Early Mornings and Apprehension: Active Learning in Lectures
|
|
- Ashlynn Austin
- 6 years ago
- Views:
Transcription
1 Vol. 4, No. 1. ISSN: PRACTICE PAPER Early Mornings and Apprehension: Active Learning in Lectures Dave Elliott St Martin s College Lancaster, LA1 3JD, UK. DOI: /johlste Journal of Hospitality, Leisure, Sport and Tourism Education Abstract It is often recommended that active learning strategies be adopted for use within formal lecture sessions. One of the simplest ways to promote active learning is through the use of question and answer practices, ie, encouraging students to ask, and respond to questions. However, this approach is often hindered by students unwillingness to become involved. This study surveyed students in order to examine the impact of class size and time of day on their willingness to participate in questioning process. Results indicated that class size and time of day did appear to negatively influence students readiness to interact in this manner. Keywords: active learning, class size, apprehension, lecture times Introduction Cannon and Newble (2000) promote the use of active learning within the university teaching environment. In contrast with traditional lecture-based teaching, Cannon and Newble (2000) describe active learning as a process that encourages students to interact with the material being presented. There appear to be many advantages associated with this approach; for example, Gibbs (1992) and Biggs (1999) claim that such processes can facilitate a deeper level of learning, which subsequently should enhance scholarly achievement. Interactive learning may also have the added benefit of creating an internal locus of causality within learners, this being an important constituent of intrinsic motivation (Deci and Ryan, 1985). Strategies often recommended as active or deep learning facilitators include working with others in the form of group or one-to-one discussions, reading or taking part in problem-solving activities (Gibbs, 1992; Cannon and Newble, 2000). Although such practices have traditionally been adopted within supplementary seminar sessions, many educationalists advocate using the active learning approach within the more formal lecture environment (Gibbs, 1992; Biggs, 1999; Fry, Ketteridge and Marshall, 1999). However, despite the apparent advantages, implementation within this context can be problematic. Specifically, the execution of activities such as problem-based learning and group discussions can be time-consuming, and it is thus possible that their adoption could detract from the transmission of the fundamental knowledge that is required for academic achievement. Similarly, many such practices are dependent Dave Elliott is a Lecturer in Sport at St Martin s College, Lancaster. His primary research area is the use of music within the exercise environment.
2 upon students possessing a core of knowledge (Gibbs, 1992), without which the success of these approaches may be diminished. Thus, lecturers must weigh the proposed benefits of these practices against the need to transmit the required information. Therefore, if active learning is to be included regularly within the formal lecture environment, more lecture friendly methods are required. According to Cannon and Newble (2000), one of the simplest forms of active learning is to encourage students to respond to, and ask questions during lectures. Although less time-consuming and requiring less preparation on the part of the lecturer, the success of this approach is obviously dependent upon the willingness of students to engage in the process. Unfortunately, students do not always embrace the opportunity to become involved in this manner; Cannon and Newble (2000) state that many teachers are disappointed by the reactions to this approach. There are a number of factors that could explain the apparent lack of enthusiasm for this activity. Holloway (1999) and The New York State Research and Educational Services (1998) have presented evidence which suggests that there is a relationship between the time of lecture sessions and student performance, with early morning sessions considered less productive, in terms of learning, than sessions conducted at later times. Although neither study specifically attributed their findings to a lack of student interaction, it is conceivable that this could have at least contributed to the outcome. Alternatively, it is possible that class size may have an influence. In general, traditional lectures are larger, in terms of student numbers, than supplementary seminar sessions. Therefore, any verbal communication by students in lectures is usually in front of a large audience. Evidence presented by Odden (1990) and Habeshaw et al. (1992) has indicated that the degree of student interaction is reduced when being taught in large groups. Accounting for this, it is possible that evaluation apprehension, the fear of negative evaluation by other group members, may affect the degree of interaction. Evaluation apprehension has been found to have a negative influence on the willingness of individuals to interact during group brainstorming activities (Hewstone et al., 1996). It is feasible to suggest that this reaction will manifest within educational settings. Similarly, social anxiety, a more debilitating form of evaluation apprehension, may also be evident. According to Keable (1997), social anxiety is a relatively common phenomenon and, significantly, one of the most pervasive causes is public speaking. Within an educational context, Anderson (2000) and Holt (1982) have presented evidence to suggest that the classroom environment can induce such feelings. Although conducted within the school setting, it is likely that such findings are applicable to other educational sectors. It is also reasonable to assume that evaluation apprehension and social anxiety would be more prominent in large classes, as greater numbers would obviously increase the chance of one being evaluated. Class size might also reduce students contributions because of the phenomena of social loafing