A Case Study of Community College Students' Perceptions of Linked Courses Instructors' Use of Chickering and Gamson's (1987) "Principles for Good Practice in Undergraduate Education" Within Student Learning-communities and the Importance of the Principles in Helping Students with Their Academic Writing Skills PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Case Study of Community College Students' Perceptions of Linked Courses Instructors' Use of Chickering and Gamson's (1987) "Principles for Good Practice in Undergraduate Education" Within Student Learning-communities and the Importance of the Principles in Helping Students with Their Academic Writing Skills PDF full book. Access full book title A Case Study of Community College Students' Perceptions of Linked Courses Instructors' Use of Chickering and Gamson's (1987) "Principles for Good Practice in Undergraduate Education" Within Student Learning-communities and the Importance of the Principles in Helping Students with Their Academic Writing Skills by Claudia L. Cousins. Download full books in PDF and EPUB format.
Author: Claudia L. Cousins
Publisher:
ISBN: 9781267338389
Category : College teaching
Languages : en
Pages : 428
Get Book Here
Book Description
The purpose of this single-site case study was to explore and describe community college students' perceptions of linked courses instructors' use of Chickering and Gamson's (1987) Principles for Good Practice in Undergraduate Education within student learning communities and students' perceptions of how important the principles were in helping them with their academic writing skills. More specifically, the study focused on students enrolled in a community college in a northeastern state and who have participated in at least one learning community that included a writing course (e.g., English composition) and a content course (e.g., biology, sociology, philosophy). The framework used for the study is Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education . They are (a) encouraging contacts between students and faculty, (b) developing reciprocity and cooperation among students, (c) using active learning techniques, (d) giving prompt feedback, (e) emphasizing time on task, (f) communicating high expectations, and (g) respecting diverse talents and ways of learning (Chickering & Gamson, 1987). Two data collection methods were used: a researcher-designed survey, The Student Learning-Community Academic Writing Skills Survey (Cousins, 2011), and an in-person interview. The survey was a two part 42-item, self-report paper-pencil instrument. The first part was designed to elicit information about the students, and the second part was designed to gather information about strategies that their linked courses instructors used in the linked courses that they took over the past year at the college. All of the 15 participants who completed survey participated in the interviews. Findings were recorded for each component of the second part of The Student Learning- Community Academic Writing Skills Survey (Cousins, 2011) which is based on Chickering and Gamson's (1987) seven principles. The analysis of the survey and interview data yielded 154 findings. Overall, students perceived that their linked courses instructors did not use all of Chickering and Gamson's (1987) seven principles within their linked courses. Interviewees provided varied examples of how their linked courses instructors practiced the strategies within student learning-communities. The interview data reinforced the survey data. Conclusions and recommendations for practice and future research are presented for each of the seven components of the conceptual framework.
Author: Claudia L. Cousins
Publisher:
ISBN: 9781267338389
Category : College teaching
Languages : en
Pages : 428
Get Book Here
Book Description
The purpose of this single-site case study was to explore and describe community college students' perceptions of linked courses instructors' use of Chickering and Gamson's (1987) Principles for Good Practice in Undergraduate Education within student learning communities and students' perceptions of how important the principles were in helping them with their academic writing skills. More specifically, the study focused on students enrolled in a community college in a northeastern state and who have participated in at least one learning community that included a writing course (e.g., English composition) and a content course (e.g., biology, sociology, philosophy). The framework used for the study is Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education . They are (a) encouraging contacts between students and faculty, (b) developing reciprocity and cooperation among students, (c) using active learning techniques, (d) giving prompt feedback, (e) emphasizing time on task, (f) communicating high expectations, and (g) respecting diverse talents and ways of learning (Chickering & Gamson, 1987). Two data collection methods were used: a researcher-designed survey, The Student Learning-Community Academic Writing Skills Survey (Cousins, 2011), and an in-person interview. The survey was a two part 42-item, self-report paper-pencil instrument. The first part was designed to elicit information about the students, and the second part was designed to gather information about strategies that their linked courses instructors used in the linked courses that they took over the past year at the college. All of the 15 participants who completed survey participated in the interviews. Findings were recorded for each component of the second part of The Student Learning- Community Academic Writing Skills Survey (Cousins, 2011) which is based on Chickering and Gamson's (1987) seven principles. The analysis of the survey and interview data yielded 154 findings. Overall, students perceived that their linked courses instructors did not use all of Chickering and Gamson's (1987) seven principles within their linked courses. Interviewees provided varied examples of how their linked courses instructors practiced the strategies within student learning-communities. The interview data reinforced the survey data. Conclusions and recommendations for practice and future research are presented for each of the seven components of the conceptual framework.
