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Articles 1 - 30 of 111
Full-Text Articles in Education
Reflective Essay On Learning And Teaching, Kerwin A. Livingstone
Reflective Essay On Learning And Teaching, Kerwin A. Livingstone
Kerwin A. Livingstone
It's Not A Fad: Incorporating Mobile Devices Into The Classroom, Makiba Foster, Jaleh Fazelian, Ron Cytron
It's Not A Fad: Incorporating Mobile Devices Into The Classroom, Makiba Foster, Jaleh Fazelian, Ron Cytron
Jaleh Fazelian
According to a 2013 survey, about 40% of college students have used tablets for coursework and two-thirds have used a smartphone. Students also report that they would like to use their mobile devices more often in their courses. This session will provide the opportunity to learn about strategies for incorporating the use of mobile devices in the classroom, including WU-texter, an application developed and implemented by Ron in a computer science course.
Learning With Laz, Cynthia R. Chambers
Designing A Collaborative Cross-Campus Drop-In Workshop Series To Motivate Lifelong Learners, Tim Miller, Sarah Fay Philips
Designing A Collaborative Cross-Campus Drop-In Workshop Series To Motivate Lifelong Learners, Tim Miller, Sarah Fay Philips
Tim Miller
The Gaise College Report: The American Statistical Association Meets Sound Pedagogy In Central Virginia, Beverly Wood
The Gaise College Report: The American Statistical Association Meets Sound Pedagogy In Central Virginia, Beverly Wood
Beverly Wood
Research in undergraduate statistics education often centers on the introductory course required for a large percentage of college students. While acknowledging the diverse setting, audience, and purpose of introductory courses, existing research assumes that courses offered by different disciplines share the same goals and teaching practices. The purpose of this study is to examine the objectives for student outcomes and pedagogical delivery of introductory statistics courses in various academic departments to provide explicit evidence for this assumption. The American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education (GAISE) are meant to apply to all introductory courses. The College …
Guidelines For Assessment And Instruction In Statistics Education (Gaise) College Report 2016, Robert Carver, Michelle Everson, John Gabrosek, Nicholas Horton, Robin Lock, Megan Mocko, Allan Rossman, Ginger Holmes Roswell, Paul Velleman, Jeffrey Witmer, Beverly Wood
Guidelines For Assessment And Instruction In Statistics Education (Gaise) College Report 2016, Robert Carver, Michelle Everson, John Gabrosek, Nicholas Horton, Robin Lock, Megan Mocko, Allan Rossman, Ginger Holmes Roswell, Paul Velleman, Jeffrey Witmer, Beverly Wood
Beverly Wood
In 2005 the American Statistical Association (ASA) endorsed the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. This report has had a profound impact on the teaching of introductory statistics in two- and four-year institutions, and the six recommendations put forward in the report have stood the test of time. Much has happened within the statistics education community and beyond in the intervening 10 years, making it critical to re-evaluate and update this important report. For readers who are unfamiliar with the original GAISE College Report or who are new to the statistics education community, the full …
Creating And Curating New Knowledge: A North American University Case Study, Niraj Chaudhary, Michele Gibney
Creating And Curating New Knowledge: A North American University Case Study, Niraj Chaudhary, Michele Gibney
Niraj Chaudhary
In the Fall of 2017, a cross disciplinary team at University of the Pacific in Stockton, California, USA worked together to identify ways of creating new knowledge for an undergraduate engineering course titled Building Information Modeling. The team included faculty from the School of Engineering and Computer Science and technical staff from the Cube, a digital makerspace in the library. Students were tasked to design and model a one-story building to house the University of the Pacific Garden Program on campus. The cross disciplinary team had the students explore an immersive way of seeing the building model by using a …
Why Do We Learn What We Learn? The Intersection Of Leadership And Learning In Aviation Environments, Kadie Mullins
Why Do We Learn What We Learn? The Intersection Of Leadership And Learning In Aviation Environments, Kadie Mullins
Kadie Hayward Mullins
Why do we learn what we learn? Teach what we teach? Train how we train? Largely, decisions regarding instruction and training in aviation environments are dictated by leadership. Industry CEOs beliefs on professional development, organization culture inspired by leadership, and the instructors’ personal leadership philosophies create specific learning schema while legislation, credentialing agencies, and public policies provide mandates surrounding licensing and certifications. This paper will explore the contexts and concepts in which learning and leading intersect and the impacts of those intersections on learner outcomes and instructional planning. Exploring pertinent historical, societal, philosophical, and psychological factors that guide instruction and …
Flight Simulator Fidelity, Training Transfer, And The Role Of Instructors In Optimizing Learning, Paul L. Myers Iii, Arnold W. Starr, Kadie Mullins
