Education Commons^™

High School English Language Arts, Jonathan Cohen, Marshall A. George, Dana Riddle

Learning Sciences Faculty Publications

No abstract provided.

Subgoals, Context, And Worked Examples In Learning Computing Problem Solving, Briana B. Morrison, Lauren Margulieux, Mark Guzdial

Learning Sciences Faculty Publications

Recent empirical results suggest that the instructional material used to teach computing may actually overload students' cognitive abilities. Better designed materials may enhance learning by reducing unnecessary load. Subgoal labels have been shown to be effective at reducing the cognitive load during problem solving in both mathematics and science. Until now, subgoal labels have been given to students to learn passively. We report on a study to determine if giving learners subgoal labels is more or less effective than asking learners to generate subgoal labels within an introductory CS programming task. The answers are mixed and depend on other features …

Mixing In-Class And Online Learning: Content Meta-Analysis Of Outcomes For Hybrid, Blended, And Flipped Courses, Lauren Margulieux

Learning Sciences Faculty Publications

Over the past 15 years, courses that mix face-to-face and online instructional methods, such as blended, hybrid, and flipped courses, have gained both supporters and skeptics in higher education. Studies that compare mixed courses to face-to-face or online courses have conflicting results: some find improved learning outcomes and some find no significant differences. We contend that these conflicting results are due to inconsistent or vague definitions of hybrid, blended, and flipped. To address this problem, we use the definitions from a recently proposed taxonomy to reclassify studies in the literature. After reclassification, analysis of this literature reveals two main themes …

Educators’ Perceptions Of A Maker-Based Learning Experience, Jonathan Cohen, Julia Huprich, W. Monty Jones, Shaunna Smith

Learning Sciences Faculty Publications

Purpose - The purpose of this paper is to examine a cohort of educators’ perspectives of a semester-long, maker-based university course.

Design/methodology/approach - This qualitative study utilized participants’ weekly and end-of-semester written reflections to illustrate participants’ perceptions of a semester-long university course focused on the role of maker principles and technologies in a variety of educational contexts.

Findings - Participants’ perceptions of learning following the semester-long maker experience viewed learning as a more collaborative experience, and noted the benefits of a classroom community that arose from the collaboration.

Originality/value - This study adds empirical research to the literature base on …