scholarly journals Merging Personal and Academic Identities

2020 ◽  
Vol 2 (Volume 2, Issue 2) ◽  
pp. 49-50
Keyword(s):  
Student Engagement ◽  
Developmental Education ◽  
Instructional Model ◽  
Academic Identities ◽  
Instructional Technique ◽  
Physical Response ◽  
Literacy Course ◽  
Repeated Use ◽  
New London ◽  
Classroom Time

In this article, we describe rationales and processes of using a tableau theater model for student engagement in a developmental education literacy course. Tableau theater is an instructional technique in which students physically reenact moments in texts they read. Asher's (1969) total physical response (TPR), and constructivist and theories of embodied literacies (Cope & Kalantzis, 2009; New London Group, 1996) informed the development of this technique. Repeated use of this instructional model in a variety of class contexts and with different texts and instructors demonstrated the value of using classroom time to allow students to engage physically with the text and create their own meaning, thus putting them in control of building their own academic identities.

scholarly journals Enhancing Teaching through SIMPLE Faculty Development Groups

2014 ◽  
Vol 6 ◽  
Author(s):  
Jill Paul Nelson ◽  
Margret Hjalmarson ◽  
Cody Edwards ◽  
Laura Kosoglu ◽  
Craig Lorie ◽  
...  
Keyword(s):  
Student Engagement ◽  
Relevant Literature ◽  
Design Teams ◽  
New Techniques ◽  
Teaching Design ◽  
Instructional Technique ◽  
Funded Project ◽  
Interactive Session ◽  
New Research ◽  
Stem Teaching

The presenters are members of a cross-disciplinary teaching design group at Mason including faculty in science, mathematics, engineering, and education. As part of an NSF-funded project focused on improving undergraduate STEM teaching, each member is trying a new research-proven instructional technique in our classes. Most techniques were focused on formative assessment or student engagement in learning. We meet monthly to share our progress and challenges, as well as to discuss relevant literature in education and the learning sciences. In addition, we are each preparing to lead a discipline-focused team starting this fall.In this interactive session, we will share the new techniques we are trying, how the teaching design group has affected our pedagogical efforts, and why attendees might be interested in joining (and perhaps eventually leading) a teaching design group in their discipline. We will ask attendees to consider new techniques they have considered for their courses and to brainstorm about how they might take the first step in implementing such techniques. We'll also ask them to discuss with attendees from similar disciplines in order to form the groundwork for new teaching design teams.

Studies of Flipping Classes with Asian Students

2017 ◽  
pp. 168-188
Author(s):  
John Paul Loucky
Keyword(s):  
Social Media ◽  
Student Engagement ◽  
Language Learning ◽  
Communication Skills ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Asian Students ◽  
Educational Aims ◽  
Learning Responsibility ◽  
Classroom Time

This chapter offers definitions of “Flipping Classes” (FC), which are classes that shift learning responsibility towards students and employ more media outside of class to help learners prepare to contribute more during classroom time. Its primary purpose is to increase student engagement by the wiser use of CALL, TELL and SMALL (Social Media Enhanced Language Learning). In support of these aims, this chapter examines “Flipped Classroom” instruction with the purpose of mining applications and websites that can help teachers flip their classes more effectively. Using FC, students are more engaged and enjoy preparing for their lessons out of class. They also gain confidence and communication skills as they present in class. Various definitions and examples of flipped classes will be presented, and its educational aims discussed.

Using Blogs To Enhance Student Engagement And Learning In The Health Sciences

2013 ◽  
Vol 6 (3) ◽  
pp. 349 ◽  
Author(s):  
Lana Zinger ◽  
Alicia Sinclair
Keyword(s):  
Social Media ◽  
Student Engagement ◽  
Health Program ◽  
Health Sciences ◽  
Complex Science ◽  
Classroom Time

Teaching in a diverse, urbancommunity college, it has become apparentthat students spend most of their free (and classroom) time participatingin social media. In response, wedecided to incorporate social media, blogsspecifically, as a way toincrease student engagement, retention and achievement. The learning objectivewas for our students to learn how to translate complex science into something abroad audience can understand and appreciate.Graduates of a health program need to be the best communicators when i translatingscientific evidence into something others can understand, and act on. Wecreated a health blog and with the goal of helping students translatewhat they learned in a classroom via their own health blog.

scholarly journals Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects?