and free-riding. According to Hewstone et al. (1996), individuals often feel less identifiable when a member of a relatively large group. A consequence of this anonymity is that certain group members may refrain from making contributions, firstly because they feel it will not be noticed (social loafing), and, secondly, because it is believed that others provide the required input (free-riding). As already stated, potentially, there are numerous factors that could influence the willingness of students to embrace the questioning process, however, this study will focus on those discussed above. The aim of the study is therefore to assess the impact of class size and the time of the lecture session upon the degree of interaction within the formal lecture environment. Method Preliminary investigation The aim of this procedure was to confirm the relevance of the explanations offered in the introduction, thus providing a focus for the principle investigation. Participants Participants were six sport studies lecturers (3 males and 3 females) currently employed at St Martin s College, UK. Years of lecturing experience differed between the members (M = 9.2, SD = 3.8), Journal of Hospitality, Leisure, Sport and Tourism Education 4(1),
3 however all had been involved in lecturing at degree level for at least five years. As such, participants were considered to be experienced lecturers. Journal of Hospitality, Leisure, Sport and Tourism Education 4(1),
4 Procedure A focus group discussion was conducted to discover if those in attendance had experienced any problems with the level of student interaction, and also, whether any of those present felt that the lack of interaction could be attributed to class size and/or time of day. Results Confirming the issues raised in the introduction, the debate revealed that all six lecturers had found the questioning process to be disappointing. All those involved stated that many students were unwilling to participate in this activity. It was claimed that many students who were reticent in large group lectures became more involved when members of small group seminar sessions, hence supporting the influence of class size. Also, early morning lectures were considered to be particularly problematic. It was also revealed that the majority of lecturers found the apparent lack of enthusiasm for this activity frustrating, with some considering this to be a reflection of their own teaching ability. Principal investigation The aim of this procedure was to examine: (a) whether class size influenced how comfortable students were responding to, and providing questions; (b) whether class size impacted upon perceptions of anonymity, and (c) whether the time of lectures had any effect upon levels of interaction. Participants Participants were fifty-five Sport Studies undergraduate students in their second year of study at St Martin s College, UK. The sample consisted of twenty-six females and twenty-nine males. Participants ranged in age from nineteen to twenty-two years (M = 20.9, SD = 0.9). In terms of academic achievement, the majority of participants possessed a second-class profile. Procedure In order to assess the issues raised, a questionnaire was developed. This presented a series of statements designed to assess the impact of class size and the time of lectures on students willingness to take part in lecturer-led question and answer sessions. The questionnaire was presented to participants prior to a formal lecture session. Participants were instructed to respond to each statement honestly, and asked not to confer with peers whilst completing the questionnaires. A chi squared (χ 2 ) test was utilised to analyse the resultant data. This procedure assessed whether any differences between observed and expected frequencies were statistically significant. Results The results from the questionnaire are contained in Tables 1-6. Response Frequency Response Frequency Never 3 Never 3 In small groups 39 In small groups 35 In large groups 8 In large groups 2 Group size makes no difference 5 Group size makes no difference 15 χ 2 value = 62.74, p = Results statistically significant Table 1: I am most comfortable asking questions χ 2 value = 51.43, p = Results statistically significant Table 2: I am most comfortable answering questions Journal of Hospitality, Leisure, Sport and Tourism Education 4(1),
5 Response Frequency Response Frequency In small groups 39 Never 19 In large groups 2 Sometimes 34 Group size makes no difference 14 Always 2 χ 2 value = 38.87, p = Results statistically significant Table 3: I feel I learn best χ 2 value = 27.96, p = Results statistically significant Table 4: When I am a member of a large group I feel anonymous Response Frequency Response Frequency Never 44 Early morning lectures 1 Sometimes 10 Mid-morning/Early afternoon lectures 24 Always 1 Afternoon lectures/seminars 10 χ 2 value = 56.11, p = Results statistically significant Late afternoon seminars 2 Table 5: When I am a member of a small group I feel anonymous Time of lecture/seminar has no impact 18 χ 2 value = 36.36, p = Results statistically significant Table 6: I am more likely to interact (i.e. ask and answer questions) with lecturers during Discussion Although the results do not suggest that students will never participate in the questioning process, they do indicate that a number of factors inhibit the level of interaction. All the responses were deemed to exhibit significant deviance from the expected outcomes. Addressing class size, the majority of those questioned felt less comfortable asking and/or answering questions when in relatively large learning groups. Although validated psychometric tests would be required for scientific confirmation, it is probable that evaluation apprehension or social anxiety contribute to this outcome. Furthermore, it appears that the size of the learning group can create feelings of anonymity and thus, when in large groups, students feel less identifiable. Consequently, in some individuals this perception may encourage social loafing or free-riding. Congruent