Course evaluation: reconfigurations for learning with learning management systems     

Ji Yong Park 《高等教育研究与发展》2014,33(5):992-1006

The introduction of online delivery platforms such as learning management systems (LMS) in tertiary education has changed the methods and modes of curriculum delivery and communication. While course evaluation methods have also changed from paper-based in-class-administered methods to largely online-administered methods, the data collection instruments have remained unchanged. This paper reports on a small exploratory study of two tertiary-level courses. The study investigated why design of the instruments and methods to administer surveys in the courses are ineffective measures against the intrinsic characteristics of online learning. It reviewed the students' response rates of the conventional evaluations for the courses over an eight-year period. It then compared a newly developed online evaluation and the conventional methods over a two-year period. The results showed the response rates with the new evaluation method increased by more than 80% from the average of the conventional evaluations (below 30%), and the students' written feedback was more detailed and comprehensive than in the conventional evaluations. The study demonstrated the possibility that the LMS-based learning evaluation can be effective and efficient in terms of the quality of students' participation and engagement in their learning, and for an integrated pedagogical approach in an online learning environment.  相似文献   

Early childhood practicum students' professional growth in the USA: areas of confidence and concern     

Su-Jeong Wee  Elsa K. Weber  Soyeon Park 《International Journal of Early Years Education》2014,22(4):409-422

This research examines specific areas of confidence and concern as expressed by 40 American undergraduate early childhood students on a practicum (supervised field-based internships); if their beliefs changed over the course of their practicum, and if prior teaching experience had an impact on their confidence levels. Areas of confidence and concern were determined through questionnaires, reflections and interviews at three points in time during the semester. Findings indicate that students were more confident when arranging the physical environment and least confident in managing children's behaviour. Significant changes in understanding and interaction with children, planning and implementing activities and overall confidence were observed over time periods. Experienced students initially showed and maintained higher confidence levels than inexperienced students who were much less confident at the start of the practicum, but improved significantly. Interestingly, by the end of the semester, this latter group was as confident as more experienced students. Here the factors that affected confidence, the factors that boosted student confidence at different time periods and differences in confidence among students based on prior experience are discussed.  相似文献   

Transformation of classroom spaces: traditional versus active learning classroom in colleges     

Elisa L. Park  Bo Keum Choi 《Higher Education》2014,68(5):749-771

Educational environment influences students’ learning attitudes, and the classroom conveys the educational philosophy. The traditional college classroom design is based on the educational space that first appeared in medieval universities. Since then classrooms have not changed except in their size. In an attempt to develop a different perspective of educational environment, a new design of classroom, the active learning classroom (ALC), was established at SoongSil University in Korea. Two questionnaire surveys were conducted for diagnosing the educational effects of students’ learning in the ALC and comparing the results with those obtained regarding the traditional classroom. The result proved the existence of a ‘golden zone’ and a ‘shadow zone’ in the traditional classroom, which discriminate students’ learning experiences depending on seating positions. On the contrary, the ALC did not produce such positional discrimination. Students perceived the ALC environment as more inspirational, especially in regards to active class participation. Students with more emphasis on academic achievement showed greater tendency to share information and to create new ideas in the ALC. However, in the traditional classroom setting, only students with high GPAs were more motivated to learn while the gap in learning attitudes was offset in the ALC setting. In-depth discussions about research findings were undertaken and four suggestions were provided in support of school administrators and relevant institutional personnel, faculty members, and researchers for future utilization of the ALC.  相似文献   

A developmental study on a SPAT design model for mobile learning     

Park  Soyoung 《Educational technology research and development : ETR & D》2019,67(1):123-159

Educational technology research and development - This paper explores another format for mobile learning (mLearning) content consisting of Still Pictures, Audio, and Text (SPAT; Rha, Instructional...  相似文献   

Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention     

Park  Julie J.  Kim  Young K.  Salazar  Cinthya  Hayes  Shannon 《Research in higher education》2020,61(3):330-356

Research in Higher Education - Previous studies have documented student–faculty interaction in STEM, but fewer studies have specifically studied negative forms of interaction such as...  相似文献   

What Happens When a Teacher’s Science Belief Structure Is in Disequilibrium? Entangled Nature of Beliefs and Practice     

Martin  Anita  Park  Soonhye  Hand  Brian 《Research in Science Education》2019,49(3):885-920

Research in Science Education - This qualitative case study examined the process of change in an experienced elementary teacher’s belief structure during implementation of an inquiry-based...  相似文献   

Seeing the Forest through the Trees Using Network Analysis: Exploring Student Responses to Conceptual Physics Questions     

Park  Mihwa 《Journal of Science Education and Technology》2020,29(5):605-621

Journal of Science Education and Technology - This study explored how scientific ideas interacted in college students’ scientific explanations using text analysis techniques and network...  相似文献   

When Developmental Education is Optional,What Will Students Do? A Preliminary Analysis of Survey Data on Student Course Enrollment Decisions in an Environment of Increased Choice     

Toby Park  Chenoa S. Woods  Keith Richard  David Tandberg  Shouping Hu  Tamara Bertrand Jones 《Innovative Higher Education》2016,41(3):221-236

Historically, college students needing additional academic preparation have been assigned to developmental/remedial courses. In 2013 Florida took a drastic departure from this model by passing Senate Bill 1720, which prohibited institutions from requiring placement tests and made developmental education optional for many students, regardless of prior academic preparation. For this pilot study we conducted a survey at two colleges in the Florida College System to begin to understand the kinds of courses students will take now that developmental education is optional and the factors that students considered when making their course enrollment decisions.  相似文献   

Adolescents’ use of academic language in informational writing     

Fang  Zhihui  Park  Jungyoung 《Reading and writing》2020,33(1):97-119

Reading and Writing - Academic language is a kind of social language for the purpose of schooling. It is central to disciplinary learning, thinking, and communication. This study examined...  相似文献   

Perception of degraded vocalizations by budgerigars (Melopsittacus undulatus)     

Thomas J. Park  Robert J. Dooling 《Learning & behavior》1986,14(4):359-364

Three budgerigars were trained with operant techniques to discriminate examples of species-specific contact calls. Once the birds learned the discrimination among a large set of calls, they were tested with the calls altered in various ways. The birds’ performance on altered calls was compared with performance on normal calls. Results show that the birds could tolerate large spectral and temporal alterations in the calls with little or no decrement in performance. A comparison of the birds’ performance across conditions shows clear evidence of a redundancy in information contained in the calls. The birds were equally adept at discriminating among the calls when given only high-frequency information and when given only low-frequency information. The birds also performed just as well when presented with only the short beginning portions of the calls as they did when presented with somewhat longer portions near the end of the calls. This ability of budgerigars to discriminate among species-specific vocal signals that are highly distorted is reminiscent of the ability of humans to discriminate and recognize highly distorted speech sounds.  相似文献