Science.gov

Sample records for 5e learning cycle engage

  1. Engagement, Exploration, Explanation, Extension, and Evaluation (5E) Learning Cycle and Conceptual Change Text as Learning Tools

    ERIC Educational Resources Information Center

    Balci, Sibel; Cakiroglu, Jale; Tekkaya, Ceren

    2006-01-01

    The purpose of this study is to investigate the effects of the Engagement, Exploration, Explanation, Extension, and Evaluation (5E) learning cycle, conceptual change texts, and traditional instructions on 8th grade students' understanding of photosynthesis and respiration in plants. Students' understanding of photosynthesis and respiration in…

  2. Cell Inquiry: A 5E Learning Cycle Lesson

    ERIC Educational Resources Information Center

    Wilder, Melinda; Shuttleworth, Phyllis

    2004-01-01

    One dilemma science teachers face every day is balancing the content demands of state and federal testing requirements while providing opportunities for inquiry. Using the 5E learning cycle is a realistic, constructivist way to address this dilemma. The 5E learning cycle leads students through a sequence of learning in which they become engaged in…

  3. Cell Inquiry: A 5E Learning Cycle Lesson

    ERIC Educational Resources Information Center

    Wilder, Melinda; Shuttleworth, Phyllis

    2005-01-01

    One dilemma science teachers face every day is balancing the content demands of state and federal testing requirements while providing opportunities for inquiry. Using the 5E learning cycle is a realistic, constructivist way to address this dilemma. The 5E learning cycle leads students through a sequence of learning in which they become engaged in…

  4. Incorporating Young Adult Literature into the 5E Learning Cycle

    ERIC Educational Resources Information Center

    Niederberger, Susan

    2009-01-01

    Since the U.S.S.R. released Sputnik I into space in 1957, American science teachers have been focused on preparing scientifically literate students. New instructional approaches have emerged, with the 5E learning cycle being one of the more popular methods used. The 5E learning cycle gets its name from its five stages: Engage, Explore, Explain,…

  5. Using the 5E Learning Cycle Sequence with Carbon Dioxide

    ERIC Educational Resources Information Center

    Schlenker, Richard M.; Blanke, Regina; Mecca, Peter

    2007-01-01

    The authors used the 5E learning cycle (engage, explore, explain, extend, and evaluate) and a pulmonary carbon dioxide mystery to introduce eighth grade students to the study of chemistry. The activity engages students in measurement, data collection, data analysis, media and internet research, research design, and report writing as they search…

  6. A New Learning Model on Physical Education: 5E Learning Cycle

    ERIC Educational Resources Information Center

    Senturk, Halil Evren; Camliyer, Huseyin

    2016-01-01

    Many fields of education at the moment, especially in physical and technological educations, use 5E learning cycle. The process is defined as five "E"s. These represent the verbs engage, explore, explain, elaborate and evaluate. The literature has been systematically reviewed and the results show that the 5E learning cycle is an untested…

  7. Psychometric Analysis of a 5E Learning Cycle Lesson Plan Assessment Instrument

    ERIC Educational Resources Information Center

    Goldston, M. Jenice; Day, Jeanelle Bland; Sundberg, Cheryl; Dantzler, John

    2010-01-01

    The purpose of this paper is to describe the procedures and the analysis of an instrument designed to measure preservice teachers' ability to develop appropriate 5E learning cycle lesson plans. The 5E "inquiry lesson plan" (ILP) rubric is comprised of 12 items with a scoring range of zero to four points per item. Content validity was determined…

  8. The Effects of Mobile Natural-Science Learning Based on the 5E Learning Cycle: A Case Study

    ERIC Educational Resources Information Center

    Liu, Tzu-Chien; Peng, Hsinyi; Wu, Wen-Hsuan; Lin, Ming-Sheng

    2009-01-01

    This study has three major purposes, including designing mobile natural-science learning activities that rest on the 5E Learning Cycle, examining the effects of these learning activities on students' performances of learning aquatic plants, and exploring students' perceptions toward these learning activities. A case-study method is utilized and…

  9. Effectiveness of 5E Learning Cycle Instruction on Students' Achievement in Cell Concept and Scientific Epistemological Beliefs

    ERIC Educational Resources Information Center

    Kaynar, Devrim; Tekkaya, Ceren; Cakiroglu, Jale

    2009-01-01

    This study investigated the effectiveness of 5E learning cycle on 6th-grade students' achievement of cell concepts, and their scientific epistemological beliefs. Epistemological Belief Questionnaire and the Cell Concept Test were administered as pre-test and post-test to a total of 153 sixth grade students in four intact classes of an elementary…

  10. Facilitating Conceptual Change in Understanding State of Matter and Solubility Concepts by Using 5E Learning Cycle Model

    ERIC Educational Resources Information Center

    Ceylan, Eren; Geban, Omer

    2009-01-01

    The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students' understanding of state of matter and solubility concepts. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from an Anatolian…

  11. Measuring "g" by Using Trajectory Projectile Motion: 5E Learning Cycle and Low-Cost Materials

    ERIC Educational Resources Information Center

    Ornek, Funda; Zziwa, Byansi Jude

    2011-01-01

    In some countries physics lessons are limited in many cases due to different constraints to lecturing and rote learning with in short supply use of teaching materials and other practical activities. These limitations can make physics abstract and difficult for students to understand. This paper presents one of activities, which can be done by…

  12. A 5E Learning Cycle Approach-Based, Multimedia-Supplemented Instructional Unit for Structured Query Language

    ERIC Educational Resources Information Center

    Piyayodilokchai, Hongsiri; Panjaburee, Patcharin; Laosinchai, Parames; Ketpichainarong, Watcharee; Ruenwongsa, Pintip

    2013-01-01

    With the benefit of multimedia and the learning cycle approach in promoting effective active learning, this paper proposed a learning cycle approach-based, multimedia-supplemented instructional unit for Structured Query Language (SQL) for second-year undergraduate students with the aim of enhancing their basic knowledge of SQL and ability to apply…

  13. Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

    ERIC Educational Resources Information Center

    Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

    2015-01-01

    Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

  14. The Development of SCORM-Conformant Learning Content Based on the Learning Cycle Using Participatory Design

    ERIC Educational Resources Information Center

    Su, C. Y.; Chiu, C. H.; Wang, T. I.

    2010-01-01

    This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model-conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration,…

  15. Raphanus sativus, Germination, and Inquiry: A Learning Cycle Approach for Novice Experimenters.

    ERIC Educational Resources Information Center

    Rillero, Peter

    1999-01-01

    Describes open-ended experiments with seeds from the common garden radish (Raphanus sativus). The phases of the 5-E learning cycle--Engagement, Exploration, Explanation, Extension, and Evaluation--guide this activity series. (Author/MM)

  16. Civic Learning and Engagement

    ERIC Educational Resources Information Center

    Kanter, Martha; Schneider, Carol Geary

    2013-01-01

    For decades, the US education system has failed to adequately combat a decline of civic engagement and awareness, resulting in what many are now calling a "civics recession." The good news is that there is growing awareness, at all levels, that we need new and concerted efforts to make civic learning and engagement a core component of every…

  17. Participatory Multimedia Learning: Engaging Learners

    ERIC Educational Resources Information Center

    Kiili, Kristian

    2005-01-01

    The purpose of this paper is to present a participatory multimedia learning model for use in designing multimedia learning environments that support an active learning process, creative participation, and learner engagement. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the…

  18. Learning by Doing: Creating Engaging Online Learning

    ERIC Educational Resources Information Center

    Romero, Liz; Glass, Maria

    2015-01-01

    The purpose of this article is to describe the implementation of a Learning-by-Doing Instructional model to create an innovative language course. The authors describe the structure of the course, the instructional strategies implemented, and the Learning Management System tools used to create an engaging learning experience.

  19. Turning on Engaged Learning

    ERIC Educational Resources Information Center

    Perez-Martinez, Irella

    2011-01-01

    The issue of how to increase the engagement level of English language learners is daunting, but viable solutions can be achieved if a discussion is started. In schools across California, and all of America, school stakeholders are struggling to articulate ways to ensure that all of the ELLs in their schools are successful. In this article, the…

  20. Why the Learning Cycle?

    ERIC Educational Resources Information Center

    Marek, Edmund A.

    2008-01-01

    The learning cycle is a way to structure inquiry in school science and occurs in several sequential phases. A learning cycle moves children through a scientific investigation by having them first explore materials, then construct a concept, and finally apply or extend the concept to other situations. Why the learning cycle? Because it is a…

  1. An Engaging Learning Environment

    ERIC Educational Resources Information Center

    Krueger, Tom

    2010-01-01

    The author believes that a stimulating learning environment can offer benefits to the general classroom conduct of young people through the different charts displayed in his classroom. Students see the teacher taking pride in their shared working environment and wall or table graffiti. He mentions that he does not only care for his students'…

  2. Embedding Analogical Reasoning into 5E Learning Model: A Study of the Solar System

    ERIC Educational Resources Information Center

    Devecioglu-Kaymakci, Yasemin

    2016-01-01

    The purpose of this study was to investigate how the 5E learning model affects learning about the Solar System when an analogical model is utilized in teaching. The data were gathered in an urban middle school 7th grade science course while teaching relevant astronomy topics. The analogical model developed by the researchers was administered to 20…

  3. Game Engagement Theory and Adult Learning

    ERIC Educational Resources Information Center

    Whitton, Nicola

    2011-01-01

    One of the benefits of computer game-based learning is the ability of certain types of game to engage and motivate learners. However, theories of learning and engagement, particularly in the sphere of higher education, typically fail to consider gaming engagement theory. In this article, the author examines the principles of engagement from games…

  4. A Learning Cycle Approach To Introducing Osmosis.

    ERIC Educational Resources Information Center

    Lawson, Anton E.

    2000-01-01

    Presents an inquiry activity with a learning cycle approach to engage students in testing their own hypotheses about how molecules move through cell membranes. Offers student materials and teacher materials, including teaching tips for each phase of the learning cycle. (Contains 11 references.) (ASK)

  5. Sustaining Student Engagement in Learning Science

    ERIC Educational Resources Information Center

    Ateh, Comfort M.; Charpentier, Alicia

    2014-01-01

    Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse…

  6. Mining the Learning Cycle.

    ERIC Educational Resources Information Center

    Hemler, Debra; King, Hobart

    1996-01-01

    Describes an approach that uses the learning cycle to meaningfully teach students about mineral properties while alleviating the tedious nature of identifying mineral specimens. Discusses mineral properties, cooperative learning, and mineral identification. (JRH)

  7. Engaging Student Learning in Physical Education.

    ERIC Educational Resources Information Center

    Anderson, Andy

    2002-01-01

    Explores the significance of engagement as a stance toward teaching and learning, noting how engagement can affect the way teachers and students interact in physical education settings and surrounding environments and presenting activities to encourage engagement (develop performance routines, say and switch, roundtable brainstorm, bubble gum…

  8. Engagement of Children with Autism in Learning

    ERIC Educational Resources Information Center

    Keen, Deb

    2009-01-01

    Early engagement with the world around us provides opportunities for learning and practising new skills and acquiring knowledge critical to cognitive and social development. Children with autism typically display low levels of engagement, particularly in their social world, which limits the opportunities for learning that occur for their typically…

  9. Community Engagement for Student Learning in Geography

    ERIC Educational Resources Information Center

    Bednarz, Sarah Witham; Chalkley, Brian; Fletcher, Stephen; Hay, Iain; Le Heron, Erena; Mohan, Audrey; Trafford, Julie

    2008-01-01

    This article examines the role and purpose of community engagement as a learning and teaching strategy within higher education geography. It explores different interpretations of the concept of community engagement and illustrates different examples of this kind of learning through six case studies drawn from Australia, New Zealand, the UK, and…

  10. Uncertainty and Engagement with Learning Games

    ERIC Educational Resources Information Center

    Howard-Jones, Paul A.; Demetriou, Skevi

    2009-01-01

    Uncertainty may be an important component of the motivation provided by learning games, especially when associated with gaming rather than learning. Three studies are reported that explore the influence of gaming uncertainty on engagement with computer-based learning games. In the first study, children (10-11 years) played a simple maths quiz.…

  11. Effectively Engaging Family Groups in Learning Astronomy

    NASA Astrophysics Data System (ADS)

    Noel-Storr, Jacob

    2006-12-01

    Can family astronomy programs be designed that engage entire family groups in learning and not just support the learning of one or two children in the family group? Can parents be trained ‘on the fly’ to engage in leading their children’s science learning? Can children and their parents find roles that allow them to learn together as a group? I will present results from a two new sets of family astronomy programs that work towards getting a “YES!” in reply to all three questions.

