scholarly journals Designing for online interaction: Scaffolded and collaborative interventions in a graduate-level blended course

2012 ◽  
Vol 20 (1) ◽  
pp. 11
Author(s):  
Claudia Álvarez ◽  
Liliana Cuesta
Keyword(s):  
Online Interaction ◽  
Graduate Level ◽  
Collaborative Interventions ◽  
Blended Course

An Evaluation of Blending Technology with Pedagogy for Teacher Education and its Implication for their Classroom Teaching

2010 ◽  
pp. 1347-1361
Author(s):  
Paul Lam ◽  
Josephine Csete ◽  
Carmel McNaught
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Transfer Process ◽  
Quantitative Methods ◽  
Course Design ◽  
Online Courses ◽  
Graduate Level ◽  
New Model ◽  
Qualitative And Quantitative Methods ◽  
Blended Course

Although research has been conducted on the benefits anddrawbacks of online courses, more is specifically needed inteacher-education to increase understanding of the transfer process from technology integration learning to the classroom. This study was designed to evaluate a model for blending technology with traditional classroommethods in preparing teachers to do the same. A combination of qualitative and quantitative methods was used to examine the collaborative and scaffolding approaches to the teacher learners construction of meaning in the online discourse. Data has been collected from blended graduate level courses taught in the area ofeducational technology for in-service and pre-serviceteachers from 2001 through 2006. These findings will be used to help identify best-practices for technologyintegration with teacher-education through informed applied research, and to create a new model for more comprehensive future blended course design.

Perception of Distorted "R" Sounds in the Synthesized Speech of Chlldren and Adults

1983 ◽  
Vol 26 (4) ◽  
pp. 516-524 ◽  
Author(s):  
Donald J. Sharf ◽  
Ralph N. Ohde
Keyword(s):  
Speech Language Pathology ◽  
Graduate Level ◽  
Point Scale ◽  
Synthesized Speech ◽  
Language Pathology ◽  
High Degree

Adult and Child manifolds were generated by synthesizing 5 X 5 matrices of/Cej/ type utterances in which F2 and F3 frequencies were systematically varied. Manifold stimuli were presented to 11 graduate-level speech-language pathology students in two conditions: (a) a rating condition in which stimuli were rated on a 4-point scale between good /r/and good /w/; and (b) a labeling condition in which stimuli were labeled as "R," "W," "distorted R." or "N" (for none of the previous choices). It was found that (a) stimuli with low F2 and high F3 frequencies were rated 1.0nmdas;1.4; those with high F2 and low F3 frequencies were rated 3.6–4.0, and those with intermediate values were rated 1.5–3.5; (b) stimuli rated 1.0–1.4 were labeled as "W" and stimuli rated 3.6–4.0 were labeled as "R"; (c) none of the Child manifold stimuli were labeled as distorted "R" and one of the Adult manifold stimuli approached a level of identification that approached the percentage of identification for "R" and "W": and (d) rating and labeling tasks were performed with a high degree of reliability.

The Graduate Dysphagia Course: Opening the Door to New Frontiers

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme
Keyword(s):  
Graduate Student ◽  
Paradigm Shifts ◽  
Speech Language Pathology ◽  
Approaches To Teaching ◽  
Graduate Level ◽  
Graduate Curriculum ◽  
Current Trends ◽  
Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

Designed Learner Interactions in Blended Course Delivery

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Reba-Anna Lee ◽  
Brian Dashew
Keyword(s):  
Instructional Design ◽  
Best Practices ◽  
Design Process ◽  
Course Delivery ◽  
Student Interactions ◽  
Face To Face ◽  
Instructional Design Process ◽  
Hybrid Delivery ◽  
Academic Technology ◽  
Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

Digital content in graduate level in Turkey: A content analysis of twenty years

2020 ◽  
Vol 8 (2) ◽  
pp. 201-209
Author(s):  
Muhammet Özcan ◽  
◽  
Serdar Yavuz ◽  
Keyword(s):  
Content Analysis ◽  
Digital Content ◽  
Graduate Level
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