Distance Education
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The document discusses seven principles for good practice in undergraduate education: 1) encouraging contact between students and faculty, 2) developing reciprocity and cooperation among students, 3) using active learning techniques, 4) giving prompt feedback, 5) emphasizing time on task, 6) communicating high expectations, and 7) respecting diverse talents and ways of learning. It also references studies that found students in online learning performed as well or better than those receiving face-to-face instruction.
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This document summarizes an action research study that investigated the impact of cooperative learning on a Grade 7 mathematics class in the Philippines. The study found that using cooperative learning groups over several weeks improved students' math achievement, participation, and attitudes toward math compared to previous individual learning approaches. Specifically, test scores increased and students were more engaged and confident working together in heterogeneous groups. While some students preferred independent work, most benefited from collaborating to solve problems and supporting each other's learning. The researcher concluded that cooperative learning was an effective strategy when implemented properly with structured groups and teacher support.
2010 tech ed conf_discussionboards_fnl
This document discusses using discussion boards and collaborative quizzes to enhance teaching and learning. It provides an overview of effective teaching methods like lectures and the Socratic method. It also discusses two learning theories - objectivism and constructivism - and the differences between surface and deep learning. The document evaluates student feedback on collaborative quizzes, finding that they agreed the approach improved engagement, reciprocity, and critical thinking. It concludes with lessons learned, like students initially resisting critique but becoming more collaborative, and finding quizzes improved exam performance by encouraging deeper learning.
Case for-hands-on-learning
Hands-on learning is an effective strategy for closing the engagement gap and improving student achievement. The document discusses how many students lose interest in school between kindergarten and high school, leading to disengagement and lower performance. This engagement gap has a particularly strong negative impact on struggling learners. However, hands-on activities can rekindle students' love of learning by making abstract concepts more concrete and connecting them to the real world. The document then outlines several benefits of hands-on teaching, including improving critical thinking, communication skills, engagement, outcomes for disadvantaged students, teamwork abilities, and the teaching experience itself. Educators who use hands-on methods often continue doing so because of increased student enthusiasm and
Active Learning In Higher Education A Case Study
This document summarizes a study on active learning practices among students and lecturers in higher education. The study used qualitative methods including classroom observations, interviews, open-ended questionnaires, and document analysis with 5 undergraduates, 5 postgraduates, and 5 instructors. The findings showed that students highly agreed that active learning was widely practiced and helped achieve optimal learning outcomes. Active learning was best conducted through group discussions, projects, and case studies, using strategies like assigned readings, projects, case studies, and reflective writing. The study proposed that active learning strategies be defined as instructional activities that involve students in doing and thinking about what they are doing.
12.dr.reni francis
This document discusses learning achievement among teacher trainees through different student support methods. It analyzed the impact of tutorials, study circles, peer tutoring, mobile device learning, and extended remediation on 85 teacher trainees of different age groups and academic streams. The findings showed that all student support methods helped with learning achievement and concept understanding. Extended remediation was found to be the most effective method overall, followed by mobile device learning and study circles. The rankings differed slightly based on academic stream, with commerce students preferring extended remediation and mobile learning the most on average.
Engagement Handout 2016
In this interactive talk, the presenter introduces a study of learner engagement in university EFL contexts in Japan that is being undertaken as part of a doctoral program at the University of Reading in the U.K. Intuitively, as teachers, we can recognize engagement or disengagement in our own learners when we see it. However, it is not clear where this recognition comes from, or whether or not our perceptions align with learner realities. After presenting an outline of the research project and preliminary findings, the presenter will ask participants to collectively work on a list of instructional practices that promote engagement in university EFL classes.
2015 Education Faculty: Large classes presentation
This document discusses teaching and learning in large classes. It begins by noting that what constitutes a large class can vary by discipline or pedagogical needs. Large classes pose engagement challenges for both students and faculty. The document reviews principles and strategies for effective large class instruction from various universities, such as encouraging contact between students and faculty and active learning. It notes that large classes can provide pedagogical value when the right approaches are used. Student perspectives are shared on what they like and dislike about large classes as well as their recommendations. The challenge is addressing perceptions that large classes cannot effectively support learning.
Collaborative Learning for Educational Achievement
Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
DPARK Ed D
The dissertation oral defense summarizes a study exploring student perceptions of support services at a college. Key findings from focus groups with 15 students included two overarching themes: a supportive campus environment and positive student-faculty interactions. Barriers like stigma, lack of awareness and time constraints hindered service use. Students recommended improved outreach and visibility of services. The defense proposed additional research with specific student groups to further enhance support.
Research trends in science education
Science education research emerged as an independent field about 40 years ago, with the goal of improving science education practices. Early studies compared different teaching methods in classrooms but were difficult to replicate given variations in classrooms and students. This led to new areas of research examining social contexts and relationships between students and teachers. Experiments are important for science learning but connecting observations to inferences can be challenging in classrooms where students are given specific observations and inferences. Research also found students hold their own conceptions about scientific phenomena that are resistant to change. Cognitive science models see knowledge as networks that differ between experts and novices in a domain.
Wang Ke_Angela_1507394_students perceptions of blended learning environment a...
1. The study investigated students' perceptions of blended learning environments and their preferences with respect to academic performance.
2. A questionnaire was administered to 25 first-year students at a Chinese university, who were classified as high or low achievers.
3. Results showed that students were generally satisfied with the convenience, understanding, and interaction afforded by blended learning, but less satisfied with engagement. Students' preferences did not strongly correlate with academic performance.
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Distance Education
- 1. Distance Education A photo essay Mark Johnstone EDUI 6704
- 3. Encourages contacts between students and faculty
- 4. Develops reciprocity and cooperation among students
- 5. Uses active learning techniques
- 7. Emphasizes time on task
- 9. Respects diverse talents and ways of learning
- 11. Those that know, do. Those that understand teach. - Aristotle
- 13. Seven Principles for Good Practice in Undergraduate Education Arthur W. Chickering and Zelda F. GamsonFrom the March 1987 AAHE Bulletin 1. Encourages contacts between students and faculty. 2. Develops reciprocity and cooperation among students. 3. Uses active learning techniques. 4. Gives prompt feedback. 5. Emphasizes time on task. 6. Communicates high expectations. 7. Respects diverse talents and ways of learning.
- 14. US Department of Education report. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Center for Technology in Learning Washington, D.C. 2009 The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.
- 15. Thomas L. Russell The No Significant Difference Phenomenon: A Comparative Research Annotated Bibliography on Technology for Distance Education (2001, IDECC, fifth edition) Comprehensive research bibliography of 355 research reports, summaries and papers that document no significant difference (NSD) in student outcomes based on the mode of education delivery (face to face or at a distance). Archived reports 1928 to 2009 at http://nosignificantdifference.wcet.info/index.asp