  12. Engagement states and learning from educational games.

    PubMed

    Deater-Deckard, Kirby; Chang, Mido; Evans, Michael E

    2013-01-01

    Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on educational game development and research on the role of various aspects of engagement on game play and learning. Emphasis is placed on individual differences in attention, memory, motor speed and control, persistence, and positive and negative affect (approach/avoidance), and how these pertain to social cognitions regarding mathematics achievement. Our challenge is to develop educational games that are effective for a wide variety of student engagement states. PMID:23483690

  13. Increasing Student Engagement Using Asynchronous Learning

    ERIC Educational Resources Information Center

    Northey, Gavin; Bucic, Tania; Chylinski, Mathew; Govind, Rahul

    2015-01-01

    Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning…

  14. Engaged Learning: Why Feelings Matter

    ERIC Educational Resources Information Center

    Fried, Jane

    2013-01-01

    People remember information that is important to them--because it is fundamental to their well-being, or because it matters to them in some other significant way. This is all one really needs to know about unlocking student learning. People learn and remember information that matters to them. So what matters to students? That is a complicated…

  15. Material Matters: Increasing Emotional Engagement in Learning

    ERIC Educational Resources Information Center

    Taylor, Steven S.; Statler, Matt

    2014-01-01

    Organizational scholars and neuroscientists suggest that when people are more emotionally engaged, they learn more effectively. Clinical art therapists suggest that the experience as well as the expression of emotions can be enabled or constrained by different materials. So then, what materials can be employed by management educators to achieve…

  16. Making Waves Everyday: How Students Learn about Wave Phenomena through the Learning Cycle

    NASA Astrophysics Data System (ADS)

    Torales, Marianne; Suskavcevic, Milijana; Carrillo, Jesus

    2009-04-01

    This study describes development and implementation of a four-week, project-based unit on wave phenomena and its impact on high school students enrolled in the physics class. The 5E learning cycle served as the unit's educational model, requiring students to engage their prior knowledge on sound and light, explore and explain the wave concepts using activities developed and adopted by the physics education team, elaborate on the topic with the support of computer simulations, and evaluate the present and future applications of waves - specifically in the fields of industry and medicine. A number of qualitative and quantitative measures were used to determine the impact of the intervention on students' understanding of the topic. The preliminary findings show significant shifts from students' misconceptions to conceptual understanding of these important physics concepts.

  17. A 5E Nature of Science Introduction: Preparing Students to Learn about Evolution

    ERIC Educational Resources Information Center

    Bilica, Kimberly

    2012-01-01

    Teachers often struggle with controversy when teaching biological evolution in American schools. Research indicates that curriculum with a nature of science (NOS) focus quells controversy (McComas 2004; Scharmann 2005; Staver 2003). This article presents a 5E NOS series that is a first step in a NOS curriculum that situates student understanding…

  18. Civic Engagement and Organizational Learning Strategies for Student Success

    ERIC Educational Resources Information Center

    Moore, Tami L.; Mendez, Jesse P.

    2014-01-01

    Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.

  19. Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

    ERIC Educational Resources Information Center

    Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

    2011-01-01

    A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…

  20. Engaging with blended learning to improve students' learning outcomes

    NASA Astrophysics Data System (ADS)

    Francis, Rebecca; Shannon, Susan J.

    2013-08-01

    When blended learning is embraced to enhance learning in engineering (architectural), design and architecture, we argue it is a best-practice instructional mode. Blended learning is the seamless amalgamation of carefully selected online modules with face-to-face instruction. This paper evaluates case studies of the introduction of blended learning in these disciplines. It demonstrates that students who do not engage with blended learning are academically disadvantaged. Alignment of the blended mode of delivery and the mode of assessment is next considered. Two case studies of the introduction of blended modes of assessment, for improved student satisfaction with feedback, are evaluated. Finally, the reliance upon non-faculty to provide both blended learning and assessment is evaluated using qualitative research methods to establish the barriers to adoption of what is now considered best educational practice.

  1. Extended Worksheet Developed According to 5E Model Based on Constructivist Learning Approach

    ERIC Educational Resources Information Center

    Töman, Ufuk; Akdeniz, Ali Riza; Odabasi Çimer, Sabiha; Gürbüz, Fatih

    2013-01-01

    In order to achieve the targeted objectives desired level of education and modern learning theories for learner centered methods are recommended. In this context the use of worksheets developed and that student participation is considered to be one of the methods. This research is one of the ethyl alcohol fermentation biology issues and prepare…

  2. Best Practices in Learning Space Design: Engaging Users

    ERIC Educational Resources Information Center

    Grummon, Phyllis T. H.

    2009-01-01

    Conceptions of the learning process have varied over time, from seeing learners as "blank slates" for a teacher to fill to the view that, unless a learner is engaged in actively constructing knowledge, little will be learned or retained. As research on the physiological aspects of learning has revealed, active engagement with the learning…

  3. Civic Engagement among Community College Students through Service Learning

    ERIC Educational Resources Information Center

    Prentice, Mary

    2011-01-01

    Higher education has been called upon to prepare its graduates to be civically engaged community members. Since the 1980s, faculty have taken up this call. Service learning is a common strategy that educators have adopted to stimulate civic engagement in students. In this study, service learning students and nonservice learning students from eight…

  4. Innovative Practices in Service-Learning and Curricular Engagement

    ERIC Educational Resources Information Center

    Bringle, Robert G.; Hatcher, Julie A.

    2009-01-01

    Although there are many manifestations of civic and community engagement, curricular engagement in general and service-learning classes in particular are core components as campuses progress beyond traditional models of engagement, such as expert-based approaches to outreach and professional service, that develop broader and deeper impact across…

  5. Towards an Africanisation of Community Engagement and Service Learning

    ERIC Educational Resources Information Center

    Preece, Julia

    2013-01-01

    This article argues that the South African research community could benefit by engaging in more collaborative partnerships within the African continent in relation to community engagement. This argument relates to literature in South Africa concerning an Africanised notion of service learning (SL) and community engagement (CE), university…

  6. Application of the Experiential Learning Cycle in Learning from a Business Simulation Game

    ERIC Educational Resources Information Center

    Ahn, Jung-Hoon

    2008-01-01

    The purpose of this study was to investigate the effects of engaging students in Kolb's experiential learning cycle on facilitating students' simulation game performance and knowledge application skills in learning with a business simulation game. A sample was drawn from a population of business-major undergraduate students at the School of…

  7. Implementation of 5E Inquiry Incorporated with Analogy Learning Approach to Enhance Conceptual Understanding of Chemical Reaction Rate for Grade 11 Students

    ERIC Educational Resources Information Center

    Supasorn, Saksri; Promarak, Vinich

    2015-01-01

    The main purpose of this study was to enhance student understanding of the scientific concepts of chemical reaction rate. Forty-four grade 11 students were the target group. The treatment tools were seven learning plans of 5E inquiry incorporated with an analogy learning approach during 15 hours of class time. In each learning plan, the students…

  8. Teaching for Engagement: Part 3: Designing for Active Learning

    ERIC Educational Resources Information Center

    Hunter, William J.

    2015-01-01

    In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…

  9. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    ERIC Educational Resources Information Center

    Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

    2016-01-01

    A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…

  10. Learning Cycles in the General Chemistry Laboratory.

    ERIC Educational Resources Information Center

    Whisnant, David M.

    1983-01-01

    Three-phased learning cycles (exploration, invention, application) were introduced into general chemistry laboratories at Northland College (Wisconsin). Discusses each phase and its use in a learning cycle on the functional groups of organic compounds. (JN)

  11. Engagement States and Learning from Educational Games

    ERIC Educational Resources Information Center

    Deater-Deckard, Kirby; Chang, Mido; Evans, Michael E.

    2013-01-01

    Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on educational game development and research on the role of various aspects of engagement on game play and…

  12. Engagement in Learning after Errors at Work: Enabling Conditions and Types of Engagement

    ERIC Educational Resources Information Center

    Bauer, Johannes; Mulder, Regina H.

    2013-01-01

    This article addresses two research questions concerning nurses' engagement in social learning activities after errors at work. Firstly, we investigated how this engagement relates to nurses' interpretations of the error situation and perceptions of a safe team climate. The results indicate that the individual estimation of an error as relevant to…

  13. Learning Activities That Combine Science Magic Activities with the 5E Instructional Model to Influence Secondary-School Students' Attitudes to Science

    ERIC Educational Resources Information Center

    Lin, Jang-Long; Cheng, Meng-Fei; Chang, Ying-Chi; Li, Hsiao-Wen; Chang, Jih-Yuan; Lin, Deng-Min

    2014-01-01

    The purpose of this study was to investigate how learning materials based on Science Magic activities affect student attitudes to science. A quasi-experimental design was conducted to explore the combination of Science Magic with the 5E Instructional Model to develop learning materials for teaching a science unit about friction. The participants…

  14. Integrating Problem-Based Learning with Community-Engaged Learning in Teaching Program Development and Implementation

    ERIC Educational Resources Information Center

    Hou, Su-I

    2014-01-01

    Purpose: Problem-based learning (PBL) challenges students to learn and work in groups to seek solutions to real world problems. Connecting academic study with community-engaged learning (CEL) experience can deeper learning and thinking. This paper highlights the integration of PBL with CEL in the Implementation Course to engage graduate students…

  15. Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review

    ERIC Educational Resources Information Center

    Abdul Jabbar, Azita Iliya; Felicia, Patrick

    2015-01-01

    In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack of empirical evidence on the impact of game design on learning outcomes, identify how the design of game-based activities may affect learning and engagement, and develop a set of general…

  16. Engagement and Kindness in Digitally Mediated Learning with Teachers

    ERIC Educational Resources Information Center

    Cramp, Andy; Lamond, Catherine

    2016-01-01

    This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the "delivery" approach to online learning,…

  17. Protest Reconsidered: Identifying Democratic and Civic Engagement Learning Outcomes

    ERIC Educational Resources Information Center

    Biddix, J. Patrick; Somers, Patricia A.; Polman, Joseph L.

    2009-01-01

    Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest. The conceptual framework is built on the ideas outlined in "Learning Reconsidered" (Keeling 2004) and modeled in its pragmatic follow-up, "Learning Reconsidered 2" (Keeling 2006). Results suggest student and campus…

  18. Outcomes of Math Faculty Engagement in Student Learning Outcomes Assessment in the Two-Year Colleges

    ERIC Educational Resources Information Center

    Bruley, Marie N.

    2013-01-01

    This study utilizes a mixed methods exploratory design to examine the nature of math faculty engagement in the student learning outcomes assessment cycle. The focus of the study is on the types of changes that math faculty are implementing as a result of assessment outcomes and the institutional environmental factors that impact faculty engagement…

  19. Teaching to Strengths: Engaging Young Boys in Learning

    ERIC Educational Resources Information Center

    Johnson, Cynthia; Gooliaff, Shauna

    2013-01-01

    Traditional teaching methods often fail to engage male students in learning. The purpose of this research was to increase student engagement in the story writing process and increase self-confidence in boys at risk. A qualitative approach included student surveys as well as teacher journaling and portfolios (including e-portfolios). The student…

  20. Institutionalized Community College Service Learning to Promote Engagement

    ERIC Educational Resources Information Center

    Arnaud, Velda

    2013-01-01

    Community college graduation rates are low, and community colleges have been tasked with producing more graduates to meet workforce needs. Research has determined that engaged students remain at their institutions and complete their degrees. Service learning has been identified as a high-impact practice that engages students with their learning…

  1. Community-Based Service Learning in the Engaged University.

    ERIC Educational Resources Information Center

    Hamner, Jenny B.; Wilder, Barbara; Avery, Glenda; Byrd, Linda

    2002-01-01

    The engaged university expands the concept of service learning by redesigning teaching, research, and service to include productive community involvement. The partnership between Auburn University's School of Nursing and a local housing authority illustrates benefits of engagement for students and faculty in community-based nursing education.…

  2. Work-Engaged Learning: Towards a Paradigm Shift in Assessment

    ERIC Educational Resources Information Center

    Yorke, Mantz

    2011-01-01

    Student engagement with the world of work or voluntary service has become increasingly prominent in higher education curricula as nations and states seek competitive advantage for their economies. Developments in assessment have lagged behind developments in curricula. It is argued that the incorporation of work-engaged learning into curricula…

  3. Children's Comprehension of Informational Text: Reading, Engaging, and Learning

    ERIC Educational Resources Information Center

    Baker, Linda; Dreher, Mariam Jean; Shiplet, Angela Katenkamp; Beall, Lisa Carter; Voelker, Anita N.; Garrett, Adia J.; Schugar, Heather R.; Finger-Elam, Maria

    2011-01-01

    The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned…

  4. What We Learn about Babies from Engaging with Their Emotions

    ERIC Educational Resources Information Center

    Reddy, Vasudevi; Trevarthen, Colwyn

    2004-01-01

    Reddy and Trevarthen explore what we can learn from emotionally engaging with babies. Theirs is a different approach from 20th-century psychology, in which doubt and detachment play a role in discerning other people's feelings and thoughts. Instead, the authors suggest that emotions are the key to psychological engagement. When interacting with an…

  5. Engaging Students in Learning: A Review of a Conceptual Organiser

    ERIC Educational Resources Information Center

    Leach, Linda; Zepke, Nick

    2011-01-01

    Student engagement in learning is a complex process influenced by many factors. This article introduces a conceptual organiser developed from a review of the literature. It captures four key perspectives--motivation and agency, transactional engagement, institutional support and active citizenship--and suggested indicators for each perspective.…

  6. The Role of Students' Cognitive Engagement in Online Learning

    ERIC Educational Resources Information Center

    Richardson, Jennifer C.; Newby, Tim

    2006-01-01

    This study investigated the degree to which students cognitively engage with their online courses. Cognitive engagement was defined as the integration and utilization of students' motivations and strategies in the course of their learning. Given this, the study utilized J. B. Biggs's (1987a) Study Process Questionnaire to measure motivations and…

  7. Student-Directed Learning: An Exercise in Student Engagement

    ERIC Educational Resources Information Center

    Gibson, Laura

    2011-01-01

    Student engagement and retention is a concern of many university professors. To engage sophomore-level students in a Sociology of Aging class, I challenged them to design the course in a way that would make the outcome personally meaningful to them. The class was asked to identify specific learning objectives related to the university's course…

  8. Strategies for Engagement: Knowledge Building and Intellectual Engagement in Participatory Learning Environments

    ERIC Educational Resources Information Center

    Jacobsen, Michele; Lock, Jennifer; Friesen, Sharon

    2013-01-01

    Intellectual engagement is an absorbing, creatively energized focus resulting in a deep personal commitment to exploration, investigation, problem-solving and inquiry over a sustained period of time. In this article, the authors argue that participatory learning environments with a focus on knowledge building offer clear learning benefits to…

  9. Inquiry for Engagement in Teaching and Learning

    ERIC Educational Resources Information Center

    Moss, Glenda

    2011-01-01

    "Whither scholarship in the work of enhancing the quality of teaching and learning?" The question reminds the author of one Shakespeare asked, "To be or not to be?" She cannot imagine teaching and learning taking place in any classroom without inquiry. Scholarship in the practice of teaching and learning is teaching and learning. She believes that…

  10. The Learning Research Cycle: Bridging Research and Practice

    NASA Astrophysics Data System (ADS)

    Stuessy, Carol L.; Metty, Jane S.

