Showing papers in "Journal of College Teaching & Learning in 2015"
TL;DR: It was recommended that YouTube should be considered as an effective instructional tool for enhancing content learning of EFL college students and as an important teaching resource in classrooms.
Abstract: Information technology has opened up prospects for rich and innovative approaches to tackle educational issues and provide solutions to the increasing demands for learning resources. YouTube, a video-sharing website that allows users to upload, view, and share video clips, offers access to new and dynamic opportunities for effective and non-traditional patterns of teaching and learning. In Saudi Arabia, this technology has not been exploited much for educational purposes. The present study aims at experimenting the impact of integrating YouTube technology into English as a foreign language (EFL) instruction on enhancing EFL college students’ learning of the content of the course: “Observation in Schools 2”. This course is one of five courses taught in the program “Elementary School Teacher of English” which aims at developing certain observation skills for effective teaching in elementary school. Such skills could include using particular frames or lenses to gain insight about the classroom and teaching and learning, and developing methods of observing and recording. For the purpose of the study, a quasi experimental design was adopted. Based on such design, two groups of second year college students at the Department of Curriculum and Instruction in the Faculty of Education at Princess Noura University in Riyadh, Saudi Arabia, were randomly assigned to the experimental and the control groups of the study. There were forty- five students in the control group and fifty-one in the experimental group. A pre-posttest covering the theoretical background of the course "Observation in School 2" was developed to be administered to all subjects of the sample before and after the experiment. Subjects of the experimental group were instructed the theoretical background of the course through the use of YouTube videos about observing the classroom, combined with discussion and power point presentation. Students of the control group were taught the same content through the usual lecture-based method. Instruction was provided to both groups by the researcher and took place throughout the second term of the academic year in 2011 for a period of 6 weeks, 2 hours per week. Statistical procedures were applied on the data obtained using a t-test, and major findings yielded results favourable to the use of the YouTube technology. The study shows positive gains for the experimental group students’ outcomes as a result of the integration of video technology in instruction. Thus, it was recommended that YouTube should be considered as an effective instructional tool for enhancing content learning of EFL college students and as an important teaching resource in classrooms.
103 citations
TL;DR: This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom and drew three conclusions from faculty members’ experiences and perceptions.
Abstract: This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom. The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes emerged from the data. The themes addressed technological support received during online course development, time commitment of faculty, role of faculty member, instructional strategies used within the online course, adjustment of teaching in an online course, synchronous versus asynchronous instruction, faculty member confidence, and control. We drew three conclusions from faculty members’ experiences and perceptions.
78 citations
TL;DR: In this article, the authors quantify the impact of perceived positive regard on learning outcomes in both classroom and distance modalities and compare the results for similarities and differences, finding that positive regard from the instructor as perceived by students is an important aspect of learning outcomes.
Abstract: Learning outcomes in classroom settings are impacted by many components of the course structure and delivery. One of these is positive regard from the instructor as perceived by students. Similarly, perceived positive regard is an important aspect of learning outcomes in a distance education environment, although the ways in which regard are shown are much different. The present study seeks to quantify the impact of perceived positive regard on learning outcomes in both classroom and distance modalities and compare the results for similarities and differences. Data from the Student Instructional Report, both classroom and distance versions, from the authors’ institution is used to validate the relationships among positive regard, motivation, and learning outcomes shown in Eflides’s (2011) metacognitive and affective model of self-regulated learning (MASRL). Analysis of data from one academic year of available data does support these relationships, with some differences found between distance and traditional classroom settings. Support and suggested direction for future research on the role of positive regard in distance learning are offered.
42 citations
TL;DR: The predictor variables of prerequisite grade point average, National League for Nursing pre-admission test score, and the WatsonGlaser Critical Thinking Appraisal score were significant in predicting success in a nursing program as measured by the dependent variable nursing grade pointAverage.
Abstract: The purpose of this study was to assess the merit of the Watson -Glaser Critical Thinking Appraisal as a pre-admission criterion in conjunction with the frequently utilized admission criteria of the college prerequisite grade point average and the National League of Nursing preadmission test. Data were collected from 192 first-year nursing students. A discriminant analysis was computed to determine the significance of the prediction formula. The predictor variables of prerequisite grade point average, National League for Nursing pre-admission test score, and the WatsonGlaser Critical Thinking Appraisal score were significant in predicting success in a nursing program as measured by the dependent variable nursing grade point average. The prediction formula, as a whole, had a significance level of p < .001. The identification and validation of applicant selection criteria that predict success in the nursing programs will continue to be of significant importance because of emphasis on the importance of fostering critical thinking in nursing education (National League for Nursing Accrediting Commission, Inc., 2012).
