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.

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

2020 ◽  
pp. 277-297
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.

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.

The Story of K2 and the Brotherhood of the Rope

2017 ◽  
pp. 1-32
Author(s):  
James G. Clawson ◽  
Gerry Yemen
Keyword(s):  
Student Learning ◽  
Real World ◽  
Team Building ◽  
Point Of View ◽  
Executive Education ◽  
Education Programs ◽  
Theoretical Concepts ◽  
The World ◽  
Mountain Climbers ◽  
Enhance Student Learning

Suitable for undergraduate, graduate, and executive education programs, this version of the K2 story provides the full version of the story based on sequential dates. Written as a replacement for the much-used Greenland Case (UVA-OB-0581) this undisguised case can be taught in a similar manner. Chris Warner led a team of experienced mountain climbers on an expedition to reach the summit of K2—the second highest in the world. After failing to succeed on their first two attempts, Warner and his team brought together other teams representing eight different countries hoping to work together for success. Their story is an account full of examples where a leadership point of view was taken or not taken. The successes and failures of the expedition's approach is bursting with real world examples and offers an exciting framework to house theoretical concepts about team building and leadership. A video supplement is available to enhance student learning.

scholarly journals Reviewing the literature on the student learning experience in higher education

2008 ◽  
Author(s):  
Hubert Ertl ◽  
Susannah Wright
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Effective Learning ◽  
The Future ◽  
Teaching Curriculum ◽  
Subject Areas ◽  
Methodological Approaches

Education Academy which aimed at mapping the research base around the student learning experience in higher education (HE). The project aimed to 1) provide an overview of the ways in which the student learning experience in HE has been and is conceptualised; 2) provide an overview of interventions aimed at producing a more effective learning experience; and 3) review the methodological approaches adopted to investigate the student learning experience. The paper outlines the review approach adopted by this project and presents an analytical map in which reviewed studies are categorised in terms of the methods they adopt and the area of investigation. Selected findings in the areas of inventory-based studies, assessment and feedback and teaching, curriculum and learning environments are discussed. The project identified a large, but broad, heterogeneous and somewhat scattered research base, dominated by a tradition of studies using inventory methods, and otherwise by small and localised studies often conducted by practitioners researching their own subject areas. The paper concludes with a discussion of the strengths and weaknesses of the project's methods, and recommendations for developing the student learning experience research base in the future.

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 DYNAMICS OF LEARNING MOTIVATION/ DE-MOTIVATION IN THE CONTEXT OF TEACHERS’ COMPETENCIES IN LEARNING MOTIVATION

2020 ◽  
Vol 1 ◽  
pp. 26
Author(s):  
Birutė Anužienė ◽  
Rūta Marija Andriekienė ◽  
Marina Voropajeva
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Empirical Analysis ◽  
Teacher Support ◽  
Point Of View ◽  
Learning Motivation ◽  
Teaching Activities ◽  
Motivation Factors ◽  
Education College

This article presents findings of the study of students’ attitude toward the dynamics of learning motivation/de-motivation and teachers’ competencies in learning motivation. The study is based on the assumption that students’ motivation in higher education (college or university) is to be supported and enhanced throughout their studies, while positive dynamics of it is subject to the use of learning motivation competencies by teachers in their teaching activities. It is highly important to identify the interrelation between teachers’ competencies in learning motivation and students’ motivation/de-motivation factors so that to establish tools for refining the objects under study, to enable a purposeful action, to make a focused intervention in the ongoing teaching processes for improvement thereof and obtaining better learning outcomes for students. Analysis of students’ attitude might help to respond more comprehensively the following problematic questions: What are motivation/de-motivation factors for student learning? What do teachers’ competencies in learning motivation consist of? In what ways can a teacher support the positive dynamics of learning motivation in students? Thus, this article is aimed to analyse factors for the dynamics of students’ motivation/de-motivation, a content of teachers’ competencies in learning motivation, and their practice from the students’ point of view. The article consists of an introduction and two parts: the first part provides theoretical discourse, the second part is dedicated to an empirical analysis of students’ attitude toward the learning motivation/de-motivation factors, teachers’ competencies in learning motivation, a content thereof, and dynamics of learning motivation. The article ends with a discussion and conclusions, followed by references. 

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.

Designing the Virtual Classroom for Management Teaching

2010 ◽  
pp. 241-256
Author(s):  
Parissa Haghirian ◽  
Bernd Simon
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching Effectiveness ◽  
Management Education ◽  
Business Environment ◽  
Virtual Classroom ◽  
Virtual Classrooms ◽  
Diverse Learning ◽  
Modern Business ◽  
Teaching In Higher Education

With the modern business environment becoming increasingly dependent on technology, management teaching in higher education faces the challenging task of effectively leveraging technology in diverse learning environments. This chapter discusses the use of virtual classrooms, namely collaborative, information technology-mediated teaching endeavours in management education at universities. The overall aim of this chapter is to provide insights for those who are responsible for the development of management curricula and to give specific guidelines to management educators interested in integrating IT-based teaching to increase teaching effectiveness when designing virtual classrooms.

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