16 results on '"Students"'
Search Results
2. The Effect of Teaching General Education Courses on Deep Approaches to Learning: How Disciplinary Context Matters.
- Author
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Nelson Laird, Thomas F. and Garver, Amy K.
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EDUCATION , *GRADUATE study in education , *CURRICULUM , *UNIVERSITY faculty , *GENERAL education , *STUDENTS , *HIGHER education , *EDUCATIONAL innovations , *LEARNING - Abstract
Building on work examining differences in the emphasis faculty place on effective educational practices, this study uses data from nearly 8,000 faculty members from the 2007 Faculty Survey of Student Engagement to explore how disciplinary area moderates the effect of teaching a general education course (GEC) on the emphasis faculty place on deep approaches to learning. Results showed that the GEC effect was strongest in hard-applied-life fields and weakest in hard-pure-life and soft-applied-life fields, suggesting that proponents of general education reform need to temper their efforts by a clearer understanding of disciplinary differences. [ABSTRACT FROM AUTHOR]
- Published
- 2010
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3. The Differential Effects of Elaborate Feedback and Basic Feedback on Student Performance in a Modified, Personalized System of Instruction Course.
- Author
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Chase, Jared A. and Houmanfar, Ramona
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SCHOOL enrollment , *EDUCATORS , *LEARNING ability , *CURRICULUM , *STUDENTS , *COLLEGE teachers , *LEARNING , *PSYCHOLOGICAL feedback , *PSYCHOLOGY of learning - Abstract
Educators in large-enrollment courses are faced with the challenge of effectively disseminating information to their students to ensure that they learn the content provided. A related issue involves the means by which instructors evaluate student performance. Offering effective forms of performance feedback may be one technique to provide students with additional information to facilitate learning. Accordingly, the purpose of this investigation was to determine the effects of elaborate feedback and basic feedback on student performance. Two groups from an introductory psychology course participated in the current study. The Basic Feedback Group ( N = 108) received basic feedback on all quizzes. The Elaborate Feedback Group ( N = 102) received elaborate feedback on all quizzes. Response accuracy and learning gain were evaluated between groups. Visual analyses demonstrated the relative effectiveness of elaborate feedback on subsequent student performance. Descriptive and inferential statistical analyses revealed that elaborate feedback was beneficial in general and particularly for questions that were determined to be difficult by item analyses. Results and implications are discussed in further detail. [ABSTRACT FROM AUTHOR]
- Published
- 2009
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4. How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students.
- Author
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Mayhew, Matthew, Wolniak, Gregory, and Pascarella, Ernest
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EDUCATION , *UNDERGRADUATES , *LEARNING , *LEARNING ability , *CURRICULUM , *ACTIVE learning , *EXPERIENTIAL learning , *PEERS , *STUDENTS - Abstract
We investigated curricular conditions and educational practices that influenced the development of life-long learning orientations among 405 undergraduate students. Results suggest that growth in life-long learning orientations was facilitated by instruction that included opportunities for reflection, active learning, and perspective-taking and that provided students with opportunities for positively interacting with diverse peers. Negative diverse peer interactions were found to stifle development. Implications for researchers and practitioners are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2008
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5. What does it mean? Students’ procedural and conceptual problem solving in a CSCL environment designed within the field of science education.
- Author
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Krange, Ingeborg and Ludvigsen, Sten
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COMPUTER assisted instruction ,PROBLEM solving ,COLLABORATIVE learning ,SCIENCE education ,CURRICULUM ,STUDENTS ,SECONDARY education - Abstract
This article discusses the relationship between procedural and conceptual problem solving in a computer-supported collaborative learning (CSCL) environment designed within the field of science education. The contribution of this article, and our understanding of this phenomenon, is anchored in our socio-cultural interpretation, and that implies distinctive inputs for the design and re-design of these kinds of learning environments. We discuss institutional aspects linked to the school as a curriculum deliverer, as well as to the presentation of the knowledge domain and the construction of the CSCL environment. The data is gathered from a design experiment in a science setting in a secondary school, and video data is used to perform an interaction analysis. More specifically, we follow a group of four secondary school students who solve a biological problem in a computer-based 3D model supported by a website. Our findings are clear in the sense that the procedural types of problem solving tend to dominate the students’ interactions, while conceptual knowledge construction is only present where it is strictly necessary to carry out the problem solving. Based on our analyses, we conclude that this can be explained partly by how the knowledge domain is presented and how the CSCL environment is designed, but that the main reason is linked to the institutional aspects related to the school as curriculum deliverer where its target is to secure that the students actually solve problems that are predefined in the syllabus list. We argue that this affords some particular challenges, linked to making conceptual knowledge constructions in science education explicit in the CSCL environment, and to encouraging the teachers and the school as a curriculum deliverer to give this kind of knowledge construction a prioritised value. [ABSTRACT FROM AUTHOR]
- Published
- 2008
- Full Text
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6. Resource use and academic performance among first year psychology students.
