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1.
Dolores R. Serrano Maria Auxiliadora Dea‐Ayuela Elena Gonzalez‐Burgos Alfonso Serrano‐Gil Aikaterini Lalatsa 《European Journal of Education》2019,54(2):273-286
Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor. 相似文献
2.
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
3.
This study examines the impact of an assessment training module on student assessment skills and task performance in a technology-facilitated peer assessment. Seventy-eight undergraduate students participated in the study. The participants completed an assessment training exercise, prior to engaging in peer-assessment activities. During the training, students reviewed learning concepts, discussed marking criteria, graded example projects and compared their evaluations with the instructor’s evaluation. Data were collected in the form of initial and final versions of students’ projects, students’ scoring of example projects before and after the assessment training, and written feedback that students provided on peer projects. Results of data analysis indicate that the assessment training led to a significant decrease in the discrepancy between student ratings and instructor rating of example projects. In addition, the degree of student vs. instructor discrepancy was highly predictive of the quality of feedback that students provided to their peers and the effectiveness of revisions that they made to their own projects upon receiving peer feedback. Smaller discrepancies in ratings were associated with provision of higher quality peer feedback during peer assessment, as well as better revision of initial projects after peer assessment. 相似文献
4.
Gwendolyn Angela Lawrie Lisbeth Grøndahl Simon Boman Trish Andrews 《Journal of Science Education and Technology》2016,25(3):394-409
Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual student contributions to collaborative group/teamwork throughout the processes of experimental design, data analysis, display and communication of their outcomes in relation to their research question(s). Traditional assessments in the form of laboratory notebooks or experimental reports provide limited insight into the processes of collaborative inquiry-based activities. A wiki environment offers a collaborative domain that can potentially support collaborative laboratory processes and scientific record keeping. In this study, the effectiveness of the wiki in supporting laboratory learning and assessment has been evaluated through analysis of the content and histories for three consenting, participating groups of students. The conversational framework has been applied to map the relationships between the instructor, tutor, students and laboratory activities. Analytics that have been applied to the wiki platform include: character counts, page views, edits, timelines and the extent and nature of the contribution by each student to the wiki. Student perceptions of both the role and the impact of the wiki on their experiences and processes have also been collected. Evidence has emerged from this study that the wiki environment has enhanced co-construction of understanding of both the experimental process and subsequent communication of outcomes and data. A number of features are identified to support success in the use of the wiki platform for laboratory notebooks. 相似文献
5.
This study explores effects of participation by second‐semester college general chemistry students in an extended, open‐inquiry laboratory investigation. Verbal interactions among a student lab team and with their instructor over three open‐inquiry laboratory sessions and two non‐inquiry sessions were recorded, transcribed, and analyzed. Coding categories were developed using the constant comparison method. Findings indicate that, during open‐inquiry activities, the student team interacted less often, sought less instructor guidance, and talked less about chemistry concepts than during their non‐inquiry activities. Evidence suggests that the students employed science process skills and engaged in higher‐order thinking during both types of laboratory activities. Implications for including open‐inquiry experiences in general chemistry laboratory programs on student understanding of science as inquiry are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1160–1186, 2007 相似文献
6.
Lisa C. Yamagata-Lynch Jaewoo Do Anne L. Skutnik Duren J. Thompson Adam F. Stephens Cheryl A. Tays 《Open Learning》2013,28(2):178-189
This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week’s worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities. 相似文献
7.
Yu-Chun Kuo 《The American journal of distance education》2013,27(4):241-252
This study investigated student interaction, satisfaction, and performance in accelerated online learning environments with the use of an online learning course-management system. The interactions assessed in this study included learner–learner interaction, learner–instructor interaction, and learner–content interaction. The participants were African American students from a university in the southeastern United States. Quantitative approaches including correlation and regression analyses were performed to examine the contribution of interaction predictors to student satisfaction as well as the relationship between student satisfaction and student performance. In addition, Internet self-efficacy and its impact on interaction was investigated. The results showed that learner–content interaction was the only significant predictor of student satisfaction whereas interaction among students or with the instructor did not significantly predict student satisfaction. Internet self-efficacy was positively correlated with three types of interaction. Student satisfaction was found to be related to student performance. 相似文献
8.