2019 ◽  
Author(s):  
Louise Ann Pemberton ◽  
Kelly Linden ◽  
Lucy Webster
Keyword(s):  
Student Engagement ◽  
Adaptive Learning ◽  
Allied Health ◽  
Learning Preferences ◽  
Human Anatomy ◽  
First Year ◽  
Student Survey ◽  
Allied Health Students ◽  
Repeated Use ◽  
The Subject

Knowledge of human anatomy is essential in first-year undergraduate allied health courses. Traditionally this discipline has used time and resource intensive laboratory classes, however recent changes in resourcing and student learning preferences have led to a combination of pedagogical approaches being used. The aim of this study was to examine whether the use of Smart Sparrow adaptive and interactive online resources provided real flexibility in learning and influenced both student engagement and motivation to learn for allied health students studying first year anatomy. Twenty adaptive online anatomy lessons were created. These adaptive lessons were evaluated with (i) a student survey amd (ii) inbuilt learning analytics (n = 157). Our results showed that a total of 96% of students agreed or strongly agreed that the resources enhanced overall engagement in the subject and 96% found the resource easy to access. Overall our findings revealed that students overwhelmingly engaged with the lessons, and self-reported improvements in their learning through repeated use of flexible and adaptive learning resources.

scholarly journals Students’ and Instructor’s Attitudes and Receptions of the Viability of Using A Flipped Classroom Instructional Model In A Technology-Enabled Active Learning (TEAL) Classroom

2016 ◽  
Vol 5 (1) ◽  
pp. 46-58 ◽  
Author(s):  
Taotao Long ◽  
Joanne Logan ◽  
John Cummins ◽  
Michael Waugh
Keyword(s):  
Active Learning ◽  
Group Work ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Instructional Model ◽  
Video Lectures ◽  
White Boards ◽  
Small Capacity ◽  
Classroom Time

The flipped classroom is an instructional model in which the students are initially exposed to subject matter concepts outside classroom through instructor-provided video lectures or other pre-class learning materials, and utilize classroom time for active learning, such as problem solving and group work. The Technology-Enabled Active Learning (TEAL) classroom is a small capacity classroom equipped with multimedia projectors, white boards, laptops, and tablets, and that utilizes modular tables for flexibly configured working arrangement. This paper reports the initial findings from interviews with five students and the instructor about their experiences, attitudes, and perceptions regarding the Flipped-TEAL instructional approach, which is the use of a flipped classroom instructional strategy in a TEAL classroom. This paper also reports the participants’ suggestions for improving the teaching and learning efficiency in the Flipped-TEAL course.

scholarly journals La clase invertida: el papel de las actividades previas en el rendimiento final del alumno

2020 ◽  
Author(s):  
Ginesa Ana López Crespo ◽  
Camino Álvarez Fidalgo ◽  
José Martín-Albo Lucas ◽  
Sonsoles Valdivia Salas ◽  
José Manuel Lerma Cabrera ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Instructional Model ◽  
Final Test ◽  
The Impact ◽  
Classroom Time

The flipped classroom model consists on a re-arrangement of the traditional instructional model, in the sense that the lectures are placed out of the classroom whereas the classroom time is devoted to promote a more active and deeper learning in the students. This innovation was aimed to study the impact of viewing videos with questions embeded along it on the final achievent of the students. Results showed that there is a marginal relationship between watching videos and the score on the final test of the course. In addition, a possitive correlation between the scores obtained on the questions of the videos and the score on the final test was obtained. This results are in accordance with the idea that embeding questions along the videos leads to a more profound proccessing of the information, and therefore, a better learning.

