Engaging and Empowering Dual Enrollment Students

2017 ◽  
pp. 167-192
Author(s):  
Grace O. Onodipe
Keyword(s):  
High School Students ◽  
Dual Enrollment ◽  
Flipped Classroom ◽  
Mobile Technologies ◽  
Peer Instruction ◽  
College Classroom ◽  
Classroom Response Systems ◽  
12Th Grade ◽  
Classroom Response ◽  
College Classes

This chapter discusses how 11th and 12th grade high school students taking college classes for credit, called dual enrollment students, are empowered and actively engaged when evolving mobile technologies such as socrative.com and remind.com are used in the college classroom. Classroom Response Systems, Peer Instruction, and the Flipped Classroom have all become widely known and growing instructional strategies used to promote active learning and enhance student engagement in the college classroom. Socrative.com is used as a Classroom Response System to provide students voice in the learning context. Peer instruction facilitated through the use of socrative.com allows for the engagement of learners and is shown to empower students in the classroom to engage in and control their own learning. Effective communication outside of class is necessary in a flipped classroom. Remind.com is used outside the classroom to enhance communication and to keep students on track with announcements and reminders.

Engaging and Empowering Dual Enrollment Students

2018 ◽  
pp. 1178-1196
Author(s):  
Grace O. Onodipe
Keyword(s):  
High School Students ◽  
Dual Enrollment ◽  
Flipped Classroom ◽  
Mobile Technologies ◽  
Peer Instruction ◽  
College Classroom ◽  
Classroom Response Systems ◽  
12Th Grade ◽  
Classroom Response ◽  
College Classes

This chapter discusses how 11th and 12th grade high school students taking college classes for credit, called dual enrollment students, are empowered and actively engaged when evolving mobile technologies such as socrative.com and remind.com are used in the college classroom. Classroom Response Systems, Peer Instruction, and the Flipped Classroom have all become widely known and growing instructional strategies used to promote active learning and enhance student engagement in the college classroom. Socrative.com is used as a Classroom Response System to provide students voice in the learning context. Peer instruction facilitated through the use of socrative.com allows for the engagement of learners and is shown to empower students in the classroom to engage in and control their own learning. Effective communication outside of class is necessary in a flipped classroom. Remind.com is used outside the classroom to enhance communication and to keep students on track with announcements and reminders.

scholarly journals Dual Enrollment

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Todd E. Johnson ◽  
Michael Brophy
Keyword(s):  
High School ◽  
High School Students ◽  
Dual Enrollment ◽  
Future Research ◽  
College Courses ◽  
School Students ◽  
12Th Grade ◽  
School Graduation ◽  
Dual Enrollment Programs ◽  
The Cost

The purpose of this study was to explore the reasons 162 rural area high school students participate in the dual enrollment program. Dual enrollment programs allow high school students to enroll in college courses for credit prior to high school graduation with local school districts covering the cost of tuition. Participants in this study were recruited from two rural agricultural counties from Washington State attending a local college. Exploratory factor analysis revealed that dual enrollment participation was related to academics, financial, social, and choice reasons. Results showed no significant differences between 11th and 12th grade participants regarding financial and choice reasons to participate. However, statistically significant differences were found regarding academic and social reasons for participation. Implications for rural educators and recommendations for future research regarding dual enrollment programs are discussed.  

scholarly journals Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Aprhodite Macale ◽  
Marivic Lacsamana ◽  
Maria Ana Quimbo ◽  
Edmund Centeno
Keyword(s):  
High School Students ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Student Perception ◽  
Peer Instruction ◽  
Control Group ◽  
Public High School ◽  
School Students ◽  
Chemistry Achievement ◽  
Quasi Experimental

This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines.  To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation. 

scholarly journals Using Classroom Response Systems to Engage High School Students in Saudi Arabian Classrooms

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Wedian T. Abu Hussain
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Science Curriculum ◽  
Science Classroom ◽  
Saudi Arabian ◽  
School Students ◽  
Classroom Response Systems ◽  
Response Systems ◽  
Classroom Response

Classroom Response Systems are personal response devices that allow teachers to poll a group of students. As the use of technology, including tablets, iPads, and clicker systems, is introduced into Saudi Arabian classrooms, teachers will need to be trained in all the possible uses for the tablets and iPads that will be given to the students. Classroom Response Systems are a natural outgrowth of the type of uses teachers will need to integrate into their now-technological classrooms. The current study looks at the literature on classroom response systems and offers reasoning for the professional development of Saudi teachers in the use of classroom response systems for feedback and discussion in the science classroom. The target audience for this study are the professional development trainers of Saudi Arabian teachers, particularly teachers of high school Biology. Science curriculum has recently been changed in Saudi Arabia, and teachers are searching for ways to coordinate the curriculum with the new classroom technology that has also been recently introduced. Professional development will need to be developed to train teachers in the utilization of the new technology. Training in classroom response systems will be one part of that training.  The study includes a link to an author-created training website, which includes videos of examples of classroom response systems in the classroom, interviews with students, sample tests, and guidelines for the purchase of classroom response systems.  

Effectiveness of Clicker Classroom Response Systems in Small College Courses

2008 ◽  
Author(s):  
Katherine A. Becker ◽  
Jeana L. Magyar-Moe ◽  
Christina A. Burek ◽  
Amber K. McDougal ◽  
Autumn N. McKeel
Keyword(s):  
College Courses ◽  
Classroom Response Systems ◽  
Small College ◽  
Response Systems ◽  
Classroom Response
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