    2007-10-01

    A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’ laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.”

  11. The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching

    ERIC Educational Resources Information Center

    Duran, Lena Ballone; Duran, Emilio

    2004-01-01

    The implementation of inquiry-based teaching is a major theme in national science education reform documents such as "Project 2061: Science for All Americans" (Rutherford & Alhgren, 1990) and the "National Science Education Standards" (NRC, 1996). These reports argue that inquiry needs to be a central strategy of all…

  12. Engaged Learning Using the Internet: SURWEB as a Student-Focused Learning Tool.

    ERIC Educational Resources Information Center

    Barker, Bruce O.; Bills, Lynn

    The engaged learning model centers on information and communications technologies as tools to assist teachers in helping students take responsibility for their own learning, become knowledge explorers, and collaborate with others to find information and to seek answers to problems. This paper defines engaged learning, and outlines the following…

  13. Behind and Beyond Kolb's Learning Cycle.

    ERIC Educational Resources Information Center

    Vince, Russ

    1998-01-01

    Expands on the propositions of Kolb's learning-cycle model by adding psychodynamic and political aspects. Illustrates the complexity of experiential learning when unconscious forces and power aspects are considered. (SK)

  14. Community-Based Learning: Engaging Students for Success and Citizenship

    ERIC Educational Resources Information Center

    Melaville, Atelia; Berg, Amy C.; Blank, Martin J.

    2006-01-01

    Community schools foster a learning environment that extends far beyond the classroom walls. Students learn and problem solve in the context of their lives and communities. Community schools nurture this natural engagement. Because of the deep and purposeful connections between schools and communities, the curriculum is influenced and enhanced,…

  15. Creating Experiential Learning in the Graduate Classroom through Community Engagement

    ERIC Educational Resources Information Center

    Johnson, Katryna

    2013-01-01

    Educators can provide opportunities for active learning for the students by engaging them in client-based projects with the community, which enhances application of theory and provides students with the relevance demanded from the business community. Experiential learning opportunities through client-based projects provide for such an experience.…

  16. Engaging Students with Constructivist Participatory Examinations in Asynchronous Learning Networks

    ERIC Educational Resources Information Center

    Wu, Dezhi; Bieber, Michael; Hiltz, Starr Roxanne

    2008-01-01

    The online participatory exam transforms the traditional exam into a constructivist, cooperative and engaging learning experience. Students learn from designing and answering exam questions, from evaluating their peers' performance, and from reading questions, answers and evaluations. This paper, aimed at faculty who teach online and at…

  17. Cultural Diversity Online: Student Engagement with Learning Technologies

    ERIC Educational Resources Information Center

    Hannon, John; D'Netto, Brian

    2007-01-01

    Purpose: The purpose of this research is to focus on how students from different cultural and linguistic backgrounds encounter online learning environments, and to assess the extent to which cultural factors impact on learners' engagement with online learning. Design/methodology/approach: The study explores how a culturally diverse cohort of…

  18. Engaging Students in Peer Review: Feedback as Learning

    ERIC Educational Resources Information Center

    Moore, Catherine; Teather, Susan

    2013-01-01

    There is a growing interest in tertiary education in Australia about developing the capacity of learners to evaluate and improve both their own work and that of others (Boud & Falchikov, 2006; Oliver, 2011). In order to successfully direct their own learning beyond university (and engage in lifelong learning), students need to be able to…

  19. Authentically Engaged Learning through Live Supervision: A Phenomenological Study

    ERIC Educational Resources Information Center

    Moody, Steven; Kostohryz, Katie; Vereen, Linwood

    2014-01-01

    This phenomenological study explored the experiential learning of 5 master's-level counseling students undergoing live supervision in a group techniques course. Multiple themes were identified to provide a textural-structural description of how students authentically engaged in the learning process. Implications for counselor education and…

  20. Maximising Students' Progress and Engagement in Science through the Use of the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model

    ERIC Educational Resources Information Center

    Hoskins, Peter

    2013-01-01

    The Biological Sciences Curriculum Studies (BSCS) 5E Instructional Model (often referred to as the 5Es) consists of five phases. Each phase has a specific function and contributes both to teachers' coherent instruction and to students' formulation of a better understanding of scientific knowledge, attitudes and skills. Evidence indicates…

  1. A Comparative Analysis of Student Engagement, Learning, and Satisfaction in Lecture Hall and Online Learning Settings

    ERIC Educational Resources Information Center

    Rabe-Hemp, Cara; Woollen, Susan; Humiston, Gail Sears

    2009-01-01

    The current study involves a comparison of student levels of engagement, ability to learn autonomously, and interaction with peers and faculty in two different learning settings: a large lecture hall and online. Results suggest that learning mechanism drives the styles of learning and teaching practiced in traditional and online learning settings.…

  2. Social Learning Spaces and Student Engagement

    ERIC Educational Resources Information Center

    Matthews, Kelly E.; Andrews, Victoria; Adams, Peter

    2011-01-01

    Notable gains have been made in understanding the factors that influence the student experience in higher education, particularly in the area of student engagement. While tremendous effort has been focused on identifying educationally beneficial activities for students, we must also consider where these activities are occurring. In recent years…

  3. Engaging General Biology Students with Learning Contracts

    ERIC Educational Resources Information Center

    Litchfield, Brenda; Mata, Juan; Gray, Laura

    2007-01-01

    Students in a general biology class used a learning contract where they selected chapter-relevant activities they could complete through several formats: oral, written, or artistic. The majority of students felt they learned a lot with this method, the process was motivating, and that it should be used in future semesters. (Contains 6 figures.)

  4. Science Teaching and Learning Activities and Students' Engagement in Science

    NASA Astrophysics Data System (ADS)

    Hampden-Thompson, Gillian; Bennett, Judith

    2013-06-01

    The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for International Student Assessment 2006 study. The analysis employs a quantitative approach that includes descriptive and inferential statistics to examine three measures of student engagement for a nationally representative sample of approximately 12,000 15-year-old students in the UK. The main results indicate that there is an association between students' motivation towards science, enjoyment of science and future orientation towards science, and the frequency in which various teaching and learning activities take place in the classroom. Understanding student engagement in science and the factors that influence it is essential in addressing the issue of uptake of science after compulsory schooling.

  5. The Experiential Learning Cycle in Visual Design

    ERIC Educational Resources Information Center

    Arsoy, Aysu; Özad, Bahire Efe

    2004-01-01

    Experiential Learning Cycle has been applied to the Layout and Graphics Design in Computer Course provided by the Faculty of Communication and Media Studies to the students studying at the Public Relations and Advertising Department. It is hoped that by applying the Experiential Learning Cycle, the creativity and problem solving strategies of the…

  6. Removing Preconceptions with a "Learning Cycle."

    ERIC Educational Resources Information Center

    Gang, Su

    1995-01-01

    Describes a teaching experiment that uses the Learning Cycle to achieve the reorientation of physics' students conceptual frameworks away from commonsense perspectives toward scientifically rigorous outlooks. Uses Archimedes' principle as the content topic while using the Learning Cycle to remove students' nonscientific preconceptions. (JRH)

  7. Teachers' understanding and the use of the learning cycle

    NASA Astrophysics Data System (ADS)

    Marek, Edmund A.; Eubanks, Carol; Gallaher, Thomas H.

    1990-12-01

    This study examined the relationships that exist between high school science teachers' understanding of the Piagetian developmental model of intelligence, its inherent teaching procedure - the learning cycle - and classroom teaching practices. The teachers observed in this study had expressed dissatisfaction with the teaching methods they used, and, subsequently, attended a National Science Foundation sponsored in-service program designed to examine laboratory-centered science curricula and the educational and scientific theories upon which the curricula were based. The teachers who exhibited a sound understanding of the Piagetian model of intelligence and the learning cycle were more likely to effectively implement learning cycle curricula. They were able to successfully integrate their students' laboratory experiences with class discussions to construct science concepts. The teachers who exhibited misunderstandings of the Piagetian developmental model of intelligence and the learning cycle also engaged their students in laboratory activities, but these activities were weakly related to learning cycles. For example, the data gathered by their students were typically not used in class discussions to construct science concepts. Therefore, these teachers apparently did not discern the necessity of using the data and experiences from laboratory activities as the impetus for science concept attainment. Additional results comparing degrees of understanding, teaching behaviors and questioning strategies are discussed.

  8. Service Learning as a Response to Community/School Engagement: Towards a Pedagogy of Engagement

    ERIC Educational Resources Information Center

    Alexander, Gregg; Khabanyane, Mokhethi

    2013-01-01

    The promulgation of the White Paper on Higher Education (1997) necessitated Higher Education Institutions (HEis) in South Africa to avail their expertise in their human resources and physical infrastructure for service learning and community engagement initiatives, in the interest of demonstrating social responsibility, collaborative partnerships…

  9. Engaging Online Learners: The Impact of Web-Based Learning Technology on College Student Engagement

    ERIC Educational Resources Information Center

    Chen, Pu-Shih Daniel; Lambert, Amber D.; Guidry, Kevin R.

    2010-01-01

    Widespread use of the Web and other Internet technologies in postsecondary education has exploded in the last 15 years. Using a set of items developed by the National Survey of Student Engagement (NSSE), the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the impact of Web-based learning technology…

  10. Engaged Learning in MOOCs: A Study Using the UK Engagement Survey

    ERIC Educational Resources Information Center

    Wintrup, Julie; Wakefield, Kelly; Davis, Hugh

    2015-01-01

    This study sets out to answer the question: how can we know what learning is taking place in MOOCs? From this starting point, the study then looks to identify MOOCs' potential for future use in HE? Using a specially-adapted version of the HEA's UK Engagement Survey (UKES) 2014, the research team at the University of Southampton asked participants…

  11. Successful Engagement: Guidance for Colleges and Providers on Effective Employer Engagement in Post-16 Learning.

    ERIC Educational Resources Information Center

    Hughes, Maria

    Successful employer engagement requires that colleges in the United Kingdom secure employers' involvement in the design, development, management, and delivery of post-16 learning so that the skill needs of employers and the workforce will be met and the increased productivity, competitiveness, and efficiency of individual organizations and the…

  12. Lexical Configuration and Lexical Engagement: When Adults Learn New Words

    PubMed Central

    Leach, Laura; Samuel, Arthur G.

    2007-01-01

    People know thousands of words in their native language, and each of these words must be learned at some time in the person's lifetime. A large number of these words will be learned when the person is an adult, reflecting the fact that the mental lexicon is continuously changing. We explore how new words get added to the mental lexicon, and provide empirical support for a theoretical distinction between what we call lexical configuration and lexical engagement. Lexical configuration is the set of factual knowledge associated with a word (e.g., the word's sound, spelling, meaning, or syntactic role). Almost all previous research on word learning has focused on this aspect. However it is also critical to understand the process by which a word becomes capable of lexical engagement – the ways in which a lexical entry dynamically interacts with other lexical entries, and with sublexical representations. For example, lexical entries compete with each other during word recognition (inhibition within the lexical level), and they also support the activation of their constituents (top-down lexical-phonemic facilitation, and lexically-based perceptual learning). We systematically vary the learning conditions for new words, and use separate measures of lexical configuration and engagement. Several surprising dissociations in behavior demonstrate the importance of the theoretical distinction between configuration and engagement. PMID:17367775

  13. Engaging Psychology and History in Experiential Learning.

    ERIC Educational Resources Information Center

    Anthony, John; And Others.

    In order to encourage active participation in the learning process on the part of students, the faculty in the Collin County Community College District (CCCCD) adopted experiential modes of teaching. The specific structure, methods, and content of the experiential component purposely remained individualized to the needs of the subject area and the…

  14. Motivation and Engagement in Authorship Learning

    ERIC Educational Resources Information Center

    Donaldson, Jonan Phillip; Bucy, Mary

    2016-01-01

    Constructionist principles provide fertile ground for developing innovative approaches to learning. Using a grounded theory qualitative research design, we analyzed participant reports of their experience in an online course in which they collaboratively authored a book. Our qualitative analysis suggested that participants experienced…

  15. Engage Families for Anywhere, Anytime Learning

    ERIC Educational Resources Information Center

    Weiss, Heather B.; Lopez, M. Elena

    2015-01-01

    As society expects children and youth today to explore content-area topics in depth and to develop critical-thinking, problem-solving, and analytical skills, out-of-school settings are becoming increasingly important to individual learning. These settings, which include libraries, museums, digital media, and after-school programs, are evolving…

  16. Community Engagement as Authentic Learning with Reflection

    ERIC Educational Resources Information Center

    Power, Anne

    2010-01-01

    Authentic learning in teacher education is deeply connected with students' future professional practice. This paper describes coaching and mentoring strands of a unit in the preparation of pre-service teachers and critically evaluates reflections made in terms of Professional Teacher Standards. (Contains 1 table.)

