Designing Relevant and Engaging Instruction

2020 ◽  
pp. 105-115
Author(s):  
Carolyn ◽  
Sara ◽  
Vivian
Keyword(s):  
Engaging Instruction

scholarly journals A 50+ Year Search for effective, efficient and engaging instruction

2017 ◽  
Vol 24 ◽  
Author(s):  
M. David Merrill
Keyword(s):  
Research Study ◽  
Research Data ◽  
Lessons Learned ◽  
Computer Assisted ◽  
Research Approach ◽  
Extensive Experience ◽  
Authoring Systems ◽  
Engaging Instruction ◽  
Approach Theory ◽  
Theory Research

In this paper I will chronicle my 50+ year career, from my interest in making education more effective, to an epiphany about theories, and some of my published work that, for a time, gained the attention of others in the field of instructional technology.  My extensive experience with computer-assisted learning covers early efforts to teach concepts to attempts to design automated authoring systems. My most recent work attempts to identify underlying principles common to most theories of instruction.The professional press publishes reports of theory, research, data, prescriptions, and opinions, but seldom do we get the back story. Where did these ideas originate?  What events led to a particular theoretical or research approach?  What were the challenges—personal and interpersonal—that affected a given approach, theory or research study?  In this paper, in addition to identifying a few of the most notable contributions to this literature, I will provide some of the back story that contributed to my career and inspired or significantly influenced my work. I will also highlight some of the lessons learned along the way.Download the PDF and read more...

scholarly journals Exploring Instructors’ Practices in Student Engagement: A Collective Case Study

2017 ◽  
Vol 17 (4) ◽  
pp. 126-149
Author(s):  
Vishal Arghode ◽  
Jia Wang ◽  
Ann Lathan
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Personal Development ◽  
Comparative Method ◽  
The United States ◽  
Collective Case Study ◽  
Social And Emotional ◽  
Engaging Instruction ◽  
Asking Questions

Instructors use various strategies to improve learning. To explore what instructors perceived as critical aspects of engaging instruction, we conducted a qualitative case study with seven instructors in the United States. Data was collected through individual face-to-face interviews. The conversations were audio-taped and transcribed verbatim. The analyses of the transcriptions were conducted using the constant comparative method. Findings from the study varied. Yet, participants agreed that an engaging instructor must focus on learning; consider various aspects of students’ personal development including their cognitive, social, and emotional development; and take care of different student learning styles, for example, visual, auditory, and kinesthetic. Participants stressed the importance of student engagement. Body language, verbal and non-verbal cues, and eye contact were the main parameters used by the participants to evaluate student engagement. Participants also emphasized the importance of asking questions and assessing instructional effectiveness by evaluating the questions asked by students.

Designing Relevant and Engaging Instruction

2020 ◽  
pp. 105-115
Author(s):  
Carolyn ◽  
Sara ◽  
Vivian
Keyword(s):  
Engaging Instruction

Theory and Application in the Design and Delivery of Engaging Online Courses

2020 ◽  
pp. 246-258
Author(s):  
Dixie F. Abernathy ◽  
Amy Wooten Thornburg
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational Change ◽  
Course Design ◽  
Online Courses ◽  
Financial Benefit ◽  
Education Students ◽  
Engaging Instruction ◽  
Student Demand ◽  
Instruction And Learning

For the last quarter of a century, online learning has emerged as a viable and, in many cases, preferable instructional option for higher education students. As this wave of educational change became more prevalent and sought after by students and faculty, at times the implementation, driven by financial benefit as well as student demand, may have advanced beyond the preparation. Research and experience have now exposed numerous issues that may hinder the effectiveness of online learning for all involved stakeholders. Designing effective online courses is the first step, but too often the preparation for and focus on engaging instruction and learning ends as the course design is concluding. Recognizing the key principles behind effective student and instructor engagement may add to the overall stakeholder experience in the online learning environment.

