scholarly journals CSI Manhattan: Using the Theme of a Popular Television Series to Enhance Student Learning Beyond the Lecture Hall

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1138E-1139
Author(s):  
Kenneth R. Schroeder ◽  
Janet E. Schroeder
Keyword(s):  
Student Learning ◽  
Role Play ◽  
Site Investigation ◽  
Lecture Hall ◽  
Plant Identification ◽  
Immediate Feedback ◽  
Television Programming ◽  
Case Files ◽  
Brain Based Learning ◽  
Popular Television

According to brain-based learning theory, learning is enhanced by challenge and inhibited by threat. Effective learning occurs when students are immersed in the educational experience, challenged yet not threatened, and encouraged to actively process information. All of these components are part of simulation or role-play games. With these basic concepts in mind, we approached the challenge of enhancing student learning in a plant identification course taught in a large class setting. Considering that plant identification requires some basic detective skills, and the popularity of criminal investigation television programming, we designed a role-play exercise involving case files, investigation zones, and detective teams. As a spin-off from the television shows “CSI: Crime Scene Investigation” and “CSI: Miami,” the exercise was coined “CSI: Manhattan, Conifer Site Investigation in Manhattan, Kansas.” It was designed to fit into a 50-minute class period. Throughout the exercise, detective teams (students) needed to collectively locate and identify plants based on previous knowledge and clues within the case files and at the sites. Upon completion, plant specimens were checked in and identification logs discussed in order to provide immediate feedback and reinforcement of learning. Students enjoyed the exercise, offering positive feedback and conversations about the exercise throughout the balance of the semester. Six months later, while walking past one of the investigation sites, students remembered the site, exercises performed, and the plant name. The exercise includes both interactive and experiential learning components. This session will discuss the “CSI” exercise and its value in linking action to information.

scholarly journals In Defense of the Populist Lecture

2010 ◽  
Vol 43 (04) ◽  
pp. 759-765 ◽  
Author(s):  
Mark Lawrence Schrad
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Full Advantage ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Lecture Hall ◽  
Large Lecture ◽  
Information And Communication ◽  
Visual Variety

AbstractInformation and communication technology (ICT) programs like Microsoft PowerPoint and Apple Keynote have become the norm for large university lecture classes, but their record in terms of student engagement and active learning is mixed at best. Here, the author presents the merits of a “populist” lecture style that takes full advantage of the variety of features available from the latest generation of ICT programs. Based on visual variety, audio and visual sound bites, and the incorporation of humor and pop-cultural references, this populist approach not only facilitates greater student attention and engagement with the class materials, but also offers unmatched opportunities for extending student learning beyond the confines of the large lecture hall.

Enhance Student Learning with PowerPoint Games

2011 ◽  
Vol 7 (2) ◽  
pp. 13-20 ◽  
Author(s):  
Victoria A. Fratto
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Teaching Practice ◽  
Learning By Doing ◽  
Academic Disciplines ◽  
Time On Task ◽  
Managerial Accounting ◽  
Immediate Feedback ◽  
Use Of Technology ◽  
Good Teaching Practice

Stakeholders encourage accounting educators to provide active learning opportunities, to integrate the creative use of technology into the curriculum, and to emphasize learning by doing. The principles of good teaching practice can use technology to promote active learning, to provide prompt feedback to students, to increase student time on task, and to make learning more effective and efficient for the student. Technological tools can permit students to become active participants and can improve student learning by giving students convenient access to review material with immediate feedback. This article describes the use and development of a PowerPoint game in an introductory accounting course (managerial accounting) that provides the student with immediate feedback and is designed to be accessed by the student outside of the classroom. This technological tool can be used in other undergraduate academic disciplines.

scholarly journals Teaching Health Literacy Using Popular Television Programming

2010 ◽  
Vol 41 (3) ◽  
pp. 147-154 ◽  
Author(s):  
Brian A. Primack ◽  
Dustin J. Wickett ◽  
Kevin L. Kraemer ◽  
Susan Zickmund
Keyword(s):  
Health Literacy ◽  
Television Programming ◽  
Popular Television

