Learning from recording video of your own classroom

2021 ◽  
Vol 103 (2) ◽  
pp. 44-48
Author(s):  
Miriam Gamoran Sherin ◽  
Jennifer Richards ◽  
Mari Altshuler
Keyword(s):  
Student Learning ◽  
Classroom Interactions ◽  
Video Recordings ◽  
Opportunities For Learning ◽  
The Rich

Advances in technology have made it increasingly easy for teachers to film and share video recordings from their own classrooms, and much research exists highlights the rich learning that can occur when teachers watch and discuss video. Here, Miriam Gamoran Sherin, Jennifer Richards, and Mari Altshuler examine the opportunities for learning that teachers experience when recording and viewing video of their own classrooms. They specifically describe how recording can support teachers in learning to notice, focusing their attention on aspects of classroom interactions that are most important for student learning.

Social Presence in Online Learning

2021 ◽  
pp. 1580-1601
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

“Living More Through Knowing More”: College Education in Prison Classrooms

2019 ◽  
Vol 70 (4) ◽  
pp. 321-339
Author(s):  
Meghan Elizabeth Kallman
Keyword(s):  
Adult Learning ◽  
Student Learning ◽  
Social Dynamics ◽  
College Education ◽  
Prison Reform ◽  
Ethnographic Methods ◽  
Educational Strategies ◽  
Classroom Dynamics ◽  
Opportunities For Learning ◽  
Over Time

A growing national focus on prison reform has led to a resurgence of interest in carceral education. However, and although college education prison is different from college education in the community, relatively little scholarship has explored why or how these variations exist, what they mean, or how they have changed over time. The present paper aims to help fill this gap, exploring the significance of this context for adult learning. I ask: how does the context of a prison shape classroom dynamics and student learning? In answering the question, I employ qualitative and ethnographic methods that focus on giving voice to the perspective of the student-inmates themselves. I find that the isolated and oppressive characteristics of the prison can, paradoxically, offer unique opportunities for learning and scholarly achievement among incarcerated students. The paper’s findings invite reflection about the types of educational strategies often employed in prisons, and provide baseline data on some important social dynamics within prison classrooms.

scholarly journals Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

2011 ◽  
Vol 10 (4) ◽  
pp. 394-405 ◽  
Author(s):  
T. M. Andrews ◽  
M. J. Leonard ◽  
C. A. Colgrove ◽  
S. T. Kalinowski
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Student Learning ◽  
Teaching And Learning ◽  
Subject Area ◽  
Learning Gains ◽  
College Biology ◽  
Biology Courses ◽  
The Rich ◽  
Nuanced Understanding

Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.

scholarly journals Fluctuations in willingness to communicate of an EFL lecturer: An observation study in Indonesia

2021 ◽  
Vol 6 (2) ◽  
pp. 26-38
Author(s):  
Marhamah Ika Putri
Keyword(s):  
Classroom Interactions ◽  
Willingness To Communicate ◽  
Heuristic Model ◽  
Classroom Learning ◽  
Learning Session ◽  
Online Classroom ◽  
Observation Study ◽  
Video Recordings ◽  
Authentic Classroom ◽  
English Students

Despite the growing number of research on Willingness to Communicate (WTC) in English students, research of teachers’ WTC in English is still scarce. At the same time, the fluctuations of WTC in English in authentic classroom interactions are still under research. This study aims to observe the fluctuations in WTC of the English lecturer in the Indonesian context. The data were collected through video recordings during an online classroom learning session where participants were teaching their students. The data were then transcribed, coded, and analyzed thematically by drawing from MacIntyre et al.’s (1998) Heuristic Model. From the results of the analysis, WTC fluctuations in English are divided into four factors: (1) modeling the use of English in the classroom, (2) the power of affirmation, (3) focusing on the message, and (4) showing language similarity. The implication of this study is also discussed.  DOI: 10.26905/enjourme.v6i2.5983