34 citations
TL;DR: This paper used Critical Thinking: Building the Basics by Walter, Knudsvig, and Smith (2003) as an intervention tool for developing critical thinking skills in college students, and evaluated the effectiveness of cognitive exercises in developing those skills.
Abstract: 1 To address the challenge of developing critical thinking skills in college students, this empirical study examines the effectiveness of cognitive exercises in developing those skills. The study uses Critical Thinking: Building the Basics by Walter, Knudsvig, and Smith (2003). This workbook is specifically designed to exercise and develop critical thinking skills. The authors use it as the intervention tool. Freshman students enrolled in a first-year experience course participated in the study; one group used the book, the other did not. Students spent a few weeks in class working through the problems, and at the end of the semester, both groups completed the iCritical Thinking Skills Test. Analysis of final test scores prove the effectiveness of exercises on improving the critical thinking skills of college freshmen.
26 citations
TL;DR: In this paper, the impact of teacher observations in alignment with professional development (PD) on teacher efficacy was quantified for 292 schools in 110 districts within 27 U.S. States.
Abstract: The impact of teacher observations in alignment with professional development (PD) on teacher efficacy was quantified for 292 schools in 110 districts within 27 U.S. States. Teacher observations conducted by school leaders or designated internal coaches were coordinated with PD offerings aligned with intended teacher improvements. The PD involved throughout was an online, on-demand system teachers accessed as convenient with a range of PD assistance regarding teaching techniques and participative teacher/user interactive communities for collaboratively posting and downloading PD-related materials. Results indicate that systemic teacher observations, coupled with aligned PD, resulted in significantly improved student achievement in reading and math on standardized assessments.
21 citations
TL;DR: In this paper, the authors determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at primary school education and preschool education in Turkey and students who studied at early childhood education in the US.
Abstract: The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and fourth-year students at Georgia Southern University’s Early Childhood Education Department during the 2014 spring semester. The second group of participants included 455 third- and fourth-year students who study at Canakkale 18 Mart University’s Primary School Education and Preschool Education Departments during the 2013 spring semester. It was found that approaches to learning and academic motivation together did not predict GPA of students who studied in Turkey or the US.
20 citations
TL;DR: In this paper, the authors discuss the required elements involved in assessment in education and how to use assessment effectively as a means of maintaining both academic standards and enhancing the quality of the student learning experience.
Abstract: Accreditation serves as both a quality assurance and accountability mechanism for our learning institutions. It is a voluntary process of self-regulation and non-governmental peer review supported, in general, by providers of tertiary education and examines the philosophy, goals, programs, facilities, resources, and financial viability of the institution. The culture of assessment and the information it generates should be embedded effectively within all institutional systems. This would enable an organization to focus their attention on the assumptions they make with respect to student learning and to promote a culture of continuous assessment and improvement in order to elevate students quality of learning. It is through a process of programmatic assessment that evidence is gathered to support an application for accreditation to an appropriate accrediting agency. What is driving the assessment movement in higher education? How do accreditation bodies make their decisions? What is the precise basis for accreditation? For example, what filtering process does accreditation bodies use when determining what evidence is or is not relevant when arriving at the final accreditation decision. Presumably, as in courts of law, there must be some mechanism or pre-defined criteria in which evidence is weighed and an appropriate decision is reached. Unfortunately, the mechanism is poorly understood by educational institutions and faculty alike. However, the standards of almost all accreditors include the expectation that institutions clearly state student learning outcomes (SLOs) and to assess those outcomes. Although there are a variety of academic accrediting bodies their policies and approaches tend to be more alike than different and appear to share similar expectations for the assessment of SLOs. The key is the Assessment of Student Learning and it is a critical issue for students, teachers, curriculum designers, the accreditation process, quality assurance, and review of courses. How a student learns (student learning styles) and what they actually do learn (subject material) are often driven by the assessment required for a course of study. Assessment is an ongoing, continuing improvement process aimed at understanding and elevating student learning. Assessment involves: 1. Having clear, explicit and transparent expectations for both the student and the institution. 2. Setting the criteria for learning at an appropriate level to demonstrate quality of learning. 3. Gathering, analyzing, and reflecting on the evidence in a systematic way to determine if student learning has occurred to the depth and breadth stated. 4. Using the information gathered to document, explain, and elevate student learning. The purpose of this paper is to present a roadmap to assessment that, if followed, will assist an organization in presenting themselves in the best possible light in order to gain accreditation. As methodology proceeds and ultimately provides the guiding strategy for the design and selection of methods used in the assessment process, the authors will present a methodology that will ensure that the assessment process is effective and successful. The authors will identify and analyze practices necessary to present a clear and concise body of work to an accreditation body. The authors will discuss the required elements involved in assessment in education and how to use assessment effectively as a means of maintaining both academic standards and enhancing the quality of the student learning experience.
