Learning IT

2011 ◽  
pp. 201-210
Author(s):  
Tanya McGill ◽  
Samantha Bax
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Student Perceptions ◽  
Traditional Method ◽  
Learning Experience ◽  
Content Delivery ◽  
Student Perspective ◽  
Traditional Learning ◽  
Degree Programs

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This paper addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

Learning IT

2011 ◽  
pp. 99-111 ◽  
Author(s):  
Tanya McGill ◽  
Samantha Bax
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Student Perceptions ◽  
Traditional Method ◽  
Learning Experience ◽  
Content Delivery ◽  
Student Perspective ◽  
Traditional Learning ◽  
Degree Programs

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This chapter addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance, and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

Learning IT

2008 ◽  
pp. 2708-2717
Author(s):  
Tanya McGill ◽  
Samantha Bax
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Student Perceptions ◽  
Traditional Method ◽  
Learning Experience ◽  
Content Delivery ◽  
Student Perspective ◽  
Traditional Learning ◽  
Degree Programs

Lectures are the traditional method of content delivery in undergraduate information technology degrees, yet concerns have been raised about their effectiveness. This chapter addresses the role of lectures within information technology degree programs from a student perspective; it examines the factors that influence lecture attendance, and student perceptions of the usefulness of a variety of possible lecture activities. Overall, the results suggest that students see the lecturer as contributing significant value to their learning experience through the lecture setting. Students appear to value the expertise of the lecturer and find activities that can best make use of the lecturer’s expertise the most useful. The results also suggest that students recognize the importance of active learning within the constraints of traditional learning settings.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Successful Self-Funding E-Learning Programs

2011 ◽  
pp. 1966-1972
Author(s):  
Yair Levy ◽  
Michelle M. Ramim
Keyword(s):  
Learning Experience ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Traditional Schools ◽  
Degree Programs ◽  
Certificate Programs ◽  
The Past ◽  
Declining Enrollment ◽  
Learning Programs ◽  
E Learning

The Greek philosopher Aristotle indicated that learning is the outcome of both teaching and practice. Clearly, learning is not confined to classroom lectures exclusively. In the past several decades, educators explored the possibility of providing learning experience to remote students. With improvement in technology and the growing popularity of Internet usage, e-learning caught the attention of both corporations and educational institutions. However, traditional learning methodology began transforming when elite universities embraced the Internet as a vehicle for their degree programs (Forelle, 2003). Progress in e-learning has increased its popularity in the past decade (Levy & Murphy, 2002). Consequently, it is carving a new brand of universities, causing traditional schools to rethink their business model. Furthermore, some elite schools have developed specialized online degree and certificate programs. In doing so, these schools strive to compete on this new learning medium and create a new source of revenue, especially due to the declining enrollment and lower government funding resulting from the events on September 11, 2001 (Roueche, Roueche, & Johnson, 2002). This paper provides definitions of the eight key elements any institution should have to successfully implement self-funding e-learning systems.

Graduate leadership students’ perspective on including spiritual topics

2015 ◽  
Vol 23 (1) ◽  
pp. 142-153 ◽  
Author(s):  
Stuart Allen ◽  
Peter Williams
Keyword(s):  
Student Perceptions ◽  
Rating Scale ◽  
Management Education ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Student Perspective ◽  
Diversity Awareness ◽  
Context Analysis ◽  
Leadership And Management ◽  
Content Type

Purpose – The purpose of this study is to explore working students’ perspectives on the inclusion of spiritual topics in graduate leadership and management programs at secular, nonreligious, and multifaith universities. The growth in interest in spiritual issues at work and in leadership and management education suggests that spiritual topics have a role to play in leadership and management education, but this has not been systematically researched from a student perspective. Design/methodology/approach – A total of 128 graduate students in leadership and management programs were surveyed using a 22-item rating scale-based questionnaire, with three additional open-ended items. Questions were developed from a survey of the literature. Findings – Descriptive analysis suggests support for the inclusion of spiritual components in courses but emphasizes students’ desire for an unbiased learning experience. Factor analysis not only revealed student perceptions being influenced by openness to and interest in the topic but also identified concern or fear when engaging others in the educational context. Analysis of qualitative results supported the quantitative findings but provided a richer understanding of students’ perceptions of benefits (e.g. diversity awareness) and concerns (e.g. student and instructor bias). Practical implications – This research suggests a role for spiritual topics in management and leadership programs, with appropriate caution, classroom facilitation skill and control of bias by instructors. Originality/value – This study provides a systematic exploration of students’ perspectives on the inclusion of spirituality in graduate leadership and management programs.