  17. Kindergarten Students' Cognitive Engagement in Science Learning

    ERIC Educational Resources Information Center

    Tsai, Meng-Fang

    2011-01-01

    The study is based on a secondary analysis of data from the 3rd year of the Scientific Literacy Project (SLP), a federally funded research project that examines how kindergarten students learn science in inquiry settings (Mantzicopoulos, Patrick, & Samarapungavan, 2005). Videotapes of classroom lessons implemented as part of the Year 3…

  18. Engaging Learner Diversity through Learning by Design

    ERIC Educational Resources Information Center

    van Haren, Rita

    2010-01-01

    Diversity is a key issue in education not only because of ongoing inequalities in student learning outcomes but also because of the importance of supporting each individual to reach his/her potential to contribute to national economic prosperity, individual well-being and social cohesion. Through an ethnographical approach, this research…

  19. Promoting Students' Learning in Genetics with the Learning Cycle

    ERIC Educational Resources Information Center

    Dogru-Atay, Pinar; Tekkaya, Ceren

    2008-01-01

    The authors investigated the comparative effect of the learning cycle and expository instruction on 8th-grade students' achievement in genetics. They adopted the nonequivalent control group design as a type of quasiexperimental design. The experimental group (N = 104) received learning cycle instruction, and the control group (N = 109) received…

  20. A Pedagogical Model for Engaging Aboriginal Children with Science Learning

    ERIC Educational Resources Information Center

    Hackling, Mark; Byrne, Matt; Gower, Graeme; Anderson, Karen

    2015-01-01

    Aboriginal children experience social and educational disadvantage and many are not engaged with schooling or learning, which results in significantly lower levels of educational attainment. The Aboriginal Education Program delivered by Scitech to remote Western Australian schools has been shown to significantly increase student ratings of their…

  1. Factors Influencing Teachers' Engagement in Informal Learning Activities

    ERIC Educational Resources Information Center

    Lohman, Margaret C.

    2006-01-01

    Purpose: The purpose of this study is to examine factors influencing the engagement of public school teachers in informal learning activities. Design/methodology/approach: This study used a survey research design. Findings: Analysis of the data found that teachers rely to a greater degree on interactive than on independent informal learning…

  2. Impromptu Presentations: Boosting Student Learning and Engagement through Spontaneous Collaboration

    ERIC Educational Resources Information Center

    Thompson, Karen J.; Switky, Bob; Gilinsky, Armand

    2012-01-01

    This article describes impromptu presentations, a new pedagogical approach for college classrooms that produces full engagement and rapid information processing by students. The technique offers an additional tool to the growing literature on active and collaborative learning. Given a short timeframe, students are required to investigate, analyze,…

  3. New Benchmarks in Higher Education: Student Engagement in Online Learning

    ERIC Educational Resources Information Center

    Robinson, Chin Choo; Hullinger, Hallett

    2008-01-01

    The increase in the adoption of Internet-related technologies for online learning has been accompanied by a parallel, but separate, demand for greater accountability in higher education. Measures of student engagement offer valuable indicators of educational quality, yet have been limited to use in on-campus settings. The authors used key…

  4. Creating Sustainable Empowering Learning Environments through Scholarship of Engagement

    ERIC Educational Resources Information Center

    Mahlomaholo, S. M. G.; Francis, D.; Nkoane, M. M.

    2010-01-01

    The assumption grounding this issue of "SAJHE" is that; a university or any institution of higher learning comes to its fullness through serious engagement with the community. All authors herein deconstruct the ivory tower notion of a university and attempt to look at it as an integral instance of civil society which has to contribute and learn…

  5. Learning through Service: Developing an Intergenerational Project to Engage Students

    ERIC Educational Resources Information Center

    Fiebig, Jennifer Nepper

    2014-01-01

    Educational institutions are increasingly encouraging faculty to design classroom projects that take learning outside the ivory tower and into the real world. An emphasis is placed on engaging both students and community partners in a mutually beneficial project that fosters a life-long commitment to actively helping the community and people in…

  6. From Seatwork to Feetwork: Engaging Students in Their Own Learning

    ERIC Educational Resources Information Center

    Nash, Ron

    2011-01-01

    How do you teach students to communicate, collaborate, and solve problems? In his engaging style, Ron Nash shows teachers how to create a student-centered environment that transforms learners from passive attendees into active participants and leaders in the classroom. Building on the foundation of his prior works on active learning, he combines…

  7. Empowering and Engaging Students in Learning Research Methods

    ERIC Educational Resources Information Center

    Liu, Shuang; Breit, Rhonda

    2013-01-01

    The capacity to conduct research is essential for university graduates to survive and thrive in their future career. However, research methods courses have often been considered by students as "abstract", "uninteresting", and "hard". Thus, motivating students to engage in the process of learning research methods has become a crucial challenge for…

  8. The Varieties of Adult Civic Engagement in Adult Learning

    ERIC Educational Resources Information Center

    Munoz, Linda; Wrigley, Heide Spruck

    2012-01-01

    Civic engagement, or the practice of democratic deliberation in adult education and learning, asks that adults use their experiences to cooperatively build solutions to the difficult social, economic, and political problems that affect their lives and communities now and into the future. The articles presented in this issue look at the…

  9. Using Online Video to Support Student Learning and Engagement

    ERIC Educational Resources Information Center

    Sherer, Pamela; Shea, Timothy

    2011-01-01

    Online videos are used increasingly in higher education teaching as part of the explosion of Web 2.0 tools that are now available. YouTube is one popular example of a video-sharing resource that both faculty and students can use effectively, both inside and outside of the classroom, to engage students in their learning, energize classroom…

  10. Assessing Learning from a Student Community Engagement Project

    ERIC Educational Resources Information Center

    Jung, Jessica

    2011-01-01

    Purpose: The purpose of this paper is to chart developments in a community engagement scheme run by two Universities in the North East, offering students academic credit in return for work within the local community. The particular focus is on how learning has been assessed from this work experience, within the requirements of higher education…

  11. Blending for Student Engagement: Lessons Learned for MOOCs and Beyond

    ERIC Educational Resources Information Center

    Montgomery, Amanda P.; Hayward, Denyse V.; Dunn, William; Carbonaro, Mike; Amrhein, Carl G.

    2015-01-01

    The purpose of this ongoing, three-year action research study is to explore the digital challenges of student engagement in higher education within the experimental platform of blended learning. Research questions examine the role of digital innovation in supporting diverse learners, as well as building meaningful connections with technology for…

  12. Engaged Service Learning--Implications for Higher Education

    ERIC Educational Resources Information Center

    Webb, Tony; Burgin, Shelley

    2009-01-01

    Dwindling resources for tertiary education, has resulted in reduced emphasis on intensive, small group, staff-student collaborative project-based service learning. However, training scientists to manage significant issues, such as sustainable water use, requires an ability to engage both industry and community stakeholders. This paper describes…

  13. To Tan or Not to Tan?: Students Learn About Sunscreens through an Inquiry Activity Based on the Learning Cycle

    ERIC Educational Resources Information Center

    Keen-Rocha, Linda

    2005-01-01

    Science instructors sometimes avoid inquiry-based activities due to limited classroom time. Inquiry takes time, as students choose problems, design experiments, obtain materials, conduct investigations, gather data, communicate results, and discuss their experiments. While there are no quick solutions to time concerns, the 5E learning cycle seeks…

  14. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    NASA Astrophysics Data System (ADS)

    Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

    2016-06-01

    A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.

  15. The Learning Cycle and College Science Teaching.

    ERIC Educational Resources Information Center

    Barman, Charles R.; Allard, David W.

    Originally developed in an elementary science program called the Science Curriculum Improvement Study, the learning cycle (LC) teaching approach involves students in an active learning process modeled on four elements of Jean Piaget's theory of cognitive development: physical experience, referring to the biological growth of the central nervous…

  16. Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

    ERIC Educational Resources Information Center

    Mossuto, Mark

    2009-01-01

    The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

  17. Student and Community Partner Expectations for Effective Community-Engaged Learning Partnerships

    ERIC Educational Resources Information Center

    Stack-Cutler, Holly; Dorow, Sara

    2012-01-01

    Student insight and community partner feedback can contribute to understanding and thus improve community-engaged learning practices. Student and community partner voices, however, are not often heard during community-engaged learning development. To ascertain student and community partner expectations for community-engaged learning, thematic…

  18. The Sequence of Learning Cycle Activities in High School Chemistry.

    ERIC Educational Resources Information Center

    Abraham, Michael R.; Renner, John W.

    1986-01-01

    Different learning cycle sequences were investigated to determine factors accounting for success of the cycle, compared learning with conventional instruction, and examined relationships between Piaget's theory and learning cycles. Results show that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge in…

  19. Effectiveness and Student Perceptions of an Active Learning Activity Using a Headline News Story to Enhance In-Class Learning of Cell Cycle Regulation

    ERIC Educational Resources Information Center

    Dirks-Naylor, Amie J.

    2016-01-01

    An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation,…

  20. Student Engagement in Pharmacology Courses Using Online Learning Tools

    PubMed Central

    Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S. Niru

    2013-01-01

    Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p<0.001). Conclusion. The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation. PMID:23966728

  1. Investigating the capacity of self and peer assessment activities to engage students and promote learning

    NASA Astrophysics Data System (ADS)

    Willey, Keith; Gardner, Anne

    2010-08-01

    The authors have previously reported the effectiveness of using self and peer assessment to improve learning outcomes by providing opportunities to practise, assess and provide feedback on students' attribute development. Despite this work and the research of others, a significant number of students and, indeed, many academics focus on the free-rider deterrent capability of self and peer assessment, rather than its capacity to provide opportunities for developing judgement and facilitating reflection and feedback to complete the learning cycle. The advent of web-based tools such as SPARKPLUS allows the frequent and efficient implementation of self and peer assessment activities even in large classes. This article reports the results of an investigation into whether the regular use of self and peer assessment in different contexts promoted effective peer learning, increased engagement and encouraged students to learn.

  2. Engaged teaching for engaged learning: sharing your passion for gerontology and geriatrics.

    PubMed

    Karasik, Rona J

    2012-01-01

    Gerontologists face a unique set of obstacles in attracting newcomers to the field. Despite demographic trends favorable to a wide range of employment opportunities and job security, aging is rarely top of mind for many students when it comes to career choices. For most gerontologists, aging is our passion. How do we share that passion with others who have yet to discover its interdisciplinary opportunities, or who may be held at bay by negative stereotypes of aging and older persons? This article explores various approaches to enhance engaged teaching and engaged learning that can help personalize and contextualize the field so that educators and students at all levels and disciplines can find their passion for gerontology and geriatrics. PMID:22490070

  3. Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

    NASA Astrophysics Data System (ADS)

    Gardner, Christina M.

    Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these

  4. Medical student engagement and leadership within a new learning community

    PubMed Central

    2010-01-01

    Background Many medical schools are establishing learning communities to foster cohesion among students and to strengthen relationships between students and faculty members. Emerging learning communities require nurturing and attention; this represents an opportunity wherein medical students can become involved as leaders. This study sought to understand issues related to active involvement among students who chose to become highly engaged in a newly developed learning community. Methods Between April and June 2008, 36 students who assumed leadership roles within the Colleges Program were queried electronically with open-ended questions about their engagement. Qualitative analysis of the written responses was independently performed by two investigators; coding was compared for agreement. Content analysis identified major themes. Results 35 students (97%) completed the questionnaire. Motives that emerged as reasons for getting involved included: endorsing the need for the program; excitement with the start-up; wanting to give back; commitment to institutional excellence; and collaboration with talented peers and faculty. Perceived benefits were grouped under the following domains: connecting with others; mentoring; learning new skills; and recognition. The most frequently identified drawbacks were the time commitment and the opportunity costs. Ideas for drawing medical students into new endeavors included: creating defined roles; offering a breadth of opportunities; empowering students with responsibility; and making them feel valued. Conclusions Medical students were drawn to and took on leadership roles in a medical school curricular innovation. This example may prove helpful to others hoping to engage students as leaders in learning communities at their schools or those wishing to augment student involvement in other programs. PMID:20187953

  5. Experiential Education and Lifelong Learning: Examining Optimal Engagement in College Students

    ERIC Educational Resources Information Center

    Sibthorp, Jim; Schumann, Scott; Gookin, John; Baynes, Sheila; Paisley, Karen; Rathunde, Kevin

    2011-01-01

    A critical element in lifelong learning is the self-regulation of motivation to learn. Learners without motivation to learn lack the drive to actively engage with ideas and content, even if they have the ability to learn. Motivation for sustained engagement can be considered a combination of goal-relevant motivation and experience-defined…

  6. Engaging Learners through Collaborative Learning: Leadership Development of County Extension Directors and Lessons Learned

    ERIC Educational Resources Information Center

    Sobrero, Patricia; Jayaratne, K. S. U.

