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Articles 61 - 64 of 64
Full-Text Articles in Education
When We Grade Students’ Proofs, Do They Understand Our Feedback?, Robert C. Moore, Martha Byrne, Sarah Hanusch, Timothy Fukawa-Connelly
When We Grade Students’ Proofs, Do They Understand Our Feedback?, Robert C. Moore, Martha Byrne, Sarah Hanusch, Timothy Fukawa-Connelly
Faculty Publications
Instructors often write feedback on students’ proofs even if there is no expectation for the students to revise and resubmit the work. It is not known, however, what students do with that feedback or if they understand the professor’s intentions. To this end, we asked eight advanced mathematics undergraduates to respond to professor comments on four written proofs by interpreting and implementing the comments. We analyzed the student’s responses using the categories of corrective feedback for language acquisition, viewing the language of mathematical proof as a register of academic English.
Empowering English Language Teachers Through History, Eun-Young Julia Kim
Empowering English Language Teachers Through History, Eun-Young Julia Kim
Faculty Publications
TESOL training programs typically offer courses in methods and pedagogy, along with other classes to equip future English language teaching (ELT) professionals with essential teaching skills and knowledge. Not as frequently offered or required, however, is a course focusing on critically examining political and philosophical aspects of ELT. This article discusses why I believe it is important for TESOL curriculums to include topics on the diachronic development and synchronic variations of the English language and to engage students in topics that would allow them to critically examine embedded power relations in ELT. By reflecting on my own classroom experience as …
The Relationship Between Successful Completion And Sequential Movement In Self-Paced Distance Courses, Janine M. Lim
The Relationship Between Successful Completion And Sequential Movement In Self-Paced Distance Courses, Janine M. Lim
Faculty Publications
A course design question for self-paced courses includes whether or not technological measures should be used in course design to force students to follow the sequence intended by the course author. This study examined learner behavior to understand whether the sequence of student assignment submissions in a self-paced distance course is related to successful completion of the course. The study included 543 students in 89 different general education courses at a private university in the United States during a two year period. Results indicate that students who completed at least one assignment or exam out of the intended sequence of …
The Added Value Of Conducting Learning Design Meeting To The Online Course Development Process, Denise Shaver
The Added Value Of Conducting Learning Design Meeting To The Online Course Development Process, Denise Shaver
Faculty Publications
Do you find it challenging to have discussions with instructors about designing online courses and best practices in teaching? This article will highlight key components to conducting effective Learning Design Meetings. It outlines techniques used by our institution in engaging faculty in a discussion regarding better use of Learning Management Systems (LMS), storyboard layout, learning outcomes, student engagement, learning activities, formal assessments, and content delivery. Learning Design meetings have proven to be a compelling manner of decreasing faculty resistance while exposing instructors to best practices in pedagogy, andragogy, and online learning. Instructional Designers (IDs), Instructional Facilitators (IFs), and Course Authors …