《The Internet and Higher Education》2002,5(3):267-281
The author discusses the results of a study about the effect of students' and instructional variables on satisfaction and achievement in a Web-based course. Results indicated that gender, age, learning styles, time spent on the course, and perceptions of student–student interactions, course activities, and asynchronous Web-based conferences were not related to satisfaction and learning outcomes. Those students who entered the course with better Cumulative Grade Point Average (CGPA) scores achieved higher final grades in the course, but did not express more satisfaction with the learning environment. Computer experience did not influence achievement but experienced computer users were more satisfied with the course. Students who perceived the student–instructor interactions positively felt that their discussion group had performed well during the conferences, and viewed the learning materials used in the conferences positively improved grades and were more satisfied with the course. Students expected instructor-led learning. There is a need to explicitly design an organising strategy to assist students in completing the problem-based learning processes during the Web-based conferences. 相似文献
9.
Heather Bell 《Journal of Further & Higher Education》2018,42(5):649-661
This article details an approach to teaching entrepreneurship to Higher National Diploma (HND) students that combines lecture-based and experiential learning processes to increase student learning, comprehension, and entrepreneurial skills. A UK university redesigned an entrepreneurship course to have students design and implement business plans for a pop-up shop and an event in the local community, while working closely with instructors and outside stakeholders. The lectures used in the lessons were designed to complement the enterprise activities and be immediately applied in group work settings. Data were collected from student reflections and analysed against instructor reflections to highlight both the success and challenges of this approach, as well as any areas of dissonance between student and instructor observations. While the benefits of active and experiential learning processes are highlighted in the literature, this article examines these teaching methods specifically in a HND context, an area in which research on the benefits of these teaching methods for developing entrepreneurial students and for developing students prepared for undergraduate education has been limited. 相似文献
10.
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
11.
Conscientious instructors at all levels are constantly making decisions about how to improve their teaching. This is a natural, intuitive part of being a good instructor, but even faculty who value student learning and work hard to improve their teaching can fail to make the connection between what they do in the classroom and the continuous improvement philosophy of outcomes assessment. The connection can be missed because understanding course-level outcomes assessment requires understanding evaluation policies and structures that differ markedly from those employed for unit-level program accreditation. The purposes of this paper are two-fold: first, to address policy issues that impede adoption of systematic, course-level outcomes assessment for improving student learning; and second, to describe a design structure for applying outcomes assessment that addresses factors under control of the instructor that affect students' learning. The paper concludes with observations on the crossed purposes of collecting information for judging faculty merit in the annual review process as opposed to collecting information for course improvement in the outcomes assessment process. 相似文献
12.
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
13.
Paula M. Ahles Jann M. Contento 《Community College Journal of Research & Practice》2013,37(8):609-626
This recently completed study examined whether attribution theory can explain helping behavior in an interdependent classroom environment that utilized a cooperative-learning model. The study focused on student participants enrolled in 6 community college communication classes taught by the same instructor. Three levels of cooperative-learning were employed. Survey data were collected from student participants presented with situations describing a group member who was not participating in the cooperative-learning process. Simulated scenarios, as well as “actual” experiences, were included for the purpose of analysis. Participant's emotional and behavioral responses were analyzed using independent–samples t tests, paired-samples t tests, and analysis of variance. Findings indicate that a student's willingness to help was influenced more positively when “uncontrollable” rather than “controllable” causes for nonparticipation were determined. Student in-class response to “actual” experiences differed from those reported in the simulated scenarios. The emotional and behavioral responses of students did not vary by age, gender, ethnicity, or level of cooperative learning employed in the class. Overall findings support attribution theory as a useful conceptual framework for explaining student responses regarding helping behavior in simulated situations. However, research results pose additional questions regarding the application of theory to practice and the implication for educators employing effective cooperative-learning activities in a classroom setting. 相似文献
14.
