Jigsaw & Anatomy
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The document summarizes two studies on the effects of virtual labs and cooperative learning on student achievement and motivation in anatomy instruction. In the first study, students who used cadaver labs performed better than those using virtual software alone. The second study compared virtual software with cadaver labs, using a jigsaw cooperative learning technique. Results showed students who participated in jigsaw activities had higher achievement, motivation, and epistemic regulation than students working individually. The jigsaw technique helped ameliorate decreases in motivation observed in students using only virtual software.
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![The Effects of Virtual Labs and Cooperative Learning on Student Achievement and Motivation in Anatomy Instruction. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](https://image.slidesharecdn.com/anatomystudy-120215143754-phpapp01/85/Jigsaw-Anatomy-1-320.jpg)
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The document discusses how cognitive commerce can use social and customer data to help personalize and optimize a company's products, pricing, placement, and positioning. It explains that social data can help individualize products for customers, recommend additional items, and determine custom pricing and bundling offers. Integrating different customer data sources, like social platforms, purchase history, and location data, allows companies to gain more insights into customer preferences and send personalized messages, offers, and service levels. The document advocates for moving from siloed and manual processes to fully integrated and automated systems that allow real-time data flows to improve the customer experience across digital and physical channels.
The london stock exchange
The London Stock Exchange is one of the oldest and largest stock exchanges in the world, starting in 1698 in London coffeehouses. It has sought to compete globally and be the stock market of choice through its history. Its core businesses now include equity markets, trading services, market information services, and derivatives. It operates every weekday from 7:15-17:15 with trading hours from 8:00-16:20 in its home in London. The conclusion reflects that the start index has risen over the period from March 15 to April 1, most shares increased, and investing in LSE products is a good idea with an overall positive consensus.
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Similar to Jigsaw & Anatomy
APR2 POD 2012
The document summarizes research on the effects of virtual labs and cooperative learning in anatomy instruction. The research found that using virtual anatomy software alone led to lower achievement and motivation compared to cadaver labs. However, incorporating cooperative learning activities such as jigsaw mitigated the negative effects of the virtual software. Students who used the virtual software with jigsaw activities performed better on retention tests and had higher motivation and perceptions of task-technology fit than students who used the software individually. The results suggest cooperative learning can improve virtual anatomy instruction.
6Websites, Books, Independent Studies 6 Journal Articles Summ.docx
6
Websites, Books, Independent Studies: 6 Journal Articles Summarized Here
APA Citation REQUIRED (Refer to APA Write
][.r’s Manual, 6th ed.)
Fill out both areas for 1 Article on each page (6 pages)
Sample Citation in APA 6th edition:
Arbelo, F. (2016). Pre-entry doctoral admission variables and retention at a Hispanic Serving
Institution. International Journal of Doctoral Education, 11, 269 – 284.
http://www.informingscience.org/Publications/3545
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
Citation here
George, K. (2016). Evaluating the effects of formal corrective feedback on off-task/on-task behavior of mild intellectually disabled students: an action research study (Thesis doctoral, Capella University). https://search-proquest-com.ucamia.cobimet4.org/docview/1767788724
Selection
Explanation
Source: Primary or Secondary
Primary
Information Classification:
(Self-contained study/ Research findings / Professional Association/ Unanalyzed Data / Compiled Statistics, etc.)
Research findings
How and why is this information pertinent to your selected topic?
The goal of the study looked to identify a potential strategy for addressing the behavioral deficiencies commonly displayed by students classified as mild intellectually disabled as well as any other student determined to have behavioral issues within the classroom setting. Specifically, the study determines if formal corrective feedback influences on the off-task/on-task behavior of mild intellectually disabled students. With this information, we know about treatment choices (strategies) that we can use to change the task refusal behaviors of a student with special needs and increase his compliance with activities and demands.
Academic Journal Articles:
APA Citation (Refer to APA Writer’s Manual, 6th ed.)
George, K. (2016). Evaluating the effects of formal corrective feedback on off-task/on-task behavior of mild intellectually disabled students: an action research study (Thesis doctoral, Capella University). https://search-proquest-com.ucamia.cobimet4.org/docview/1767788724
Selection
Explanation
Issues / Topics Covered
Formal corrective feedback, off-task behaviors, on-task behaviors, specific types of off-task behavior.
