scholarly journals PeerWise as a Vehicle for Uncertainty-resolution to Enhance Student Learning

2018 ◽  
Vol 6 (1) ◽  
pp. 55-65 ◽  
Author(s):  
Amanda Sykes ◽  
John Hamer ◽  
Helen Purchase
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Uncertainty Resolution ◽  
Enhanced Learning ◽  
Enhance Student Learning

Previous studies of contributing student pedagogies (CSPs) have shown gains for students through increased summative grade and demonstration of deeper levels of learning. Resolution activities have been postulated by Draper (2009) as another way of enhancing students’ learning. In this paper, we show examples of learning occurring through resolution activities for students in higher education using PeerWise, a CSP tool, and we describe this as uncertainty-resolution that enhances learning. We then suggest a model through which this, and all learning in PeerWise, might take place. Finally, we anticipate that evidence of uncertainty-resolution will be seen in other PeerWise repositories; if this is so, we suggest that other educators using PeerWise should encourage and enhance their students’ learning by facilitating uncertainty-enhanced learning within PeerWise, and more broadly in other CSP activities.

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Assessing Diversity Issues in Instructional Technology

2011 ◽  
pp. 153-165
Author(s):  
Virginia J. Anderson
Keyword(s):  
Higher Education ◽  
Instructional Technology ◽  
General Education ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Social Actions ◽  
Value Diversity ◽  
Diversity Issues ◽  
Effective Use ◽  
Enhance Student Learning

Assessment is a major focus is higher education; IT faculties and departments are being asked to document quantitatively what students have learned in relation to goal-oriented expectations. Although “students will value diversity in the academy and the workplace” is a common course, general education or institutional goal, we often know little about how well students achieve this goal because we do not assess it. This chapter describes how to construct Student Learning Outcomes consistent with valuing diversity, how to design tests/assignments to see if student have achieved those outcomes and how to use that information to inform and enhance student learning in our IT courses, departments or institutions. The chapter reviews key assessment principles and practices. Then, we examine four strategies to document how students’ cognitive perceptions, attitudes, values and social actions in regard to diversity issues may be impacted and assessed. Assessment action scenarios elucidate the effective use of rubrics, Primary Trait Analysis, portfolios and affective behavioral checklists.

scholarly journals LESSON STUDI SEBAGAI UPAYA MENINGKATKAN AKTIVITAS BELAJAR MAHASISWA

Eksponen ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 60-66
Author(s):  
Darwanto Darwanto
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Lesson Study ◽  
Learning Activities ◽  
Professional Behavior ◽  
Quality Of Education ◽  
Lesson Design ◽  
Quality Of Learning ◽  
Enhance Student Learning

Improving the quality of education in Higher Education can be started by improving the quality of lecturers in teaching and professional behavior. One of the priority education issues is the quality of education, especially the quality of learning. From the various conditions and potentials, the efforts that can be made to improve the quality of learning in Higher Education is to develop student oriented learning and facilitate it in learning. One of the models of educator profession development through collaborative and sustainable learning is Lesson Study. Through the stages in the lesson design can enhance student learning activities.

scholarly journals LECTURER’S FEEDBACK AND ITS IMPACT ON STUDENT LEARNING: A STUDY OF A PUBLIC UNIVERSITY IN SARAWAK, MALAYSIA

2019 ◽  
Vol 15 (3) ◽  
pp. 83
Author(s):  
Kuldip Singh
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Main Determinant ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Effective Feedback ◽  
The Subject ◽  
The Impact ◽  
Enhance Student Learning ◽  
Learning And Achievement

Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Providing students with meaningful feedback can greatly enhance their learning and achievement. Lecturer’s feedback plays an integral part in enhancing student learning in higher education. While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students’ perceptions of feedback and the contribution feedback makes to students’ learning. This study examined the impact of lecturer feedback on student learning. This study involved both Degree and diploma students studying in various fields in a local university in Sarawak. The sample size used for the study was 370 students. Lecturer feedback was measured using a scale developed by Susan Brookhart (2008). The results of the study show a significant and positive relationship between lecturer feedback and student learning. Another finding of the study is that motivational feedback is the main determinant of student learning followed by mode of feedback. This study also highlights how feedback can enhance student learning in higher education. Limitations and recommendations are discussed.