with the views of Keil and Partell (1997) is the fact that the majority of those questioned felt that large class sizes impeded the quality of learning. This finding may, in part, be related to the fact that many students refrain from involvement in the questioning process, and are thus not actively engaged in lecture material. Consequently, the potential for deep learning is reduced. Many respondents also indicated that time of lecture impacted upon the likelihood of interaction. Supporting the view that early morning sessions were particularly problematic, only one of the respondents said they would be more likely to interact during early morning lectures. It would appear that mid-morning lectures are more conducive to verbal interaction. The results of this study suggest a relationship between class size, time of lecture and student interaction. Although they do not necessarily imply that many students will never participate in the questioning process, these findings are concerning. If lecturers intend to use this approach within large group lectures in order to promote active learning, it is possible that the teaching environment may undermine its effectiveness. On the surface it would appear that there is little that can be done to address this issue, as the number of students in a particular class and the time of lectures are dictated externally. Journal of Hospitality, Leisure, Sport and Tourism Education 4(1),
6 Such constraints should not necessarily preclude the use of question and answer sessions within large group lectures. This study is founded on the assumption that interacting in this manner is dependent upon students communicating verbally. However, Angelo and Cross (1993) offer a range of classroom strategies that do not require verbal interaction but still obligate students to be cognitively active. Examples of such strategies include classroom opinion polls. Presenting a question, the lecturer offers a selection of possible answers and the group is polled about the correct answer via a raising of hands. Although not foolproof as some students will simply go with the majority vote, a degree of creativity on the lecturer s part can help alleviate the problem and such an approach can add some fun to sessions. As well as encouraging active learning, classroom opinion polls make it easy to identify those students not engaging, thus reducing the likelihood of social loafing and free-riding. With the Empty Outlines technique students are presented with a summary of the lecture material but with keywords omitted. The task for students is to discover the missing words. To eliminate the need for formal marking, answers could be obtained through direct polling, or, to reduce majority votes, students could be given time to write their responses, transfer them to peers, then the poll could commence. Both these strategies have the advantage of brevity, thus making them relevant for use within this context. Furthermore, monitoring responses will provide the lecturer with a means of assessing the degree of learning and identifying any problematic areas. Because responding in this manner will provide such information, it may lessen the need for students to ask questions. Whether the inclusion of these strategies will alleviate the problems associated with early morning lectures is debatable, as it could be assumed that fatigue is responsible for this. Nevertheless, it is worth implementing such techniques in order to assess their worth in these environments. The results of this study indicate that small group work is preferable and thus the importance of wellstructured seminar sessions is highlighted. However, it is impractical to use seminars as the only mode of delivery and lectures are still useful as a means of delivering information to large groups. Adopting the strategies outlined above should encourage active learning within lectures and negate some of the disadvantages associated with this mode of delivery. With regards to answering questions, the application of such methodologies is preferable to singling out particular students and compelling them to provide an answer. As Gibbs (1992) has suggested, learners should be provided with a learning climate that is safe and supportive, forcing an individual to answer is likely to create the opposite. Finally, the results may offer some solace for lecturers who may interpret student apathy as a reflection of their ability. It would appear that the problem is widespread and rooted more in students anxiety and aversion to early mornings than in the ability of their lecturers. Acknowledgements The author would like to thank Martin Johnes, and the anonymous reviewer for their helpful comments. References Anderson, J. (2000) Teacher questioning and anxiety in the primary classroom. Paper presented at British Education Research Association conference, Cardiff. Angelo, T. A. and Cross, P. K. (1993) Classroom Assessment Techniques: A Handbook for College Teachers (2 nd edn.). San Francisco: Jossey-Bass Publishers. Biggs, J. (1999) Teaching for Quality Learning at University. Buckingham: Open University Press. Cannon, R. and Newble, D. (2000) A Handbook for Teachers in Universities and Colleges (4 th edn.). London: Kogan Page. Deci, E. L. and Ryan, R. M. (1985) Intrinsic Motivation and Self-Determination in Human Behaviour. New York: Plenum Press. Fry, H., Ketteridge, S. and Marshall, S. (1999) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. London: Kogan Page. Gibbs, G. (1992) Improving the Quality of Student Learning. London: Technical and Education Series. Journal of Hospitality, Leisure, Sport and Tourism Education 4(1),
