Does Classroom Instruction Stick to Textbooks? A Case Study of Fraction Division

2014 ◽  
pp. 443-464
Author(s):  
Rongjin Huang ◽  
Z. Ebrar Yetkiner Ozel ◽  
Yeping Li ◽  
Rebecca V. Osborne
Keyword(s):  
Classroom Instruction ◽  
Fraction Division

Triple-blend of classroom instruction, online facilitation and external exposure: Outcomes and challenges

2021 ◽  
pp. 095042222110308
Author(s):  
Teik Aun Wong ◽  
Wei Chieh Cheah
Keyword(s):  
Teaching And Learning ◽  
Classroom Instruction ◽  
External Exposure ◽  
Pedagogical Approach ◽  
Study Approach ◽  
Student Cohorts ◽  
Multiple Case ◽  
And Performance ◽  
Online Facilitation

This study examines the practice, outcomes and challenges of a “triple-blend” approach which combines the components of classroom instruction, online facilitation and external exposure. Examining this pedagogical approach provides guidance for improving the delivery of teaching and learning. The study takes a multiple case study approach, employing action research methodology. The authors are practicing lecturers and the five cases, drawn from a private institution of higher education in Penang, Malaysia, have an average of 13.8 students, comprise undergraduate and postgraduate classes, and cover business, social science and humanities disciplines. Quantitative and qualitative comparisons are made between student cohorts. Students’ behavior and performance are tracked using an online learning management system. The findings reveal that the deployment of the triple-blend approach on aggregate produces positive outcomes in terms of student engagement and performance. However, there are instances of negative outcomes, suggesting that other factors are at play apart from the choice of pedagogical approach. Discussion of the challenges in deploying this approach shows that the process is far from homogenous. Nonetheless, the overall perspective indicates a positive relationship between the triple-blend approach and positive teaching and learning outcomes. This study provides guidance for teachers on deployment challenges and best practices.

Higher Education Culture and the Diffusion of Technology in Classroom Instruction

2011 ◽  
pp. 144-156 ◽  
Author(s):  
Kandis M. Smith
Keyword(s):  
Diffusion Of Innovation ◽  
Classroom Instruction ◽  
Case Study Research ◽  
Academic Culture ◽  
Rate Of Change ◽  
Diffusion Of Technology ◽  
Use Of Technology ◽  
Technology In Classroom ◽  
Faculty And Administrators

The diffusion of an innovation takes, on an average, 25 years in an educational setting. Many factors contribute to this slow acceptance rate. Rogers’ (1995) theory on the diffusion of innovation and the influence of culture on such diffusion is used to shed light on the causes for this slow diffusion. While not a full explanation of this slow rate of change, this case study shows that the academic culture, within which faculty function, has a strong influence on the diffusion of the use of technology in classroom instruction. This case study provides a point of reference for further study of diffusion of technology in classroom instruction. This case focuses on a Research I institution in the Midwest that has made a number of commitments to the integration of technology into the curriculum and has channeled many resources into this campaign. While the institution has invested large sums of money in the development of the infrastructure, the rate at which faculty have adopted the use of technology in their teaching has remained low. In order to determine the perceptions of faculty and develop some framework for understanding why the infusion of technology into classroom instruction was so low, faculty members on the campus were interviewed, focus groups were conducted, and meetings between faculty and administrators concerning technology issues were observed. Because additional issues exist with distance education, the scope of this case study research was limited to on-campus classroom instruction and support.

Higher Education Culture and the Diffusion of Technology in Classroom Instruction

2011 ◽  
pp. 222-241 ◽  
Author(s):  
Kandis M. Smith
Keyword(s):  
Higher Education ◽  
Diffusion Of Innovation ◽  
Classroom Instruction ◽  
Case Study Research ◽  
Academic Culture ◽  
Adoption Of Technology ◽  
Diffusion Of Technology ◽  
Use Of Technology ◽  
Technology In Classroom

The diffusion of an innovation takes, on an average, 25 years in an educational setting. Many factors contribute to this slow acceptance rate. Rogers’ (1995) theory on the diffusion of innovation and the influence of culture on such diffusion is used to shed light on the causes for this slow diffusion. While not a full explanation of this slow rate of change, this case study shows that the academic culture, within which faculty function, has a strong influence on the diffusion of the use of technology in classroom instruction. This case study provides a point of reference for further study of diffusion of technology in classroom instruction. This case focuses on a Research I institution in the Midwest that has made a number of commitments to the integration of technology into the curriculum and has channeled many resources into this campaign. While the institution has invested large sums of money in the development of the infrastructure, the rate at which faculty have adopted the use of technology in their teaching has remained low. In order to determine the perceptions of faculty and develop some framework for understanding why the infusion of technology into classroom instruction was so low, faculty members on the campus were interviewed, focus groups were conducted, and meetings between faculty and administrators concerning technology issues were observed. Because additional issues exist with distance education, the scope of this case study research was limited to on-campus classroom instruction and support. Case Questions • Do the values and beliefs of academic culture promote or discourage a pro-innovation social climate? • What aspects of academic culture hinder or promote the diffusion of innovation, specifically, the process for adoption of the use of technology in higher education? • How do disciplinary differences affect the adoption of technology? • What roles do faculty play in the diffusion of technology in the classroom? • What tools and support structures drive successful technology integration into the classroom?

scholarly journals A Case Study of Curriculum Unpacking Practices of a Kindergarten Teacher

2020 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Michael Bobias Cahapay
Keyword(s):  
Classroom Instruction ◽  
Developmentally Appropriate ◽  
Data Gathering ◽  
School Curriculum ◽  
Linear Process ◽  
Kindergarten Teacher ◽  
Intended Curriculum ◽  
Qualitative Research Design ◽  
Document Review

Curriculum unpacking, defined as the process of interpreting the intended curriculum into classroom instruction, is important in the overall success of the school curriculum. As a critical process that serves as a bridge between the intended curriculum and classroom instruction, however, there is a paucity of research about it. Hence, this study aimed to describe the curriculum unpacking practices of a teacher. It entailed a qualitative research design specifically a case study to look closely into the single context of a purposively selected kindergarten teacher in a public school. The main data gathering techniques used were key informant interview and document review. The data obtained were subjected to thematic analysis. The result of the study revealed that the participant follows a generally linear process in unpacking the curriculum as noted in the compliance to the minimum standards of the intended curriculum, main consideration of the learner while translating the intended curriculum into instruction as mandated in the law, and alignment of the curriculum and instructional components. However, qualitative probes uncovered possible errors such as misinterpretation of the developmentally appropriate principle espoused by the intended curriculum and discrepancy between the curriculum standards and instructional activities. The implications in practice are discussed in the study.

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