Studies of Flipping Classes with Asian Students

2016 ◽  
pp. 64-90 ◽  
Author(s):  
John Paul Loucky
Keyword(s):  
Social Media ◽  
Student Engagement ◽  
Language Learning ◽  
Communication Skills ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Asian Students ◽  
Educational Aims ◽  
Learning Responsibility ◽  
Classroom Time

This chapter offers definitions of “Flipping Classes” (FC), which are classes that shift learning responsibility towards students and employ more media outside of class to help learners prepare to contribute more during classroom time. Its primary purpose is to increase student engagement by the wiser use of CALL, TELL and SMALL (Social Media Enhanced Language Learning). In support of these aims, this chapter examines “Flipped Classroom” instruction with the purpose of mining applications and websites that can help teachers flip their classes more effectively. Using FC, students are more engaged and enjoy preparing for their lessons out of class. They also gain confidence and communication skills as they present in class. Various definitions and examples of flipped classes will be presented, and its educational aims discussed.

scholarly journals Promoting student engagement and preparation in flipped learning’s pre-class activities – A systematic review

2020 ◽  
Author(s):  
Jessica Yang Shan Mei
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Qualitative Content Analysis ◽  
Instructional Model ◽  
Full Potential ◽  
Flipped Learning ◽  
Optimal Conditions ◽  
Active And Collaborative Learning ◽  
Core Features

Flipped learning is an instructional model with core features of pre-class learning followed by in- class practice of knowledge through active and collaborative learning. However, non-compliance with pre-class activities is a commonly cited challenge in flipped learning, where a lack of student engagement leads to insufficient pre-class preparation, diminishing flipped learning’s intended benefits significantly as the students will then not participate well in the in-class activities. It lends consideration to the potential obstacles and solutions in increasing students’ engagement in pre-class learning, paving the way to pre-class learning compliance to achieve the full potential of flipped learning in improving students’ learning outcomes. This study uses systematic literature review with qualitative content analysis to identify three main areas, namely technological, pedagogical, and student perceptions, to instil optimal conditions to promote pre-class engagement and preparation.

A Framework for the Design of Online Competency-Based Education to Promote Student Engagement

2018 ◽  
pp. 203-220
Author(s):  
Robin Colson ◽  
Atsusi Hirumi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Adult Learners ◽  
Educational Experiences ◽  
Competency Based Education ◽  
Instructional Technique ◽  
Competency Based ◽  
Non Traditional Students ◽  
High Level

Advances in technology offer opportunities for many varieties of online learning but much online learning design is based on past practices and technologies (Hirumi, 2013). This practice could prove to be particularly detrimental for competency-based education (CBE) given its unique profile as a form of online learning that is self-driven and asynchronous. Furthermore, the majority of CBE students in higher education are non-traditional adult learners who require a high level of support and engagement from their educational experiences. One instructional technique that has proven to be effective for promoting student engagement in online learning is interaction (Wang, Chen, & Anderson, 2014; Hirumi, 2006; Anderson, 2003). This chapter draws from Hirumi's (2002, 2006, 2013) framework for designing interaction in online learning courses to provide suggestions for creating online CBE instruction that engages and motivates non-traditional students in higher education.

A Framework for the Design of Online Competency-Based Education to Promote Student Engagement

2017 ◽  
pp. 168-185
Author(s):  
Robin Colson ◽  
Atsusi Hirumi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Adult Learners ◽  
Educational Experiences ◽  
Competency Based Education ◽  
Instructional Technique ◽  
Competency Based ◽  
Non Traditional Students ◽  
High Level

Advances in technology offer opportunities for many varieties of online learning but much online learning design is based on past practices and technologies (Hirumi, 2013). This practice could prove to be particularly detrimental for competency-based education (CBE) given its unique profile as a form of online learning that is self-driven and asynchronous. Furthermore, the majority of CBE students in higher education are non-traditional adult learners who require a high level of support and engagement from their educational experiences. One instructional technique that has proven to be effective for promoting student engagement in online learning is interaction (Wang, Chen, & Anderson, 2014; Hirumi, 2006; Anderson, 2003). This chapter draws from Hirumi's (2002, 2006, 2013) framework for designing interaction in online learning courses to provide suggestions for creating online CBE instruction that engages and motivates non-traditional students in higher education.

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