The Role of Cell Phones in Online Learning, Connectivity, and COVID

2021 ◽  
pp. 55-86
Author(s):  
Katie Rybakova ◽  
Cameron Bigelow
Keyword(s):  
Online Learning ◽  
Mobile Phones ◽  
Cell Phones ◽  
Learning Experience ◽  
Student Perspective ◽  
Online Environment ◽  
Teachers And Students ◽  
Pre Service Teacher ◽  
A Current

In this chapter, the authors used the lens of COVID-19 to explore how mobile phones and general technological connectivity can be both a positive learning experience and contribute to connectivity fatigue and burnout for both teachers and students. The authors will reflect upon their own experiences and conversations as well as expand on the research regarding 24/7 accessibility in an online environment. The second author provides a particularly powerful voice in this chapter as a current pre-service teacher. His vignettes were used throughout the chapter to add a student perspective that is often omitted from the scholarship.

scholarly journals Access to Communication for Deaf, Hard-of-Hearing and ESL Students in Blended Learning Courses

2007 ◽  
Vol 8 (3) ◽  
Author(s):  
Gary Long ◽  
Karen Vignare ◽  
Raychel P. Rappold ◽  
James R. Mallory
Keyword(s):  
Hearing Loss ◽  
Second Language ◽  
Blended Learning ◽  
Student Perceptions ◽  
Hard Of Hearing ◽  
Learning Experience ◽  
Traditional Learning ◽  
Esl Students ◽  
Item Questionnaire

In an effort to better understand student perceptions of communication in blended (online and traditional) learning courses, a 22 item questionnaire was developed and sent to all students registered for these courses at a large technology-focused college during three quarters of instruction. The respondents were divided into four groups: 1) hearing, 2) deaf, 3) hard-of-hearing (D/HH), and 3) English as a second language (ESL). Their perceptions of communication and the blended learning experience were examined. While the hearing and ESL students were positive about blended learning, the findings indicated that deaf and hard-of-hearing students reported that both the quality and quantity of their interactions with the professor and other students was greatly improved by the inclusion of an online component. ESL and hearing students were also positive about the blended experience; but the greatest benefit to communication access was observed by students with a hearing loss.

scholarly journals Exploring student perceptions of health and infection: an interactive staff: student partnership scheme

2017 ◽  
Author(s):  
Abdul Fatah Abdul Yekeen ◽  
Jake Bell ◽  
Alex Boorman ◽  
Chris Hancock ◽  
Alison Kelly ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Academic Staff ◽  
Good Health ◽  
University Teaching ◽  
Student Perspective ◽  
Factors Affecting ◽  
Lifestyle Risk Factors ◽  
Health And Wellbeing

Personal health & wellbeing are rated more highly in those with higher educational qualifications than those without, and good health & wellbeing are likely to impact upon student attendance and hence attainment at university. It is important to understand factors which may affect perceived health and wellbeing from a student perspective in order to develop university-specific campaigns to correct misinformation. In addition, multidisciplinary working is characteristic in the post-graduation world, but is difficult to truly replicate within formal university teaching.  This project had two aims. First, through a cross-disciplinary staff-student collaboration, to explore student perceptions of health and wellbeing in Kingston University. Second, to enable students from a range of disciplines to work in active partnership with each other and with academic staff. A quiz was completed by almost 300 undergraduate students. Results from this and focus group discussions demonstrated reasonable knowledge of a range of lifestyle risk factors affecting health, but misinformation about the safety of vaccines and the importance of nutrition, activity and adequate sleep for maximising health, wellbeing and thus, potentially, university attainment. Future work is planned with Kingston University undergraduate students to address identified misconceptions. Student partners highly rated the opportunity for active learning, partnership working with staff and being part of a cross-disciplinary project team.Keywords: Partnership, cross disciplinary, health, active learning, wellbeing

scholarly journals Investigating The Jack The Ripper Case: Engaging Students In A Criminal Investigations Class Through Active Learning

2010 ◽  
Vol 7 (9) ◽  
Author(s):  
Daniel Gutierrez ◽  
Syed Kazmi
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Forensic Psychology ◽  
Learning Experience ◽  
Violent Offenders ◽  
Serial Killer ◽  
Criminal Investigations ◽  
Psychology Class ◽  
Class Project ◽  
Jack The Ripper

The present study examines the utilization of a class project involving the Jack the Ripper murders. Students enrolled in a criminal investigations class were required to investigate the five canonical murders associated with the infamous serial killer known as Jack the Ripper and the murders that occurred in London during 1888. This paper explains the project and how students perceived the project. A brief survey of student perceptions regarding the project indicate that overall students thought the project was an excellent active learning experience. The project has excellent potential for active learning applications in others courses as well such as criminology, a special topics course about violent offenders or perhaps a forensic psychology class.

scholarly journals Online Forum

2014 ◽  
Vol 2 (11) ◽  
pp. 105-117
Author(s):  
Premagowrie Sivanandan ◽  
Kalai Vaani Rajandram ◽  
Ho Ree Chan
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Active Learning ◽  
Learning Styles ◽  
Learning Experience ◽  
Private University ◽  
Independent Learning ◽  
Online Forums ◽  
Online Forum ◽  
Learning Satisfaction

In the current era of globalization, constant and perpetual advances in information technology are reshaping learning styles and the way students learn in higher education. Thus, the purpose of this study was to determine the usage of online forums as a platform and learning tool. It also investigated how online forum affected students’ learning, particularly in active learning and independent learning. A survey was conducted amongst 113 business foundation students from a private university in Malaysia. The study found that learning experience and learning satisfaction gained from online forum influence both active learning and independent learning. Conversely, learning ease only affects active learning and not independent learning. These findings draw attention to facets of online forums, which could have an impact on how instructors transfer knowledge and how students learn.

Sign in / Sign up

Export Citation Format

Share Document