Whereas there has been strong advocacy of the value of writing for learning in science, the role of student planning in this approach and the relationships between planning, writing, and learning have been underresearched. Our mixed method study aimed to address this issue by seeking to identify quantitative differences in learning outcomes between two groups of students exposed to varying degrees of planning activities in writing‐to‐learn experiences. We also identified differences in learning outcomes between a group of students with two writing experiences and a group with one writing experience. Results indicate that students with planned writing activities did not score significantly better on conceptual questions as a group than students who had delayed planning experiences. Students with two writing experiences as opposed to one also scored significantly better as a group on answering conceptual questions both immediately after the writing experience and on a test 8 weeks after the unit. The difference in writing treatment initially significantly affected males compared with females but this effect disappeared with further opportunities to write. Students' comments provide support for using nontraditional writing tasks as a means to assist learning, particularly when the focus is on an audience different from the teacher. In reporting on different learning outcomes for the two groups, we consider various implications including identification of some key conditions for student writing to serve learning. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 186–210, 2004 相似文献
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16.
Formative assessment has been recognised as a critical element in teaching for conceptual development. A case study research design was employed to: (1) characterise the assessment thinking of three science instructors at a research‐based university; and (2) examine the complex relationship between instructor thinking and practice by encouraging experimentation with alternative assessment strategies. Interviews, reflective journals, field notes and course documents were the data sources used to create a single case study that documented the development of these university instructors’ assessment thinking during their experimentation with formative assessment strategies. Throughout two semesters of experimentation, the instructors’ assessment thinking became more sophisticated; they grew to view the purpose of assessment less as a summative activity used for the assignment of marks and more as a tool for diagnosing student learning. However, more sophisticated thinking was not associated with revisions in teaching practice based on formative assessment data. Further investigations are needed to more completely understand the nature of assessment thinking and how assessment thinking influences assessment practices. Implications for professional development of university‐level science instructors include personalised experiences through which instructors can become active participants in gathering evidence of student learning that promotes growth in assessment thinking. 相似文献
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18.
“Student voice” (SV) refers to listening to and valuing students’ views regarding their learning experiences, as well as treating them as equal partners in the evaluation process. This is expected, in turn, to empower students to take a more active role in shaping their learning. This study explores the role played by digital technologies in creating a space for SV in academia. The qualitative study was conducted in an academic course, which combines face-to face, synchronous lessons with a variety of asynchronous self-directed and group learning activities. The participants were 54 Master’s students in education. We analyzed the pedagogical design of the course, as well as interpretations of teaching, learning, assessment, and the role of technology as experienced and presented by the students. The findings demonstrated that students functioned as co-designers of the course content, co-creators of teaching and of their own learning experience. Students perceived the requirements of active learning, teamwork, and community participation (i.e., an advanced way of conveying SV—leadership; Mitra International handbook of student experience in elementary and secondary school, Springer Publishers, The Netherlands, 2007), as both challenges related to overload and stress, and benefits related to the gains of meaningful learning, innovative pedagogical design, and diverse instructional methods. The equalization effect of the digital environment, which diminishes status cues changed the power dynamic, promoted students’ active participation and their pedagogical partnership with the instructor. Based on the findings, our conceptualization of SV and its implications for academia includes: (1) co-design of content, (2) co-teaching, (3) co-creation of learning experience and outcomes, and (4) embedded co-assessment for learning. 相似文献
19.
Daniel L. Reinholz 《PRIMUS》2018,28(7):670-682
Large lecture halls are a common feature of many undergraduate mathematics programs. However, teaching effectively in a large lecture hall can be challenging. This paper discusses the use of personal whiteboards for students as a way to make large lecture halls a more productive learning environment. I discuss the logistics of using whiteboards, setting up norms, and provide examples of supporting instructional techniques. These techniques are: warmup problems, think-pair-share, group work, and student presentations. To support this exposition, I draw on personal reflections as an instructor and report from a brief student survey on their experiences using the whiteboards. 相似文献
20.
Thomas E. Sandman 《Decision Sciences Journal of Innovative Education》2009,7(1):295-320
The assessment of student learning styles can be of significant value for developing and evaluating an appropriate mix of pedagogical techniques and activities. With this in mind, learning style preferences were collected from over 300 undergraduate business telecommunications students. These set of data show that a breadth of learning style profiles are exhibited by undergraduate business telecommunications students. Most importantly, this article demonstrates a process to evaluate whether or not the current course structure either favors or disadvantages any particular learning style profile. Because there are many learning style profiles present, the evidence that no single profile is disadvantaged gives the instructor confidence in the mix of pedagogical techniques and activities that are employed in this particular course. 相似文献