Flight Simulator Fidelity, Training Transfer, And The Role Of Instructors In Optimizing Learning, Paul L. Myers Iii, Arnold W. Starr, Kadie Mullins
Kadie Hayward Mullins
Simulators have been integrated into flight training at various levels for decades, increasing in utility as they increased in fidelity. Today, practically all levels of qualification in passenger-carrying commercial airliners can be obtained entirely in the simulator, with the first experience in the aircraft on a revenue-producing flight. Flight training in the U.S. is a tightly controlled, highly regulated process overseen by the Federal Aviation Administration (FAA). It is also a very successful one; commercial aviation maintains a remarkable safety record. To that end, pilot training has been studied and analyzed extensively over the years, and as to the focus …
Adapting Practices Of Science Journalism To Foster Science Literacy, Joseph L. Polman, Alan Newman, E. Wendy Saul, Cathy Farrar
Adapting Practices Of Science Journalism To Foster Science Literacy, Joseph L. Polman, Alan Newman, E. Wendy Saul, Cathy Farrar
Wendy Saul
In this paper, the authors describe how the practices of expert science journalists enable them to act as "competent outsiders" to science. We assert that selected science journalism practices can be used to design reform-based science instruction; these practices not only foster science literacy that is useful in daily life, but also complement practices of scientists that already have been incorporated into science education. We describe and illustrate science journalism practices for educational activities that can be adapted and used. We argue that such experiences enable students to better use science information for personal decision-making and help them contribute meaningfully …
Adventure Education And Learning Communities: Linking Classroom Learning With Everyday Life, Andrew J. Bobilya, Lynn D. Akey
Adventure Education And Learning Communities: Linking Classroom Learning With Everyday Life, Andrew J. Bobilya, Lynn D. Akey
Lynn D. Akey, Ph.D.
No abstract provided.
Slow Edtech: Pedagogical Principles, Collaborative Explorations, And Persistent Challenges, Peter Taylor, Felicia Sullivan, Jeremy Szteiter
Slow Edtech: Pedagogical Principles, Collaborative Explorations, And Persistent Challenges, Peter Taylor, Felicia Sullivan, Jeremy Szteiter
Jeremy Szteiter
This article describes two “Slow EdTech” initiatives, using this label to denote a focus on learning and the development of capacities for learning along with a mindful approach to the uptake of new digital tools that become available. One initiative, dating from 2001, is a set of guidelines about specific situations and specific ways in which specific educational technologies are of significant pedagogical benefit. The other, dating from 2013, is online Collaborative Explorations (CEs) for moderate-sized open online collaborative learning. The tools and processes used in CEs for inquiry, dialogue, reflection, and collaboration are designed to be readily learned by …
Instructional Design Partnerships Across Universities: Motivations, Methods And Measures, Maria T. Northcote, Amanda Kendle
Instructional Design Partnerships Across Universities: Motivations, Methods And Measures, Maria T. Northcote, Amanda Kendle
Maria Northcote
This paper explores and documents a learning partnership that has developed between two instructional designers employed at two different universities in Perth, Western Australia. The value of this crossinstitutional partnership is initially investigated in terms of the benefits involved for the professional careers of each instructional designer. The context of the university faculty in which the instructional designers operate is appraised. Also, the wider consequences of this partnership are considered in terms of the influence it has on other Australian tertiary education providers. The analysis of the partnership will be built upon an appropriate constructivist theoretical framework.
The Application Of Multiple Intelligences In Two Year 7 Textile Technology Classes, Brianna Cameron, Gail Ormsby, Peter Kilgour
The Application Of Multiple Intelligences In Two Year 7 Textile Technology Classes, Brianna Cameron, Gail Ormsby, Peter Kilgour
Peter Kilgour
In a teaching and learning environment that
embraces innovation, inclusion and effectiveness,
it is essential to acknowledge students’ individual
learning styles to promote optimum learning.
While multiple intelligences (MI) theory considers
students’ interest, it has been more often applied
in teaching mathematics, science and music
subjects. This study applied the theory of MI within
two year seven textile technology classes. Data
were collected from student group assessments,
surveys and daily engagement levels. The results
of the study show that groups whose members
shared similar MI reported having a more positive
experience than groups that were not specifically
MI assigned. Further, …
Don’T Stress Me Out! Anxiety, Information Processing And Learning, Klinton Neirinckx, Darren Morton, Wendi Herman, Jason Hinze
Don’T Stress Me Out! Anxiety, Information Processing And Learning, Klinton Neirinckx, Darren Morton, Wendi Herman, Jason Hinze
Jason Hinze
No abstract provided.
