Education Commons^™

Disrupting Pedagogy: High School Students Making Sense Of The Flipped Learning Instructional Videos, Celeca A. Sukra

Journal of Research Initiatives

Technology has impacted every aspect of modern culture, including education. The influx of educational technology in schools presents opportunities to explore ways to engage students in the learning process fully. Although students may enjoy using technology in their daily lives, it is necessary to carefully consider how these students make sense of technology in the learning environment. Using the theoretical framework of constructivism, this Interpretative Phenomenological Analysis (IPA) aimed to understand and describe the lived experiences of three students using technology to learn in a flipped classroom at a New York City public charter high school. The significant findings reveal …

Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 2, Fall 2023

Journal on Empowering Teaching Excellence

The full-length Fall 2023 issue (Volume 7, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2023 issue presents research and guidance on topics related to educational adaptation. The first article by C. Farrell describes an adaptation of the interteaching method to the hybrid delivery method. The second article by C. C. Loose and R. Jagielo-Manion describes a study of modules on personalized learning to preservice teachers and its impact on their comfort level and preparation to implement personalized learning in their classrooms. The third article by B. …

Student Preferences For Active Learning And Their Beliefs, Experiences, And Knowledge, Tammy Shilling, Jerome Thayer, Anneris Coria-Navia, Heather Ferguson

Teaching and Learning in Communication Sciences & Disorders

Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. …

Piloting A Qualitative Interview For Malaysia Primary School Active Learning Needs Analysis Regarding Learner Control Experiences, Leow Min Hui, Siti Hajar Binti Halili, Rafiza Binti Abdul Razak

The Qualitative Report

This paper describes a holistic process of a pilot test to determine the trustworthiness of semi-structured interview questions to be used in the qualitative investigation of Malaysia primary school active learning needs analysis, by focusing on the learner control peculiarity in the context. The researchers carried out the pilot test based on a sequential cycle of determining, assessment, adjustment, revisiting, and reflection. The researchers generated semi-structured interview questions mainly based on Hutchinson and Waters’s (1987) framework for analysis of learning needs. The researchers tested the semi-structured interview questions on two teacher and two pupil participants mirroring the intended subjects in …

Calculus Iii: Under The Influence Of Peer Instruction, Alan Von Herrmann, L. Jeneva Clark

Journal of Humanistic Mathematics

In peer Instruction, students engage with core course concepts and then explain those concepts to one another in small groups. Unlike in lecture format, peer instruction involves every student in the class. In Spring 2019, the first authot began using a modified version of peer instruction in Calculus III classes. He started each class by discussing important Calculus III concepts from three standpoints (the formula, the geometry behind the formula, and the physics behind the formula). During the last 20 minutes of each 50-minute class session, he polled the students using questions in the “Goldilocks Zone” – not too hard …

Improving Extension Curriculum Design Using Learner-Centered Templates, Mary L. Halbleib

The Journal of Extension

Extension professionals’ use of learner-centered instructional practices can maximize engagement and more effectively address expressed needs within their diverse communities. The Outcome-Based Extension Education Design and Facilitating Teaching and Learning templates enable educators to effectively implement curricula that identify context-specific learner needs, activities that increase learner engagement, and assessment tasks that gather evidence of essential knowledge construction and skills development. Using these two practical tools, Extension professionals can streamline the creation of compelling and efficacious programs that focus on the intended learning outcomes.

Explicit Teaching Of Critical Thinking Skills In Communication Science And Disorders, Dana Battaglia

Teaching and Learning in Communication Sciences & Disorders

Critical thinking requires one to be abstract, continually raise questions, independently obtain and reviews evidence, and converge these experiences to offer open-minded solutions. These same traits are required for speech-language pathology students to become successful clinicians. This work describes a mixed method investigation of explicit and infused instruction of critical thinking skills in the context of one graduate-level course in a program accredited from the American Speech-Language Hearing Association. While quantitative findings only demonstrate significant positive change on select items using a Likert scale, qualitative data describe deep learning and growth in the areas of broad life-impact, expansion of knowledge, …

Evaluating The Influence Of Venue On Experiential, Project-Based Learning, Wayne Aho, Ed Wright, Jon Marvel

International Journal for Business Education

Experiential, project-based learning is widely endorsed as an effective pedagogy for enhancing the understanding of theory, increasing critical thinking skills, and preparing students for future roles as contributing employees. Likewise, the use of online classes at universities is becoming popular. A logical evolution of course venues would be the appearance of project-based, online courses. However, there is scant research on whether online, experiential learning is as effective as face-to-face courses. In this study, comparisons are made between online and face-to-face classes of a project-based, strategic management course at a regional university. No statistically significant differences were found in the course …

