For a good class, email: Technologically-mediated out-of-class communication and instructional outcomes

The relevance of university student ratings, obtained using the Check-List of Instructional Characteristics, was assessed by examining relationships with potential contaminating factors (class size, presentation format, students’ initial interest, and personal impression of the instructor) and relationships with instructional outcomes (outcome interest, course performance, and self-reported learning). Data were analyzed for 115 varied courses, 75 mathematics classes, and 28 speech classes. Suggestions were made for controlling bias found to be associated with size, format, and initial interest. Student’s ratings of instructors’ Knowledge and Skill, and student’s Overall Satisfaction were related to student’s outcome interest. Results are discussed in light of inconsistencies of past research.

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The Development of a Personal Learning Environment in Second Life

Design, Implementation, and Evaluation of Virtual Learning Environments ◽

10.4018/978-1-4666-1770-4.ch015 ◽

2012 ◽

pp. 219-236

Author(s):

Sandra Sutton Andrews ◽

Mary Stokrocki ◽

Angel Jannasch-Pennell ◽

Samuel A. DiGangi

Keyword(s):

Learning Environment ◽

Second Life ◽

Underserved Populations ◽

Field Trials ◽

Participatory Action ◽

Personal Learning ◽

Study Approach ◽

Personal Learning Environment ◽

Life Curriculum ◽

Instructional Outcomes

In this qualitative pilot study, the authors report on curriculum field trials within a personal learning environment (PLE) designed by a collaboration of academic researchers and nonprofit volunteers working together in the virtual world of Second Life. The purpose of the PLE is to provide learners less likely to have access to educational opportunities with a means to create a ‘new life’ in the real world, through a basic web-based curriculum and an advanced Second Life curriculum. Field trials of the Second Life curriculum were held with youth from underserved populations (n=6) to identify participant characteristics that facilitate success with the curriculum. Performance on instructional outcomes was examined in addition to a participatory action research methodology (PAR) that was employed with participants as co-researchers. To protect identities, the authors use a case study approach to track one composite participant/co-researcher through the curriculum.

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Faculty research involvement and instructional outcomes

Research in Higher Education ◽

10.1007/bf00991378 ◽

1976 ◽

Vol 4 (2) ◽

pp. 113-122 ◽

Cited By ~ 26

Author(s):

Donald P. Hoyt ◽

Ronald K. Spangler

Keyword(s):

Faculty Research ◽

Research Involvement ◽

Instructional Outcomes

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Instructional Outcomes of School-Based Participative Decision Making

Educational Evaluation and Policy Analysis ◽

10.3102/01623737018003181 ◽

1996 ◽

Vol 18 (3) ◽

pp. 181-198 ◽

Cited By ~ 95

Author(s):

Mark A. Smylie ◽

Virginia Lazarus ◽

Jean Brownlee-Conyers

Keyword(s):

Decision Making ◽

School Based ◽

Instructional Outcomes

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Relationships between classroom behavior and instructional outcomes in an individualized science program

Journal of Research in Science Teaching ◽

10.1002/tea.3660130603 ◽

1976 ◽

Vol 13 (6) ◽

pp. 489-497 ◽

Cited By ~ 4

Author(s):

Colin N. Power ◽

Richard P. Tisher

Keyword(s):

Classroom Behavior ◽

Science Program ◽

Instructional Outcomes

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Styles of Learning and Thinking Matter in Instruction and Assessment

Perspectives on Psychological Science ◽

10.1111/j.1745-6924.2008.00095.x ◽

2008 ◽

Vol 3 (6) ◽

pp. 486-506 ◽

Cited By ~ 61

Author(s):

Robert J. Sternberg ◽

Elena L. Grigorenko ◽

Li-fang Zhang

Keyword(s):

Performance Tests ◽

Maximum Performance ◽

Thinking Ability ◽

Typical Performance ◽

Instructional Outcomes

There are two styles of learning and thinking: ability based and personality based. The former are assessed by maximum-performance tests, and the latter are assessed by typical-performance tests. We argue that both kinds of styles matter for instruction and assessment in school. In particular, shaping lessons based on an awareness that people learn and think in different ways can lead to improved instructional outcomes. We describe one ability-based theory and one personality-based theory and present supporting data from multiple studies relevant to each.

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Information Literacy Instructors’ Experiences of the Teaching Role

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais221 ◽

2013 ◽

Author(s):

Heidi Julien

Keyword(s):

Information Literacy ◽

Literacy Instruction ◽

Research Question ◽

Specific Research ◽

Information Literacy Instruction ◽

Teaching Role ◽

Specific Research Question ◽

Instructional Roles ◽

Instructional Outcomes ◽

Library Staff

This study of library staff explores their experiences about their teaching roles in the context of information literacy instruction. The specific research question is: how do library staff with instructional roles experience and relate to those roles and what might be the implications of those self-understandings for instructional outcomes?Cette étude explore les expériences du personnel de bibliothèques et plus particulièrement leurs rôles éducationnels dans le contexte de l’enseignement de la culture informationnelle. La question spécifique de recherche est la suivante : Comment le personnel de bibliothèque ayant des rôles éducationnels à jouer expérimente et se situe par rapport à ces rôles et quels seraient les implications de cette prise de conscience en termes de retombées éducationnelles?

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