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Full-Text Articles in Education
Training And Instruction Of Learning And Study Strategies Improve Academic Performance In Rehabilitation Students, Evan M. Pucillo, Gabriela Perez
Training And Instruction Of Learning And Study Strategies Improve Academic Performance In Rehabilitation Students, Evan M. Pucillo, Gabriela Perez
Internet Journal of Allied Health Sciences and Practice
Purpose: Prior study has demonstrated that certain learning strategies can be improved with training and instruction. As a result, downstream academic success may be potentiated. However, it is unclear if instructional intervention can influence academic outcomes among rehabilitation students. The purpose of this study was to compare changes in grade point average (GPA) after exposure to a set of standardized self-paced training modules on the Learning and Study Strategies Inventory (LASSI) in Physical therapy (PT) and Occupational therapy (OT) students. Methods: A causal-comparative design was used, and a multi-center convenience sample collected N=75 entry-level PT and OT students [PT: 41(55%); …
Metacognition And Self-Regulation Influence Academic Performance In Occupational And Physical Therapy Students, Evan M. Pucillo, Gabriela Perez
Metacognition And Self-Regulation Influence Academic Performance In Occupational And Physical Therapy Students, Evan M. Pucillo, Gabriela Perez
Journal of Occupational Therapy Education
An understanding of student learning strategies is an important component of supporting academic success and avoiding difficulty. Prior inquiry has demonstrated certain learning strategies are more closely related to academic performance than others. The purpose of this study was to describe predictive relationships between the Metacognitive Awareness Inventory (MAI), Learning and Study Strategies Inventory (LASSI), and grade point average (GPA) in occupational therapy (OT) and physical therapy (PT) programs. A multi-center convenience sample of N=75(100%) entry-level students [OT: 34(45%); PT: 41(55%)] was included from Florida 32(42.7%), California 21(28%), and Texas 22(29.3%). A hierarchical linear regression analysis demonstrated the combination of …
Six Strategies For Classroom Success: Enhancing Teaching And Learning For English Learners In Diverse Content Areas, Scott Freiberger
Six Strategies For Classroom Success: Enhancing Teaching And Learning For English Learners In Diverse Content Areas, Scott Freiberger
Journal of English Learner Education
As a result of the pandemic, teaching and learning has changed drastically over the past few years (Dascalu et al., 2021). Planning for classroom success for English Learners (ELs) includes pivoting to using educational technology to keep students motivated with well-planned topics, thought-provoking discussions, and respectful yet probing questioning techniques (Freiberger, 2020). In addition to enhancing academic language, educators may also consider infusing various contemporary technologies to revamp vocabulary knowledge, uplift language and literacy, and polish academic performance. Here are six strategies for enhancing teaching and learning for ELs in diverse content areas.
Constructivists Online: Reimagining Progressive Practice
Constructivists Online: Reimagining Progressive Practice
Occasional Paper Series
No abstract provided.
An Exploratory Investigation Of A Flipped Classroom Model In Human Services Education, Nicola A. Meade, Narketta M. Sparkman-Key Phd
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 …
Approaches To Evaluating Blended Courses, Mateja R. Savoie-Roskos, Stacy Bevan, Rebecca Charlton, Marlene Israelsen Graf
Approaches To Evaluating Blended Courses, Mateja R. Savoie-Roskos, Stacy Bevan, Rebecca Charlton, Marlene Israelsen Graf
Journal on Empowering Teaching Excellence
Blended learning, sometimes referred to as hybrid or flexible learning, is becoming increasingly common in higher education. Unfortunately, many instructors receive limited training on how to effectively evaluate blended courses, and as a result, commonly rely solely on end-of-semester evaluations. Due to the more complex nature of how blended courses are designed and implemented, instructors should consider utilizing a variety of course evaluation methods. This article includes researched-based approaches for evaluating blended courses based on feedback from students, peers, and instructional designers. This combination of formalized feedback is offered as one strategy to ensure instructors achieve course learning objectives and …
Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss
Front Matter And Editors' Notes, Helen Freidus, Mollie Welsh Kruger, Steven Goss
Occasional Paper Series
Cover page, table of contents, editors' notes.
The Effectiveness Of Web-Based Interactive Blended Learning Model In Electrical Engineering Courses, Hansi Effendi, Soenarto Soenarto, Herminarto Sofyan
The Effectiveness Of Web-Based Interactive Blended Learning Model In Electrical Engineering Courses, Hansi Effendi, Soenarto Soenarto, Herminarto Sofyan
REID (Research and Evaluation in Education)
The study was to test the effectiveness of the Web-Based Interactive Blended Learning Model (BLIBW) for subjects in the Department of Electrical Engineering, Padang State University. The design that the researcher employed was a quasi-experimental design with one group pretest-posttest, which was conducted on a group of students consisting of 30 people and the test was conducted for two times. The effectiveness of BLIBW Model was tested by comparing the average pretest scores and the average posttest scores both in the first trial and the second trial. The average prestest and posttest scores in the first trial were 14.13 and …