    2014-01-01

    The leadership institute, targeting new and aspiring county Extension directors, was completely revised to reflect face-to-face and online constructivist learning theory and practice. New co-learning and engagement methods were incorporated, and all facilitators and teachers/presenters were trained and coached to use the new methods and…

  7. Integration of Technology in Teaching and Learning: Comprehensive Initiatives Enhance Student Engagement and Learning

    ERIC Educational Resources Information Center

    Nebbergall, Allison

    2012-01-01

    As technology increasingly transforms our daily lives, educators too are seeking strategies and resources that leverage technology to improve student learning. Research demonstrates that high-quality professional development, digital standards-based content, and personalized learning plans can increase student achievement, engagement, and…

  8. Associations between the Classroom Learning Environment and Student Engagement in Learning 1: A Rasch Model Approach

    ERIC Educational Resources Information Center

    Cavanagh, Rob

    2012-01-01

    This report is about one of two phases in an investigation into associations between student engagement in classroom learning and the classroom learning environment. Both phases applied the same instrumentation to the same sample. The difference between the phases was in the measurement approach applied. This report is about application of the…

  9. The Assurance of Learning Process Components and the Effects of Engaging Students in the Learning

    ERIC Educational Resources Information Center

    Mosca, Joseph B.; Agacer, Gilder; Flaming, Linda; Buzza, John

    2011-01-01

    Assurance of learning process plays a major role in higher education and has increased the accountability on the part of instructors at all levels. This paper will discuss the role of assurance processes in teaching and the ways to measure these processes of student learning. The research focus will be to determine if student engagement in problem…

  10. The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments

    ERIC Educational Resources Information Center

    Gray, Julie A.; DiLoreto, Melanie

    2016-01-01

    Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…

  11. Progressive Assessment of Student Engagement with Web-Based Guided Learning

    ERIC Educational Resources Information Center

    Katuk, Norliza

    2013-01-01

    Purpose: The purpose of this research is to investigate student engagement in guided web-based learning systems. It looks into students' engagement and their behavioral patterns in two types of guided learning systems (i.e. a fully- and a partially-guided). The research also aims to demonstrate how the engagement evolves from the beginning…

  12. Newton's First Law: A Learning Cycle Approach

    ERIC Educational Resources Information Center

    McCarthy, Deborah

    2005-01-01

    To demonstrate how Newton's first law of motion applies to students' everyday lives, the author developed a learning cycle series of activities on inertia. The discrepant event at the heart of these activities is sure to elicit wide-eyed stares and puzzled looks from students, but also promote critical thinking and help bring an abstract concept…

  13. Master and novice secondary science teachers' understandings and use of the learning cycle

    NASA Astrophysics Data System (ADS)

    Reap, Melanie Ann

    2000-09-01

    The learning cycle paradigm had been used in science classrooms for nearly four decades. This investigation seeks to reveal how the 1earning cycle, as originally designed, is currently understood and implemented by teachers in authentic classroom settings. The specific purposes of this study were: (1) to describe teachers who use the learning cycle and compare their understandings and perceptions of the learning cycle procedure in instruction; (2) to elicit novice and master teacher perspectives on their instruction and determine their perception of the process by which learning cycles are implemented in the science classroom; (3) to describe the context of science instruction in the novice and master teacher's classroom to ascertain how the teacher facilitates implementation of the learning cycle paradigm in their authentic classroom setting. The study used a learning cycle survey, interviews and classroom observations using the Learning Cycle Teacher Behavior Instruments and the Verbal Interaction Category System to explore these features of learning cycle instruction. The learning cycle survey was administered to a sample of teachers who use the learning cycle, including master and novice learning cycle teachers. One master and one novice learning cycle teacher were selected from this sample for further study. Analysis of the surveys showed no significant differences in master and novice teacher understandings of the learning cycle as assessed by the instrument. However, interviews and observations of the selected master and novice learning cycle teachers showed several differences in how the paradigm is understood and implemented in the classroom. The master learning cycle teacher showed a more developed teaching philosophy and had more engaged, extensive interactions with students. The novice learning cycle teacher held a more naive teaching philosophy and had fewer, less developed interactions with students. The most significant difference was seen in the use

  14. E-Service-Learning: The Evolution of Service-Learning to Engage a Growing Online Student Population

    ERIC Educational Resources Information Center

    Waldner, Leora S.; McGorry, Sue Y.; Widener, Murray C.

    2012-01-01

    E-service-learning (electronic service-learning)--online course instruction and/or service--holds massive potential to transform both service-learning and online learning by freeing service-learning from geographical constraints and by equipping online learning with a powerful and much-needed tool to promote engagement. Students are increasingly…

  15. Chaotic....!! Active and Engaged. Effects of an active learning classroom on student retention and engagement.

    NASA Astrophysics Data System (ADS)

    Palsole, S.; Serpa, L. F.

    2014-12-01

    Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.

  16. Filtering Informal Learning in Everyday Life: Invoking Ordinariness and Moving to Civic Engagement

    ERIC Educational Resources Information Center

    Grummell, Bernie

    2010-01-01

    This article explores the role of informal learning from television as it is anchored within the ordinariness of daily life. It examines the consequences for pedagogy and civic engagement, questioning how informal learning from television can enhance civic engagement. For many, this learning was localised through personalised and interpersonal…

  17. Motivation Matters? The Relationship among Different Types of Learning Motivation, Engagement Behaviors and Learning Outcomes of Undergraduate Students in Taiwan

    ERIC Educational Resources Information Center

    Hsieh, Tzu-Ling

    2014-01-01

    The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted…

  18. Adolescent Learning and the Internet: Implications for School Leadership and Student Engagement in Learning

    ERIC Educational Resources Information Center

    Strom, Paris; Strom, Robert; Wing, Charlotte; Beckert, Troy

    2009-01-01

    Students were electronically polled about the influence of the Internet in their education and ways teachers could use this resource to motivate them and increase their learning. Responses from the 956 adolescents showed that the school quest to increase student engagement could more often be met through online assignments that facilitate…

  19. Promoting Active Engagement in Small Group Learning Experiences for Students with Autism and Significant Learning Needs

    ERIC Educational Resources Information Center

    Carnahan, Christi; Musti-Rao, Shobana; Bailey, Jody

    2009-01-01

    Students with disabilities have greater success when teachers have high expectations, use evidence-based practices, and design engaging learning experiences. Educators and other professionals often disagree about how to create such environments for students with autism, especially during small group academic instruction. This study evaluated the…

  20. Final Year Biosciences Students' Willingness to Engage: Teaching-Learning Environments, Authentic Learning Experiences and Identities

    ERIC Educational Resources Information Center

    McCune, Velda

    2009-01-01

    The research reported in this article investigates what students perceive as influencing their willingness to engage actively with their studies. The semi-structured interviews which form the basis of this analysis are a subset of the data from the Enhancing Teaching-Learning Environments in Undergraduate Courses (ETL) Project, a large-scale…

  1. Engaged Pedagogy and Transformative Learning in Graduate Education: A Service-Learning Case Study

    ERIC Educational Resources Information Center

    Levkoe, Charles Z.; Brail, Shauna; Daniere, Amrita

    2014-01-01

    Operating at the interface between ideas and action, graduate education in geography and planning has a responsibility to provide students with theoretical and practical training. This paper describes service-learning as a form of engaged pedagogy, exploring its ability to interrogate notions related to the "professional turn" and its…

  2. NASA’s Universe of Learning: Engaging Learners in Discovery

    NASA Astrophysics Data System (ADS)

    Smith, Denise A.; Lestition, Kathleen; Squires, Gordon K.; Greene, W. M.; Cominsky, Lynn R.; Eisenhamer, Bonnie; NASA's Universe of Learning Team

    2016-06-01

    NASA’s Universe of Learning is one of 27 competitively awarded education programs selected by NASA’s Science Mission Directorate (SMD) to enable scientists and engineers to more effectively engage with learners of all ages. The NASA's Universe of Learning program is created through a partnership between the Space Telescope Science Institute, Chandra X-ray Center, IPAC at Caltech, Jet Propulsion Laboratory Exoplanet Exploration Program, and Sonoma State University. The program will connect the scientists, engineers, science, technology and adventure of NASA Astrophysics with audience needs, proven infrastructure, and a network of over 500 partners to advance the objectives of SMD’s newly restructured education program. The multi-institutional team will develop and deliver a unified, consolidated suite of education products, programs, and professional development offerings that spans the full spectrum of NASA Astrophysics, including the Cosmic Origins, Physics of the Cosmos, and Exoplanet Exploration themes. Program elements include enabling educational use of Astrophysics mission data and offering participatory experiences; creating multimedia and immersive experiences; designing exhibits and community programs; providing professional development for pre-service educators, undergraduate instructors, and informal educators; and, producing resources for special needs and underserved/underrepresented audiences. This presentation will provide an overview of the program and process for mapping discoveries to products and programs for informal, lifelong, and self-directed learning environments.

  3. Engaging Environments Enhance Motor Skill Learning in a Computer Gaming Task.

    PubMed

    Lohse, Keith R; Boyd, Lara A; Hodges, Nicola J

    2016-01-01

    Engagement during practice can motivate a learner to practice more, hence having indirect effects on learning through increased practice. However, it is not known whether engagement can also have a direct effect on learning when the amount of practice is held constant. To address this question, 40 participants played a video game that contained an embedded repeated sequence component, under either highly engaging conditions (the game group) or mechanically identical but less engaging conditions (the sterile group). The game environment facilitated retention over a 1-week interval. Specifically, the game group improved in both speed and accuracy for random and repeated trials, suggesting a general motor-related improvement, rather than a specific influence of engagement on implicit sequence learning. These data provide initial evidence that increased engagement during practice has a direct effect on generalized learning, improving retention and transfer of a complex motor skill. PMID:26296097

  4. The Impact of Choice on EFL Students' Motivation and Engagement with L2 Vocabulary Learning

    ERIC Educational Resources Information Center

    Wang, Han-Chung; Huang, Hung-Tzu; Hsu, Chun-Chieh

    2015-01-01

    The current study investigates EFL college learners' motivation and engagement during English vocabulary learning tasks. By adopting self-determination theory (SDT; Deci & Ryan, 1985, 2000), the study looked into the impact of autonomy on college students' task motivation and engagement with vocabulary learning tasks and their general English…

  5. Teaching, Learning, and the Development of Leadership Skills through Constructive Engagement

    ERIC Educational Resources Information Center

    Liberman, Aaron; Scharoun, Kourtney; Rotarius, Timothy; Fottler, Myron; Dziuban, Charles; Moskal, Patsy

    2005-01-01

    This study seeks to determine the level of acceptance of the Constructive Engagement Method (CEM) as a teaching, learning, and leadership skills development model. Employing a modified debate format, constructive engagement requires active student participation, even among the most introverted of students, and it fosters a learning environment…

  6. Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs

    ERIC Educational Resources Information Center

    Shumow, Lee; Schmidt, Jennifer A.; Zaleski, Diana J.

    2013-01-01

    We present three studies pertaining to learning, engagement and motivation during laboratory lessons in three high school biology classrooms. In the first, quantitative methods are used to compare students' in-the-moment reports of learning, engagement, and motivation during laboratory with other classroom activities. Data were collected with…

  7. Parent Engagement in Early Learning: Strategies for Working with Families, Second Edition

    ERIC Educational Resources Information Center

    Powers, Julie

    2016-01-01

    This updated second edition of Parent ­Friendly Early Learning brings to life real scenarios that care providers face in today's world. We know parent engagement is important for a child's success, but how do you turn parent ­provider relationships into partnerships? Parent Engagement in Early Learning will help you: (1) Improve parent-­teacher…

  8. An Investigation of the Contingent Relationships between Learning Community Participation and Student Engagement

    ERIC Educational Resources Information Center

    Pike, Gary R.; Kuh, George D.; McCormick, Alexander C.

    2011-01-01

    This study examined the contingent relationships between learning community participation and student engagement in educational activities inside and outside the classroom using data from the 2004 administration of the National Survey of Student Engagement (NSSE). Results indicated that learning community participation was positively and…

  9. Effects of Service-Learning on Student Attitudes toward Academic Engagement and Civic Responsibility

    ERIC Educational Resources Information Center

    Moss, Larry Joseph

    2009-01-01

    This empirical study explored the impact of service-learning participation on high school students' attitudes toward academic engagement and civic responsibility. This study focused whether a group of high school students who participated in a service-learning project had more positive attitudes toward academic engagement and civic responsibility…

  10. The Developmental Characteristics of Engagement in Service-Learning for Chinese College Students

    ERIC Educational Resources Information Center

    Guo, Fangfang; Yao, Meilin; Zong, Xiaoli; Yan, Wenfan

    2016-01-01

    The purpose of this study was to investigate the development characteristics of Chinese college students' engagement during a service-learning project with a case study method: 273 reflective journals from 31 college students who participated in service-learning were analyzed. Results indicated that students' overall engagement showed 4…

  11. A Conceptual Model and Set of Instruments for Measuring Student Engagement in Learning

    ERIC Educational Resources Information Center

    Goldspink, Christopher; Foster, Margot

    2013-01-01

    This work has its origins with research into the effects of pedagogy on student engagement and learning outcomes. It summarises the development of self-report and observation instruments for measuring student engagement suitable for early years to senior secondary. The measures are sensitive to the context and experience of learning rather than,…

  12. Advancing Civic Learning and Engagement in Democracy: A Road Map and Call to Action

    ERIC Educational Resources Information Center

    US Department of Education, 2012

    2012-01-01

    Today, the U.S. Department of Education joins the National Task Force on Civic Learning and Democratic Engagement, the American Commonwealth Partnership, and the Campaign for the Civic Mission of Schools in a new national call to action to infuse and enhance civic learning and democratic engagement for all students throughout the American…

  13. Learning Support and Academic Achievement among Malaysian Adolescents: The Mediating Role of Student Engagement

    ERIC Educational Resources Information Center

    Jelas, Zalizan M.; Azman, Norzaini; Zulnaidi, Hutkemri; Ahmad, Nor Aniza

    2016-01-01

    The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students' perceived learning support from parents, teachers and peers, and contribute to their…

  14. The Effect of Participating in a First-Year Learning Community on Student Engagement

    ERIC Educational Resources Information Center

    LaPierre, Yvette

    2011-01-01

    The purpose of this study was to discover whether participation in a first-year learning community is linked with increased levels of self-reported student engagement. The study compares the National Survey of Student Engagement (NSSE) scores of students who participated in a first-year learning community with their peers who did not participate…

  15. Students' Experiences and Engagement with SMS for Learning in Higher Education

    ERIC Educational Resources Information Center

    Brett, Paul

    2011-01-01

    This article presents an evaluation of students' experiences and engagement with Short Message Service (SMS) (text) messages. SMS was used to support learning through engaging students in formative assessment objective questions with feedback, as well as SMS-based collaborative learning tasks. The rationale was derived from a perceived benefit of…

  16. A Unified Model of Student Engagement in Classroom Learning and Classroom Learning Environment: One Measure and One Underlying Construct

    ERIC Educational Resources Information Center

    Cavanagh, Robert F.