Author: Sheryl E. Burgstahler
Publisher: Harvard Education Press
ISBN: 1612500935
Category : Education
Languages : en
Pages : 369
Get Book Here
Book Description
Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
Author: Theodore R. Sizer
Publisher: Houghton Mifflin Harcourt
ISBN: 9780618516063
Category : Business & Economics
Languages : en
Pages : 276
Get Book Here
Book Description
The first report from a study of high schools.
Author: Gilly Salmon
Publisher: Routledge
ISBN: 1135726051
Category : Education
Languages : en
Pages : 244
Get Book Here
Book Description
Beyond the hype of online learning lies a straightforward question: how do you really deliver worthwhile learning online? This book, based on action research, provides a simple answer to this fundamental question by exploring a key technique that enables teachers and learners to use available technologies happily and successfully. So, what are e-tivities? They are motivating, engaging, purposeful activities developed and led by an e-moderator. They are frameworks for active and interactive online learning. E-tivities are in the hands of the teachers themselves and promote active e-learning. This is not a book about the technology of online learning. Practical, accessible and direct, it looks at personalizing and customizing teaching and learning. Written for use in any topic, subject or course, E-tivities explores: the importance of activities in online learning; designing and running e-tivities; the five-stage model of teaching and learning online. Backed up extensive illustrations and case studies, and including a unique collection of 35 Resources for Practitioners, this is a book for all professionals involved in online learning.
Author: Laura Saunders
Publisher:
ISBN: 9781946011091
Category : Academic libraries
Languages : en
Pages : 389
Get Book Here
Book Description
"This open access textbook offers a comprehensive introduction to instruction in all types of library and information settings. Designed for students in library instruction courses, the text is also a resource for new and experienced professionals seeking best practices and selected resources to support their instructional practice. Organized around the backward design approach and written by LIS faculty members with expertise in teaching and learning, this book offers clear guidance on writing learning outcomes, designing assessments, and choosing and implementing instructional strategies, framed by clear and accessible explanations of learning theories. The text takes a critical approach to pedagogy and emphasizes inclusive and accessible instruction. Using a theory into practice approach that will move students from learning to praxis, each chapter includes practical examples, activities, and templates to aid readers in developing their own practice and materials."--Publisher's description.
Author: Linda M. Harasim
Publisher: Praeger
ISBN:
Category : Computers
Languages : en
Pages : 312
Get Book Here
Book Description
Written for educators and education professionals, this groundbreaking volume offers a comprehensive introduction to educational computer-mediated communication (CMC). As editor Linda Harasim notes at the outset, although online education already exists as a field of practice, there is a critical need now to build a research discipline and knowledge base to guide research developments in the field. Online Education fills this need by presenting theoretical frameworks, design paradigms, and research methodologies for analyzing and shaping this new field of educational activity. In one volume, the contributors provide a range of perspectives and approaches for understanding the educational applications of such innovations as electronic mail and computer conferencing networks. The final chapter provides an extensive bibliography, making this an extremely valuable resource for researchers, developers, and educators working on educational CMC. Divided into three sections, the chapters address the questions posed by educational CMC from the perspectives of theory, design, and methodology in turn. Each contribution is written by one of the leading theoreticians or practitioners in the field and, although the volume represents a rich diversity of approaches, common themes link the chapters. The contributors emphasize that online education is a new environment with new attributes that requires new approaches to understand, design, and implement it. They focus particular attention on the essentially group or socially interactive nature of the online educational environment as the conceptual basis for research and design and explore the augmented environment that the computer provides for educational activity. Finally, each looks at fundamental practical issues: What are the effective uses of these new computer-mediated communication media? Can we simply transfer existing conventional instructional practices or do we need to develop a new set of practices better suited to the new tools?
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
Get Book Here
Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: Norman D. Vaughan
Publisher: Athabasca University Press
ISBN: 1927356474
Category : Education
Languages : en
Pages : 154
Get Book Here
Book Description
Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes. Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education.
Author: Association of American Colleges and Universities
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 78
Get Book Here
Book Description
"College Learning for the New Global Century, published through the LEAP (Liberal Education and America's Promise) initiative, spells out the essential aims, learning outcomes, and guiding principles for a 21st century college education. It reports on the promises American society needs to make - and keep - to all who seek a college education and to the society that will depend on graduates' future leadership and capabilities." -- Foreword (p. vii).
Author: Hamish Coates
Publisher: Routledge
ISBN: 1134161522
Category : Education
Languages : en
Pages : 248
Get Book Here
Book Description
Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning. Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies. Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.
