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Full-Text Articles in Education
Students’ Views About Learning With Technologies: A Literature Review, Kathryn Moyle, Guus Wijingaards, Susanne Owen
Students’ Views About Learning With Technologies: A Literature Review, Kathryn Moyle, Guus Wijingaards, Susanne Owen
Professor Kathryn Moyle
There is a paucity of recent, formal education research that listens directly to students’ views of learning with technologies. Much of the research that has been conducted has tended to focus on evaluating students’ current experiences within a specific course, or concerned with tangible issues such as frequency of computer use, access to computers and the Internet, and evaluations of technical skill levels. Available research has tended to use quantitative or mixed method approaches, with data collected through surveys using convenience samples, Likert scales and free response questions. These methods are sometimes supplemented with interviews and observations. To establish an …
Measurement Of Student Engagement In Learning, Hamish Coates, Ali Radloff
Measurement Of Student Engagement In Learning, Hamish Coates, Ali Radloff
Ali Radloff
No abstract provided.
How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall
How Design Can Get Kids On The Path To Tech Careers: A Conversation With Dr. Stephanie Pace Marshall, The Founder Of A New Type Of Science And Math Academy, Stephanie Marshall
Stephanie Pace Marshall, Ph.D.
An interview with Dr. Stephanie Pace Marshall about educational design and the design of the Illinois Mathematics and Science Academy. "IMSA sought not only to develop decidedly different scientific minds, but also to develop a decidedly different residential learning community -- one that was nurturing and innovative, and one that instilled a sense of stewardship, and an obligation to give back. As a dynamic teaching and learning laboratory, IMSA continues to evolve, yet the roots of our founding ideas and goals remain."
Beyond Competition--Innovation For A Sustainable Future, Stephanie Marshall
Beyond Competition--Innovation For A Sustainable Future, Stephanie Marshall
Stephanie Pace Marshall, Ph.D.
Dr. Marshall outlines her belief that the current context and conditions of schooling are far too constrained, prescribed and risk-averse for our children’s imagination, and as a result, actually mitigate against innovative thinking and creative and collaborative problem-solving. Authentic learning is a live encounter. She feels that we cannot mandate, punish or test our children into greatness and provides recommendations for educational transformation--not reform--to design the educational experiences needed by today's children.
A Decidedly Different Mind, Stephanie Marshall
A Decidedly Different Mind, Stephanie Marshall
Stephanie Pace Marshall, Ph.D.
Dr. Stephanie Pace Marshall explains the need for educational transformation grounded in the design of a generative and more natural system of learning and schooling.
Educating The Whole Child: The Real Story Of Wholeness And Belonging, Stephanie Marshall
Educating The Whole Child: The Real Story Of Wholeness And Belonging, Stephanie Marshall
Stephanie Pace Marshall, Ph.D.
In her 2008 keynote address to the Massachusetts ASCD, Dr. Stephanie Pace Marshall outlines why we--as leaders, storytellers and mapmakers--must ensure that the story, map, and landscape of schooling does not constrain our children’s potentials, silence their spirit, demean their passion, ridicule their dreams, or deny them access to wisely learn whatever it is that they want to know.
Challenging Mobile Learning Discourse Through Research: Student Perceptions Of Blackboard Mobile Learn And Ipads, Shelley Kinash, Jeffrey Brand, Trishita Mathew
Challenging Mobile Learning Discourse Through Research: Student Perceptions Of Blackboard Mobile Learn And Ipads, Shelley Kinash, Jeffrey Brand, Trishita Mathew
Trishita Mathew
Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students engaged in mobile learning over two semesters. It addresses the question of whether Blackboard Mobile Learn made a perceived difference to their learning. Results revealed that in-class, students used their mobile devices for Blackboard Mobile Learn to the same extent as they used them for searching the web for study, …
Challenging Mobile Learning Discourse Through Research: Student Perceptions Of Blackboard Mobile Learn And Ipads, Shelley Kinash, Jeffrey Brand, Trishita Mathew
Challenging Mobile Learning Discourse Through Research: Student Perceptions Of Blackboard Mobile Learn And Ipads, Shelley Kinash, Jeffrey Brand, Trishita Mathew
Jeffrey Brand
Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students engaged in mobile learning over two semesters. It addresses the question of whether Blackboard Mobile Learn made a perceived difference to their learning. Results revealed that in-class, students used their mobile devices for Blackboard Mobile Learn to the same extent as they used them for searching the web for study, …
Self-Directed Learning In Problem-Based Learning Versus Traditional Lecture-Based Learning: A Meta-Analysis, Heather Leary
Self-Directed Learning In Problem-Based Learning Versus Traditional Lecture-Based Learning: A Meta-Analysis, Heather Leary
Heather Leary, Ph.D.
Problem-based learning is a student-centered, inquiry-based approach that builds problem-solving skills. Reviews of problem-based learning, as compared to traditional lecture-based learning, report modest positive gains in cognitive outcomes. Many metaanalyses have been conducted to analyze the effectiveness of problem-based learning, but none have examined self-directed learning in the context of problem-based learning. The purpose of this study was to conduct a meta-analysis across all disciplines examining the extent to which problem-based learning engenders self-directed learning compared to a lecture-based approach. This study used a random effects model meta-analysis using 75 outcomes from 38 studies. Results indicated a statistically significant, z(74) …
Student Reactions To Learning With Technologies: Perceptions And Outcomes, Kathryn Moyle
Student Reactions To Learning With Technologies: Perceptions And Outcomes, Kathryn Moyle
Professor Kathryn Moyle
While the creation and adoption of new technologies has increased in recent years, the educational sector often limits technology use. Despite this, many researchers are convinced of the vital role that technologies can play in learning and teaching. Student Reactions to Learning with Technologies: Perceptions and Outcomes brings together recent research findings about the views and expectations of students when including technologies in their studies. The chapters in this book suggest that the use of technologies in teaching not only makes learning more interesting but also offers possibilities for variations in the learning processes. While this book does not offer …