    2015-01-01

    This study employed the capabilities-expectations model of engagement in classroom learning based on bio-ecological frameworks of intellectual development and flow theory. According to the capabilities-expectations model, engagement requires a balance between the capabilities of a student for learning in a particular situation and what is expected…

  17. Engagement in Learning: A Comparison between Asian and European International University Students

    ERIC Educational Resources Information Center

    Sakurai, Yusuke; Parpala, Anna; Pyhältö, Kirsi; Lindblom-Ylänne, Sari

    2016-01-01

    Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students' approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course…

  18. Lifelong Learning: The Whole DAMN Cycle--A Singapore Perspective.

    ERIC Educational Resources Information Center

    Pan, Daphne Yuen

    The Desire, Ability, Means, and Need (DAMN) Cycle is a useful paradigm for understanding the lifelong learning framework in Singapore. The cycle suggests that, for learning to occur, students must have a desire and an ability to learn, including inquiring minds and higher order process skills; the means must be provided through a well-defined…

  19. Positive Aging in Demanding Workplaces: The Gain Cycle between Job Satisfaction and Work Engagement.

    PubMed

    Guglielmi, Dina; Avanzi, Lorenzo; Chiesa, Rita; Mariani, Marco G; Bruni, Ilaria; Depolo, Marco

    2016-01-01

    Nowadays organizations have to cope with two related challenges: maintaining an engaged and highly performing workforce and, at the same time, protecting and increasing employees' well-being and job satisfaction under conditions of a generalized increase of job demand, in an increasingly growing older population. According to the motivational process of the JD-R model, a work environment with many organizational resources will foster work engagement, which in turn will increase the likelihood of positive personal and organizational outcomes, such as job satisfaction, performance, and intention to stay. However, it is not clear how this motivational process could work in different age cohorts, as older workers may have different priorities to those of younger colleagues. Postulating the existence of a gain-cycle in the relationship between work engagement and outcomes, in this study we tested a longitudinal moderated mediation model in which job satisfaction increases over time through an increment in work engagement. We hypothesized that this process is moderated by job demand and aging. We collected data in public administrations in Northern Italy in order to measure work engagement and job satisfaction. 556 workers aged between 50 and 64 replied to the survey twice (the first time and 8 months later). The findings confirmed a moderated mediation model, in which job satisfaction at time 1 increased work engagement, which in turn fostered job satisfaction 8 months later, confirming the hypothesized gain-cycle. This relationship was shown to be moderated by the joint influence of job demand intensity and age: higher job demands and younger age are related to the maximum level of level gain cycle, while the same high level of job demands, when associated with older age, appears unable to stimulate a similar effect. The results confirm that, on one hand, older workers cannot be seen as a homogeneous group and, on the other hand, the importance of considering the role

  20. Positive Aging in Demanding Workplaces: The Gain Cycle between Job Satisfaction and Work Engagement

    PubMed Central

    Guglielmi, Dina; Avanzi, Lorenzo; Chiesa, Rita; Mariani, Marco G.; Bruni, Ilaria; Depolo, Marco

    2016-01-01

    Nowadays organizations have to cope with two related challenges: maintaining an engaged and highly performing workforce and, at the same time, protecting and increasing employees’ well-being and job satisfaction under conditions of a generalized increase of job demand, in an increasingly growing older population. According to the motivational process of the JD-R model, a work environment with many organizational resources will foster work engagement, which in turn will increase the likelihood of positive personal and organizational outcomes, such as job satisfaction, performance, and intention to stay. However, it is not clear how this motivational process could work in different age cohorts, as older workers may have different priorities to those of younger colleagues. Postulating the existence of a gain-cycle in the relationship between work engagement and outcomes, in this study we tested a longitudinal moderated mediation model in which job satisfaction increases over time through an increment in work engagement. We hypothesized that this process is moderated by job demand and aging. We collected data in public administrations in Northern Italy in order to measure work engagement and job satisfaction. 556 workers aged between 50 and 64 replied to the survey twice (the first time and 8 months later). The findings confirmed a moderated mediation model, in which job satisfaction at time 1 increased work engagement, which in turn fostered job satisfaction 8 months later, confirming the hypothesized gain-cycle. This relationship was shown to be moderated by the joint influence of job demand intensity and age: higher job demands and younger age are related to the maximum level of level gain cycle, while the same high level of job demands, when associated with older age, appears unable to stimulate a similar effect. The results confirm that, on one hand, older workers cannot be seen as a homogeneous group and, on the other hand, the importance of considering the

  1. Leading, Learning, and Unleashing Potential: Youth Leadership and Civic Engagement

    ERIC Educational Resources Information Center

    Wheeler, Wendy; Edlebeck, Carolyn

    2006-01-01

    The Innovation Center for Community and Youth Development is a Washington, D.C.-based organization engaged in programming, research, and policy development related to youth civic engagement. Its mission is to unleash the potential of youth, adults, organizations, and communities to engage together in creating a just and equitable society. Strong…

  2. Using Email to Enable E[superscript 3] (Effective, Efficient, and Engaging) Learning

    ERIC Educational Resources Information Center

    Kim, ChanMin

    2008-01-01

    This article argues that technology that supports both noncognitive and cognitive aspects can make learning more effective, efficient, and engaging (e[superscript 3]-learning). The technology of interest in this article is email. The investigation focuses on characteristics of email that are likely to enable e[superscript 3]-learning. In addition,…

  3. The Relationship between Teacher Value Orientations and Engagement in Professional Learning Communities

    ERIC Educational Resources Information Center

    Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

    2016-01-01

    The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers' value orientations.…

  4. Features of Engaging and Empowering Experiential Learning Programs for College Students

    ERIC Educational Resources Information Center

    Perrin, Jeffrey

    2014-01-01

    This study describes three collegiate programs that have a high interest in creating engaging learning environments outside of the classroom. The three settings in this study are a three-year degree granting college focusing on internship-based learning, a nationally recognized service-learning program at a private university, and a small private…

  5. The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students

    PubMed Central

    Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

    2016-01-01

    Most service-learning studies in higher education focused on its effects on students’ development. The dynamic processes and mechanisms of students’ development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students’ engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed. PMID:27445919

  6. Building Sustainable Research Engagements: Lessons Learned from Research with Schools

    ERIC Educational Resources Information Center

    Vukotich, Charles J., Jr.; Cousins, Jennifer; Stebbins, Samuel

    2014-01-01

    Engaged scholarship, translational science, integrated research, and interventionist research, all involve bringing research into a practical context. These usually require working with communities and institutions, and often involve community based participatory research. The article offers practical guidance for engaged research. The authors…

  7. The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes

    ERIC Educational Resources Information Center

    Chi, Michelene T. H.; Wylie, Ruth

    2014-01-01

    This article describes the ICAP framework that defines cognitive engagement activities on the basis of students' overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: "Interactive," "Constructive," "Active," and "Passive." The ICAP…

  8. Work Engagement, Performance, and Active Learning: The Role of Conscientiousness

    ERIC Educational Resources Information Center

    Bakker, Arnold B.; Demerouti, Evangelia; ten Brummelhuis, Lieke L.

    2012-01-01

    The present study examines whether the relationship between work engagement and job performance is moderated by the extent to which individuals are inclined to work hard, careful, and goal-oriented. On the basis of the literature, it was hypothesized that conscientiousness strengthens the relationship between work engagement and supervisor ratings…

  9. Engaging Hard to Reach Families:" Learning from Five 'Outstanding' Schools"

    ERIC Educational Resources Information Center

    Watt, Laura

    2016-01-01

    Parental engagement is shown to have a significant effect on educational outcomes, especially at primary school level. It can take a variety of forms including helping children with homework and attending parents' evenings. Evidence suggests that parents with lower socio-economic status (SES) are less likely to engage in their children's education…

  10. What Predicts Use of Learning-Centered, Interactive Engagement Methods?

    ERIC Educational Resources Information Center

    Madson, Laura; Trafimow, David; Gray, Tara; Gutowitz, Michael

    2014-01-01

    What makes some faculty members more likely to use interactive engagement methods than others? We use the theory of reasoned action to predict faculty members' use of interactive engagement methods. Results indicate that faculty members' beliefs about the personal positive consequences of using these methods (e.g., "Using…

  11. Engagement in Reading: Lessons Learned from Three PISA Countries

    ERIC Educational Resources Information Center

    Brozo, William G.; Shiel, Gerry; Topping, Keith

    2007-01-01

    The Program for International Student Assessment (PISA) is a global effort to assess reading literacy. The authors of this article focus on the variable of engagement--the student characteristic on PISA that had the largest correlation with achievement in reading. Next, salient findings related to engagement from three English-speaking PISA…

  12. The Contributions of Living-Learning Programs on Developing Sense of Civic Engagement in Undergraduate Students

    ERIC Educational Resources Information Center

    Rowan-Kenyon, Heather; Soldner, Matt E.; Kurotsuchi Inkelas, Karen

    2008-01-01

    This study examines the influence of elements of the college experience, specifically participation in a living-learning (L/L) program, on students' self-reported sense of civic engagement. The researchers examined a nationally representative sample of students (n = 1,474) including those who participated in civic engagement themed L/L programs,…

  13. A Low-Technology Strategy for Increasing Engagement of Students with Autism and Significant Learning Needs

    ERIC Educational Resources Information Center

    Carnahan, Christi; Basham, James; Musti-Rao, Shobana

    2009-01-01

    Active engagement is critical to promote learning for students with autism. Although evidence-based strategies exist for promoting engagement for individual students with autism, there are few strategies designed for use with small groups. This study used an ABCAC design to assess the effects of a low-technology use strategy, namely interactive…

  14. Teachers' Conceptions of Student Engagement in Learning: The Case of Three Urban Schools

    ERIC Educational Resources Information Center

    Barkaoui, Khaled; Barrett, Sarah Elizabeth; Samaroo, Julia; Dahya, Negin; Alidina, Shahnaaz; James, Carl

    2015-01-01

    Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers' conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the…

  15. Measuring Student Learning for Interfaith Cooperation: The Pluralism and Worldview Engagement Rubric

    ERIC Educational Resources Information Center

    Bringman Baxter, Katie

    2013-01-01

    Pluralism and engagement with diverse religious, secular, and spiritual worldviews can contribute significantly to college student growth and civic engagement. But these concepts can be difficult to measure in the framework of student learning. This article describes a process and product undertaken by Elon University, Interfaith Youth Core, and…

  16. Reflections upon Community Engagement: Service-Learning and Its Effect on Political Participation after College

    ERIC Educational Resources Information Center

    Winston, Fletcher

    2015-01-01

    This article addresses the gap in our understanding of service-learning and its enduring influence on political engagement by analyzing the results of an alumni survey. Chi-square tests were performed to examine the relationship between 5 curricular and cocurricular undergraduate experiences and 10 types of political engagement after graduating.…

  17. Learning to Teach the Creative Arts in Primary Schools through Community Engagement

    ERIC Educational Resources Information Center

    Russell-Bowie, Deirdre

    2009-01-01

    Community engagement has been used for many years to enhance and strengthen teacher education courses, preparing student teachers with real life learning experiences as they work with community groups in mutually beneficial projects. This research examines a community engagement project that involved 13 undergraduate creative arts students who…

  18. Conversational Engagement and Children with Learning Disabilities: A Little Give and a Lot Less Take.

    ERIC Educational Resources Information Center

    Mathinos, Debra A.; Wypych, Marydel

    The purpose of this study was to characterize the nature of conversational engagement evidenced by 30 learning-disabled and 30 nondisabled children while they participated in a semi-structured dyadic interaction. Also investigated were the relationships among the levels of engagement employed by the elementary or junior high students and their…

  19. Parental Belief and Parental Engagement in Children's Learning

    ERIC Educational Resources Information Center

    Goodall, J.; Ghent, K.

    2014-01-01

    This article reports on a small scale study, examining the influence of parental faith belief on parental engagement with children's learning. The literature surrounding parental engagement and the impact of familial belief on children's outcomes is examined. It is clear from work in the US that familial faith belief has an impact;…

  20. Science Teaching and Learning Activities and Students' Engagement in Science

    ERIC Educational Resources Information Center

    Hampden-Thompson, Gillian; Bennett, Judith

    2013-01-01

    The purpose of this analysis is to describe the variation in students' reports of engagement in science across science teaching and learning activities. In addition, this study examines student and school characteristics that may be associated with students' levels of engagement in science. Data are drawn from the Programme for…

  1. Work Engagement: Antecedents, the Mediating Role of Learning Goal Orientation and Job Performance

    ERIC Educational Resources Information Center

    Chughtai, Aamir Ali; Buckley, Finian

    2011-01-01

    Purpose: The present paper aims to explore the effects of state (trust in supervisor) and trait (trust propensity) trust on employees' work engagement. Furthermore, it seeks to investigate the mediating role of learning goal orientation in the relationship between work engagement and two forms of performance: in-role job performance and innovative…

  2. Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

    ERIC Educational Resources Information Center

    Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

    2011-01-01

    This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

  3. Exhilarated Learning and the Scholarship of Engagement: From Here (the University) to the Horizon (the Community)

    ERIC Educational Resources Information Center

    Strean, William Ben

    2012-01-01

    In this paper, I explain the components of "exhilarated learning," a model for effective classroom environments, and show how this model can be applied to the broader context of community-university engagement. I describe the following three dimensions: human connection, whole body engagement, and linking content to context; and I…

  4. Selected Engagement Factors and Academic Learning Outcomes of Undergraduate Engineering Students

    ERIC Educational Resources Information Center

    Justice, Patricia J.