Author(s):
George, Kevin
Research Question(s) addressed:
RQ1: Is there a significant difference between the frequency of off-task behaviors when formal corrective feedback is not applied and the frequency of off-task behaviors when formal corrective feedback is applied?
RQ2: Is there a significant difference between the frequency of on-task behaviors when formal corrective feedback is not applied and the frequency of on-task behaviors when formal corrective feedback is applied?
RQ3: Does formal corrective feedback have a stronger or weaker effect on specific types of off-task behavior?
Research Subjects: (pre-K, 9th graders, elementary school students, etc.)
Fifteen tenth graders classified as Mild Intellectually Disabled (MI.
The Effectiveness of an Intervention Designed to Increase the Pos
This document summarizes a study that evaluated the effectiveness of two interventions for training after-school instructors to increase their positive to negative interaction ratio (PN ratio) with students. Four instructors were randomly assigned to either a workshop training group or a workshop plus coaching group. The workshop training consisted of a didactic presentation, while the coaching group additionally received modeling, role-playing, and feedback. Instructor and student behaviors were observed and coded during homework time. The study found that instructors in the coaching group increased their positive interactions and PN ratios, while those in the workshop-only group did not improve. Student engagement increased and off-task behavior decreased in classrooms where instructor PN ratios improved with coaching. The results
Quantifying the Effects of an Active Learning Strategy on the Motivation of S...
The main objective of this paper is to use performance of students in order to quantify the effects of an active learning strategy on their motivation.
In the first part of the investigation, the relative performance of students was used as a tool to gauge the effects of the active learning strategy on the motivation of students. The results indicate that the active learning strategy enhanced the performance of 38 (69%) students.
For the second part of this quantitative method, the Dadach Motivation Factor ‘DMF’ was introduced in order to measure the effects of the active learning strategy on the motivation of students. Based on the requirement of the analysis (DMF> 1), the final results suggest that the active learning strategy has enhanced the motivation and increased the performance of twenty-two (40%) students. On the other hand, motivation did not have a significant role for the other sixteen (29%) students whose performance in the process control course (FGP) was higher than their average performance in the department (CGPA).
The results of the quantitative approach were compared with the student survey.
How Classroom Design Affects Student Engagement
This document summarizes research on the impact of classroom design on student engagement. The research found that classrooms designed for active learning, with furniture like Node seating that supports collaboration and movement, significantly increased student engagement compared to traditional classrooms with rows of seats. A survey tool called the Active Learning Post-Occupancy Evaluation was used to measure student and faculty experiences in both types of classrooms across multiple universities. Results showed that the active learning classrooms better supported factors like collaboration, participation, and different learning styles. Both students and faculty reported higher engagement, motivation, expected grades, and ability to be creative in the active learning classrooms. The research demonstrates that intentional classroom design can improve educational outcomes by fostering active, engaged learning.
Jurnal p pt
This study investigated the effects of problem-based learning (PBL) on elementary students' higher-order thinking skills in science education. The study used a pretest-posttest control group design with two 6th-grade classes, with one taught using PBL (experimental group) and the other using traditional methods (control group). Results showed the experimental group scored higher on tests of comprehension, problem-solving, and science process skills after PBL instruction compared to traditional instruction. Therefore, PBL appears to more effectively improve cognitive outcomes and higher-order thinking skills in elementary science education.
EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...
Co-operative learning is defined as students working together to “attain groups goals that cannot be obtained by working alone or competitively”. The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of co-operative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling techniques. Finally the investigator concludes that; (a) There was significant difference between control and experimental group students in their gain scores. That is the experimental group student is better than control group students in their gain scores. (b)There was significant difference between control and experimental group students in their gain scores for attainment of the knowledge, understanding, and application objectives.
Mountain Climbing Analogy
The document describes the mountain climbing learning analogy method, a student-centered teaching strategy used in Japan. It focuses on students actively building knowledge through collaboration, with the teacher serving as a facilitator. An experiment was conducted comparing this method to a traditional lecture in a basic math class. Results showed the experimental group performed significantly better on a post-test, while both groups had similar attitudes towards math. It was concluded the mountain climbing method can be an effective teaching strategy. Further research at other universities was recommended.