- Author
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Huon, Gail, Spehar, Branka, Adam, Paul, and Rifkin, Will
- Subjects
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ACADEMIC achievement , *STUDENTS , *PSYCHOLOGY , *EDUCATIONAL technology , *CURRICULUM , *EDUCATIONAL tests & measurements , *EDUCATIONAL evaluation , *TEXTBOOKS , *LEARNING - Abstract
Multiple questionnaires completed over the semester by 514 students enrolled in a first year psychology course reveal that no single pattern of reliance on print, online, or in-person resources guarantees a high mark. Analyses of the reported and measured frequency of use of various resources correlated against students’, performance on both individual assessments and their final marks suggests that students employ a range of strategies in their use of class resources. They tend to rely on their textbooks, Web-based lecture notes, and online quizzes, but their final marks are more strongly determined by their university entrance scores than by their resource use strategy, their sex, or whether or not English is their first language. The data suggest that students adapt their learning strategies to the resources available, with an apparent emphasis on learning what will be assessed rather than exploring for understanding. Importantly, the results argue that investment in development of educational technologies – and students’, use of educational technologies – must be informed by empirical data concerning its impact on the efficiency and quality of learning. [ABSTRACT FROM AUTHOR]
- Published
- 2007
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7. Gender, equity and the discourse of the independent learner in higher education.
- Author
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Leathwood, Carole
- Subjects
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HIGHER education , *LEARNING , *EDUCATION policy , *GOVERNMENT policy , *COLLEGE students , *CURRICULUM , *STUDENTS , *UNIVERSITIES & colleges , *EDUCATION - Abstract
The ‘independent learner’ is a key construct within discourses of educational policy and practice in the UK. Government policy statements stress the importance of developing learner independence, and higher education pedagogical practices tend to rest on the assumption that students are independent learners. This paper draws on research with undergraduate students in a post-1992 university to offer a critical appraisal of the discourse of the independent learner. The paper examines students’ perceptions of independence in both their first year of undergraduate study, and in the later years of their degree courses. Support for learning and issues related to asking for help are discussed. Whilst students tend to both expect and want to be independent, it is suggested that dominant constructions of the independent learner are gendered and culturally specific, and as such are inappropriate for the majority of students in a mass higher education system. [ABSTRACT FROM AUTHOR]
- Published
- 2006
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8. The role of the student-teacher relationship in the formation of physicians. The hidden curriculum as process.
- Author
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Haidet, Paul and Stein, Howard F.
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TEACHER-student relationships , *MEDICAL care , *MEDICAL education , *LEARNING , *CURRICULUM , *MEDICAL schools - Abstract
Relationship-Centered Care acknowledges the central importance of relationships in medical care. In a similar fashion, relationships hold a central position in medical education, and are critical for achieving favorable learning outcomes. However, there is little empirical work in the medical literature that explores the development and meaning of relationships in medical education. In this essay, we explore the growing body of work on the culture of medical school, often termed the "hidden curriculum." We suggest that relationships are a critical mediating factor in the hidden curriculum. We explore evidence from the educational literature with respect to the student-teacher relationship, and the relevance that these studies hold for medical education. We conclude with suggestions for future research on student-teacher relationships in medical education settings. [ABSTRACT FROM AUTHOR]
- Published
- 2006
- Full Text
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9. Content Analysis of Online Discussion Forums: A Comparative Analysis of Protocols.
- Author
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Marra, Rose M., Moore, Joi L., and Klimczak, Aimee K.
- Subjects
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DISTANCE education , *CURRICULUM , *ONLINE education , *STUDENTS , *LEARNING , *EDUCATION , *FORUMS , *CRITICAL thinking , *PROBLEM solving - Abstract
The discussion forum is a significant component of online courses. Instructors and students rely on these asynchronous forums to engage one another in ways that potentially promote critical thinking, meaningful problem solving, and knowledge construction. In spite of the importance of these forums, predominantly used methods for the assessing the content and outcomes of these forums has often been limited to frequency counts and other quantitative measures. Only recently have researchers developed protocols for conducting meaningful qualitative analysis of online discussion forums. This study compares the application of two content analysis protocols for online discussion boards by applying both to the content of one-week student-led discussion. Our analysis provides a detailed description of how to use both protocols and evaluates each for its strengths and weaknesses toward the overall goal of providing educators and researchers with valid tools for assessing discussion forum content. [ABSTRACT FROM AUTHOR]
- Published
- 2004
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10. Science Background and Spatial Abilities in Men and Women.
- Author
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Brownlow, Sheila, McPheron, Tamara K., and Acks, Cheryl N.