    2009-01-01

    The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by…

  5. Assessing Understanding of the Learning Cycle: The ULC

    ERIC Educational Resources Information Center

    Marek, Edmund A.; Maier, Steven J.; McCann, Florence

    2008-01-01

    An 18-item, multiple choice, 2-tiered instrument designed to measure understanding of the learning cycle (ULC) was developed and field-tested from the learning cycle test (LCT) of Odom and Settlage ("Journal of Science Teacher Education, 7", 123-142, 1996). All question sets of the LCT were modified to some degree and 5 new sets were added,…

  6. A Classroom Learning Cycle: Using Diagrams to Classify Matter.

    ERIC Educational Resources Information Center

    James, Helen J.; Nelson, Samuel L.

    1981-01-01

    A learning cycle involves the active participation of students in exploration, invention, and application phases. Describes one such learning cycle dealing with classification of matter and designed to provide students with an understanding of the terms: atom, molecule, element, compound, solution, and heterogeneous matter. (Author/JN)

  7. Water cycle meets media cycle: Hydrology engagement and social media in New Zealand

    NASA Astrophysics Data System (ADS)

    Collins, D. B.; Woods, R. A.

    2012-12-01

    The dispersal of scientific knowledge is an on-going challenge for the research community, particularly for the more applied disciplines such as hydrology. To a large degree this arises because key stakeholders do not readily follow the peer-reviewed scientific literature. Even publicly accessible technical reports may be out of sight from many in both the research and stakeholder communities. The challenge to science communication is further compounded by an increasing pressure to raise the hydrological literacy of the public, as water resource management decisions become increasingly collaborative. In these situations, the diversification of communication channels and more rapid interactions between stakeholders and scientists can be of great value. The use of social media in the communication and advancement of hydrological science in New Zealand is a case in point. Two such initiatives are described here: a hydrology blog and a crowd-sourcing data collection campaign using Facebook. The hydrology blog, Waiology (a variant of "hydrology" with the Greek prefix for water replaced by its Maori equivalent), was set up with two main goals in mind: to foster greater understanding and appreciation of hydrology among the New Zealand public, and to more rapidly share new hydrological knowledge within the New Zealand hydrological community. In part, it has also been an experiment to test whether this mode of engagement is worthwhile. Measuring the success of the initiative has proven difficult, but has led to a suite of metrics that collectively gauge popular and professional interest and use of the material. To name a few, this includes visit statistics (taking note of the institution of the visitor), subscriptions, and non-internet citations. Results indicate that, since the blog's inception in mid-2011, it has become a valued resource for the NZ hydrological community and an interesting website for the general public. The second example centered on the use of Facebook

  8. Evaluating Engagement Models for a Citizen Science Project: Lessons Learned From Four Years of Nature's Notebook

    NASA Astrophysics Data System (ADS)

    Crimmins, T. M.; Rosemartin, A.

    2012-12-01

    The success of citizen science programs hinges on their abilities to recruit and maintain active participants. The USA National Phenology Network's plant and animal phenology observation program, Nature's Notebook, has been active since 2009. This program engages thousands of citizen scientists in tracking plant and animal life cycle activity over the course of the year. We embarked on an evaluation of the various observer recruitment and retention tactics that we have employed over the ~4-year life of this program to better inform future outreach efforts specific to Nature's Notebook and for the broader citizen science community. Participants in Nature's Notebook may become engaged via one of three pathways: individuals may join Nature's Notebook directly, they may be invited to join through a USA-NPN partner organization, or they may engage through a group with local, site-based leadership. The level and type of recruitment tactics, training, and retention efforts that are employed varies markedly among these three models. In this evaluation, we compared the efficacy of these three engagement models using several metrics: number of individuals recruited, number of individuals that go on to submit at least one data point, retention rates over time, duration of activity, and quantity of data points submitted. We also qualitatively considered the differences in costs the three models require to support. In terms of recruitment, direct engagement yielded 20-100 times more registrants than other two models. In contrast, rates of participation were highest for site-based leadership (>35%, versus 20-30% for direct engagement; rates for partner organizations were highly variable due to small sample sizes). Individuals participating through partners with site-based leadership showed a much higher rate of retention (41% of participants remained active for two+ years) than those participating directly in Nature's Notebook (27% of participants remained active for two+ years

  9. Research of the Learning Cycle with the Anthropological Model.

    ERIC Educational Resources Information Center

    Heard, Suzanne Bryan; Marek, Edmund A.

    Relationships between an inquiry-oriented science inservice education program and teacher implementation of workshop-developed materials were investigated. Workshop topics included Piagetian learning theory, creating classrooms conducive to implementing inquiry-oriented science programs, use of the learning cycle, and matching learning activities…

  10. Engaged-Learning: Community Engagement Classifications at U.S. Land-Grant Institutions

    ERIC Educational Resources Information Center

    Scott, Leodis

    2012-01-01

    Engagement has evolved from concerns of "access," "diversity," and "public service" between the academy and communities. Land-grant institutions (LGI), considered the "public's universities," have represented a unique population in American higher education with their historic 150-year tradition of teaching, research, and service. Carnegie…

  11. Engaging with Parents: The Relationship between School Engagement Efforts, Social Class, and Learning

    ERIC Educational Resources Information Center

    González, Raquel L.; Jackson, Cara L.

    2013-01-01

    Using data from the U.S. Department of Education's (2000) "Early Childhood Longitudinal Study, Kindergarten Class of 1998-99" (ECLS-K), this study investigates the relationship between school efforts to engage parents, average socioeconomic status (SES) of families within a school, and kindergarteners' end-of-year reading and…

  12. Students' Performance at Tutorial Online of Social Studies through the Use of Learning Cycle Model

    ERIC Educational Resources Information Center

    Farisi, Mohammad Imam

    2014-01-01

    The purpose of the study is to describe student's performance in tutorial online (tuton) of Social Studies through developing the 5Es--Engage Explore, Explain, Elaborate, and Evaluate--Learning Cycle Model (the 5Es-LCM). The study conducted at UT-Online portal uses the Research and Development (R&D) method. The research subjects consisted…

  13. The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation

    NASA Astrophysics Data System (ADS)

    Bathgate, Meghan; Crowell, Amanda; Schunn, Christian; Cannady, Mac; Dorph, Rena

    2015-07-01

    Engaging in science as an argumentative practice can promote students' critical thinking, reflection, and evaluation of evidence. However, many do not approach science in this way. Furthermore, the presumed confrontational nature of argumentation may run against cultural norms particularly during the sensitive time of early adolescence. This paper explores whether middle-school students' ability to engage in critical components of argumentation in science impacts science classroom learning. It also examines whether students' willingness to do so attenuates or moderates that benefit. In other words, does one need to be both willing and able to engage critically with the discursive nature of science to receive benefits to learning? This study of middle-school students participating in four months of inquiry science shows a positive impact of argumentative sensemaking ability on learning, as well as instances of a moderating effect of one's willingness to engage in argumentative discourse. Possible mechanisms and the potential impacts to educational practices are discussed.

  14. Learning words during shared book reading: The role of extratextual talk designed to increase child engagement.

    PubMed

    Blewitt, Pamela; Langan, Ryan

    2016-10-01

    Shared book reading (SBR) is a valuable context for word learning during early childhood, and adults' extratextual talk boosts the vocabulary building potential of SBR. We propose that the benefits of such talk depend largely on a reader's success in promoting children's active engagement (attention and interest) during SBR. When readers ask children questions about new words, especially if they respond to children in a prompt, contingent, and appropriate (positive) manner, this verbal responsiveness functions as an effective engagement strategy. We randomly assigned 3- and 4-year-olds to three reading conditions (low, moderate, and high) distinguished by the degree to which the reader used extratextual engagement strategies, including verbal responsiveness. Despite equal exposure to unfamiliar target words, children's performance improved on two measures of word learning across the three conditions, demonstrating the value of engagement strategies in extratextual talk. This study provides a strong experimental demonstration that adult verbal responsiveness directly benefits preschoolers' word learning. PMID:27378488

  15. Assessing Understanding of the Learning Cycle: The ULC

    NASA Astrophysics Data System (ADS)

    Marek, Edmund A.; Maier, Steven J.; McCann, Florence

    2008-08-01

    An 18-item, multiple choice, 2-tiered instrument designed to measure understanding of the learning cycle (ULC) was developed and field-tested from the learning cycle test (LCT) of Odom and Settlage ( Journal of Science Teacher Education, 7, 123 142, 1996). All question sets of the LCT were modified to some degree and 5 new sets were added, resulting in the ULC. The ULC measures (a) understandings and misunderstandings of the learning cycle, (b) the learning cycle’s association with Piaget’s ( Biology and knowledge theory: An essay on the relations between organic regulations and cognitive processes, 1975) theory of mental functioning, and (c) applications of the learning cycle. The resulting ULC instrument was evaluated for internal consistency with Cronbach’s alpha, yielding a coefficient of .791.

  16. Under-represented students' engagement in secondary science learning: A non-equivalent control group design

    NASA Astrophysics Data System (ADS)

    Vann-Hamilton, Joy J.

    Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students' aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students' backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students' engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 high-school participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the non-multicultural version of the multimedia science curriculum. Descriptive statistics for the study's participants and the survey items, as well as Cronbach's alpha coefficient for internal consistency reliability with respect to the survey subscales, were

  17. Engaging Workers in Simulation-Based E-Learning

    ERIC Educational Resources Information Center

    Slotte, Virpi; Herbert, Anne

    2008-01-01

    Purpose: The purpose of this paper is to evaluate learners' attitudes to the use of simulation-based e-learning as part of workplace learning when socially situated interaction and blended learning are specifically included in the instructional design. Design/methodology/approach: Responses to a survey questionnaire of 298 sales personnel were…

  18. Ensuring Quality E-Learning: Creating Engaging Tasks.

    ERIC Educational Resources Information Center

    Hedberg, John G.

    2003-01-01

    Focuses on several examples of software design that have been pedagogically successful and have demonstrated what is possible in software design and online learning. Contrasts are made with some examples of the current push into e-learning and how best to structure learning environments to ensure student participation and high quality learning…

  19. College Students' Motivations for Engaging in International Service-Learning

    ERIC Educational Resources Information Center

    MacHarg, Brian

    2013-01-01

    As the fields of service-learning and international education are joined to form the relatively new pedagogy of international service-learning, this hybrid field requires appropriate measuring of its outcomes and motivations. Numerous studies have looked into the various outcomes of service-learning standing alone from an international experience…

  20. Engaging Students in Mathematical Modeling through Service-Learning

    ERIC Educational Resources Information Center

    Carducci, Olivia M.

    2014-01-01

    I have included a service-learning project in my mathematical modeling course for the last 6 years. This article describes my experience with service-learning in this course. The article includes a description of the course and the service-learning projects. There is a discussion of how to connect with community partners and identify…

  1. Learning on the Ground: Ecology, Engagement, and Embodiment

    ERIC Educational Resources Information Center

    Ayres, Jennifer R.

    2014-01-01

    If theological education is to prepare religious leaders who will respond faithfully and capably to ecological challenges, what models of teaching and learning will best equip them for this work? In conversation with environmental education theory and examples from diverse learning contexts, this paper proposes a model of "learning on the…

  2. Engagement in Classroom Learning: Creating Temporal Participation Incentives for Extrinsically Motivated Students through Bonus Credits

    ERIC Educational Resources Information Center

    Rassuli, Ali

    2012-01-01

    Extrinsic inducements to adjust students' learning motivations have evolved within 2 opposing paradigms. Cognitive evaluation theories claim that controlling factors embedded in extrinsic rewards dissipate intrinsic aspirations. Behavioral theorists contend that if engagement is voluntary, extrinsic reinforcements enhance learning without ill…

  3. Sessional Teaching Staff and Learning, Teaching, and Assessment: Engaging the Marginalised

    ERIC Educational Resources Information Center

    Bradley, Sally Ann

    2008-01-01

    This paper discusses the issues around the professional development needs of sessional teaching staff in the UK. The introduction of the UK professional standards framework for teaching and supporting learning in higher education in 2006 raised the issue of engaging the wide range of staff, faculty, and learning support in professional…

  4. Engaging the Disengaged: Using Learning Clubs to Motivate Struggling Adolescent Readers and Writers

    ERIC Educational Resources Information Center

    Casey, Heather K.

    2008-01-01

    This article describes a seventh grade teacher's use of learning clubs to motivate struggling students to engage in literacy events and foster literacy development. The data suggests the evolution of these learning clubs in this teacher's classroom is organic, emerging in response to the unique literacy needs of the students in this urban setting.…

  5. Exploring Elementary-School Students' Engagement Patterns in a Game-Based Learning Environment

    ERIC Educational Resources Information Center

    Hsieh, Ya-Hui; Lin, Yi-Chun; Hou, Huei-Tse

    2015-01-01

    Unlike most research, which has primarily examined the players' interest in or attitude toward game-based learning through questionnaires, the purpose of this empirical study is to explore students' engagement patterns by qualitative observation and sequential analysis to visualize and better understand their game-based learning process. We…

  6. Using Action Research to Improve Student Engagement in a Peer-Assisted Learning Programme

    ERIC Educational Resources Information Center

    Hodgson, Yvonne; Benson, Robyn; Brack, Charlotte

    2013-01-01

    The benefits of students learning together in peer-assisted learning (PAL) programmes have been widely reported. Implementing and evaluating PAL programmes provide specific challenges for academic staff. This paper explains how action research was used to design, trial and refine a same-year PAL programme to enhance student engagement. The PAL…

  7. Impact of Student Perceptions of the Learning Environment on Decisions to Engage in Academic Dishonesty

    ERIC Educational Resources Information Center

    Pricci, Erica Barone

    2012-01-01

    This qualitative research study explored how college students' perceptions of the learning environment impacted their decisions to engage in academic dishonesty. Second and third-year college students (n = 445) were surveyed using an open-ended survey to determine how their perceptions of elements of the learning environment influenced their…

  8. Meaningful Engagement in Facebook Learning Environments: Merging Social and Academic Lives

    ERIC Educational Resources Information Center

    Wang, Jenny; Lin, Chun-Fu C.; Yu, Wei-Chieh W.; Wu, Emily

    2013-01-01

    This study compared the effectiveness of different learning environments between interactive Facebook instructional method and non-Facebook instructional method for undergraduate students. Two outcome dimensions were measured: student grades and learning engagement. A pre-test-posttest control group experimental design was used. The experimental…

  9. Faculty Ownership of the Assurance of Learning Process: Determinants of Faculty Engagement and Continuing Challenges

    ERIC Educational Resources Information Center

    Garrison, Michael J.; Rexeisen, Richard J.