The effectiveness of co curricular activities on academic achievements of sec...
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
11.the effectiveness of co curricular activities on academic achievements of ...
This study examined the effect of co-curricular activities on the academic achievement of secondary school students in Abbottabad, Pakistan. 200 students were divided into experimental and control groups. The experimental group participated in physical and non-physical co-curricular activities for 40 minutes daily for 12 weeks, while the control group did not. Pre- and post-tests were used to measure the students' academic achievement in mathematics and English. The results showed that the experimental groups performed significantly better than the control groups on the post-test in government boys' schools, government girls' schools, and private girls' schools, but not in private boys' schools. Thus, the study concluded that co-curricular activities can positively impact academic achievement,
Student Engagement
This document summarizes a research study on increasing student engagement in a 4th grade classroom. The study aimed to identify factors inhibiting engagement and attempt to reverse them by modeling behaviors. Data was collected through student and teacher observation rubrics, field notes, and student interviews. In week one without modeling, students rated themselves higher than the teacher did. In week two, pictorial examples of behaviors were provided. Both student and teacher ratings increased throughout the week as expectations were clear. Student interviews indicated they were better able to self-assess with the examples. The conclusion was that modeling specific behaviors increased active engagement.
Importance of Physical Activities in Relation to Academic
Importance of Physical Activities in Relation to Academic Achievement
Southeastern Oklahoma State University
1
Importance of Physical Activities in Relation to Academic Achievement
Introduction
Schools have served many purposes throughout history. They serve to teach children to
become successful adults. Over time the idea of what it takes to make a student a successful adult has
changed. Schools have been forced to measure students with tests instead of the whole child. Students
are evaluated year after year on their academic achievement through standardized tests. Teachers are
now judged on how well their pupils do on tests whether it be on a nationally standardized test or
benchmark testing in the classroom. Since testing will not go away, teachers must find ways that
improve the way students retain information. Physical activity supports developmental, emotional, and
cognitive growth.
Physical activity helps students develop fine and gross motor skills. Typical recess activities such
as monkey bars, pumping legs on a swing, throwing balls all help develop motor skills that are needed in
the classroom. Hand eye coordination that is developed from these physical activities helps students
track when reading, take notes, and holding a pencil. When recess is cut, these activities either suffer or
the teacher must find time in their already hectic schedule to work these activities into the curriculum
(Franxman & Gilbert, 2018).
Many playground activities lead to social and emotional development. Students are put into
situations that are not guided by a teacher and are tested to make their own decisions. Peer
relationships are developed through physical activity (Murray & Ramstetter, 2018). This “free” time
helps develop a student’s ability to communicate, negotiate, and problem solve, all of which are needed
to contribute to society (Murray & Ramstetter, 2018).
School days are long. Students are expected to sit for long periods of time focusing on specific
content. When students are given breaks to move, different motions fire up neurons in their brains.
Students are more attentive to their lessons after a chance to engage in physical activity (Murray &
2
Ramstetter, 2018). The physical activity helps keep the brain active by giving one area a chance to rest
and recharge, while another area of the brain develops other skills.
Physical activity is important to the development of the whole child. Schools have drifted away
from making physical activity or play a priority in favor of structured academic time. This paper will look
at the role physical activity plays in academic achievement. It will show if physical activity is improving
test scores, curbing behavioral issues, and encouraging student learning by using physical activity in
unstructured activity, using set programs, and as motivation for cognitive improvement.
Literature Review
This ...
Carol A Johnson Pbr Spresentation
This document summarizes an action research study examining the effects of positive behavior reinforcement systems (PBRS) on student engagement. The study will take place over 9 weeks and collect data in two segments to compare the impact of a PBRS on student engagement, as measured by surveys, observations, and student records. A self-monitoring behavior system was chosen as the positive intervention for the study. The implications are that PBRS programs incorporating clear expectations and incentives can increase student engagement if implemented consistently.