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SCIENCE education , *CHEMISTRY , *MENTAL rotation , *SPATIAL ability , *LEARNING , *CURRICULUM , *HIGHER education , *STUDENTS - Abstract
Deficits in spatial abilities, particularly mental rotation (MR), may contribute to women's avoidance of areas of study that rely on MR, including chemistry. Women who do experience success in chemistry may do so because they have good MR skills. We examined MR ability, assessed by the Purdue Visual Rotations Test (PVRT; Bodner and R. B. (1997)) in three groups of students: those with no college science background, those with a limited college science background that did not include organic chemistry, and those with more extensive science background including organic chemistry. Men and women with extensive background that included organic chemistry performed equally on the MR task, as did those students who had no college science background. However, men outperformed women on the MR task if they had limited science training, although this effect was mediated by the total number of chemistry courses taken. Self-reports of competence on the task were positively related to MR ability, but neither self-described effort nor other background variables (such as experience with spatial tasks and participation in athletics) were important to MR. Grades in science courses were not related to MR capability for any group of students. Our results suggest that while women often show a lesser ability with MR tasks, this deficit may not be an important contribution to women's tendency to avoid the physical sciences. [ABSTRACT FROM AUTHOR]
- Published
- 2003
- Full Text
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11. Learning Neuroscience: An Interactive Case-Based Online Network (ICON).
- Author
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Quattrochi, James J., Pasquale, Susan, Cerva, Barbara, and Lester, John E.
- Subjects
COMPUTER assisted instruction ,LEARNING ,NEUROSCIENCES ,STUDENTS ,CURRICULUM ,INTERNET in education - Abstract
We have developed an interactive case-based online network (ICON) that provides a new learning environment and integrates the student's thinking across the different concentration tracks of one of Harvard's interfaculty science initiatives. ICON takes advantage of this cross-disciplinary, undergraduate curriculum as a model system to bring a compelling, integrative focus to bear on reshaping how Harvard students learn neuroscience. ICON contains 9 learning modules specific to each case: Case, Working Papers, Blackboard, Neuroimaging, Research Programs and Trials, Decision Tree, Learning Objectives, Virtual Contact, and Brainstorm. Modules allow the student to get away from interpreting vast amounts of available information, move toward selecting useful information, recognize discriminating findings, and build a conceptual understanding of real and meaningful problems in neuroscience. The result is that ICON introduces a new landscape within the academic curriculum where the active participation of faculty and students effectively intersects and captures an immediate, integrative learning experience for the student. The benchmark of ICON is the time spent by students and faculty to create a user-defined learning network that engages faculty to participate in the students' learning and transforms the way the student thinks. [ABSTRACT FROM AUTHOR]
- Published
- 2002
- Full Text
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12. The Effectiveness of Mnemonic Instruction for Students with Learning and Behavior Problems: An Update and Research Synthesis.
- Author
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Scruggs, Thomas E. and Mastropieri, Margo A.
- Subjects
STUDENTS ,MNEMONICS ,MILITARY strategy ,LEARNING ,MENTAL discipline ,CURRICULUM - Abstract
One of the most commonly described problems of students with learning and behavioral difficulties is memory for academic content. Using research integration techniques, this paper describes the effects of specific mnemonic (memory-enhancing) strategies in addressing this critical need area. The overall effectiveness of mnemonic techniques was found to be associated with an overall mean standardized “effect size” of 1.62, indicating an unusually large effect for treatment and replicating closely a research synthesis reported in the literature in the 1980s. Also, laboratory (or, “decontextualized”) research yielded results similar to those obtained in field-based investigations using established school curricula. Further, an evaluation of unpublished, descriptive teacher applications of mnemonic instruction provides further support that mnemonic strategies are effective and useful in ecologically valid settings. [ABSTRACT FROM AUTHOR]
- Published
- 2000
- Full Text
- View/download PDF
13. The Design of Learning Software: Principles Learned from the Computer as Learning Partner Project.
- Author
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Stern, Judith
- Subjects
CURRICULUM ,LEARNING ,TEACHERS ,COMPUTER software ,STUDENTS ,CLASSROOMS - Abstract
This paper describes general curriculum design principles and specific software design implementations resulting from an ongoing collaboration between software designers and programmers, researchers, and a classroom teacher and his students. Research and observations in the classroom setting led to both the emergence of useful learning principles as well as the design of a specific piece of software, E-LabBook. The paper traces the development of the software in the context of the principles that emerged during the design process. [ABSTRACT FROM AUTHOR]
- Published
- 2000
- Full Text
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14. Post Graduate Curriculum and Skill of Teacher.