Social Presence in Online Learning

2018 ◽  
pp. 88-116
Author(s):  
Rachelle Dene Poth
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Technology Usage ◽  
Face To Face ◽  
Opportunities For Learning

Studies have focused on social presence and its meaning in both traditional face-to-face classroom settings as well as an online learning environment. Technology usage is increasing in classrooms, making opportunities for learning available to many more people than in prior years. The theme of social presence continues to be studied as an important element in fostering student learning and growth. In particular, the focus is on the meaning of social presence, how to develop it as an instructor or learner in the learning community, and how social presence can positively impact all members of the learning community. The main questions that this chapter addresses are: Why study social presence? What is the meaning of social presence? What is the research behind social presence? How does an individual cultivate and project social presence in a learning environment?

Can We Do Both? Eportfolios for Student Learning and Assessment

2012 ◽  
pp. 101-108 ◽  
Author(s):  
Candyce Reynolds ◽  
Judith Patton
Keyword(s):  
Higher Education ◽  
General Education ◽  
Student Learning ◽  
Education Program ◽  
Lessons Learned ◽  
Learning Needs ◽  
Institutions Of Higher Education ◽  
Student Work ◽  
American Universities ◽  
The Rich

The use of eportfolios in American universities has proliferated over the last ten years as administrators and educators have discovered the rich opportunities that they provide for both promoting and assessing student learning. However, too often institutions of higher education prioritize assessment over student learning, creating assignments and protocols that ease assessment of student work while at the same time ignoring the valuable aspects that creating an eportfolio can provide for students, rendering the eportfolio as merely another assignment. This chapter focuses on lessons learned in University Studies, Portland State University’s four-level interdisciplinary general education program, about the importance of balancing assessment needs with student learning needs.

Preservice Teachers’ Skills to Identify Effective Teaching Interactions: Does It Relate to Their Ability to Implement Them?

2020 ◽  
pp. 002248712091069 ◽  
Author(s):  
Peter D. Wiens ◽  
Jennifer LoCasale-Crouch ◽  
Anne Henry Cash ◽  
Francisca Romo Escudero
Keyword(s):  
Preservice Teachers ◽  
Teacher Training ◽  
Effective Teaching ◽  
Student Learning ◽  
Emotional Support ◽  
Instructional Support ◽  
Classroom Interactions ◽  
Important Target ◽  
Program Characteristics ◽  
The Relationship

Research about in-service teachers has shown that specific skills such as the skill to identify effective teaching interactions in others relates to the teachers’ skill to engage in effective classroom interactions related to student learning. This study aimed to examine the relationship between these skills for 130 preservice teachers in the final year of their program. Findings indicated that preservice teachers’ skill to identify effective teaching interactions in others related to the effectiveness of the emotional support and instructional support exhibited in their observed classroom interactions. In addition, the study investigated the relationship between these skills and the teacher program characteristics. This study provides further evidence that the skill of noticing effective teaching interactions in others is related to implementing one’s own effective classroom interactions. Thus, enhancing preservice teachers’ noticing skills serves as an important target for current and future teacher training.

scholarly journals The Use of Blended Cooperative Learning Model in Introduction to Digital Systems Learning

2020 ◽  
Vol 2 (2) ◽  
pp. 75-81 ◽  
Author(s):  
R. Ati Sukmawati ◽  
Mitra Pramita ◽  
Harja Santana Purba ◽  
Bekti Utami
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Digital Systems ◽  
Quantitative And Qualitative Research ◽  
Video Recordings ◽  
Systems Learning ◽  
Academic Year

The purpose of this study is to analyze student learning outcomes in the application of the blended cooperative learning model, and analyze students' perceptions about the application of the cooperative blended learning model. Quantitative and qualitative research methods were used together with 91 subjects as participants in Introduction to Digital Systems academic year 2018/2019. Data was collected by tests, questionnaires, observations and video recordings. The results showed that the student learning outcomes were in the sufficient category. Students showed a positive perception of the implementation of the blended cooperative learning model, but they still need more encouragement to be more independent in learning.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

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