A Web-Based Tutorial to Enhance Student Learning of Activity Analysis

2005 ◽  
Vol 72 (3) ◽  
pp. 153-163 ◽  
Author(s):  
Cynthia Perlman ◽  
Cynthia Weston ◽  
Erika Gisel
Keyword(s):  
Student Learning ◽  
Instructional Strategies ◽  
Performance Outcomes ◽  
Activity Analysis ◽  
Immediate Feedback ◽  
Web Based ◽  
Occupational Therapy Students ◽  
Before And After ◽  
Based Instruction ◽  
The Impact

Background. This paper describes the impact on learning of a web-based tutorial for the application of activity analysis, with occupational therapy students, at McGill University, Montreal, Quebec. This tutorial offers unique, interactive instructional strategies allowing for self-directed higher cognitive and reflective learning, which has not been possible, to date, in current web-based technology. Scope. Through repeated practice, students collaboratively (in dyads) apply concepts of activity analysis, and receive immediate feedback by comparing their answers to a standard. Methods and Results. Comparisons of performance outcomes on summative exams before and after implementation of the tutorial are made, suggesting a decrease in variance scores indicating fewer students are falling below the class average. These results are attributed to opportunities to practice activity analysis and to receive immediate feedback. Practice Implications. Web-based instruction can impact student learning if the instructional strategies ensure coherence with all other instructional components, match the learning outcomes, facilitate self-directed and collaborative learning, and allow for practice and feedback.

scholarly journals A content analysis of weight stigmatization in popular television programming for adolescents

2014 ◽  
Vol 48 (6) ◽  
pp. 759-766 ◽  
Author(s):  
Marla E. Eisenberg ◽  
Ashley Carlson-McGuire ◽  
Sarah E. Gollust ◽  
Dianne Neumark-Sztainer
Keyword(s):  
Content Analysis ◽  
Television Programming ◽  
Weight Stigmatization ◽  
Popular Television

scholarly journals ManyClasses 1: Assessing the Generalizable Effect of Immediate Feedback Versus Delayed Feedback Across Many College Classes

2021 ◽  
Vol 4 (3) ◽  
pp. 251524592110275
Author(s):  
Emily R. Fyfe ◽  
Joshua R. de Leeuw ◽  
Paulo F. Carvalho ◽  
Robert L. Goldstone ◽  
Janelle Sherman ◽  
...  
Keyword(s):  
Student Learning ◽  
Research Question ◽  
Delayed Feedback ◽  
Randomized Experiments ◽  
Immediate Feedback ◽  
Subsequent Performance ◽  
Feedback Timing ◽  
Class Level ◽  
College Classes ◽  
Highest Density Interval

Psychology researchers have long attempted to identify educational practices that improve student learning. However, experimental research on these practices is often conducted in laboratory contexts or in a single course, which threatens the external validity of the results. In this article, we establish an experimental paradigm for evaluating the benefits of recommended practices across a variety of authentic educational contexts—a model we call ManyClasses. The core feature is that researchers examine the same research question and measure the same experimental effect across many classes spanning a range of topics, institutions, teacher implementations, and student populations. We report the first ManyClasses study, in which we examined how the timing of feedback on class assignments, either immediate or delayed by a few days, affected subsequent performance on class assessments. Across 38 classes, the overall estimate for the effect of feedback timing was 0.002 (95% highest density interval = [−0.05, 0.05]), which indicates that there was no effect of immediate feedback compared with delayed feedback on student learning that generalizes across classes. Furthermore, there were no credibly nonzero effects for 40 preregistered moderators related to class-level and student-level characteristics. Yet our results provide hints that in certain kinds of classes, which were undersampled in the current study, there may be modest advantages for delayed feedback. More broadly, these findings provide insights regarding the feasibility of conducting within-class randomized experiments across a range of naturally occurring learning environments.

scholarly journals Improving students’ achievement trought role play method in legal education learning (pkn) at the fifth grade students’ in sd negeri no. 16 sungai putih kecamatan bayang

2018 ◽  
Vol 2 (1) ◽  
pp. 1-11
Author(s):  
Ernayeti Ernayeti
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Role Play ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Learning Achievement ◽  
Fifth Grade Students ◽  
Classroom Action Research

