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Author: Aisha S. Haynes
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Aisha S. Haynes
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Jeffries, Rhonda
Publisher: IGI Global
ISBN: 1522557253
Category : Education
Languages : en
Pages : 354
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One of the most important issues academic organizations face is how the administration and faculty handle cultural and varied differences in higher education. High racial tensions as well as the ever-increasing need for equality suggest that changes at the highest level are essential to move forward. Diversity, Equity, and Inclusivity in Contemporary Higher Education is an essential reference source that discusses the need for academic organizations to establish policy that is current, alive, and fluid by design, thereby supporting an ongoing examination of best practices with an overt commitment to continued improvement, as well as an influence for future leaders who will emerge from the ranks. Featuring research on topics such as campus climate, university administration, and academic policy, this book is ideally designed for educators, department chairs, guidance professionals, career counselors, administrators, and policymakers who are seeking coverage on designing curricula that impact college and university admissions readiness and success.
Author: Eli Cohen
Publisher: Informing Science
ISBN: 1932886109
Category :
Languages : en
Pages : 760
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Author: Wankel, Charles
Publisher: IGI Global
ISBN: 1609608011
Category : Computers
Languages : en
Pages : 492
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"This book is both a snapshot of streaming media in higher education as it is today and a window into the many developments already underway, forecasting of areas yet to be developed"-- Provided by publisher.
Author: Carolin Kreber
Publisher: Routledge
ISBN: 113589034X
Category : Education
Languages : en
Pages : 376
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Book Description
University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as: What are the ‘ways of thinking and practicing’ characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives? Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh
Author: Julieta A. Araño-Ocuaman
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 148
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The purpose of this study was to examine the efficacy of traditional and blended (partially online and partially face-to-face) course delivery methods. This study further examined the impact of using technology to improve student learning by providing meaningful learning in the areas of content delivery, communication and collaboration, evaluation and feedback, and personal learning experiences. Non-traditional students enrolled in an elementary statistics course either delivered as a traditional course or a blended course participated in the study. It was hypothesized that students enrolled in the blended course would perform better and prefer this method of delivery compared to students enrolled in the traditional course. Student knowledge was assessed by test grades, course grades, and post-tests. Analysis of the first two indicators did not support the hypothesis that students in the blended course delivery would perform better than students enrolled in the traditional course delivery method. Contrary to the hypothesis, students in the face-to-face course scored higher in the post-test compared to the students in the blended course. These contradictory results may suggest that the differences in teaching strategies and/or the use of technology have not resulted in a significant change or improvement in the performance of students. Past experience, familiarity with instructional format and types of assessment used may be considerations in the findings obtained. Student perceptions were also measured. Results indicated that students in the blended course were more satisfied with using technology to facilitate and help them improve their learning than students in the traditional course. Students in the blended course had more positives perceptions of their learning experiences than students in the traditional course in the following areas: (a) accessibility and availability of course materials; (b) use of web-based or electronic tools for communication and collaboration; (c) assessment and evaluation; and (d) student learning experiences with real-life applications. The perception of the majority of the students in both courses indicated a positive view of technology use in the classroom. The findings further suggest that student participants would choose blended course delivery as an alternative to face-to-face instruction. Both course delivery methods emerged as enhancing the students' appreciation of the integration of technology and recognizing the role of the teacher as the expert in the classroom, engaging students in meaningful learning. In spite of the emergence of technology in the classroom, the value of traditional instruction was indicated.
Author: Donna Sue Crabtree
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The purpose of this study was to determine if the learning styles of students enrolled in ITV sections and students enrolled in a traditional section of the same course, all taught by the same instructor, had any influence on the academic performance of the students enrolled in those courses. A two-part survey was used to gather data for this study. The first part was designed by the researcher to gather demographic information about why each student selected the instructional form in which he or she was enrolled, as well as a student's preferences for classroom format. The second part of the survey was made up entirely of Kolb's Learning Style Inventory and was administered to determine the learning styles of the students in both the ITV and traditional classroom sections. Data were gathered from an undergraduate course taught by one instructor that had a section of the course in a broadcast classroom, remote classrooms, and traditional classroom. One hundred-thirty-eight surveys were distributed by the instructor to students in the various classroom settings. Returned were 86 usable surveys, resulting in a return rate of 62%. Inferential and descriptive statistical procedures were used for data analysis. The Kruskal-Wallis Test was used to test for difference among midterm scores for each class site and learning style. Chi-square tests were used to test for difference in learning styles between male and female students and varying age groups. Findings of this study indicate that there are no significant differences between the learning styles and academic performances of students in ITV distance education courses and traditional courses taught by the same instructor. Additionally, there was no significant difference between the demographic values of gender, class site, or age. The findings in this study can not conclude that while students in the remote classroom did score higher on mid-semester grades, those differences were not statistically significant and, therefore, may have occurred by chance. There are no statistically significant differences in these findings that would indicate that students in remote class sites academically achieve any better or worse than those in broadcast sites or traditional class sites.
Author:
Publisher:
ISBN:
Category : Compensatory education
Languages : en
Pages : 152
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Author: Kam Cheong Li
Publisher: Springer
ISBN: 3662461587
Category : Education
Languages : en
Pages : 236
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This book constitutes the refereed proceedings of the International Conference on Technology in Education, ICTE 2014, held in Hong Kong, in July 2014. The 18 revised full papers and 4 short papers presented were carefully reviewed and selected from 45 submissions. The papers are organized in topical sections on application of mobile technologies in e-learning; technology advancement in e-learning systems; innovations in e-learning pedagogy; open education and institution e-learning policy.
Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1914
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