Student Learning Research

Author(s):  
Tamsin Haggis
2011 ◽  
Vol 3 (3) ◽  
pp. 34-42 ◽  
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.


Author(s):  
Tanya McGill ◽  
Jocelyn Armarego ◽  
Tony Koppi

Strengthening the teaching-research-industry-learning (TRIL) nexus in information, communications and technology (ICT) education has been proposed as a way of achieving improvements in student learning (Koppi & Naghdy, 2009). The research described in this paper builds on previous work to provide a broader understanding of the potential outcomes associated with the TRIL nexus in relation to ICT education. It presents the results of a survey, of Australian ICT academic leaders, designed to clarify the outcomes associated with the TRIL nexus, and to investigate how the synergies associated with it can be better exploited. The results show that the benefits of strong relationships between aspects of teaching, learning, research and industry are recognized and emphasized in Australian universities, but that further action is needed to strengthen relationships with the industry component of the TRIL nexus. Recommendations to help achieve this are made.


Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.


2018 ◽  
Vol 8 (4) ◽  
pp. 174
Author(s):  
Douglas Fisher ◽  
Nancy Frey

In this article, we address the common criticisms of the Visible Learning research and offer a long-term view of the potential presented with this body of knowledge. We contextualize our view with some experiences in a high school that is focused on improving student learning.


Author(s):  
Meng Tan ◽  
Khe Foon Hew

<p>In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same instructor. The experimental group attended a course that incorporated the notion of meaningful gamification – that is, utilising the game mechanics of points, badges, and a leader board, as well as activities based on self-determination theory. The control group attended the same course and activities taught by the same instructor but without the game mechanics. Data sources included students’ pre-and post-tests scores, group artefact scores, discussion forum posts, students’ questionnaire survey, students’ interviews, and the teacher’s self-reflections. Results suggest that students in the experimental group posted more messages in the discussion forums than the control group. Furthermore, the quality of group artefacts produced by the participants in the experimental group was overall higher than those in the control group. All students in the experimental group strongly agreed or agreed that they found the course motivating. However, only about half the participants in the control group found the course motivating.</p>


Author(s):  
Susan J. Crim ◽  
Thomas G. Reio

Limited studies on social presence in online learning do not lend themselves to understanding its effects on student learning. Research indicates a heightened need for examining the relationship between social presence and perceived learning and satisfaction as well as retention in online courses. Incorporating social presence into online courses might promote better learning. Further research on learning in an online environment is necessary to guide educators in delivering the best educational environment.


2018 ◽  
Vol 2 (3) ◽  
pp. 387
Author(s):  
Yusmarwati Yusmarwati

This research is based on low student learning outcomes and motivation in learning. Research was conductedon grade V students of SD Negeri 018 Kubang Jaya, Siak Hulu, Kampar. This research aims to improve studentlearning outcomes and motivation through audio visual media. From data analysis result of observation ofactivity of teacher in learning using audio visual at meeting of petarma get percentage sebear 89,5%. at thesecond meeting of 95,83%. while the results of observations of student activities first meeting students get apercentage of 89,29%. while at the second meeting 96,43%. seen from the analysis of student motivation dataexperimental class high libih motivation in learning from the control class. Furthermore, in terms of studentlearning outcomes seen from the basic scores of students who are in class experiments get an average score of58.86, while the control class gets an average score of 60,68. After the students were given an experiment in theexperimental class, the average grade increased to 80,00, while the value in the control class that was not giventhe treatment received an average score of 69.55. From the analysis of the data, it can be concluded that theaudio visual media applied to the learning process is very effective, this is evidenced by the increasingmotivation and student learning outcomes in class V Elementary School 018 Kubang Jaya Kubang Jaya, SiakHulu, Kampar.


eLearn ◽  
2019 ◽  
Vol 2019 (5) ◽  
Author(s):  
Leslie Cordie ◽  
Xi Lin ◽  
William Fowler ◽  
Michael Wooten

2018 ◽  
Vol 79 (9) ◽  
pp. 486
Author(s):  
Lauren Pressley

As ACRL President, I spend much of my time thinking about the priorities we have identified as part of our Plan for Excellence: our new signature initiative focused on equity, diversity, and inclusion; the value of academic libraries, student learning; research and the scholarly environment; and new roles and changing landscapes.1 Though this plan has designated areas of focus, I’m sure we all have had experiences that demonstrate that these themes intersect with each other. Thinking systemically across these themes, we can enable the evolution of academic libraries in ways that support our core mission across multiple domains of service.


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