PowerPoint-based quizzes in wave motion: Performance and experiences of students
PowerPoint-based quizzes in wave motion: Performance and experiences of studentsJournal of Education and Learning (EduLearn)
This study investigated the effect of PowerPoint-based quizzes on student performance and experiences in the topic of wave motion. The results showed that students who took a PowerPoint-based quiz performed better and scored higher on average than students who took a traditional oral quiz. A statistical analysis found this difference in scores to be statistically significant. Interviews with students revealed that they found the PowerPoint-based quizzes caught their attention more, allowed them to visualize questions better than oral quizzes, and provided a clearer form of communication compared to traditional oral quizzes. Therefore, the study concluded that PowerPoint-based quizzes had a positive impact on student learning and performance in wave motion.Learnfromstudents11s ross
This document discusses the importance of collecting formative feedback from students to improve teaching. It defines key terms like feedback, assessment, and formative vs summative. It also describes Classroom Assessment Techniques (CATs), which are formative assessment methods used to gather student feedback. Examples of CATs include open-ended questions, clickers, and brief questionnaires. The document provides guidance on developing effective feedback questions, analyzing student responses, and using the information to strengthen instruction.
Matt Tyrie edu 690 research indep study
This study investigated the effects of technology integration on student performance and attitudes in a 7th grade science classroom. An experimental group received weekly science lessons that incorporated various technology tools, while a control group received traditional paper-based lessons. Both groups were given pre- and post-tests to measure changes in science attitudes and achievement. The results showed minor differences between the groups in improved test scores and attitudes, suggesting that technology integration may help enhance student learning and engagement in science.
Training Paraeducator: Didactic Instruction or Performance Feedback?
Training Paraeducator: Didactic Instruction or Performance Feedback?National Resource Center for Paraprofessionals
This document summarizes a presentation on research into effective training methods for paraeducators. It discussed:
1. Background on the increasing role of paraeducators and lack of training.
2. A study that compared the effectiveness of didactic instruction versus performance feedback for training paraeducators to use positive behavior support strategies.
3. The results showed that performance feedback led to immediate and sustained usage of strategies, while effects of didactic instruction decreased over time.Kinneen DBA Presentation (2)
The study evaluated the use of visual activity schedules and a prompting hierarchy to promote independent academic engagement for adolescents with autism. Three participants were taught to complete academic tasks using a visual schedule with prompts that were faded from full to gestural over time. Additional tasks were introduced in a staggered way. Results showed increases in on-schedule and on-task behavior for all participants as tasks were added and prompts were faded. Social validity questionnaires found that teachers viewed the intervention as effective and easy to implement.
Effects of Active Learning Strategies in Teaching Physics
The study utilized a quasi experimental method of the pretest posttest design with the pre selected groupings for the control and experimental groups. The study used validated researcher constructed pretest posttest questionnaires, online distance learning plans, attitude surveys, and focus group discussion questionnaires to determine the students performance. The study was conducted at a private high school in Cebu City. Both experimental and control groups underwent a pretest before implementing the proposed interventions. The studys findings showed the following results a both control and experimental groups manifested Above Average performance in the pretest and posttest b there was a significant mean improvement in the student’s performance in Physics in both experimental and control groups c there was no significant difference in the mean improvement in Physics between the experimental and control groups, and d the experimental group showed a very positive level of attitude towards the use of active learning strategies in teaching Physics. Based on the findings of the study, the integration of active learning strategies to the group with less teacher presence acts only as facilitator proved to be as effective as the group who received explicit teaching from the teacher in teaching Physics. In addition, it did not only enhance the students’ performance as manifested by their comparable performance with the other group but was also influential in developing a positive attitude that affected their performance. The theories of Direct Instruction by Siegfried Engelmann and Douglas Carnine believe that teacher centered teaching strategies are effective in teaching Physics since the teacher explicitly teaches and helps the students understand the lessons. Constructivism Learning by Jean Piaget states that involving the students actively and exposing them to activities that will engage them in the teaching and learning process by interacting with their actual experiences were confirmed by this studys findings. The study advises curriculum designers to provide several active learning activities that encourage student engagement and participation and apply dynamic teaching techniques in Physics instruction. Additionally, to help them overcome the challenge, students should be offered various learning methodologies, and future researchers should conduct a comparative study on face to face training. Nikko C. Catarina "Effects of Active Learning Strategies in Teaching Physics" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52598.pdf Paper URL: https://www.ijtsrd.com/physics/other/52598/effects-of-active-learning-strategies-in-teaching-physics/nikko-c-catarina
I have an a reflection assignment on professional issue, what Ive.docx
I have an a reflection assignment on professional issue, what I've learned from it
Reflect on all the material covered (e.g. readings, learning activities, etc.) throughout this module. Explain your thoughts on which learning experiences influenced your perspectives on IT and why. Additionally, explain what achievements you accomplished in this module and explain which learning experiences facilitated that/those accomplishment(s). Lastly, describe how you intend to apply your learning and experiences in this module to other modules in the Information Technology programme and/or your professional work.
