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Articles 1 - 9 of 9
Full-Text Articles in Education
Building A Better Blend: Research-Based Blended Course Design, Jennifer Spohrer
Building A Better Blend: Research-Based Blended Course Design, Jennifer Spohrer
Blended Learning Research and Open Educational Resources
Slides from a faculty workshop organized by the Central Pennsylvania Consortium, held at Franklin and Marshall College in Lancaster, PA. In this talk I discuss how to use findings from the NGLC grant-funded study of blended learning at 40 liberal arts colleges and related pedagogical and cognitive science research to develop effective blended courses. Some of the topics covered include the "testing effect," spacing learning learning over time, feedback, and metacognition.
Bringing Online Peer Review Into Blended Teaching, Susan White
Bringing Online Peer Review Into Blended Teaching, Susan White
Blended Learning in the Liberal Arts Conference
Motivated by my experience as a student in a MOOC, I have incorporated online peer review of writing assignments into my advanced undergraduate biochemistry courses. Each student submits her review of a course reading or report online, then evaluates work submitted by two or three of her classmates based on a rubric I provide. As peer reviewers, students anonymously assign low-stakes grades and receive credit for their reviews, but they also get an opportunity to write for each other and read their classmate's responses to course topics. Moodle’s Workshop activity was used to manage the submission and review process. I …
Fostering Student Engagement In An Upper-Level, Online Seminar On The History Of Sexuality: Lessons Learned About Pedagogy And Course Design To Deepen Students’ Learning, Kristine Rabberman
Fostering Student Engagement In An Upper-Level, Online Seminar On The History Of Sexuality: Lessons Learned About Pedagogy And Course Design To Deepen Students’ Learning, Kristine Rabberman
Blended Learning in the Liberal Arts Conference
GSWS 422 “History of Sexuality” has been offered for four years in the online summer program at the University of Pennsylvania. The instructor leads advanced undergraduate and graduate students through a highly interactive seminar class in which they learn how to analyze critically works in the history of sexuality, exploring sexual identities, roles and norms from Ancient Greece and Rome, to the United States in the 21st century. Students are required to demonstrate their critical engagement and understanding of central debates and themes, methodological challenges, and issues of change versus continuity. One of the instructor’s goals in teaching the …
Using Blended Learning To Take Advantage Of Learning Science Research, Jennifer Spohrer
Using Blended Learning To Take Advantage Of Learning Science Research, Jennifer Spohrer
Blended Learning in the Liberal Arts Conference
Why does blended learning work? Some observers have suggested that students simply spend more time with the material in a blended course, but evidence from studies of blended courses is mixed. Learning science research suggests that how learners study also matters, and a blended learning approaches incorporate many tactics shown to be effective, such as formative assessment, repetition at intervals, and metacognitive prompting.
Keynote: Nglc Blended Learning Study Report And Where Do We Go From Here?, Kimberly Cassidy, Jennifer Spohrer
Keynote: Nglc Blended Learning Study Report And Where Do We Go From Here?, Kimberly Cassidy, Jennifer Spohrer
Blended Learning in the Liberal Arts Conference
Drs. Cassidy and Spohrer will give an update on the Next Generation Learning Challenges Wave I grant-funded study of blended learning, including an overview of preliminary findings from courses taught at our partner colleges over the 2012-2013 academic year. We will also present and discuss possible next steps for 2013-2014.
Students As Leaders And Learners: Toward Self-Authorship And Social Change On A College Campus, Jody Cohen, Alison Cook-Sather, Alice Lesnick
Students As Leaders And Learners: Toward Self-Authorship And Social Change On A College Campus, Jody Cohen, Alison Cook-Sather, Alice Lesnick
Education Program Faculty Research and Scholarship
In this article we present a case study of undergraduate students’ experiences in several leadership programs at Bryn Mawr College. Through a collaborative action research study, we identified three interrelated sets of practices in which student participants engage: discerning differences and bringing those differences into dialogue; revising their sense of themselves and becoming more serious students; and revising leadership relationships and creating community. We offer this study as an illustration of and commentary on Baxter Magolda’s theory of self-authorship and students’ development as leaders for social change — an illustration that highlights the close connection between self-development and leadership development.
Response To Gary Farlow, Anne Dalke
Response To Gary Farlow, Anne Dalke
Literatures in English Faculty Research and Scholarship
No abstract provided.
In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack
In Search Of The Unpredictable: Complexifying The Classroom In The Age Of Globalization, Anne Dalke, Elizabeth Mccormack
Literatures in English Faculty Research and Scholarship
No abstract provided.
Querying The "Natural": Re-Thinking Classroom Ecologies, Jody Cohen, Anne Dalke
Querying The "Natural": Re-Thinking Classroom Ecologies, Jody Cohen, Anne Dalke
Literatures in English Faculty Research and Scholarship
No abstract provided.