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Articles 31 - 39 of 39
Full-Text Articles in Education
Integrating Formative Feedback Into Individual And Group Assessments In A First Year Organic Chemistry Module, Barry Ryan, Julie Dunne
Integrating Formative Feedback Into Individual And Group Assessments In A First Year Organic Chemistry Module, Barry Ryan, Julie Dunne
Conference papers
It is common for science undergraduates, particularly first year students, to remark that they do not receive appropriate support in their transition from second level to third level education; particularly in effective scientific laboratory report writing, new subject area preparedness and technical ‘know-how’ [1]. This is compounded by the insufficient, or inappropriate, feedback offered to students in these problem areas. The pedagogical emphasis often focuses on quantity rather than quality; both in report writing and content delivered. This publication describes an assessment methodology redesign to, firstly, incorporate on-line formative feedback and; secondly, to introduce one-to-one and one-to-group lab report feedback …
Ireland And The Bologna Process: Recognition Issues For Higher Education Institutions, Frank Mcmahon
Ireland And The Bologna Process: Recognition Issues For Higher Education Institutions, Frank Mcmahon
Conference papers
This paper looks at the implementation of the Bologna Process in Ireland in the period 1999 to 2010 and the challenges faced by Ireland in the continued implementation in the next decade.
Analysis Of Engineering Students Learning Styles On Level 7, Level 8 And Level 9 Programmes, Aidan O'Dwyer
Analysis Of Engineering Students Learning Styles On Level 7, Level 8 And Level 9 Programmes, Aidan O'Dwyer
Conference papers
This contribution reports on research, carried out over three academic years, into the learning styles of engineering students, on a number of Level 7, Level 8 and Level 9 programmes at DIT, using the index of learning styles survey developed by Felder and Soloman (1991). The contribution explores the results obtained in detail, placing them particularly in the national context. The correlation between student performance and individual learning styles is examined. Knowledge of the strongly visual learning style of these cohorts of students may be used to improve the learning environment.
Experiences Of Assessment Using Multiple Choice Questions On Advanced Modules Taken By Level 8 And Level 9 Engineering Students, Aidan O'Dwyer
Experiences Of Assessment Using Multiple Choice Questions On Advanced Modules Taken By Level 8 And Level 9 Engineering Students, Aidan O'Dwyer
Conference papers
This contribution evaluates the use of multiple-choice questions, in both formative and summative assessment modes, on advanced modules taken by Level 8 and Level 9 engineering students, over the past two academic years. Assessment data, and student experiences with the assessment methods, are reported and analysed.
Beg, Steal Or Borrow?: The Challenges Faced By Borrowing The Failure Mode And Effects Analysis Method To Elicit The Unintended Consequences Of Implementing Elearning In The Higher Education Context, Frances Boylan
Conference papers
Effective project management, change management and risk management are key to the successful implementation of elearning. Connected to risk is the notion of unintended consequences, and it is with the issues and concerns surrounding the borrowing of the Failure Mode and Effects Analysis method for a research study to elicit the unintended consequences of the processes and policies put in place at one higher education institute in Ireland to facilitate the roll out of elearning there, that this paper is concerned. The Law of Unintended Consequences holds that any action undertaken can result in desirable and undesirable, as well as …
Analysis Of Learning Styles Of First Year Engineering Students On Two Level 7 Programmes, Aidan O'Dwyer
Analysis Of Learning Styles Of First Year Engineering Students On Two Level 7 Programmes, Aidan O'Dwyer
Conference papers
This paper investigates the learning styles of first year, Level 7, mechanical and electrical engineering students at DIT, over two academic years, using the index of learning styles survey as developed by Felder and Soloman (1991). Student learning styles on these programmes are compared with the results from other such surveys. The correlation between student performance and their individual learning styles is examined. Knowledge of the strongly visual learning style of these cohorts of students may be used to improve the learning environment.
Prior Understanding Of Basic Electrical Circuit Concepts By First Year Engineering Students, Aidan O'Dwyer
Prior Understanding Of Basic Electrical Circuit Concepts By First Year Engineering Students, Aidan O'Dwyer
Conference papers
There is a broad diversity of educational background of students entering Level 7 programmes in engineering. As a result, students’ reasoning regarding basic electrical concepts often differs from accepted explanations. This contribution reports, analyses and reflects on the results of a multiple-choice diagnostic test to assess student understanding of such concepts (developed by Engelhardt and Beichner (2004) for high school and college students), taken by three cohorts of first year, Level 7, engineering students at Dublin Institute of Technology during the 2008-9 academic year.
Experiences Of Assessment Using Multiple Choice Questions On A First Year Engineering Module In Electrical Engineering, Aidan O'Dwyer
Experiences Of Assessment Using Multiple Choice Questions On A First Year Engineering Module In Electrical Engineering, Aidan O'Dwyer
Conference papers
This contribution will report on, and evaluate, the use of multiple-choice questions, in both continuous assessment and terminal examination modes, on a first year module in electrical engineering at Dublin Institute of Technology. The author’s experiences are that multiple-choice questions tend to be student friendly (e.g. given a choice in a terminal examination, students will opt to attempt the questions with multiple choice parts). The author has used the assessment method over three academic years, and some assessment data is reported and analysed in the contribution. The pedagogical approach is explicitly pragmatic.
Creating Spaces For Voices: The Portfolio As A Framework To Support Inquiry Into Third Level Learning And Teaching, Roisin Donnelly, Marian Fitzmaurice
Creating Spaces For Voices: The Portfolio As A Framework To Support Inquiry Into Third Level Learning And Teaching, Roisin Donnelly, Marian Fitzmaurice
Conference papers
This paper will discuss qualitative research that was conducted in our professional practice in supporting academic staff in third level learning and teaching in a higher education institution in the Republic of Ireland. The goal was to understand more fully the process of compiling a teaching portfolio through supporting the academic staff in their development of an authentic voice. A further concern of the study was to examine the extent to which the portfolio process promoted the development of skills such as reflection and self-evaluation and provided a structure for documenting and reflecting on learning and teaching for academic staff …