The Impact upon Comprehension and Reading Tasks of Preservice Elementary Teachers Using a Web 2.0 Reading Extension

2015 ◽  
Vol 5 (4) ◽  
pp. 14-26
Author(s):  
Jeff A. Thomas ◽  
Paul Parkison
Keyword(s):  
Web 2.0 ◽  
Journal Article ◽  
Discussion Board ◽  
Methods Course ◽  
Additional Time ◽  
Face To Face ◽  
Reading Material ◽  
Time Investment ◽  
Undergraduate Science ◽  
The Impact

This study explored the impact of using a Web 2.0 technology to augment and enhance the efficiency of face-to-face meetings and the amount and quality of time students spent out of class working with a reading assignment in an undergraduate science methods course. Treatment subjects (versus control subjects) used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results indicated that significantly more treatment students read the article and perceived that they more substantially contributed to a follow-up discussion. Results also indicated no significant differences between groups in the amount of time spent, between perceptions of being ready to discuss the reading material, and the groups' comprehension of the reading material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool.

The Impact Upon Comprehension and Reading Tasks of Preservice Elementary Teachers Using a Web 2.0 Reading Extension

2018 ◽  
pp. 1036-1050
Author(s):  
Jeff A. Thomas ◽  
Paul Parkison
Keyword(s):  
Web 2.0 ◽  
Journal Article ◽  
Discussion Board ◽  
Methods Course ◽  
Additional Time ◽  
Face To Face ◽  
Reading Material ◽  
Time Investment ◽  
Undergraduate Science ◽  
The Impact

This study explored the impact of using a Web 2.0 technology to augment and enhance the efficiency of face-to-face meetings and the amount and quality of time students spent out of class working with a reading assignment in an undergraduate science methods course. Treatment subjects (versus control subjects) used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results indicated that significantly more treatment students read the article and perceived that they more substantially contributed to a follow-up discussion. Results also indicated no significant differences between groups in the amount of time spent, between perceptions of being ready to discuss the reading material, and the groups' comprehension of the reading material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool.

Using Web 2.0 Tools to Engage Content, Promote Self-Efficacy, and Implications for Intentional Student Learning

TPACK ◽  
2019 ◽  
pp. 480-500
Author(s):  
Paul Parkison ◽  
Jeff A. Thomas
Keyword(s):  
Web 2.0 ◽  
Student Learning ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Journal Article ◽  
Discussion Board ◽  
Additional Time ◽  
Web 2.0 Tools ◽  
Time Investment ◽  
University Undergraduate Students

This chapter defines Web 2.0 tools, their use in student learning, results from a study with university undergraduate students, and their implications for intentional student learning. Treatment subjects used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results are discussed for likelihood to read the assignment, amount of time spent reading, perception about being ready to discuss the material, perceived contribution to in-class work, and comprehension of the material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool and students' self-efficacy with material in their profession. This has important implications for the manner in which students interact with text and content as significant intersubjective actors in the learning process.

Using Web 2.0 Tools to Engage Content, Promote Self-Efficacy, and Implications for Intentional Student Learning

2018 ◽  
pp. 42-62
Author(s):  
Paul Parkison ◽  
Jeff A. Thomas
Keyword(s):  
Web 2.0 ◽  
Student Learning ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Journal Article ◽  
Discussion Board ◽  
Additional Time ◽  
Web 2.0 Tools ◽  
Time Investment ◽  
University Undergraduate Students

This chapter defines Web 2.0 tools, their use in student learning, results from a study with university undergraduate students, and their implications for intentional student learning. Treatment subjects used a discussion board style site called TitanPad® to respond to a journal prompt after reading an article and before attending a subsequent class to discuss the journal article. Results are discussed for likelihood to read the assignment, amount of time spent reading, perception about being ready to discuss the material, perceived contribution to in-class work, and comprehension of the material. One inference was that with no additional time investment, instructors might increase student in-class participation using a Web 2.0 tool and students' self-efficacy with material in their profession. This has important implications for the manner in which students interact with text and content as significant intersubjective actors in the learning process.

Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

2016 ◽  
pp. 1228-1247
Author(s):  
Christopher J. Johnston
Keyword(s):  
Novice Teachers ◽  
Discussion Board ◽  
Methods Course ◽  
Learning Activity ◽  
Mathematics Methods ◽  
Course Structure ◽  
Face To Face ◽  
Mathematics Methods Course ◽  
The Rich ◽  
Online Format

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants' feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

scholarly journals Transition to Online Education during the COVID-19 Pandemic: Impact of Changes in Alcohol Consumption and Experiencing Hangovers on Academic Functioning

2021 ◽  
Vol 10 (22) ◽  
pp. 5332
Author(s):  
Agnese Merlo ◽  
Pauline A. Hendriksen ◽  
Johan Garssen ◽  
Elisabeth Y. Bijlsma ◽  
Ferdi Engels ◽  
...  
Keyword(s):  
Academic Performance ◽  
Alcohol Consumption ◽  
Online Education ◽  
Academic Functioning ◽  
Pharmacy Students ◽  
Face To Face ◽  
Time Investment ◽  
Improved Performance ◽  
Positive Correlations ◽  
The Impact

In the Netherlands, the 2019 coronavirus (COVID-19) pandemic had a significant impact on daily life, with two extensive lockdowns enforced to combat the spread of the SARS-CoV-2 virus. These measures included the closure of bars and restaurants, and the transition from face-to-face to online education. A survey was conducted among Dutch pharmacy students and PhD-candidates to investigate the impact of COVID-19 lockdown on alcohol consumption, hangovers, and academic functioning. The analysis revealed a significant reduction in both quantity and frequency of alcohol consumption during the COVID-19 lockdown periods. This was accompanied with a significant reduction in hangover frequency and lower hangover severity during COVID-19 lockdown periods. The distribution of scores on academic performance showed great variability between respondents: while some participants reported impairment, others reported improved performance during the COVID-19 pandemic, or no change. Women reported that significantly more time investment was associated with maintaining these performance levels. Consistent among participants was the notion of reduced interactions with teachers and other students. Participants who reported more hangovers and most severe hangovers before COVID-19 benefited from the lockdown periods in terms of improved academic performance. Positive correlations were found between study grades/output and both the frequency and severity of hangovers experienced before COVID-19, suggesting that heavier drinkers, in particular, improved academic performance during the lockdown periods. In conclusion, COVID-19 lockdowns were associated with a significant reduction in both alcohol consumption and experiencing hangovers, which was, among heavier drinkers particularly, associated with significantly improved academic functioning.

The impact of additional initial face-to-face sessions on engagement within an Improving Access to Psychological Therapies service

2014 ◽  
Vol 7 ◽  
Author(s):  
Helen Mander
Keyword(s):  
Initial Contact ◽  
Additional Time ◽  
Client Engagement ◽  
Face To Face ◽  
Psychological Therapies ◽  
Initial Session ◽  
Before And After ◽  
Substantial Investment ◽  
Observational Design ◽  
The Impact

AbstractDespite substantial investment, Improving Access to Psychological Therapies (IAPT) services in some areas continue to find that demand exceeds provision, leading to waiting lists for therapy. Routine engagement in services is low, with almost half of clients disengaging with the service before or after the initial contact. An audit was carried out to evaluate the impact of introducing a face-to-face initial session within the high-intensity step of an IAPT service. The service structure and pathway of one regional IAPT service is described. A longitudinal observational design was used. All clients discharged from the service within two calendar months – before and after the introduction of an initial face-to-face session were identified. Electronic records were reviewed for each client. Introduction of an initial face-to-face session was associated with an increase in clients attending at least one therapy session and clients completing a course of therapy. Inclusion of an initial face-to-face engagement session may take up additional time, but is likely to be worthwhile in regards to associated benefits in terms of client engagement.

scholarly journals Adoption Of Social Networks In Business: Study Of Users And Potential Users In Oman

2014 ◽  
Vol 13 (2) ◽  
pp. 401 ◽  
Author(s):  
Ali H. Al-Badi ◽  
Wafa S. Al-Qayoudhi
Keyword(s):  
Social Networks ◽  
Web 2.0 ◽  
Social Networking ◽  
Online Social Networks ◽  
Business Models ◽  
New Technologies ◽  
Working Hours ◽  
Business World ◽  
Face To Face ◽  
The Impact