Don’T Stress Me Out! Anxiety, Information Processing And Learning, Klinton Neirinckx, Darren Morton, Wendi Herman, Jason Hinze
Don’T Stress Me Out! Anxiety, Information Processing And Learning, Klinton Neirinckx, Darren Morton, Wendi Herman, Jason Hinze
Wendi Herman
No abstract provided.
The Relationship Between School Climate And Student Bullying, Kevin Petrie
The Relationship Between School Climate And Student Bullying, Kevin Petrie
Kevin Petrie
No abstract provided.
The Application Of Multiple Intelligences In Two Year 7 Textile Technology Classes, Brianna Cameron, Gail Ormsby, Peter Kilgour
The Application Of Multiple Intelligences In Two Year 7 Textile Technology Classes, Brianna Cameron, Gail Ormsby, Peter Kilgour
Gail Ormsby
No abstract provided.
Don’T Stress Me Out! Anxiety, Information Processing And Learning, Klinton Neirinckx, Darren Morton, Wendi Herman, Jason Hinze
Don’T Stress Me Out! Anxiety, Information Processing And Learning, Klinton Neirinckx, Darren Morton, Wendi Herman, Jason Hinze
Darren Morton
High levels of arousal and anxiety can affect an individual’s ability to process information and learn new skills. The present study used a high platform lunge task to examine the effect of task repetition on state anxiety and how an individual’s ability to process visual and auditory information is affected by arousal level. Twenty-six females (21.8 ± 2.8 yrs) performed six lunges from a six-meter platform to a suspended trapeze. Measures of state anxiety were recorded during the 5-minute rest period between each attempt. During the 10-second countdown to jump, the subjects were exposed to five visual and five auditory …
Interactive Multimedia Learning On Health Care Among Lebanese Women: An Exploratory Study, Joanna R. Kassem, Zeinab H. Houssein, Leila Halawi
Interactive Multimedia Learning On Health Care Among Lebanese Women: An Exploratory Study, Joanna R. Kassem, Zeinab H. Houssein, Leila Halawi
Leila A. Halawi
Multimedia learning greatly enhanced the learning outcome and experience of learners exposed to it. The proposed study will explore the usefulness of multimedia learning software devised to educate Lebanese pregnant women who have a low level of formal education about pregnancy and early infant care. The study will be based on the media richness theory. It is expected that through media rich programs, communication of information is facilitated, promoting the resolving of indecisiveness and ambiguity that stems out of the lack of knowledge or information about a given a subject and the inability to convey a meaning of what is …
Can The Use Of Web 2.0 Tools Help Deliver 21st Century Learning?, Peter Beamish, Bobby Mcleod
Can The Use Of Web 2.0 Tools Help Deliver 21st Century Learning?, Peter Beamish, Bobby Mcleod
Peter Beamish
It has long been recognized that people need to be literate to function optimally within society. The 21st century has seen technology increase the complexity of environments, so that a literate person must now possess a wide range of abilities, competencies, and literacies. These have often been referred to as “21st-century skills” and while many of them are not new, the extent to which individual success depends on having such skills is new. The current study seeks to explore ways in which technology can be used to increase literacy and enhance 21st century skills in students.
1193 students attending Sahmyook …
"I 'Feel' Like I Am At University Even Though I Am Online." Exploring How Students Narrate Their Engagement With Higher Education Institutions In An Online Learning Environment, Sarah Elizabeth O'Shea, Cathy Stone, Janine Delahunty
"I 'Feel' Like I Am At University Even Though I Am Online." Exploring How Students Narrate Their Engagement With Higher Education Institutions In An Online Learning Environment, Sarah Elizabeth O'Shea, Cathy Stone, Janine Delahunty
Professor Sarah O' Shea
This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students' engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway's engagement framework, the article seeks to foreground student voice as the learners define …
Case Selection: A Case For A New Approach, Timothy L. Harper, Mary E. Taber, Barbara P. Norelli
Case Selection: A Case For A New Approach, Timothy L. Harper, Mary E. Taber, Barbara P. Norelli
Barbara Norelli
While conducting empirical research regarding the relationship between case characteristics and student performance, the authors were surprised to find a lack of conceptual and empirical research regarding instructor case selection. This conceptual paper explores the case selection process and introduces case selection as an under-investigated component of the case teaching method in management education. Case selection is important because it is a critical component of the case teaching method. There has been no empirical testing of the effectiveness of case selection technique. The authors identify and propose case selection criteria for instructors of management education.
