scholarly journals The Impact of IT Bootcamp on Student Learning - Experience from ICT Enabled Experiential-Based Course

2019 ◽  
pp. 430-435
Author(s):  
Orges Cico
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
The Impact

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

2017 ◽  
Vol 16 (1) ◽  
pp. ar12 ◽  
Author(s):  
Paula A. G. Soneral ◽  
Sara A. Wyse
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Scale Up ◽  
Design Feature ◽  
Learning Gains ◽  
Grade Point ◽  
The Impact

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features.

scholarly journals Near Peers: Harnessing the power of the populous to enhance the learning environment

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Barry James Ryan
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Bring Your Own Device ◽  
Learning Activity ◽  
Practical Implementation ◽  
Learning Tool ◽  
Data Set ◽  
The Impact

NearPod is a multiplatform e-learning tool that allows students to engage with each other and the lecturer in real time, independent of learning space size or type. This research investigated the impact of NearPod use in two different third level educational settings. The rationale was the practical implementation of key trends in higher education, and enhancing the student learning experience, through the integration of BYOD (Bring Your Own Device) and flipped classroom learning. One aim of this project was to identify if NearPod, could address these trends in a simple, cost effective way. Secondly, the research sought to investigate if embedding engaging technology into the learning environment could enhance the student learning experience and create a truly interactive environment.The impact of NearPod as an interactive learning tool was evaluated in terms of student interaction, engagement and participation through NearPod facilitated synchronous learning activities. Evaluative data were collected in several forms; anonymous questionnaires, academic facilitated discussion fora with purposefully sampled students and a staff reflective diary. The data were qualitatively and quantitatively analysed, leading to a triangulated data set ensuring only valid themes emerged. Overall, the students perceived use of the technology, and the academic’s personal reflective writings, suggested that the learning environment evolved towards a student-orientated, interactive space where the students took ownership for their participation in the learning activity. Students became responsible for constructing their learning ‘product’; created by the students, for the students and, hence, their learning overall.

scholarly journals Family Law Clinic at UCC

2020 ◽  
Vol 27 (3) ◽  
pp. 176-229
Author(s):  
Louise Crowley
Keyword(s):  
Student Learning ◽  
Student Development ◽  
Family Law ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Theoretical Perspective ◽  
Individual Student ◽  
Community Property ◽  
The Family ◽  
The Impact

Shulman extols the benefits of ‘empirical propositions’  emphasising the value of interrogating teaching approaches with a view to establishing evidence as to how students learn, and in turn crafting effective ways to teach. This article critically explores the design and assessment approaches adopted in the delivery of the Family Law Clinic Module at the Law School, University College Cork and interrogates the impact of these approaches on student learning. In carrying out this action research, the decision to utilise Universal Design for Learning as the underlying Scholarship of Teaching and Learning framework allows the pedagogical approach adopted to be deconstructed and critically examined. The capacity for student involvement in the teaching journey which is premised upon the ideology of learning and teaching as community property will be explored, both from a theoretical perspective and also from a socio-legal viewpoint. It will be shown that empowering the students to direct the module and assessment content serves to awaken their social awareness and their understanding of their role as pro-social contributors. Following an exploration of these aspects of SOTL thinking, the student learning experience will be explored through a number of qualitative research methods, namely individual student interviews post completion of the module, individual student reflective journals and the testimonial experience of external parties who utilise the Family Law Clinic research services. These approaches to understanding the student experience will serve to demonstrate the unique approach adopted in the Family Law Clinic that gives rise to a unique student learning environment and holistic student development.

scholarly journals A Study of the Impact of Technology-Enhanced Learning on Student Academic Performance

2014 ◽  
Vol 2 (3) ◽  
Author(s):  
Sandeep Chowdhry ◽  
Karolina Sieler ◽  
Lourdes Alwis
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
University Education ◽  
Technology Enhanced Learning ◽  
Online Module ◽  
Impact Of Technology ◽  
The Impact

In university education a lot of emphasis is placed on the use of the virtual learning environment (VLE) in teaching to enhance the student learning experience. As a result, the academic staff is encouraged to use VLEs in different ways, including as a platform to provide online access to the study material but also as a source of additional online module activities aimed at enhancing student learning. This article reports on a study conducted on 257 students to investigate whether the utilisation of VLE has any impact on the final marks achieved by the students. As part of the study, the VLE logs were contrasted with the final marks of the students participating in a Law Module (LM), an Electrical Engineering Module (EEM) and a Mechanical Engineering Module (MEM) delivered at Edinburgh Napier University in the academic year 2013/2014. The results showed that the number of VLE visits did not have a direct impact on the final marks obtained by the students. However, for one of the modules there was some correlation between the final marks obtained by the students and the way the modules were structured around the VLE. The results of the study emphasised the need for continued improvement of the technology-enhanced teaching and learning skills of the academic staff in order to enhance the student learning experience.

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