scholarly journals Enriching classroom learning through a microblogging-supported activity

2018 ◽  
Vol 15 (2) ◽  
pp. 93-107
Author(s):  
Kun Li ◽  
Kent Darr ◽  
Fei Gao
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Educational Resources ◽  
Classroom Learning ◽  
High Quality ◽  
Instructional Activity ◽  
Exploratory Case Study ◽  
Real Work

Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study examined an instructional activity designed to expand and deepen student learning experience by having undergraduate students subscribe to, read, and share tweets from high-quality Twitter accounts in the field. The findings suggested that students believed that the activity broadened their knowledge on the topics to be learned, helped them see the connections between coursework and real work, and empowered them with a new tool for learning and inquiry.

scholarly journals Improving the student learning experience through the student-led implementation of interactive features in an online open-access textbook

2021 ◽  
Vol 5 (2) ◽  
pp. 67-77
Author(s):  
Tanya Sharma ◽  
Rini Lukose ◽  
Jessica E. Shiers-Hanley ◽  
Sanja Hinic-Frlog ◽  
Simone Laughton
Keyword(s):  
Open Access ◽  
Student Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Open Educational Resource ◽  
Educational Resource ◽  
University Of Toronto ◽  
Animal Physiology ◽  
The University

This case study highlights the work of Students as Partners (SaP) as a balanced approach for implementing and evaluating an online open-access textbook in introductory animal physiology at the University of Toronto Mississauga. Started in 2017 with an eCampus Ontario grant, the project involved undergraduate and graduate students developing and improving an open-access e-textbook to support student learning in a second-year undergraduate introductory animal physiology course. This case study focuses on the 2019–2020 academic term and the work of two undergraduate students working alongside faculty and two librarians. As part of their research, the partners consulted the literature and gathered feedback from students taking the course in which the open e-textbook was used. Student partners added updates and new interactive features to create a more engaging educational resource to support student learning. The partners also reflected on their role in the open educational resource development process.  

“I Found Myself Retweeting”

2019 ◽  
pp. 88-108 ◽  
Author(s):  
Julie A. Delello ◽  
Annamary L. Consalvo
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Learning Experience ◽  
University Student ◽  
Professional Networks ◽  
Teacher Relationships ◽  
Multiple Case ◽  
Development Goals ◽  
Student Teacher Relationships

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

“I Found Myself Retweeting”

2021 ◽  
pp. 366-381
Author(s):  
Julie A. Delello ◽  
Annamary L. Consalvo
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Learning Experience ◽  
University Student ◽  
Professional Networks ◽  
Teacher Relationships ◽  
Multiple Case ◽  
Development Goals ◽  
Student Teacher Relationships

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

scholarly journals Gutter Design and Business Development for Domestic Rainwater Harvesting Systems: A Case Study

2014 ◽  
Vol 9 (1) ◽  
pp. 64-78
Author(s):  
Jillian Zankowski ◽  
Yixin Sun ◽  
Abdalla Nassar ◽  
Khanjan Mehta
Keyword(s):  
Service Learning ◽  
Cross Section ◽  
Undergraduate Students ◽  
Rainwater Harvesting ◽  
Rectangular Cross Section ◽  
Learning Experience ◽  
Skill Sets ◽  
Harvesting Systems ◽  
And Performance

Rainwater harvesting is a simple and effective tool to collect and store water for domestic and institutional use. In developing countries, captured rainwater can be used to replace or supplement government-supplied or manually-transported water. A rainwater harvesting system consists of a catchment area, gutter, and storage tank. Gutters typically have a V-shaped, trapezoidal or rectangular cross-section. This work presents a case study on the design and performance analysis of three conventional and one novel, “wrapped” gutter cross-section along with the implementation of a novel gutter design in the developing world. A Team of undergraduate students performed the design and analysis and, though a service-learning experience in May 2013, investigated barriers to implementing rainwater harvesting in central Kenya. It was found that while gutters can be easily fabrication and installed using locally-available materials and skill-sets, for consumer, the potential return on investment was low and the cost of implementation was high. For producers and installers, non-uniform roof designs and conditions was a major obstacle.

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

2014 ◽  
Vol 56 (4) ◽  
pp. 287-302 ◽  
Author(s):  
Mathews Nkhoma ◽  
Narumon Sriratanaviriyakul ◽  
Hiep Pham Cong ◽  
Tri Khai Lam
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Undergraduate Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Engagement ◽  
Content Type ◽  
Mediating Role

Purpose – The purpose of this paper is to understand the impact of real, localized case studies on students’ learning engagement, the learning process and learning experience and the role of such case studies in influencing students’ learning outcomes. Design/methodology/approach – Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students’ learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students’ learning experience. Finally, students’ learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings – The results revealed that the case study had a positive influence on students’ engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience. Research limitations/implications – The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value – The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

scholarly journals Students as partners in action: Evaluating a university-wide initiative

2018 ◽  
Vol 2 (2) ◽  
pp. 85-95
Author(s):  
Leanne Coombe ◽  
Jasmine Huang ◽  
Stuart Russell ◽  
Karen Sheppard ◽  
Hassan Khosravi
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Scaling Up ◽  
The Other ◽  
Pilot Projects

This case study was designed as one of many pilot projects to inform the scaling-up of Students as Partners (SaP) as a whole-of-institution strategy to enhance the student learning experience. It sought to evaluate the other pilots in order to understand the phenomena of partnerships and how students and staff perceive the experience of working in partnership. It also sought to explore the extent of benefits and challenges experienced by staff and students throughout the process and identify potential implications for future implementation.

scholarly journals Vigilante Innovation (VIX): case study on the development of student skills through a team-based design process and environment

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Kendra H. Oliver ◽  
Jonathan D. Ehrman ◽  
Christina C. Marasco
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Successful Implementation ◽  
Design Framework ◽  
Student Survey ◽  
Stem Fields ◽  
Student Interviews ◽  
The Impact

Abstract Background Many undergraduate students majoring in science, technology, engineering, and mathematics (STEM) fields lack experience in collaborative thinking, limiting their effectiveness as they enter careers in academic and industrial environments. The SyBBURE Searle Undergraduate Research Program has incorporated a team-based design component into its curriculum to fill this gap in training. This design framework, called Vigilante Innovation (VIX) to highlight its emphasis on self-initiation and action, has evolved into a multi-semester-long group undertaking that combines just-in-time training in entrepreneurship and project design with student-driven collaborations aimed at solving a real-world problem. We hypothesize that this framework provides a hands-on, realistic workplace simulation task through which students can develop an understanding of teamwork. Results Using a case-study approach, we discuss the development of the VIX design framework since its inception in 2014 and assess the impact of the VIX framework on student learning and growth using a student survey from 2016 to 2017 and student interviews from 2018. Conclusions A flexible approach, an annualized project timeline, a student-driven prototyping space, and self-selecting project areas emerged as key contributors to the successful implementation of the VIX design and to deepened student learning. The diversity of VIX teams, the self-reported success of student projects, and student interviews indicate that students who participate in VIX possess an in-depth understanding of team-based strategies. These findings support the VIX framework as an effective method of providing undergraduates in STEM fields with efficient and meaningful exposure to the team-based entrepreneurial skills that are vital in their future careers. Additional work is needed to determine if this approach has a long-term impact on student success in team-based environments. The website vigilanteinnovation.com houses a customizable, freely available version of the design guide for educators and innovators alike.

Sign in / Sign up

Export Citation Format

Share Document