7 Habeshaw, S., Gibbs, G. and Habeshaw, T. (1992) 53 Problems with Large Classes: Making the Best of a Bad Job. Bristol: Technical and Educational Services Ltd. Hewstone, M., Stroebe, W. and Stephenson, G. H. (1996) Introduction to Social Psychology. Oxford: Blackwell Publishers. Holloway, J. (1999) Giving our students the time of day. Educational Leadership 57(1) Accessed online 05/01/ Holt, J. (1982) How Children Fail (revised edn.). Reading: Perseus Books. Keable, D. (1997) The Management of Anxiety: A Guide for Therapists. New York: Churchill Livingstone. Keil, J. and Partell, P. J. (1997) The effect of class size on student performance and retention at Binghamton University. Office of Budget and Institutional Research, Binghamton University. New York State United Teachers (1998) Adolescent sleep needs and school performance. Information Bulletins and Briefing Bulletins 98(19). Accessed online 05/01/04 Odden, A. (1990) Class size and student achievement: research-based policy alternatives. Education Evaluation and Policy Analysis 12(2), Journal of Hospitality, Leisure, Sport and Tourism Education 4(1),
Integration of ICT in Teaching and Learning
Integration of ICT in Teaching and Learning Dr. Pooja Malhotra Assistant Professor, Dept of Commerce, Dyal Singh College, Karnal, India Email: pkwatra@gmail.com. INTRODUCTION 2 st century is an era of
More informationModule Title: Teaching a Specialist Subject
MOTIVATE Project MODULE DOCUMENT Module Title: Teaching a Specialist Subject Institutional Specific Module Data: 1 Name of institution: Budapest Polytechnic Name of Department: Centre for Teacher Training
More informationAustralia s tertiary education sector
Australia s tertiary education sector TOM KARMEL NHI NGUYEN NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH Paper presented to the Centre for the Economics of Education and Training 7 th National Conference
More informationMaximizing Learning Through Course Alignment and Experience with Different Types of Knowledge
Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February
More informationExploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment
Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Ron Oliver, Jan Herrington, Edith Cowan University, 2 Bradford St, Mt Lawley
More informationEvaluation of Hybrid Online Instruction in Sport Management
Evaluation of Hybrid Online Instruction in Sport Management Frank Butts University of West Georgia fbutts@westga.edu Abstract The movement toward hybrid, online courses continues to grow in higher education
More informationOCR Teaching in the Lifelong Learning Sector Qualification Units
OCR Teaching in the Lifelong Learning Sector Qualification Units Unit 25 Level 5 Developing and Managing Resources within the Lifelong Learning Sector Level 5 QCA Accreditation Number J/500/9902 Unit description
More informationUnderstanding student engagement and transition
Understanding student engagement and transition Carolyn Mair London College of Fashion University of the Arts London 20 John Prince s Street London http://www.cazweb.info/ Lalage Sanders Cardiff Metropolitan
More informationAligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches
British Journal of Educational Technology Vol 33 No 2 2002 149 158 Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches Richard Hall Dr Richard Hall is the project
More informationUNDERSTANDING THE INITIAL CAREER DECISIONS OF HOSPITALITY MANAGEMENT GRADUATES IN SRI LANKA
UNDERSTANDING THE INITIAL CAREER DECISIONS OF HOSPITALITY MANAGEMENT GRADUATES IN SRI LANKA Karunarathne, A.C.I.D. Faculty of Management, Uva Wellassa University of Sri Lanka, Badulla, Sri Lanka chandikarunarathne@yahoo.com/
More informationSuccess Factors for Creativity Workshops in RE
Success Factors for Creativity s in RE Sebastian Adam, Marcus Trapp Fraunhofer IESE Fraunhofer-Platz 1, 67663 Kaiserslautern, Germany {sebastian.adam, marcus.trapp}@iese.fraunhofer.de Abstract. In today
More informationDeveloping Effective Teachers of Mathematics: Factors Contributing to Development in Mathematics Education for Primary School Teachers
Developing Effective Teachers of Mathematics: Factors Contributing to Development in Mathematics Education for Primary School Teachers Jean Carroll Victoria University jean.carroll@vu.edu.au In response
More informationCommunication around Interactive Tables
Communication around Interactive Tables Figure 1. Research Framework. Izdihar Jamil Department of Computer Science University of Bristol Bristol BS8 1UB, UK Izdihar.Jamil@bris.ac.uk Abstract Despite technological,
More informationShyness and Technology Use in High School Students. Lynne Henderson, Ph. D., Visiting Scholar, Stanford
Shyness and Technology Use in High School Students Lynne Henderson, Ph. D., Visiting Scholar, Stanford University Philip Zimbardo, Ph.D., Professor, Psychology Department Charlotte Smith, M.S., Graduate
More informationEvaluating the Effectiveness of the Strategy Draw a Diagram as a Cognitive Tool for Problem Solving
Evaluating the Effectiveness of the Strategy Draw a Diagram as a Cognitive Tool for Problem Solving Carmel Diezmann Centre for Mathematics and Science Education Queensland University of Technology Diezmann,
More informationKey concepts for the insider-researcher
02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness
More informationProcedia - Social and Behavioral Sciences 209 ( 2015 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 209 ( 2015 ) 503 508 International conference Education, Reflection, Development, ERD 2015, 3-4 July 2015,
More informationLearning or lurking? Tracking the invisible online student
Internet and Higher Education 5 (2002) 147 155 Learning or lurking? Tracking the invisible online student Michael F. Beaudoin* University of New England, Hills Beach Road, Biddeford, ME 04005, USA Received
More informationResearch Update. Educational Migration and Non-return in Northern Ireland May 2008
Research Update Educational Migration and Non-return in Northern Ireland May 2008 The Equality Commission for Northern Ireland (hereafter the Commission ) in 2007 contracted the Employment Research Institute
More informationThe Use of Statistical, Computational and Modelling Tools in Higher Learning Institutions: A Case Study of the University of Dodoma
International Journal of Computer Applications (975 8887) The Use of Statistical, Computational and Modelling Tools in Higher Learning Institutions: A Case Study of the University of Dodoma Gilbert M.