18 citations
TL;DR: This article examined how several key strategies from flipped classroom theory can be adapted to an instructional methods course and found that with careful curriculum design, both content and methods learning objectives can be taught and mastered with flipped classroom methods.
Abstract: Higher education and teacher education in particular are entering a time of transformation. With major forces like shifting demographics, new technologies, and the move from an industrial to an information society, teacher educators need not only to prepare teachers for new ways of teaching, but also must adopt and model best practices for these new teaching methods. This study examines how several key strategies from Flipped Classroom theory can be adapted to an instructional methods course. Findings show that with careful curriculum design, both content and methods learning objectives can be taught and mastered with Flipped Classroom methods.
17 citations
TL;DR: A scenario of problem solving in basic electrical circuits based on an e- learning system to assess students skills in solving the problem through the use of the e-learning system indicates a high acceptability from the students to acquire cognitive skills.
Abstract: Encouraging engineering students to handle advanced technology with multimedia, as well as motivate them to have the skills of solving the problem, are the missions of the teacher in preparing students for a modern professional career. This research proposes a scenario of problem solving in basic electrical circuits based on an e-learning system to assess students skills in solving the problem through the use of the e-learning system. Through cooperation between the teacher and the students and among the students themselves, the proposed scenario indicates a high acceptability from the students to acquire cognitive skills; the students present more motivation to use advanced technology during instruction.
15 citations
TL;DR: The results indicate that students completing business courses with access to lecture capture score approximately three percent higher on the final exam, holding other factors constant.
Abstract: This paper examines the effect of the e-learning technology of lecture capture on the performance of undergraduate business students in business law, economics, finance, and management courses. The sample consists of 890 student observations at a midsized regional institution located in the Southwestern region of the United States. The dependent variable is percentage score on a comprehensive final exam in advanced business courses. The empirical model controls for effort, grade point average, standardized test scores (SAT/ACT), and instruction mode. Demographic variables are gender, ethnic background, age, major, and transfer students. Effort measured via homework score, grade point average, ability measured via standardized test scores, academic major, and access to lecture capture are the five model variables that are positive and statistically significant. Age, classification as a transfer student, and online courses without lecture capture are the three statistically significant variables with a negative coefficient. The demographic variables associated with African-American, Hispanic, and gender are not statistically significant determinants of performance on the final exams. The results indicate that students completing business courses with access to lecture capture score approximately three percent higher on the final exam, holding other factors constant.
TL;DR: Wesley College faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention.
Abstract: Church-related small private liberal arts baccalaureate minority-serving institutions like Wesley College have modest endowments, are heavily tuition-dependent, and have large numbers of financially-challenged students. In order to sustain the level of academic excellence and to continue to build student demographic diversity in its accessible robust Science and Mathematics (STEM) programs, the faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention.
TL;DR: In this paper, three learning modules have been developed utilizing Unmanned Aerial Systems (UAS) with autonomous flight capabilities and a flight simulation environment, based on a survey, students reported positve impact of these modules and of the opportunity to assemble the UAS.
Abstract: Student engagement is an essential element for learning. Active learning has been consistently shown to increase student engagement and hence learning. Hands-on activities are one of the many active learning approaches. These activities vary from structured laboratory experiments on one end of the spectrum to virtual gaming environments and to for example building a solar car on the other end. Active learning has also been credited for developing critical thinking skills that promote metacognition. We have used virtual and real environments to promote student engagement and provide opportunities for developing a deeper understanding of science, technology, engineering, and mathematics (STEM) concepts. Several learning modules have been developed utilizing Unmanned Aerial Systems (UAS) with autonomous flight capabilities and a flight simulation environment . In this paper we explain three modules. Based on a survey, students reported positve impact of these modules and of the opportunity to assemble the UAS.
TL;DR: In this article, a study aimed at exploring the differences in professional/career orientation and awareness while considering a number of variables including locus of control, academic specialization and school backwardness.
