Comparing Group-Contingency and Individualized Equivalence-Based Instruction to a PowerPoint Lecture to Establish Equivalence Classes of Reinforcement and Punishment Procedures with College Students

2022 ◽  
Author(s):  
Briana D. Ostrosky ◽  
Kenneth F. Reeve ◽  
Jessica Day-Watkins ◽  
Jason C. Vladescu ◽  
Sharon A. Reeve ◽  
...  
Keyword(s):  
College Students ◽  
Equivalence Classes ◽  
Group Contingency ◽  
Based Instruction

Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

2021 ◽  
Vol 36 (2) ◽  
pp. 434-456
Author(s):  
Emily E. Gallant ◽  
Kenneth F. Reeve ◽  
Sharon A. Reeve ◽  
Jason C. Vladescu ◽  
April N. Kisamore
Keyword(s):  
College Students ◽  
Self Study ◽  
Based Instruction ◽  
Logical Fallacies

Inquiry-based instruction within a community of practice for gifted–ADHD college students

2012 ◽  
Vol 30 (1) ◽  
pp. 74-86 ◽  
Author(s):  
Olivia (Liv) Hua ◽  
Bruce M Shore ◽  
Evgeniya Makarova
Keyword(s):  
College Students ◽  
Attention Deficit Hyperactivity Disorder ◽  
Community Of Practice ◽  
Undergraduate Students ◽  
Talent Development ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Integral Role ◽  
Authentic Community ◽  
Based Instruction

A number of characteristics are shared between attention-deficit hyperactivity disorder (ADHD) and gifted populations. They include issues with sustaining attention, following directions, and completing tasks. When an individual is both gifted and has ADHD (gifted–ADHD) he has unique educational needs that may put him at risk for underachievement. To date the literature largely addresses how to remediate perceived deficits. Less has been written about how to develop the talent of these twice-exceptional individuals. The present semi-autobiographical narrative proposes that inquiry-based instruction within an authentic community of practice can play an integral role in talent development for gifted–ADHD undergraduate students.

Using equivalence-based instruction to teach college students to identify logical fallacies

2018 ◽  
Vol 33 (2) ◽  
pp. 122-135 ◽  
Author(s):  
Triton Ong ◽  
Matthew P. Normand ◽  
Merritt J. Schenk
Keyword(s):  
College Students ◽  
Based Instruction ◽  
Logical Fallacies

Discussion on Influencing Factors in College Students’ Web-Based Learning of English

2010 ◽  
Vol 129-131 ◽  
pp. 686-691
Author(s):  
Xui Fang Sun
Keyword(s):  
Higher Education ◽  
College Students ◽  
Influencing Factors ◽  
Independent Learning ◽  
Research Subjects ◽  
Learning Capability ◽  
Web Based ◽  
Factors Affecting ◽  
Web Based Learning ◽  
Based Instruction

Web-Based Instruction (WBI) has already become a popular option in many higher education institutes, although its efficiency has not been studied. Students will be influenced by many factors while studying through the network. These factors can result in various learning results. The aim of this paper is to discuss the factors affecting the efficiency of WBI by using the method of questionnaire survey. 50 students from the Department of English and 50 students who are not from the Department of English in Anqing Normal College are research subjects. The influencing factors investigated include independent learning capability (ILC), study conditions in college, and students’ family conditions. The investigation results are analyzed and some methods to improve the learning efficiency are proposed.

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