The module is called professional issues and all the topics we covered around 8 topics they are and it’s based on professional issues in I.T such as plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing. They are the main that I want to reflect upon.
Issues to Reflect Upon
Plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing
400-500 Words
At least 4 References [In text citations with at least one website source]
Harvard Style
Running Head: POSITIVE REINFORCEMENT 1
POSITIVE AND NEGATIVE REINFORCEMENT 30
Positive Reinforcement
Matthew Rosario
Southern New Hampshire University
Reinforcement
Reinforcement is used to condition a particular behavioral response or action. According to Berger (2014), Reinforcement is a stimulus or event that increases the frequency of response it follows. To increase the frequency of the desired behavior, positive or negative reinforcement must be used. Positive reinforcement works by establishing a motivating stimulus after the desired behavioral response. For example, when a child completes their homework and receives a reward like candy. Negative reinforcement is when a particular stimulus is removed when a particular behavior is displayed. By removing a negative stimulus, it is less likely to occur again. For example, a driver follows the speed limit to avoid receiving a ticket. Keep in mind negative reinforcement is not a punishment because it increases a behavioral response instead of decreasing it.
Integrated Research
The ability to shape appropriate behavior while extinguishing misbehavior is critical to teaching and learning in physical education. The scientific principles that affect student learning in the gymnasium also apply to the methods teachers use to influence social behaviors. Downing and colleagues describe the results of an experiment that examined the ability to shape behavior to student to be teachable. The authors hypothesized that reinforcement, the stimulus is far more effective than the traditional punishment. Positive and negative reinforcement is never to be looked at as a punishment; it is a corrective action to change a specific behavior. The aut.
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EFFECTIVENESS OF CO-OPERATIVE LEARNING METHOD IN LEARNING OF MATHEMATICS AMON...
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The effectiveness of co curricular activities on academic achievements of sec...
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Importance of Physical Activities in Relation to Academic
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PowerPoint-based quizzes in wave motion: Performance and experiences of students
PowerPoint-based quizzes in wave motion: Performance and experiences of students
Training Paraeducator: Didactic Instruction or Performance Feedback?
Training Paraeducator: Didactic Instruction or Performance Feedback?
Effects of Active Learning Strategies in Teaching Physics
Effects of Active Learning Strategies in Teaching Physics
I have an a reflection assignment on professional issue, what Ive.docx
I have an a reflection assignment on professional issue, what Ive.docx
More from Andy Saltarelli
A Walk Around Pasteur's Quadrant
This document summarizes research from Andy J. Saltarelli on investigating the effects of social context on educational outcomes. It discusses four studies that took diverse approaches: 1) A phenomenological study of the Lost Boys of Sudan that found they developed a cultural hybrid and demonstrated educational resilience. 2) An experiment showing that satisfying belongingness needs can promote online cooperation. 3) An intervention study that closed global participation gaps in MOOCs by addressing social belonging and identity threats. 4) A qualitative study of MOOC faculty sensemaking strategies in open online initiatives. The document advocates for mixed methods and diverse approaches to research on learning in social contexts.
Stanford Digital Learning Forum - Innovations in Online "Courses"
This document provides an overview of innovations in online courses by Andy J. Saltarelli, an instructional designer at Stanford University. It discusses new technologies for content delivery, ways to enhance the learner experience, and tools to help instructors manage online courses. Examples mentioned include interactive content, personalized learning paths, analytics for student performance, and collaborative assignments across international institutions. The document aims to explore how online education is evolving through new digital approaches and technologies.
