scholarly journals Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
David L. Neumann ◽  
Michelle M. Neumann ◽  
Michelle Hood
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
Negative Attitudes ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Statistics Course ◽  
Real World Applications ◽  
Computer Based ◽  
Enhance Student Learning

<span>The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.</span>

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.

scholarly journals Using interactive screen experiments as pre-laboratory tasks to enhance student learning

2016 ◽  
pp. 24-27
Author(s):  
SJ Nolan ◽  
M Szablewski ◽  
TLJ McComb ◽  
IG Hughes
Keyword(s):  
Student Learning ◽  
Educational Background ◽  
Difficult Problem ◽  
First Year ◽  
Laboratory Equipment ◽  
Laboratory Experience ◽  
Physics Laboratory ◽  
First Time ◽  
Enhance Student Learning ◽  
Laboratory Task

The teaching of first year undergraduate practical physics is currently faced with a difficult problem: the disparity in the level of practical physics many university entrant students have encountered prior to their arrival. Those with little practical physics experience enter the laboratory for the first time with a great deal of anxiety, which represents a barrier to their learning. This anxiety is magnified when their fellow students, some of whom have significant practical laboratory experience in their recent educational background, deal easily with the same situation. At Durham University, Interactive Screen Experiments (ISEs) have been used to familiarise students with laboratory equipment as part of an assessed pre-laboratory task for the first year physics laboratory, after which they perform real experiments.

Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School

2015 ◽  
pp. 250-279
Author(s):  
Gayle Y. Thieman
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
High Poverty ◽  
School Students ◽  
Challenges And Opportunities ◽  
Teachers Attitudes ◽  
Ipad Applications

The digital divide between technology-mediated instruction for students in low versus high socio-economic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on blended learning and 1:1 mobile devices, there seems to be little research on the potential of iPads to reduce disparity of access and impact student learning in high poverty schools. This chapter reports first year results of a 1:1 iPad project on teachers' attitudes and experiences and on high school students' technology access and use. Using iPads resulted in blended learning opportunities for some but not all students. Those who had an individually assigned iPad to use at school and home reported significantly higher satisfaction and proficiency with technology. These students also reported significantly greater use of online iPad applications and technology activities for instruction both during class and outside of school.

Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School

2015 ◽  
pp. 1516-1544
Author(s):  
Gayle Y. Thieman
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
High Poverty ◽  
School Students ◽  
Challenges And Opportunities ◽  
Teachers Attitudes ◽  
Ipad Applications

The digital divide between technology-mediated instruction for students in low versus high socio-economic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on blended learning and 1:1 mobile devices, there seems to be little research on the potential of iPads to reduce disparity of access and impact student learning in high poverty schools. This chapter reports first year results of a 1:1 iPad project on teachers' attitudes and experiences and on high school students' technology access and use. Using iPads resulted in blended learning opportunities for some but not all students. Those who had an individually assigned iPad to use at school and home reported significantly higher satisfaction and proficiency with technology. These students also reported significantly greater use of online iPad applications and technology activities for instruction both during class and outside of school.

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