Abstract: This study aimed at exploring the differences in professional/career orientation and awareness while considering a number of variables including locus of control, academic specialization and school backwardness Several measures were used to achieve the study’s goals The first two, a professional/career orientation measure and a professional/career awareness measure, were designed by the researcher, whereas the third measure was Rotter's locus of control scale Prior to the study, the stability and validity of these tools were verified on 166 female student participants chosen from Princess Nourah Bint Abdulrahman University (PNU) The results indicated the presence of differences with respect to the electronic orientation of female students according to Rotter's external locus of control measure The study also confirmed that there were differences in the professional awareness variable in favor of female students who exhibited an external locus of control, whereas no differences were noted in the professional awareness of female students with different professional orientations The findings also showed differences in scientific and electronic orientations among students with different specializations, in favor of the female students enrolled in the Department of Computer Science and Information Technology, whereas no differences were noted in professional/career awareness for the academic specialization variable No differences were noted in the professional orientations and awareness among female students who demonstrated school backwardness and those who did not The results were interpreted in light of the theoretical frameworks and cultural contexts of the sample The results of the study were also linked to previous results
TL;DR: In this paper, the authors explore the learning styles of business students so that professors can better understand the instructional methods that are most beneficial for their students, and find that the most common learning style was visual and the second most common was kinesthetic.
Abstract: Students’ learning styles play an important role in their success in the classroom and beyond. This study explores the learning styles of business students so that professors can better understand the instructional methods that are most beneficial for their students. A survey of 205 business students in an introductory accounting course revealed that the most common learning style was visual, while the second most common learning style was kinesthetic. These results suggest that a large number of business students process and internalize new information best when they see or actively participate in what they are learning.
TL;DR: In the classroom, there are many places to put posters so that students can read them (especially when they get bored in the classroom) - on the cabinets, near the chalkboard, on the teachers desk and any spare space on the wall as mentioned in this paper.
Abstract: Creative posters in the classroom can inspire students to become engaged and motivated in learning art. Within the classroom, there are many places to put posters so that students can read them (especially when they get bored in the classroom) - on the cabinets, near the chalkboard, on the teachers desk and any spare space on the wall. There is cultural significance for using creative posters in the classroom; like advertising - the posters operate on a cultural level to provide symbolic associations between images, media figures, and values related to the students lifestyle (Alperstein, 2003). Creating creative posters for a lesson, discussion, or example as part of this lesson helps students develop their critical thinking skills.
TL;DR: The characteristics and challenges of online instruction are examined and a model for improving learner adaptation in an online classroom is presented, which serves as a thinking advisor, assisting the students in identifying their own learning styles and preferences and how they can be adapted to optimize learning in the online classroom.
Abstract: This article examines the characteristics and challenges of online instruction and presents a model for improving learner adaptation in an online classroom. Instruction in an online classroom presents many challenges, including learner individualization. Individual differences in learning styles and preferences are often not considered in the development and delivery of online course content. Online instructors also struggle with engaging students within the generalized environment of an online classroom, which is a consequence of the lack of learner individualization. One way to individualize the learning experience in an online classroom is to appeal to students’ learning characteristics and preferences, which include learning styles, navigation behaviors, and social and environmental factors. Utilizing these characteristics and preferences, the online instructor and student can work together on a process of online learner adaption. The process includes three main components that incorporate the identified characteristics and preferences: identifying the lens, creating the map, and delivering the tool. To facilitate the process of online learner adaption, the instructor serves as a thinking advisor, assisting the students in identifying their own learning styles and preferences and how they can be adapted to optimize learning in the online classroom.
TL;DR: In this paper, the initial knowledge state of forty (40) tertiary students enrolled in Business Statistics course was determined and the same test instrument undergoes validation, which revealed the baseline knowledge of the students, but also notes strengths, weakness and defects of the test instrument through the analysis of test scores.
Abstract: Designing a good test instrument involves specifications, test construction, validation, try-out, analysis and revision. The initial knowledge state of forty (40) tertiary students enrolled in Business Statistics course was determined and the same test instrument undergoes validation. The designed test instrument did not only reveal the baseline knowledge of the students, but also notes strengths, weakness and defects of the test instrument through the analysis of the test scores. Analysis of the test instrument revealed that it is reliable and valid. The item analysis result guided the researcher in improving the test items resulting to a better overall test.