A New Century: Leadership in the Face of Change

2007 ◽  
Vol 101 (1) ◽  
pp. 5
Keyword(s):  
Mathematics Teacher ◽  
New School ◽  
School Year ◽  
Use Of Technology ◽  
Engaging Instruction ◽  
The Face ◽  
Effective Use

Welcome to a new century of Mathematics Teacher. As we begin volume 101, we celebrate our past accomplishments and look forward to our futures?both in terms of the successes we anticipate and the challenges we shall face. As you take your first steps forward in a new school year, we invite you to embark on a journey with us toward more engaging instruction; a more coherent articulation of curriculum; a more effective use of technology; and, most important, a deeper understanding and appreciation of mathematics on the part of our students.

scholarly journals Engaging Instructions in History Classrooms: Exploring University Teachers' Perceptions and Practices

2021 ◽  
Vol VI (III) ◽  
pp. 38-48
Author(s):  
Gouhar Pirzada ◽  
Yaar Muhammad ◽  
Saba Zaka
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Qualitative Research Design ◽  
Teacher Student ◽  
Engaging Instruction ◽  
Positive Learning Environment ◽  
Student Relationship

This interview study aimed to explore the perceptions and practices of the university teachers regarding student engagement in History & Pakistan Studies classrooms. Data were collected from four PhD professors from a public sector university. A qualitative research design was used, and semi-structured interviews were conducted. Thematic analysis was done to extract findings from the qualitative data. The finding is arranged into three themes, i.e., student engagement, instructional strategies, and classroom management. The finding suggested that teachers use different strategies and practices to improve student engagement. Moreover, teachers used different practices to make their classes interesting. It is reported that having a cordial teacher-student relationship is beneficial for enhancing student engagement level and overall performance at the postgraduate level of education. Effective classroom management plays a significant role in creating a positive learning environment for engaging instruction.

Designing Engaging Instruction for the Adult Learners

2019 ◽  
pp. 15-25
Author(s):  
Karen Weller Swanson ◽  
Geri Collins
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Adult Learners ◽  
Learning Environments ◽  
Paradigm Shift ◽  
Adult Learner ◽  
Student Participation ◽  
Open Learning Environments ◽  
Engaging Instruction ◽  
Self Authorship

Instructional design for the adult learner is a growing field of study in higher education. Engaging instruction for adult learners will be defined in this chapter in two ways: designing courses using the significant learning taxonomy, and a paradigm shift to support faculty to involve student participation. The discussion of engaging instruction will be presenting using several research-based foundations such as Baxter-Magolda's self-authorship, Palmer's open learning environments, and Fink's significant learning taxonomy.

Beyond Buzz Words and Skill Sets

2009 ◽  
Author(s):  
Anne E Shelley
Keyword(s):  
Critical Thinking ◽  
Information Literacy ◽  
Keyword Search ◽  
User Behavior ◽  
Skill Sets ◽  
Engaging Instruction ◽  
Concept Of Information ◽  
Call Number ◽  
The Impact

The concept of information literacy should go far beyond users’ acquisition of banked skills. The competence to execute a keyword search in a specific database, navigate a library catalog, or memorize a certain call number does not indicate users are able to think on their own feet. Users who are truly information literate have the capacities to solve problems, think independently and are able to structure their own research processes once they leave the classroom. Effective, engaging instruction is the vehicle through which users can achieve these sought-after attributes; when they are interacting with information and confronted with options, such guidance prepares users for the process of making the most appropriate decision possible. If users are able to think critically, they will not flounder when confronted with a new or complicated resource, a complex research topic, or a hands-off professor; rather, they will possess an increased awareness of their own thought processes, be able to adapt to unfamiliar situations, and arrive at reasoned decisions. By exploring different definitions and benefits of critical thinking, discussing how librarians can encourage critical thinking in information literacy sessions and examining the impact of these practices on user behavior, this paper will attempt to identify the role of critical thinking in information literacy.

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