scholarly journals Engaging students through online video homework assignments: A case study in a large‐enrollment ecology and evolution course

2021 ◽  
Author(s):  
Laci M. Gerhart ◽  
Brittany N. Anderton
Keyword(s):  
Online Video ◽  
Large Enrollment

Using Facebook Groups to Encourage Science Discussions in a Large-Enrollment Biology Class

2017 ◽  
Vol 46 (1) ◽  
pp. 103-136 ◽  
Author(s):  
Aditi Pai ◽  
Gene McGinnis ◽  
Dana Bryant ◽  
Megan Cole ◽  
Jennifer Kovacs ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Social Networking Site ◽  
Popular Media ◽  
News Article ◽  
Student Body ◽  
Spelman College ◽  
Biology Class ◽  
Science News ◽  
Large Enrollment

This case study reports the instructional development, impact, and lessons learned regarding the use of Facebook as an educational tool within a large enrollment Biology class at Spelman College (Atlanta, GA). We describe the use of this social networking site to (a) engage students in active scientific discussions, (b) build community within the student body in class, and (c) promote communication between students and instructors. To achieve this, we created a Facebook Group page that students were required to join and use to complete the main assignment of this class, which was to read, discuss, and write about a science news article in the popular media. Overall, we find that Facebook, due to its popularity with students and its informal nature, is very effective in engaging them.

Collaborative Teams as a Means of Constructing Knowledge in the Life Sciences

2014 ◽  
pp. 221-242 ◽  
Author(s):  
Grant E. Gardner ◽  
Kristi L. Walters
Keyword(s):  
Collaborative Learning ◽  
Teaching Method ◽  
Effective Means ◽  
Collaborative Group ◽  
Learning Tasks ◽  
Learning Teams ◽  
Student Learning Objectives ◽  
Large Enrollment ◽  
Constructing Knowledge

The use of small collaborative learning teams in STEM classrooms is not new to the field of education. At the undergraduate level, evidence continues to accumulate that organizing students into groups in which they engage in knowledge construction by completing active learning tasks is an effective means to achieve student-learning objectives. However, this teaching method is rarely used by postsecondary faculty, especially in large-enrollment classes. An argument for the efficacy of this method is presented in three parts. This chapter first outlines the theoretical basis for collaborative group learning. Grounded in the literature, this theory is then translated into practice by discussing evidence-based advantages and challenges to creating collaborative learning environments. The chapter concludes with a discussion of a case study examining how the first author has implemented this method of collaborative instruction with a unique means of structuring groups within a large-enrollment non-majors biology classroom.

Collaborative Teams as a Means of Constructing Knowledge in the Life Sciences

2015 ◽  
pp. 1083-1098
Author(s):  
Grant E. Gardner ◽  
Kristi L. Walters
Keyword(s):  
Collaborative Learning ◽  
Teaching Method ◽  
Effective Means ◽  
Collaborative Group ◽  
Learning Tasks ◽  
Learning Teams ◽  
Student Learning Objectives ◽  
Large Enrollment ◽  
Constructing Knowledge

The use of small collaborative learning teams in STEM classrooms is not new to the field of education. At the undergraduate level, evidence continues to accumulate that organizing students into groups in which they engage in knowledge construction by completing active learning tasks is an effective means to achieve student-learning objectives. However, this teaching method is rarely used by postsecondary faculty, especially in large-enrollment classes. An argument for the efficacy of this method is presented in three parts. This chapter first outlines the theoretical basis for collaborative group learning. Grounded in the literature, this theory is then translated into practice by discussing evidence-based advantages and challenges to creating collaborative learning environments. The chapter concludes with a discussion of a case study examining how the first author has implemented this method of collaborative instruction with a unique means of structuring groups within a large-enrollment non-majors biology classroom.

Teaching a YouTube™ Course Online

2013 ◽  
pp. 323-344
Author(s):  
Chareen Snelson
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Best Practice ◽  
Graduate Program ◽  
Video Production ◽  
Online Course ◽  
Online Video ◽  
Web 2.0 Tools ◽  
Video Sharing

This chapter presents a case study of the author’s work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

scholarly journals Older Adults and Video Communications: A Case Study

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Mary Milliken ◽  
Susan ODonnell ◽  
Kerri Gibson ◽  
Betty Daniels
Keyword(s):  
Older Adults ◽  
Information And Communication Technologies ◽  
Social Presence ◽  
Communication Technologies ◽  
Online Video ◽  
Video Communications ◽  
Canadian City ◽  
Information And Communication ◽  
Barriers And Challenges

Research is absent on how older adults are using video communications – online video, video calls and videoconferencing – that offer rich opportunities for social connection. Our case study focuses on how and why 16 older adults (55 to 77 years old) in a small Canadian city are using video communications. We conducted quantitative and qualitative analyses to explore their use of video communications, their motivation for using it, the barriers and challenges they face, and the benefits they experience – in particular social presence. Our findings show that older adults are regular users of information and communication technologies (ICT). None of the participants in our study fit the ageist stereotype of frail or disinterested in technologies.

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