More informationUCLA Issues in Applied Linguistics
UCLA Issues in Applied Linguistics Title An Introduction to Second Language Acquisition Permalink https://escholarship.org/uc/item/3165s95t Journal Issues in Applied Linguistics, 3(2) ISSN 1050-4273 Author
More informationOPAC and User Perception in Law University Libraries in the Karnataka: A Study
ISSN 2229-5984 (P) 29-5576 (e) OPAC and User Perception in Law University Libraries in the Karnataka: A Study Devendra* and Khaiser Nikam** To Cite: Devendra & Nikam, K. (20). OPAC and user perception
More informationReviewed by Florina Erbeli
reviews c e p s Journal Vol.2 N o 3 Year 2012 181 Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Multilingual Matters. 232 p., ISBN 978-1-84769-620-5.
More informationStudent-Centered Learning
ESSAI Volume 9 Article 32 4-1-2011 Student-Centered Learning Kimberly Overby College of DuPage Follow this and additional works at: http://dc.cod.edu/essai Recommended Citation Overby, Kimberly (2011)
More informationIndividualising Media Practice Education Using a Feedback Loop and Instructional Videos Within an elearning Environment.
Individualising Media Practice Education Using a Feedback Loop and Instructional Videos Within an elearning Environment. Trevor HARRIS Department of Film and Media, School of Creative Arts, University
More informationWORK OF LEADERS GROUP REPORT
WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION
More informationObserving Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers
Observing Teachers: The Mathematics Pedagogy of Quebec Francophone and Anglophone Teachers Dominic Manuel, McGill University, Canada Annie Savard, McGill University, Canada David Reid, Acadia University,
More informationCommittee on Academic Policy and Issues (CAPI) Marquette University. Annual Report, Academic Year
Committee Description: Committee on Academic Policy and Issues (CAPI) Marquette University Annual Report, Academic Year 2013-2014 The Committee on Academic Policies and Issues (CAPI) pursues long-range
More informationWhat effect does science club have on pupil attitudes, engagement and attainment? Dr S.J. Nolan, The Perse School, June 2014
What effect does science club have on pupil attitudes, engagement and attainment? Introduction Dr S.J. Nolan, The Perse School, June 2014 One of the responsibilities of working in an academically selective
More informationLecturing for Deeper Learning Effective, Efficient, Research-based Strategies
Lecturing for Deeper Learning Effective, Efficient, Research-based Strategies An Invited Session at the 4 th Annual Celebration of Teaching Excellence at Cornell 1:30-3:00 PM on Monday 13 January 2014
More informationEnhancing the curriculum: shareable multimedia learning objects Niall MacKenzie and Andrew Walsh Birmingham City University, Birmingham, UK
The current issue and full text archive of this journal is available at www.emeraldinsight.com/1328-7265.htm Enhancing the : shareable multimedia learning objects Niall MacKenzie and Andrew Walsh Birmingham
More informationO'Brien, Orna; Dowling-Hetherington, Linda.
Provided by the author(s) and University College Dublin Library in accordance with publisher policies. Please cite the published version when available. Title The 'Build-Up' Approach to Academic Writing
More informationThe Impact of Honors Programs on Undergraduate Academic Performance, Retention, and Graduation
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Journal of the National Collegiate Honors Council - -Online Archive National Collegiate Honors Council Fall 2004 The Impact
More informationPrincipal vacancies and appointments
Principal vacancies and appointments 2009 10 Sally Robertson New Zealand Council for Educational Research NEW ZEALAND COUNCIL FOR EDUCATIONAL RESEARCH TE RŪNANGA O AOTEAROA MŌ TE RANGAHAU I TE MĀTAURANGA
More informationLife goals, approaches to study and performance in an undergraduate cohort
171 British Journal of Educational Psychology (2006), 76, 171 182 q 2006 The British Psychological Society The British Psychological Society www.bpsjournals.co.uk Life goals, approaches to study and performance
More informationInquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving
Inquiry Learning Methodologies and the Disposition to Energy Systems Problem Solving Minha R. Ha York University minhareo@yorku.ca Shinya Nagasaki McMaster University nagasas@mcmaster.ca Justin Riddoch
More informationVoices on the Web: Online Learners and Their Experiences
2003 Midwest Research to Practice Conference in Adult, Continuing, and Community Education Voices on the Web: Online Learners and Their Experiences Mary Katherine Cooper Abstract: Online teaching and learning
More informationBSW Student Performance Review Process
BSW Student Performance Review Process Students are continuously evaluated in the classroom, the university setting, and field placements to determine their suitability for the social work profession.
More informationunderstandings, and as transfer tasks that allow students to apply their knowledge to new situations.
Building a Better PBL Problem: Lessons Learned from The PBL Project for Teachers By Tom J. McConnell - Research Associate, Division of Science & Mathematics Education, Michigan State University, et al
More informationVirtual Seminar Courses: Issues from here to there
1 of 5 Virtual Seminar Courses: Issues from here to there by Sherry Markel, Ph.D. Northern Arizona University Abstract: This article is a brief examination of some of the benefits and concerns of virtual
More informationAn Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module
An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module James Petersen Department of Educational Technology University of Hawai i at Mānoa. Honolulu, Hawaii, U.S.A.
More informationCurriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.
Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,
More informationTHE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS
THE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS Steven Nisbet Griffith University This paper reports on teachers views of the effects of compulsory numeracy
More informationTechnology in the Classroom: The Impact of Teacher s Technology Use and Constructivism
Technology in the Classroom: The Impact of Teacher s Technology Use and Constructivism A Synthesis Paper EDTECH 504 Dr. Kerry Rice Jennifer Cullen and Farnoush Davis 2 Technology in the Classroom: The
More informationA Case Study Using Soft Systems Methodology in the Evolution of a Mathematics Module
TMME, vol5, nos.2&3, p.269 A Case Study Using Soft Systems Methodology in the Evolution of a Mathematics Module Jon Warwick 1 London South Bank University, UK Abstract This paper describes the application
More informationAn Evaluation of E-Resources in Academic Libraries in Tamil Nadu
An Evaluation of E-Resources in Academic Libraries in Tamil Nadu 1 S. Dhanavandan, 2 M. Tamizhchelvan 1 Assistant Librarian, 2 Deputy Librarian Gandhigram Rural Institute - Deemed University, Gandhigram-624
More informationMinistry of Education General Administration for Private Education ELT Supervision
Ministry of Education General Administration for Private Education ELT Supervision Reflective teaching An important asset to professional development Introduction Reflective practice is viewed as a means
More informationProgram Change Proposal:
Program Change Proposal: Provided to Faculty in the following affected units: Department of Management Department of Marketing School of Allied Health 1 Department of Kinesiology 2 Department of Animal
More informationStudent Morningness-Eveningness Type and Performance: Does Class Timing Matter?
Student Morningness-Eveningness Type and Performance: Does Class Timing Matter? Abstract Circadian rhythms have often been linked to people s performance outcomes, although this link has not been examined
More informationUsing Team-based learning for the Career Research Project. Francine White. LaGuardia Community College
Team Based Learning and Career Research 1 Using Team-based learning for the Career Research Project Francine White LaGuardia Community College Team Based Learning and Career Research 2 Discussion Paper
More informationEnhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach
Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach Krongthong Khairiree drkrongthong@gmail.com International College, Suan Sunandha Rajabhat University, Bangkok,
More informationProblems of practice-based Doctorates in Art and Design: a viewpoint from Finland
Loughborough University Institutional Repository Problems of practice-based Doctorates in Art and Design: a viewpoint from Finland This item was submitted to Loughborough University s Institutional Repository
More informationLecturing Module
Lecturing: What, why and when www.facultydevelopment.ca Lecturing Module What is lecturing? Lecturing is the most common and established method of teaching at universities around the world. The traditional
More informationA Note on Structuring Employability Skills for Accounting Students
A Note on Structuring Employability Skills for Accounting Students Jon Warwick and Anna Howard School of Business, London South Bank University Correspondence Address Jon Warwick, School of Business, London
More informationTo tell the TRUTH: Dealing with Negativity in the Workplace
To tell the TRUTH: Dealing with Negativity in the Workplace A ONE-DAY WORKSHOP FOR CSSEA OCTOBER 24, 2012 WITH KATHRYN THOMSON WWW.LEADERSHIPMIND.COM What s my story? 1. What is the story I tell myself
More informationReducing Spoon-Feeding to Promote Independent Thinking
Reducing Spoon-Feeding to Promote Independent Thinking Janice T. Blane This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development
More informationSocial, Economical, and Educational Factors in Relation to Mathematics Achievement
Social, Economical, and Educational Factors in Relation to Mathematics Achievement Aistė Elijio, Jolita Dudaitė Abstract In the article, impacts of some social, economical, and educational factors for
More informationThe Open University s repository of research publications and other research outputs
Open Research Online The Open University s repository of research publications and other research outputs Going outside the box: skills development, cultural change and the use of on-line resources Journal
More informationEXAMINER PROMPTS. 10 Places (Can be used with three candidates) 18
ESB Level 3 Certificate in ESOL International All Modes (C2) 500/3655/5 C2 Speaking Test EXAMINER PROMPTS Part/Topic Page Part 1 Introduction 2 Part 2 Interactive Discussion 4 TOPIC 1 Food and Drink 5
More informationGreek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs
American Journal of Educational Research, 2014, Vol. 2, No. 4, 208-218 Available online at http://pubs.sciepub.com/education/2/4/6 Science and Education Publishing DOI:10.12691/education-2-4-6 Greek Teachers
More informationCHAPTER 4: RESEARCH DESIGN AND METHODOLOGY
CHAPTER 4: RESEARCH DESIGN AND METHODOLOGY 4.1. INTRODUCTION Chapter 4 outlines the research methodology for the research, which enabled the researcher to explore the impact of the IFNP in Kungwini. According
More informationRunning Head: Implementing Articulate Storyline using the ADDIE Model 1. Implementing Articulate Storyline using the ADDIE Model.