Can Engagement Be Compared? Measuring Academic Engagement For Comparison, Ling Tan, Xiaoxun Sun, Siek Toon Khoo
Can Engagement Be Compared? Measuring Academic Engagement For Comparison, Ling Tan, Xiaoxun Sun, Siek Toon Khoo
Dr Siek Toon Khoo
Student engagement is a reflection of active involvement in learning. In digital learning environment, research studies on engagement have been focused on detecting behavioral and psychological engagement indicators from the patterns of activities using feature engineering, but student engagement estimates were rarely compared across sessions or across domains of learning. This paper describes how this could be done by revisiting engagement instrument, diagnosing engagement indicators, estimating engagement parameters, and equating. This study illustrates how engagement reliability can be improved by refining engagement indictors. We demonstrated through DataShop data that student engagement levels can be compared across domains of learning.
A Framework For Categorising Mobile Applications In Mathematics Education, Boris Handal, Joe El-Khoury, Chris Campbell, Michael Cavanagh
A Framework For Categorising Mobile Applications In Mathematics Education, Boris Handal, Joe El-Khoury, Chris Campbell, Michael Cavanagh
Boris Handal
New learning technologies have brought fresh challenges to teachers in selecting appropriate educational resources, particularly in regards to mobile devices. There are an impressive number of educational mobile learning applications, more commonly known as apps, that teachers need to understand before integrating them into the classroom. To make this process more effective, educational apps can be categorised according to their specific role in the teaching and learning of mathematics along with their media richness. A framework of nine distinct categories of apps emerged, grouped into three main clusters, namely, investigative, productivity and instructive tools. The framework was validated with examples …
Nurturing Social Entrepreneurship And Building Social Entrepreneurial Self-Efficacy: Focusing On Primary And Secondary Schooling To Develop Future Social Entrepreneurs, Nareatha Studdard, Maurice Dawson, Sharon Burton, Naporshia Jackson, Brian Leonard, Williams Quisenberry, Emad Bellevue
Nurturing Social Entrepreneurship And Building Social Entrepreneurial Self-Efficacy: Focusing On Primary And Secondary Schooling To Develop Future Social Entrepreneurs, Nareatha Studdard, Maurice Dawson, Sharon Burton, Naporshia Jackson, Brian Leonard, Williams Quisenberry, Emad Bellevue
Maurice Dawson
For the development of social entrepreneurs it is imperative that educators embrace the concepts and process of social entrepreneurship (Dees, 1998). Exploration of these concepts in education could prove beneficial to the community (Haugh, 2005). This chapter focuses on the positives of introducing social entrepreneurship education at the primary and secondary levels of education. Specifically, its central focus deals with building children's entrepreneurial self-efficacy at a young age. Several benefits, of increasing self-efficacy at a young age, are outlined. Benefits, such as entrepreneurship training, not only training students, but it helps to prepare them for the new knowledge-based economy. Further, …
Preparing Computer Science Graduates For The 21st Century, Paul Parsons
Preparing Computer Science Graduates For The 21st Century, Paul Parsons
Paul Parsons
The nature of computer use has changed remarkably in the past fifty years. However, most undergraduate computer science courses are still often taught through an old paradigm that is not adequate to address modern concerns. This 90 minute seminar will address some issues relevant to preparing computer scientists for the 21st century. These include issues central to human-computer interaction (HCI) such as cognitive and perceptual aspects of computer users, ergonomics, and human factors. Although there has been literature on this topic for at least the past 15 years, it is still not widely recognized nor understood by the majority of …
Embedding Employability In The Curriculum – Strategies To Improve Outcomes For University Graduates, Sarah Richardson
Embedding Employability In The Curriculum – Strategies To Improve Outcomes For University Graduates, Sarah Richardson
Dr Sarah Richardson
No abstract provided.
Socio-Emotional Connections: Identity, Belonging And Learning In Online Interactions. A Literature Review, Janine Delahunty, Irina Verenikina, Pauline Jones
Socio-Emotional Connections: Identity, Belonging And Learning In Online Interactions. A Literature Review, Janine Delahunty, Irina Verenikina, Pauline Jones
Janine Delahunty Dr
This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their 'virtualness', and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely …
Innovating Today’S Learning And Teaching To Engage Tomorrow’S Learners And Teachers, Daniela Signor, Kulari Lokuge, Anne-Marie Chase