scholarly journals Continuous assessment in higher education in Denmark

2017 ◽  
Vol 12 (23) ◽  
pp. 1-19
Author(s):  
Ole Eggers Bjælde ◽  
Tove Hedegaard Jørgensen ◽  
Annika Büchert Lindberg
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Student Performance ◽  
Continuous Assessment ◽  
Science Courses ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Assessment Format ◽  
Enhance Student Learning ◽  
Increase Efficiency

Designing fair and efficient ways of assessing student learning is a challenge to most teachers in higher education. It is possible that multiple graded, low-stake activities during the teaching period can either replace or supplement end-of-semester exams to measure student performance. Such a shift to continuous assessment has the potential not only to increase efficiency but, importantly, also enhance student learning. Continuous assessment is used widely internationally and now (since 2016) also allowed at Danish Universities. Here we review the advantages and disadvantages of this assessment format and report on its first use in two science courses at Aarhus University. We include a detailed description of the graded tasks and activities used in the two courses. By comparing student per-formance in continuous assessments with that of a traditional end-of-semester exam we are able to highlight some challenges and provide recommendations for the future use of this assessment format at Danish universities.

Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education

2020 ◽  
pp. 1575-1595
Author(s):  
Lourdes Guàrdia ◽  
Geoffrey Crisp ◽  
Ivan Alsina
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Research Perspective ◽  
Assessment Activity ◽  
Information And Communication ◽  
Enhance Student Learning

This chapter provides an overview of current e-assessment activity in Higher Education (HE) for those interested in improving their assessment practices. Despite substantial changes in HE teaching and learning strategies with the introduction of Information and Communication Technologies (ICT), little effort has been made in the area of assessment, where traditional methods are still commonly used. ICT and computers are seen as a medium for supporting and guiding the whole learning process, but these options have not yet been fully explored. In view of this, we would like to review the trends and challenges of e-assessment to enhance student learning in future scenarios, taking into consideration several publications, cases and contributions from both the practice and research perspective.

Universities' Point of View to Introduce Mobile Devices in their Classrooms

2016 ◽  
pp. 297-317
Author(s):  
Victoria M. Cardullo ◽  
LeNessa L. Clark
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Exploratory Study ◽  
Point Of View ◽  
Integration Process ◽  
Teacher Instruction ◽  
Diverse Learning ◽  
Incoming Freshmen ◽  
Enhance Student Learning

This qualitative study examined the implementation and integration of a common mobile platform in multiple diverse learning environments in higher education. This exploratory study sought to understand how the use of iPads supported student learning and teacher instruction. In addition, the researchers identified the necessity of a strong infrastructure and professional development both, which are crucial in the implementation and integration process. The population consisted of incoming freshmen who range between 17-21 years of age in a southern region in Alabama. A constant comparative and taxonomy analysis was employed in efforts to provide themes and codes to organize and analyze the data derived from focus groups, interviews, surveys, and observations. The data revealed that students believed the iPad provided support to enhance student learning. Participants' perceived the iPad device as portable, convenient and easy to use.

Improving student understanding of lipids concepts in a biochemistry course using test-enhanced learning

2015 ◽  
Vol 16 (4) ◽  
pp. 918-928 ◽  
Author(s):  
Savannah Horn ◽  
Marcy Hernick
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Knowledge Retention ◽  
Learning Modules ◽  
Test Taking ◽  
Structure Recognition ◽  
Course Material ◽  
Test Enhanced Learning ◽  
Enhanced Learning ◽  
Enhance Student Learning

Test-enhanced learning has successfully been used as a means to enhance learning and promote knowledge retention in students. We have examined whether this approach could be used in a biochemistry course to enhance student learning about lipids-related concepts. Students were provided access to two optional learning modules with questions related to the lipids block of the course. The vast majority of students (98.7–100%) used the optional modules. Student performance increased significantly with increased practice attempts (mean: first attempt – 58.3%; high attempt – 89.6%;p< 0.0001). This improvement was observed across all topics for both conceptual and structure recognition questions, and question types. A subset of questions were modified and included on formal assessments, and the results were compared to students that did not have access to modules (previous year). Incorporation of the modules resulted in a significant improvement in performance on the examination (year 1: 63.4%; year 2: 78.6%,p< 0.0001), including an increase in performance on questions requiring students to discriminate between highly similar topics. Importantly, comparison of student performance on quizzes and exams suggests that module use is associated with an increase in knowledge retention compared to restudy alone within the timeframe of the course. These results suggest that test-enhanced learning can be a valuable educational tool for development of metacognitive and test-taking skills that enhance student learning and understanding of course material.

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