The purpose of this study was to describe how can the design, implementation and learning outcomes in learning civics by using role playing.The research was conducted on half Odd.The research that the authors do is a classroom action research (PTK) using a qualitative and quantitative approach. The research was conducted based on observations in fifth grade of semester of Odd, SD Negeri No. 16 Sungai Putih kecamatan Bayang, when delivering materials still dominate Civics teachers teaching and students learning not active in other words, learning is still centered on the teacher. This resulted in low student learning outcomes and not as expected. To improve student learning achievement on the learning of Civics was held a classroom action research. Cycle I was held two meetings and cycle II was held one meeting with 4 stages of planning, implementation, observation and reflection. With the research subjects were fifth grade students of Elementary School No. 16 Sungai Putih Kecamatan Bayang. The results of data analysis showed that the use of Role Play method can improve learning outcomes of students in elementary school civics class. This can be seen from (1) Planning in cycle I 78, 57% and increased to 89,28% in cycle II, (2) Implementation from teacher aspect in cycle I 70,5% and increased to 90% in cycle II, then The students' aspect in cycle I 69% increased to 88% in cycle II, (3) Student learning outcomes in cycle I increased from 66 average value increased to 81,43 in cycle II. Thus Role Playing proved that the method can improve learning achievement of students in civics at fifth grade students’ in SD Negeri No. 16 Sungai Putih Kecamatan Bayang.

scholarly journals Teaching outside the comfort zone: An overstated problem?

2016 ◽  
Vol 11 (21) ◽  
pp. 198-205
Author(s):  
Laura Vang Rasmussen
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Role Play ◽  
Teaching Styles ◽  
Education Programme ◽  
Survival Strategy ◽  
Comfort Zone ◽  
Challenges And Opportunities ◽  
The University ◽  
Insight Into

Most teachers will eventually be assigned to teach topics that are outside their main area of expertise. In such situations, the teaching is often considered a major challenge. Lecture-based teaching has been framed as a survival strategy as teachers thereby can seek to control the classroom and avoid unforeseen questions from the students. However, limited literature exists on what can help make teaching efficient and comfortable when teachers have to teach outside their comfort zonether teaching styles have, however, largely been ignored and there is no consensus on how student learning is affected when teachers are working outside their comfort zone. To provide insight into the challenges and opportunities related to teaching outside the comfort zone, I refer to a pedagogical experiment from the ‘Teaching and Learning in Higher Education Programme’ offered by the University of Copenhagen. During this programme, I was assigned to teach a course that was outside my main specialization. Rather than turning to lecture-based teaching, I conducted a number of pedagogical activities including think-pair-share activities and role-play exercises. Based on these experiences, I argue that teachers should break away from the perception that lecture-based teaching is more comfortable. Even more importantly, I believe that teachers must shift their focus to student learning rather than their own performance.

scholarly journals DEVELOPING FOR AND DEPLOYING WEBWORK ACROSS DISCIPLINES IN SECOND-YEAR ENGINEERING

2019 ◽  
Author(s):  
Agnes G. D’Entremont ◽  
Negar M. Harandi ◽  
Jonathan Verrett
Keyword(s):  
Student Learning ◽  
Open Source ◽  
Student Perceptions ◽  
Data Privacy ◽  
Online Homework ◽  
Immediate Feedback ◽  
Wide Range ◽  
Engineering Problems ◽  
Second Year

Online homework systems provide immediate feedback to students, enhancing student learning. However, paid online homework from textbook publishers or other sources systems can be costly and also raise concerns about student data privacy. WeBWorK is an open-source online homework system that can be setup on local servers, is free to students and has been in use since its development in the mid-1990s. Previous to this work around 200 engineering problems were openly shared on the WeBWorK platform, limiting opportunity for adoption.  In order to address this, we have developed, deployed, and evaluated nearly 1000 new engineering problems across a wide range of engineering topics at the second-year level.  Student perceptions of WeBWorK have been evaluated using surveys at the start and end of courses where it is deployed. These surveys indicate that students generally prefer the WeBWorK system to other online homework systems they have used. Surveys also indicate that students were generally motivated to both attempt and complete all assigned problems that contributed to their grade, and believed WeBWorK enhanced their learning. The creation of error-free WeBWorK questions was difficult, however the hope is that the ability to re-use and share these questions ensures they provide a higher value over the long term than paper-based homework problems.  

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