Running Head: Implementing Articulate Storyline using the ADDIE Model 1 Implementing Articulate Storyline using the ADDIE Model Daniel Littleton The University of Arkansas at Little Rock LSTE 7320 Implementing
More informationWhat motivates mathematics teachers?
Available online at www.sciencedirect.com Procedia Social and Behavioral Sciences 1 (2009) 969 974 World Conference on Educational Sciences 2009 What motivates mathematics teachers? Mehmet Ali Kandemir
More informationSchool Inspection in Hesse/Germany
Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework
More informationLEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A
Contact Info: Email: lhubbard@sandiego.edu LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A Phone: 619-260-7818 (office) 760-943-0412 (home) Office Hours: Tuesday- Thursday
More informationA. True B. False INVENTORY OF PROCESSES IN COLLEGE COMPOSITION
INVENTORY OF PROCESSES IN COLLEGE COMPOSITION This questionnaire describes the different ways that college students go about writing essays and papers. There are no right or wrong answers because there
More informationFREQUENTLY ASKED QUESTIONS
School of Physical Therapy Clinical Education FREQUENTLY ASKED QUESTIONS When do I begin the selection process for each clinical internship? The process begins at different times for each internship. In
More informationPREDISPOSING FACTORS TOWARDS EXAMINATION MALPRACTICE AMONG STUDENTS IN LAGOS UNIVERSITIES: IMPLICATIONS FOR COUNSELLING
PREDISPOSING FACTORS TOWARDS EXAMINATION MALPRACTICE AMONG STUDENTS IN LAGOS UNIVERSITIES: IMPLICATIONS FOR COUNSELLING BADEJO, A. O. PhD Department of Educational Foundations and Counselling Psychology,
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationTHEORY OF PLANNED BEHAVIOR MODEL IN ELECTRONIC LEARNING: A PILOT STUDY
THEORY OF PLANNED BEHAVIOR MODEL IN ELECTRONIC LEARNING: A PILOT STUDY William Barnett, University of Louisiana Monroe, barnett@ulm.edu Adrien Presley, Truman State University, apresley@truman.edu ABSTRACT
More informationDeveloping a Language for Assessing Creativity: a taxonomy to support student learning and assessment
Investigations in university teaching and learning vol. 5 (1) autumn 2008 ISSN 1740-5106 Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment Janette Harris
More informationFocus Groups and Student Learning Assessment
Focus Groups and Student Learning Assessment What is a Focus Group? A focus group is a guided discussion whose intent is to gather open-ended ended comments about a specific issue For student learning
More informationSoaring With Strengths
chapter3 Soaring With Strengths I like being the way I am, being more reserved and quiet than most. I feel like I can think more clearly than many of my friends. Blake, Age 17 The last two chapters outlined
More informationPATHE subproject Models
PATHE subproject Models Phase 2: Report Natalie Brown On behalf of sub-project team: Dr Peter Donnan, University of Canberra Dr Leone Maddox, Flinders University Dr Natalie Brown, University of Tasmania
More informationMerbouh Zouaoui. Melouk Mohamed. Journal of Educational and Social Research MCSER Publishing, Rome-Italy. 1. Introduction
Acquiring Communication through Conversational Training: The Case Study of 1 st Year LMD Students at Djillali Liabès University Sidi Bel Abbès Algeria Doi:10.5901/jesr.2014.v4n6p353 Abstract Merbouh Zouaoui
More informationA Pilot Study on Pearson s Interactive Science 2011 Program
Final Report A Pilot Study on Pearson s Interactive Science 2011 Program Prepared by: Danielle DuBose, Research Associate Miriam Resendez, Senior Researcher Dr. Mariam Azin, President Submitted on August
More informationAn application of student learner profiling: comparison of students in different degree programs
An application of student learner profiling: comparison of students in different degree programs Elizabeth May, Charlotte Taylor, Mary Peat, Anne M. Barko and Rosanne Quinnell, School of Biological Sciences,
More informationDOES OUR EDUCATIONAL SYSTEM ENHANCE CREATIVITY AND INNOVATION AMONG GIFTED STUDENTS?