APA 2014 presentation
Abstract: Adapting face-to-face (FTF) pedagogies to online settings raises boundary questions about the contextual conditions in which the same instructional method stimulates different outcomes. We address this issue by examining FTF and computer-mediated communication (CMC) versions of constructive controversy, a cooperative learning procedure involving dialogic argumentation and the shared goal of reaching an integrative position. One hundred seventy-one undergraduates were randomly assigned to a 3 (synchron- icity: FTF, synchronous CMC, asynchronous CMC) ﰅ 3 (belongingness: acceptance, mild rejection, control) quasi-experimental design. As predicted, FTF and synchronous CMC conditions increased cooperation, epistemic conflict regulation, motivation (interest-value), and achievement (completion rate, integrative statements), whereas asynchronous CMC increased competition and relational conflict reg- ulation and decreased motivation and achievement. Also as predicted, satisfying belongingness needs (through acceptance) increased cooperation, epistemic conflict regulation, and motivation compared with control. Unexpectedly, there was no evidence that mild rejection diminished outcomes. Results inform theory by demonstrating that FTF and CMC synchronicity represent boundary conditions in which constructive controversy stimulates different social-psychological processes and, in turn, different outcomes. Results also inform practice by showing that synchronicity and belongingness have additive effects on constructive controversy and that satisfying belongingness needs buffers but does not offset the deleterious effects of asynchronous CMC.
ET4Online 2014 presentation
ET4 Online Session: "Effects of Belongingness and Synchronicity on Face-to-face and Online Cooperative Learning"
Pod 2013 presentation
This study examined the effects of belongingness and synchronicity on cooperative learning. 171 students participated in constructive controversy discussions either face-to-face, synchronously online, or asynchronously online. They also received manipulations of belongingness (acceptance, mild rejection, control). Results showed that initial belongingness had positive effects on cooperation, motivation and technology perceptions. However, belongingness did not fully offset the negative effects of asynchronous discussions, which had poorer outcomes than face-to-face or synchronous discussions. The findings suggest belongingness is important but synchronicity also significantly impacts cooperative learning.
Backwards Design & Melding In-Class and Online Pedagogies
This document summarizes a presentation on melding in-class and online pedagogies. The presenters are from Virtual University Design and Technology at Michigan State University. They discuss their philosophy of starting with authentic pedagogical problems rather than technological solutions. They emphasize backwards design, identifying big ideas and essential questions, and connecting concepts. The presentation provides examples and templates for developing big ideas and concept maps for a course. Attendees are guided through an activity to create a draft concept map for one of their courses. Various low- and web-based tools for concept mapping are also introduced.
CMC, Cooperative Learning, Motivation, & Achievement
This study examined the effects of initial belongingness and synchronicity on cooperative learning. 171 undergraduate students participated in constructive controversies that varied the level of initial belongingness (acceptance, mild rejection, control) and synchronicity (face-to-face, synchronous online, asynchronous online). Results showed that initial acceptance increased time spent, cooperative perceptions, epistemic regulation, and intrinsic motivation compared to control and mild rejection conditions. Additionally, under mild rejection, asynchronous online discussions led to higher multiple choice scores than face-to-face or synchronous online discussions.
Trends and Best Practices in Faculty Development for Online Teaching
This document discusses trends and best practices in faculty development for online teaching. It outlines some of the tensions between pedagogy and technological competencies that faculty face in developing online courses. It recommends that faculty development programs focus on authentic pedagogical problems and foster communities of faculty learners. Specific solutions proposed include engaging faculty in design-based research partnerships and measuring the impact of development programs through student and faculty surveys.
Constructive Controversy in CMC Contexts
1) The study examined the effects of face-to-face and computer-mediated constructive controversy on social interdependence, motivation, and achievement.
2) 101 undergraduates participated in either face-to-face, synchronous computer-mediated, or asynchronous computer-mediated conditions involving a controversial debate topic.
3) Results showed that the synchronous computer-mediated condition led to more cooperative perceptions, higher motivation, and better achievement outcomes than the asynchronous condition, which was closest to face-to-face interaction.
Potential of Out-of-Class Activities
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2. It describes models used at Central Michigan University that require students to participate in campus activities and reflect on the experiences.
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Scaffold Example [Web]
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SRCD 2009 - Lost Boys
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