TL;DR: The authors describe and encourage an approach to a public relations course that can be applied to any discipline, including computer science, to attract and enlighten an audience through public relations, using the course textbook and required readings as a guide.
Abstract: The purpose of this article is to describe and encourage an approach to a public relations course that can be applied to any discipline. Grounded in the experiential learning theory, students prepare for 16 weeks to present an issue-based campaign to a targeted, live audience at an oncampus venue. Using the course textbook and required readings as a guide, students are taught to “do” as the readings instruct, rather than be bound to merely memorizing the material. During the semester, the goal of the student evolves from earning a good grade, to attracting and enlightening an audience though public relations. While the project was assigned to public relations students, renditions of the described approach can be creatively applied to other disciplines interested in students acquiring real world experience outside of internships, within the safety net of their own campus.
TL;DR: A two-semester study on the first developmental mathematics course at LaGuardia Community College shows that students perform better at word problems when they have been discussed in groups with their peers prior to the homework.
Abstract: Students taking developmental mathematics courses resist attempting word problems when they are presented to them. Although word problems can help students contextualize learning, develop better understanding of the concepts and apply world knowledge, they constitute an impediment to students’ progress in developmental mathematics courses. A two-semester study on the first developmental mathematics course at LaGuardia Community College shows that students perform better at word problems when they have been discussed in groups with their peers prior to the homework. Moreover, when assigned word problems without a class discussion, students perform better when these problems are individualized based on their areas of interest.
TL;DR: Using the “Three Phase Lesson” model, teachers identify prior knowledge that the student must possess in order to be successful in learning the new concepts.
Abstract: Using the “Three Phase Lesson” model, teachers identify prior knowledge that the student must possess in order to be successful in learning the new concepts. Teachers then delineate specific components inherent in the concepts that need to be mastered and identify tasks which will enable the student to practice these new concepts.
TL;DR: In this article, a framework of disciplinary thinking in physics was presented to the students and incorporated in the delivery of a first-year course on electricity and magnetism for engineering students.
Abstract: Students in first-year physics courses generally focus on hunting for suitable equations and formulas when tackling a variety of physical situations and physics problems. There is a need for a framework that can guide them to disciplinary ways of thinking and help them begin to think like physicists. To serve this end, in this study, a framework of disciplinary thinking in physics was presented to the students and incorporated in the delivery of a first-year course on electricity and magnetism for engineering students. The framework consisted of three types of thinking: principlebased thinking (PBT), case-based thinking (CBT), and experiential-intuitive thinking (EIT). The students’ experiences of learning this framework were tracked through weekly reflection reports, which were analyzed using a coding scheme comprised of the following four categories of increasing cognitive complexity for each type of thinking: mentioning the type of thinking learned without elaboration (code A), mentioning the type of thinking learned with elaboration (code B), applying the type of thinking learned (code C) and making meaning of the type of thinking learned (code D). Examples of students’ reflections for these codes for each type of thinking are included. The students most predominantly reflected on PBT followed by CBT with a very few reflections on EIT. Within both PBT and CBT, most reflections fell under the code B. Overall, the results are encouraging and point to a students’ shift from formula hunting to the thinking framework based strategies.
TL;DR: In this paper, a case of incorporating a field-based ecological project as a resource into an undergraduate research and scholarship (RS) intensive course was reported, where student research projects were conducted in an outdoor experimental compound with wetland mesocosms as well as in local created wetlands to study soil organic matter content.
Abstract: This article reports a case of incorporating a field-based ecological project as a resource into an undergraduate research and scholarship (RS) intensive course. Student research projects were conducted in an outdoor experimental compound with wetland mesocosms as well as in local created wetlands to study soil organic matter content as part of an on-going research project that focuses on the abilities of wetland in sequestering carbon. The course, designated as a RS intensive course by the university in both biology and environmental science, was also newly designed with a K-12 outreach component for training undergraduates in science education and communication. The public presentation component required all participating undergraduates to present and communicate their semester-long science project outcomes to and with K-12 students invited from local middle and high schools at the end of the semester. This activity challenged the students to review their study backgrounds, concepts, and results thoroughly to be able to explain them to and answer a variety of questions from K-12 students. The activity seemed to enhance research and scholarship experiences among the undergraduate students, being more effective than presenting to their own peers in a classroom setting. The students also learned all major steps in doing science, including exercises in literature review, building hypotheses, lab/fieldwork and data analysis. The experience obtained and approach taken in the study may be considered and adopted in reinforcing undergraduate RS experiences at other institutions and in other disciplines.