DOES OUR EDUCATIONAL SYSTEM ENHANCE CREATIVITY AND INNOVATION AMONG GIFTED STUDENTS? M. Aichouni 1*, R. Al-Hamali, A. Al-Ghamdi, A. Al-Ghonamy, E. Al-Badawi, M. Touahmia, and N. Ait-Messaoudene 1 University
More informationBSBCMM401A Make a presentation
BSBCMM401A Make a 2012 Semester 1 SSP Certificate IV Class Delivery and Assessment Schedule Class time: Wednesday 9 am to 12.30 pm x 6 weeks Room: S 1.28 Teacher: Janette Dempsey Resources: Most resources
More informationCarolina Course Evaluation Item Bank Last Revised Fall 2009
Carolina Course Evaluation Item Bank Last Revised Fall 2009 Items Appearing on the Standard Carolina Course Evaluation Instrument Core Items Instructor and Course Characteristics Results are intended for
More informationEducation in Armenia. Mher Melik-Baxshian I. INTRODUCTION
Education in Armenia Mher Melik-Baxshian I. INTRODUCTION Education has always received priority in Armenia a country that has a history of literacy going back 1,600 years. From the very beginning the school
More informationIntroduction. Background. Social Work in Europe. Volume 5 Number 3
12 The Development of the MACESS Post-graduate Programme for the Social Professions in Europe: The Hogeschool Maastricht/ University of North London Experience Sue Lawrence and Nol Reverda The authors
More informationStudents attitudes towards physics in primary and secondary schools of Dire Dawa City administration, Ethiopia
World Journal of Educational Research and Reviews Vol. 2(2), pp. 014-021, January, 2016. www.premierpublishers.org, ISSN: 2326-7221 WJERR Research Article Students attitudes towards physics in primary
More informationProviding Feedback to Learners. A useful aide memoire for mentors
Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationCONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS
CONCEPT MAPS AS A DEVICE FOR LEARNING DATABASE CONCEPTS Pirjo Moen Department of Computer Science P.O. Box 68 FI-00014 University of Helsinki pirjo.moen@cs.helsinki.fi http://www.cs.helsinki.fi/pirjo.moen
More informationA non-profit educational institution dedicated to making the world a better place to live
NAPOLEON HILL FOUNDATION A non-profit educational institution dedicated to making the world a better place to live YOUR SUCCESS PROFILE QUESTIONNAIRE You must answer these 75 questions honestly if you
More informationROLE OF SELF-ESTEEM IN ENGLISH SPEAKING SKILLS IN ADOLESCENT LEARNERS
RESEARCH ARTICLE ROLE OF SELF-ESTEEM IN ENGLISH SPEAKING SKILLS IN ADOLESCENT LEARNERS NAVITA Lecturer in English Govt. Sr. Sec. School, Raichand Wala, Jind, Haryana ABSTRACT The aim of this study was
More informationDeveloping creativity in a company whose business is creativity By Andy Wilkins
Developing creativity in a company whose business is creativity By Andy Wilkins Background and Purpose of this Article The primary purpose of this article is to outline an intervention made in one of the
More informationOptions for Elementary Band and Strings Program Delivery
February 10, 2016 TO: Education and Student Services Committee III Item 1 FROM: RE: Nancy Brennan, Associate Superintendent Options for Elementary Band and Strings Program Delivery INTRODUCTION: A report
More informationEvaluation of Teach For America:
EA15-536-2 Evaluation of Teach For America: 2014-2015 Department of Evaluation and Assessment Mike Miles Superintendent of Schools This page is intentionally left blank. ii Evaluation of Teach For America:
More informationConceptual Framework: Presentation
Meeting: Meeting Location: International Public Sector Accounting Standards Board New York, USA Meeting Date: December 3 6, 2012 Agenda Item 2B For: Approval Discussion Information Objective(s) of Agenda
More informationPromotion and Tenure Guidelines. School of Social Work
Promotion and Tenure Guidelines School of Social Work Spring 2015 Approved 10.19.15 Table of Contents 1.0 Introduction..3 1.1 Professional Model of the School of Social Work...3 2.0 Guiding Principles....3
More informationAmerican Journal of Business Education October 2009 Volume 2, Number 7
Factors Affecting Students Grades In Principles Of Economics Orhan Kara, West Chester University, USA Fathollah Bagheri, University of North Dakota, USA Thomas Tolin, West Chester University, USA ABSTRACT
More informationScienceDirect. Noorminshah A Iahad a *, Marva Mirabolghasemi a, Noorfa Haszlinna Mustaffa a, Muhammad Shafie Abd. Latif a, Yahya Buntat b
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Scien ce s 93 ( 2013 ) 2200 2204 3rd World Conference on Learning, Teaching and Educational Leadership WCLTA 2012
More informationEpistemic Cognition. Petr Johanes. Fourth Annual ACM Conference on Learning at Scale
Epistemic Cognition Petr Johanes Fourth Annual ACM Conference on Learning at Scale 2017 04 20 Paper Structure Introduction The State of Epistemic Cognition Research Affordance #1 Additional Explanatory
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course
More informationAuthor: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) Feb 2015
Author: Justyna Kowalczys Stowarzyszenie Angielski w Medycynie (PL) www.angielskiwmedycynie.org.pl Feb 2015 Developing speaking abilities is a prerequisite for HELP in order to promote effective communication
More informationPlanning a research project
Planning a research project Gelling L (2015) Planning a research project. Nursing Standard. 29, 28, 44-48. Date of submission: February 4 2014; date of acceptance: October 23 2014. Abstract The planning
More informationConcept mapping instrumental support for problem solving
40 Int. J. Cont. Engineering Education and Lifelong Learning, Vol. 18, No. 1, 2008 Concept mapping instrumental support for problem solving Slavi Stoyanov* Open University of the Netherlands, OTEC, P.O.
More information