Meta-Analysis of the research on instruction identified nine categories of instructional strategies that have a high probability of enhancing student achievement. This chart illustrates the average effect size and percentile gains realized from the use of these strategies in the classroom. Note the highlighted row for COOPERATIVE LEARNING. Effect size is the unit of measurement that researchers use to report study results. A simple way to understand effect size is to translate into percentile gains, which is done with a mathematical formula. What this chart tells us is that on average, the use of this strategy produced a percentile gain of 27 points. Keep in mind……. Even though the research has taught us a great deal….. There are still some things we don’t yet know, such as… Are some instructional strategies more effective: ~ in certain subject areas? ~ at certain grade levels? ~ with students from different backgrounds? ~ with students of different aptitude? No strategy works will in ALL situations AND the effectiveness of any strategy depends on the thoughtfulness and skill the teacher brings in using the strategy
When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others. The Cooperative Learning strategy best fits with the question, “ Which strategies will help students practice, review and apply that knowledge?” and “Which strategies will help students acquire and integrate that knowledge?”
Students’ Motivations for Social Media Enhanced Studying and LearningSiriporn Faisatjatham No. 07 TESOL 5
AbstractSolutions of social media enhanced learning are widely studied in Hypermedia Laboratory at Tampere University of Technology (TUT). In recent years Web 2.0 based social media services (e.g., Facebook® , LinkedIn® , Last.fm® , etc.) have become popular, especially among young people. Based on this phenomenon TUT Hypermedia researchers have developed a social networking site for TUT freshmen aiming to provide convenient tools for interaction and study support. The first idea was to offer a free-of-charge social web site in the context of learning Basic Engineering Mathematics at TUT.
AbstractThis was thought to be an efficient tool to getnew students studies off to a good start asmathematics courses play a significant role.However, the prediction failed, which causedus to study students‟ motivations for socialnetwork site usage in the study context.This paper describes researchconducted in 2009. Moreover,a description of subsequent measuresaccomplished (e.g., web site developmentand social network analysis) at TUT is included.
IntroductionWeb 2.0 based social media services (e.g., Facebook® (1), LinkedIn® (2), Last.fm® (3), etc.) have recently become well known especially among young people. There is clearly something appealing in web-based social services. In social networking sites a user can participate intensively in activities in the service, share contents, debate and share opinions and create different kinds of groups for different needs.
Why use social networkingsites in the study context? Kärkkäinen (2007) observed that one of the crucial problems in (Finnish) university level studies is that the very early steps at the beginning of studies are the most difficult for many students. One reason for this is that only a few new students know any of their peers at the beginning of studies in their new university.
Why use social networkingsites in the study context?Furthermore, this developmentwork led us to study students‟attitudes towards social networkingsites. The aim of the research was tofind aspects of social networkservices that motivate students toactively participate in discussions,social networking procedures etc. inthis context of studying at their homeuniversity.
A web communityIn fact in many cases social aspectsare not in any way part of the natureof particular systems designed tosupport studying and learning. Onthe other hand students couldachieve more effective co-operationin their studies if they could makefriends outside tutor groups, armyfriends and other traditionalchannels. Social media can be seenas one answer to this problem. (Siliuset al., 2009.)
The TUT Circle To enhance the dynamics ofactivity all content in TUT Circle can betagged with keywords. These tags helpusers to find contents on particular topicsdynamically without using complexsearches etc. Tags also support socialnetworking when users can easily list allusers e.g., according to some specificinterest or hobby. Tags describinggeographical information such as placeof residence and place of birth can beshown for all users or restricted to user‟sneighbourhood using Google MapsTMbased map widget
Motivation research As a result the opinions ofearly adopters were ascertained.Students studying technology aremore likely to be early adopters oftechnology than students fromother fields of study.
Results Some students emphasized theimportance of anonymity in webcommunity activity.After all, TUT Circle was seen toincrease a sense of belonging,because in the system it is “easy todiscuss local issues and get to knowthe people at TUT” (16). Wellman(2002) refers to this phenomenon as“glocalization”; the ability of theInternet to both expand user‟s socialcontacts and bind them moreclosely to the place where they live.
ConclusionsIn technical fields of study studentsare interested in the possibilities ofsocial media and the potentialbenefits it could offer for studyenhancement. Students areincreasingly requiring web based toolsfor studying as well as freelyaccessible electronic coursematerials. Obviously tools provided bysocial media are attractive tostudents today and making thosetools a part of traditional teaching,studying and learning is rational. This iswhat young people want and need.