- Author
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Kumar, Sunil and Verma, Arunima
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CURRICULUM planning , *CURRICULUM , *EDUCATORS , *LEARNING , *LEARNING strategies , *STUDENTS , *TEACHER-student relationships , *TEACHERS , *TEACHING , *TEACHING aids , *GRADUATE education , *VOCATIONAL guidance , *OCCUPATIONAL roles , *EDUCATIONAL outcomes - Published
- 2017
- Full Text
- View/download PDF
15. Blended learning across universities in a South–North–South collaboration: a case study
- Author
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Protsiv, Myroslava, Rosales-Klintz, Senia, Bwanga, Freddie, Zwarenstein, Merrick, and Atkins, Salla
- Subjects
020205 medical informatics ,International Cooperation ,02 engineering and technology ,International education ,0302 clinical medicine ,Research capacity building ,0202 electrical engineering, electronic engineering, information engineering ,ComputingMilieux_COMPUTERSANDEDUCATION ,Medicine ,Uganda ,030212 general & internal medicine ,Cooperative Behavior ,4. Education ,Communication ,Health Policy ,Health services research ,Health services ,Research Personnel ,Doctoral training ,Income ,Curriculum ,Thematic analysis ,Models, Educational ,Capacity Building ,Higher education ,Universities ,Qualitative property ,Participant observation ,03 medical and health sciences ,Health systems ,Nursing ,Humans ,Learning ,European Union ,Students ,Developing Countries ,Health policy ,e-learning ,Sweden ,Medical education ,Internet ,business.industry ,Research ,Developed Countries ,Teaching ,Blended learning ,Attitude ,business - Abstract
Background Increased health research capacity is needed in low- and middle-income countries to respond to local health challenges. Technology-aided teaching approaches, such as blended learning (BL), can stimulate international education collaborations and connect skilled scientists who can jointly contribute to the efforts to address local shortages of high-level research capacity. The African Regional Capacity Development for Health Systems and Services Research (ARCADE HSSR) was a European Union-funded project implemented from 2011 to 2015. The project consortium partners worked together to expand access to research training and to build the research capacity of post-graduate students. This paper presents a case study of the first course in the project, which focused on a meta-analysis of diagnostic accuracy studies and was delivered in 2013 through collaboration by universities in Uganda, Sweden and South Africa. Methods We conducted a mixed-methods case study involving student course evaluations, participant observation, interviews with teaching faculty and student feedback collected through group discussion. Quantitative data were analysed using frequencies, and qualitative data using thematic analysis. Results A traditional face-to-face course was adapted for BL using a mixture of online resources and materials, synchronous online interaction between students and teachers across different countries complemented by face-to-face meetings, and in-class interaction between students and tutors. Synchronous online discussions led by Makerere University were the central learning technique in the course. The learners appreciated the BL design and reported that they were highly motivated and actively engaged throughout the course. The teams implementing the course were small, with individual faculty members and staff members carrying out many extra responsibilities; yet, some necessary competencies for course design were not available. Conclusions BL is a feasible approach to simultaneously draw globally available skills into cross-national, high-level skills training in multiple countries. This method can overcome access barriers to research methods courses and can offer engaging formats and personalised learning experiences. BL enables teaching and learning from experts and peers across the globe with minimal disruption to students’ daily schedules. Transforming a face-to-face course into a blended course that fulfils its full potential requires concerted effort and dedicated technological and pedagogical support.
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16. Teacher and pupil perspectives on the use of Virtual Field Trips as physically active lessons
- Author
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Norris, E, Shelton, N, Dunsmuir, S, Duke-Williams, O, and Stamatakis, E
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Medicine(all) ,Health Knowledge, Attitudes, Practice ,User-Computer Interface ,Attitude ,Biochemistry, Genetics and Molecular Biology(all) ,Teaching ,Surveys and Questionnaires ,Reproducibility of Results ,Learning ,Curriculum ,Health Promotion ,Motor Activity ,Students - Abstract
Virtual Field Trips (VFTs) are emerging physically active lessons that combine curriculum content with globe-based movement using interactive whiteboards. No research has yet examined the acceptability of these sessions by target users. This study aimed to (1) assess current physically active lesson teaching practices, (2) assess teacher attitudes towards VFTs and (3) investigate pupil perceptions of VFTs.Data was collected from teaching staff interviews (n = 12) and three elementary school pupil focus groups (k = 3, n = 18), with all participants provided with a sample VFT session. Thematic analysis was used to analyse data.Teachers described VFTs as a flexible teaching tool, allowing inclusive learning across abilities and a range of taught subjects. They stressed a packed curriculum may make delivering VFT sessions problematic and warned that some teachers may be resistant to their use of technology. Pupils enjoyed the ability to move in the classroom and the ability to share a new teaching experience with their peers.This work suggests positive attitudes towards VFTs as novel, physically active lessons and identifies potential teacher concerns for consideration in forthcoming intervention planning. Future experimental work will assess if these attitudes persist during longitudinal exposure to VFTs. UCL
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