstract This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats. 相似文献
19.
Instructor social presence involves instructors establishing their presence as “being there” in terms of frequency of communication and interaction with students as well as supporting students throughout the learning process (Lowenthal 2015). Instructor social presence can be constructed and maintained through the design and facilitation of online courses. Studies have indicated that instructor social presence can be correlated with increased learning satisfaction, engagement and achievement as well as learners perceptions of the instructor. This sequential explanatory mixed method study investigated the effects of instructor social presence on achievement, satisfaction and learner social presence and further sought to identify effective instructor social presence techniques in asynchronous online courses. The results of this study showed that the degree of instructor social presence significantly influenced instructor perceptions of student achievement. Findings also suggest that a well-designed collaborative learning activity can be an effective strategy for building instructor social presence. 相似文献
20.
The primary purpose of this study was to examine the relation between full - time or part - time instructor status and college student retention and academic performance in sequential courses . Results indicate that for either developmental or regular courses, college students who take the first course in a sequence from a part - time instructor , and who take the second course in the sequence from a full - time instructor seem underprepared for the second course. By contrast to students experiencing other instructor status combinations (part - time / part - time , full - time / part - time , or full - time / full - time), these students are significantly less likely to either complete or achieve a grade of "C" or better in the second course. Sequential course instructor status, therefore, seems to be a predictor of college student success. Implications for practice pertaining to further research, college students, and institutions are discussed. 相似文献