Web 2.0 technologies have become effective tools in recent years, being used by people everywhere for everything. One of the most effective types of Web 2.0 technology is online social networks. Social networks, like Facebook and Twitter, are being used in communication and for building social capital between people. However, they have become important tools in the business world, and business people have realized that social networks are applicable tools in their daily business tasks. There is a belief that social networking and social media are going to transform peoples live styles, change their cultures, revolutionize communication, and reform the existing business models. From this standpoint, this research investigates and attempts to understand the adoption of social networks in business. This research raises three main questions: 1) What is the impact of utilizing social networks in business?, 2) How does business increase opportunities by adopting social networks?, and 3) What are the obstacles that discourage certain organizations from utilizing social networks in their business? The main theoretical objectives of this research are to investigate and explore the opportunities and reasons behind adopting social networks in business, to investigate the impacts of social networks on business and what the consequences are for individual businesses, and to discover the reasons which are preventing certain businesses from adopting social networks. In order to achieve the researchs objectives about 130 questionnaires were distributed to different private organizations in Oman. Some of the initial findings of this exploratory study are that the majority of organizations that participated fall into the services category; 57% of the respondents have face-to-face meetings as well as online/email to communicate with their customers, and 81% of these organizations allow their employees to access/browse the Internet during working hours; 31% of the organizations said that the main gain from utilizing social networking is to encourage and empower employees to discuss ideas, post news, ask questions, and share links; 62% of the organizations agreed that one of the obstacles preventing them from adopting social networking is the lack of quantifiable business benefits. This study is expected to help businesses that are trying to gain competitive advantage by deploying these new technologies and ideas for the enhancement of their operations.

Can a tablet device alter undergraduate science students' study behavior and use of technology?

2012 ◽  
Vol 36 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Neil P. Morris ◽  
Luke Ramsay ◽  
Vikesh Chauhan
Keyword(s):  
Web 2.0 ◽  
Undergraduate Students ◽  
Student Behavior ◽  
Controlled Study ◽  
Science Students ◽  
Web 2.0 Technologies ◽  
Use Of Technology ◽  
Tablet Device ◽  
Undergraduate Science ◽  
The Impact

This article reports findings from a study investigating undergraduate biological sciences students' use of technology and computer devices for learning and the effect of providing students with a tablet device. A controlled study was conducted to collect quantitative and qualitative data on the impact of a tablet device on students' use of devices and technology for learning. Overall, we found that students made extensive use of the tablet device for learning, using it in preference to laptop computers to retrieve information, record lectures, and access learning resources. In line with other studies, we found that undergraduate students only use familiar Web 2.0 technologies and that the tablet device did not alter this behavior for the majority of tools. We conclude that undergraduate science students can make extensive use of a tablet device to enhance their learning opportunities without institutions changing their teaching methods or computer systems, but that institutional intervention may be needed to drive changes in student behavior toward the use of novel Web 2.0 technologies.

Evaluation of a Hybrid Mathematics Methods Course for Novice Teachers

2013 ◽  
Vol 3 (1) ◽  
pp. 33-52 ◽  
Author(s):  
Christopher J. Johnston
Keyword(s):  
Novice Teachers ◽  
Discussion Board ◽  
Methods Course ◽  
Learning Activity ◽  
Mathematics Methods ◽  
Course Structure ◽  
Face To Face ◽  
Mathematics Methods Course ◽  
The Rich ◽  
Online Format

This paper reports the evaluation of a hybrid mathematics methods course for novice teachers. During a fifteen-week semester, participants met face-to-face for approximately 60% of the semester and took advantage of an online format for the other 40% of the semester. Online activities included asynchronous discussion board postings, synchronous chats as an entire class, synchronous chats in small groups, evaluation of technology tools, and electronic surveys. The researcher used participants’ feedback to evaluate the effectiveness of this hybrid format. In addition, the researcher reflected upon his own experiences as instructor to inform future course structure decisions. Within the context of the Rich Environments for Active Learning (REAL) framework, results suggest that cooperative support was a key component of the effectiveness of the experience. Further, participants emphasized one particular generative learning activity as an effective component of this course. Finally, this paper discusses implications for mathematics professional development facilitators.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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