An Exploratory Investigation Of A Flipped Classroom Model In Human Services Education, Nicola A. Meade, Narketta M. Sparkman-Key Phd

Journal of Human Services: Training, Research, and Practice

Human services education has unique needs due to the practical elements that are a part of preparing students for the field. One aspect is for students to graduate with a firm capacity to enact the skill detailed by the National Organization of Human Services (NOHS, n.d.). A blending of on-campus and on-line components has been found to encourage higher order thinking and offer experiential learning (Rehfuss, Kirk-Jenkins, & Milliken, 2015). The flipped classroom pedagogical model offers one potential way for educators to create an environment that facilitates the learning needed and recommended. This study altered a class to the flipped …

Experiences Using Inquiry-Oriented Instruction In Differential Equations, Keith Nabb

CODEE Journal

Student-centered instruction can be a challenging endeavor for teachers and students. This article reports on the use of the Inquiry-Oriented Differential Equations (IO-DE) curriculum (Rasmussen, 2002) in an undergraduate differential equations course. Examples of student work are shared with specific reference to research in mathematics education.

Flipped Classrooms In The Humanities: Findings From A Quasi-Experimental Study, Bryce F. Hantla

Christian Perspectives in Education

This quasi-experimental study explored the effects of flipping the classroom on perceptions of students in humanities settings. This control-matched study examined the effects of the flipped classroom on seven subscales from a satisfaction inventory. Out of 130 students, n = 62 (47.7%) completed the study. Flipped classes reported a more ideal classroom environment on Innovation and Individualization (p < .001). Additionally, flipping provides instructors more time to focus on deeper learning strategies than traditional courses.

The Apparition Of These Screens In The Crowd, Trey Conatser

Greater Faculties: A Review of Teaching and Learning

To unpack some of our assumptions about attention, learning, and technology in the classroom, CELT's Trey Conatser spoke with Dr. Yuha Jung and Dr. Rachel Shane of the Department of Arts Administration. Jung and Shane have worked with colleagues to integrate technologies into their teaching so that students are more likely to be on task. What follows is an informal exploration of what it means to pay attention and to learn in the context of the contested value of digital technologies.

Making Pictures, Writing About Pictures, Discussing Pictures And Lecture-Discussion As Teaching Methods In Art History, Jari M. Martikainen

Art History Pedagogy & Practice

This article discusses making pictures, writing about pictures, discussing pictures, and lecture-discussion as methods of teaching art history in Finnish Upper Secondary Vocational Education and Training (Qualification in Visual Expression, Study Programmes in Visual and Media Art Photography). A total of 25 students majoring in Visual Expression participated in the research by studying art history using picture-based–visual and verbal–methods and reflecting on their learning experiences. This article introduces the concept of ‘contextual subject-related didactics,’ by which conceptions of contemporary art history, together with the objectives and aims of the curriculum, guide the choice of teaching methods. The article argues that …

The Empathy Project: Using A Project-Based Learning Assignment To Increase First-Year College Students’ Comfort With Interdisciplinarity, Micol Hutchison

Interdisciplinary Journal of Problem-Based Learning

Empathy and interdisciplinarity are both concepts that are current and relevant—across professions, in research, and in academia. This paper describes a large, interdisciplinary, project-based assignment, the Empathy Project, which allows students to delve into and increase comfort and skill with interdisciplinary thinking and collaborative learning, while improving the core college skills of written and oral communication, ethical and quantitative reasoning, and critical thinking. As I revised the assignment based on student feedback and results, I found that group conferences and time in class to work collaboratively were beneficial. Additionally, building increased scaffolding into the assignment, including greater student and group …

Drugs, Devices, And Desires: A Problem-Based Learning Course In The History Of Medicine, Sarah Levitt, Anne Mckeage, P. K. Rangachari

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning (PBL) is well suited for courses in the history of medicine, where multiple perspectives exist and information has to be gleaned from different sources. A student, an archivist, and a teacher offer three perspectives about a senior level course where students explored the antecedents and consequences of medical technology. Two active learning strategies were used: (a) PBL to explore the historical basis of procedures used to diagnose, prevent and treat a single disease, tuberculosis, and (b) a concurrent inquiry-based component that permitted individual exploration of other medical technologies and demonstration of learning through diverse options (book reviews, conversations, …