    2014-01-01

    Although this article provides further evidence of serious impediments to faculty ownership of assurance of learning, including inadequate and misaligned resources, the results indicate that faculty can be energized to become actively engaged in the assurance of learning (AOL) process, particularly when they believe that AOL results are useful and…

  10. Does (Non-)Meaningful Sensori-Motor Engagement Promote Learning with Animated Physical Systems?

    ERIC Educational Resources Information Center

    Pouw, Wim T. J. L.; Eielts, Charly; Gog, Tamara; Zwaan, Rolf A.; Paas, Fred

    2016-01-01

    Previous research indicates that sensori-motor experience with physical systems can have a positive effect on learning. However, it is not clear whether this effect is caused by mere bodily engagement or the intrinsically meaningful information that such interaction affords in performing the learning task. We investigated (N = 74), through the use…

  11. Experiences of Higher Education Faculty Engaged in Undergraduate Student Learning Outcomes Assessment

    ERIC Educational Resources Information Center

    Evans, Elizabeth L.

    2010-01-01

    This qualitative phenomenological study sought to describe the lived experiences of full- time faculty engaged in undergraduate learning outcomes assessment at the program or general education level in baccalaureate or master's nonprofit or public institutions of higher education regionally accredited by the Higher Learning Commission. The ten…

  12. The FarNet Journey: Perceptions of Maori Students Engaged in Secondary Online Learning

    ERIC Educational Resources Information Center

    Bennett, Carolyn; Barbour, Michael K.

    2012-01-01

    This case study investigated the perceptions of Maori students in the Virtual Learning Network of what constituted effective strategies for engaging them in online learning. In the FarNet cluster, about 63 students from the four secondary and five area schools access the VLN, and approximately 80 percent of those students are of Maori descent.…

  13. Teaching for Engagement: Part 2: Technology in the Service of Active Learning

    ERIC Educational Resources Information Center

    Hunter, William J.

    2015-01-01

    In the first piece in this series ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning"), William Hunter sought to make the case that a wide range of teaching methods (e.g., case-based teaching, problem-based learning, anchored instruction) that share an intellectual grounding in…

  14. Using Personal Interest Portfolios to Promote Engagement and Improve Student Learning in a Large Undergraduate Course

    ERIC Educational Resources Information Center

    Birkett, M.; Neff, L.; Pieper, S.

    2012-01-01

    Portfolios are used for many purposes; however, data describing their utility in promoting student engagement and learning in large undergraduate survey courses have not been reported. A large survey course presents a number of teaching and learning challenges that portfolios help to address, such as the ability of the teacher to maintain student…

  15. The Adolescent Community of Engagement: A Framework for Research on Adolescent Online Learning

    ERIC Educational Resources Information Center

    Borup, Jered; West, Richard E.; Graham, Charles R.; Davies, Randall S.

    2014-01-01

    This paper describes the Adolescent Community of Engagement (ACE) framework as a lens to guide research and design in adolescent online learning environments. Several online learning frameworks have emerged from higher education contexts, but these frameworks do not explicitly address the unique student and environmental characteristics of the…

  16. Expeditionary Learning Schools: Theory of Action and Literature Review of Motivation, Character, and Engagement

    ERIC Educational Resources Information Center

    Beesley, Andrea; Clark, Tedra; Barker, Jane; Germeroth, Carrie; Apthorp, Helen

    2010-01-01

    Background: Expeditionary Learning Schools opens and transforms K-12 schools. Through engaging, long-term interdisciplinary projects designed to achieve academic standards and an emphasis on a healthy school culture, Expeditionary Learning aims to develop students who are not only high-achieving but also highly motivated to do challenging…

  17. Advanced Level Biology Teachers' Attitudes towards Assessment and Their Engagement in Assessment for Learning

    ERIC Educational Resources Information Center

    Bramwell-Lalor, Sharon; Rainford, Marcia

    2015-01-01

    This paper reports on a Mixed Methods study involving an investigation into the attitudes of advanced level biology teachers towards assessment and describes the teachers' experiences while being engaged in Assessment for Learning (AfL) practices such as sharing of learning objectives and peer- and self-assessment. Quantitative data were collected…

  18. The Relationships between Service-Learning, Social Justice, Multicultural Competence, and Civic Engagement

    ERIC Educational Resources Information Center

    Einfeld, Aaron; Collins, Denise

    2008-01-01

    This study qualitatively examined how participants in a long-term service-learning program described their understanding of and commitment to social justice, multicultural competence, and civic engagement. Interviews with members of a university-sponsored AmeriCorps service-learning program explored participants' perceptions of the effects of…

  19. Learning Objects and Engagement of Students in Australian and New Zealand Schools

    ERIC Educational Resources Information Center

    Lowe, Kate; Lee, Libby; Schibeci, Renato; Cummings, Rick; Phillips, Rob; Lake, David

    2010-01-01

    This paper reports on a completed field study that examined the usability and effectiveness of learning objects designed for Australian and New Zealand primary and secondary schools. It focuses on student engagement by observing the ways students interacted with learning objects and by listening to what they said about them. Questions that guided…

  20. Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

    ERIC Educational Resources Information Center

    Froiland, John Mark; Worrell, Frank C.

    2016-01-01

    Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

  1. Transformational Learning and Community Development: Early Reflections on Professional and Community Engagement at Macquarie University

    ERIC Educational Resources Information Center

    Rawlings-Sanaei, Felicity; Sachs, Judyth

    2014-01-01

    Professional and Community Engagement (PACE) at Macquarie University offers undergraduate students experiential learning opportunities with local, regional, and international partners. In PACE projects, students work toward meeting the partner's organizational goals while they develop their capabilities, learn through the process of…

  2. Infusing Umoja, an Authentic and Culturally Engaging Service-Learning Model, into Multicultural Education

    ERIC Educational Resources Information Center

    Delano-Oriaran, Omobolade

    2012-01-01

    This article describes the manner in which an authentic and culturally engaging service-learning model was infused into a multicultural education course for pre-service teachers. Service-learning programs integrated into education courses are often approached from a deficit perspective with pre-service teachers perceiving themselves as the…

  3. Creating an Interactive Classroom: Enhancing Student Engagement and Learning in Political Science Courses

    ERIC Educational Resources Information Center

    Damron, Danny; Mott, Jonathan

    2005-01-01

    Students of the pedagogy of teaching have found that cooperative/problem-based learning activities engage the learner, promote ownership of the material, advance the development of higher-level cognitive skills and increase retention better than more passive learning activities. Despite broad recognition within the political science discipline…

  4. Adventure Learning and Learner-Engagement: Frameworks for Designers and Educators

    ERIC Educational Resources Information Center

    Henrickson, Jeni; Doering, Aaron

    2013-01-01

    There is a recognized need for theoretical frameworks that can guide designers and educators in the development of engagement-rich learning experiences that incorporate emerging technologies in pedagogically sound ways. This study investigated one such promising framework, adventure learning (AL). Data were gathered via surveys, interviews, direct…

  5. Associations between the Classroom Learning Environment and Student Engagement in Learning 2: A Structural Equation Modelling Approach

    ERIC Educational Resources Information Center

    Harbaugh, Allen G.; Cavanagh, Robert F.

    2012-01-01

    This report is about the second of two phases in an investigation into associations between student engagement in classroom learning and the classroom-learning environment. Whereas the first phase utilized Rasch modelling (Cavanagh, 2012), this report uses latent variable modelling to explore the data. The investigations in both phases of this…

  6. Hiding behind the Camera: Social Learning within the Cooperative Learning Model to Engage Girls in Physical Education

    ERIC Educational Resources Information Center

    Goodyear, Victoria A; Casey, Ashley; Kirk, David

    2014-01-01

    Research suggests that girls are disengaged in physical education due to the "traditional" way that it is taught, i.e. teacher-centred approaches with a primary focus on motor performance. In contrast, Cooperative Learning, a student-centred pedagogy focusing on learning in multiple domains, has had success in engaging girls in physical…

  7. The Effects of Service-Learning on Student Classroom Engagement: A Mixed-Method Study of the Effects of Service-Learning on Student Engagement in Eighth Grade Science Classrooms

    ERIC Educational Resources Information Center

    Cardona, Tammy L.

    2013-01-01

    This mixed-method research study looked at the effects service-learning had on student classroom engagement levels. The research questions that drove this study were: 1. Did teachers and students find service-learning to be a positive experience? 2. What impact did service-learning have on student classroom engagement? This study was conducted in…

  8. Under-represented students' engagement in secondary science learning: A non-equivalent control group design

    NASA Astrophysics Data System (ADS)

    Vann-Hamilton, Joy J.

    Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students' aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students' backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students' engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 high-school participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the non-multicultural version of the multimedia science curriculum. Descriptive statistics for the study's participants and the survey items, as well as Cronbach's alpha coefficient for internal consistency reliability with respect to the survey subscales, were

  9. Lessons learned from developing a patient engagement panel: an OCHIN report

    PubMed Central

    Arkind, Jill; Likumahuwa-Ackman, Sonja; Warren, Nate; Dickerson, Kay; Robbins, Lynn; Norman, Kathy; DeVoe, Jennifer E.

    2016-01-01

    There is renewed interest in patient engagement in clinical and research settings, creating a need for documenting and publishing lessons learned from efforts to meaningfully engage patients. This paper describes early lessons learned from the development of OCHIN's Patient Engagement Panel (PEP). OCHIN supports a national network of more than 300 community health centers (CHCs) and other primary care settings that serve over 1.5 million patients annually across nearly 20 states. The PEP was conceived in 2009 to harness the CHC tradition of patient engagement in this new era of patient-centered outcomes research and ensure that patients were engaged throughout the lifecycle of our research projects, from inception to dissemination. Developed by clinicians and researchers within our practiced-based research network (PBRN), recruitment of patients to serve as PEP members began in early 2012. The PEP currently has a membership of 17 patients from 3 states. Over the past 24 months, the PEP has been involved with 12 projects. We describe developing the PEP and challenges and lessons learned (e.g., recruitment, funding model, creating value for patient partners, compensation). These lessons learned are relevant not only for research, but also for patient engagement in quality improvement efforts and other clinical initiatives. PMID:26355135

  10. Learning and Engagement in the Local Food Movement

    ERIC Educational Resources Information Center

    Bailey-Davis, Lisa

    2013-01-01

    The local food movement relates to the local food system that offers an alternative to the dominant industrialized food system. The hope of the local food movement is that through engagement with the local food system, participants will develop a deeper connection with the food beyond commodity perspectives, develop a social consciousness about…

  11. Using "Interteaching" to Enhance Student Engagement and Learning

    ERIC Educational Resources Information Center

    Scoboria, Alan; Sirois, Fuschia M.; Pascual-Leone, Antonio

    2009-01-01

    In this paper, we describe our experience with a recently devised teaching method termed interteaching (Boyce & Hineline, 2002). This educational approach provides a rich rehearsal of material, and emphasizes student engagement, peer discussion, and student/instructor interaction. We describe the method, provide pragmatic tips for…

  12. "PowerPoint[R] Engagement" Techniques to Foster Deep Learning

    ERIC Educational Resources Information Center

    Berk, Ronald A.

    2011-01-01

    The purpose of this article is to describe a bunch of strategies with which teachers may already be familiar and, perhaps, use regularly, but not always in the context of a formal PowerPoint[R] presentation. Here are the author's top 10 engagement techniques that fit neatly within any version of PowerPoint[R]. Some of these may also be used with…

  13. Learning at Work: Organisational Affordances and Individual Engagement

    ERIC Educational Resources Information Center

    Bryson, Jane; Pajo, Karl; Ward, Robyn; Mallon, Mary

    2006-01-01

    Purpose: The purpose of this research is to explore the interaction between organisational affordances for the development of individuals' capability, and the engagement of workers at various levels with those opportunities. Design/methodology/approach: A case study of a large New Zealand wine company, using in-depth interviews. Interviews were…

  14. Engaging Aboriginal Families to Support Student and Community Learning

    ERIC Educational Resources Information Center

    Chodkiewicz, Andrew; Widin, Jacquie; Yasukawa, Keiko

    2008-01-01

    Engaging families in school-related programs, such as family literacy programs, has been promoted as an effective strategy to assist students who might otherwise fail to achieve success in school. The authors in this article report on an action research initiative with an urban Australian government community school in a relatively…

  15. Pedandragogy: A Way Forward to Self-Engaged Learning

    ERIC Educational Resources Information Center

    Samaroo, Selwyn; Cooper, Eleanor; Green, Tim

    2013-01-01

    A debate that has engaged the attention of educators and scores of intellectuals is the longstanding issue of pedagogy versus andragogy. The nature of the debate, given the interdisciplinary theoretical assumptions that underpin the issue, has had a polarizing effect on these scholars; as a result, there has been the emergence of competing…

  16. What They Learned: Using Multimedia to Engage Undergraduates in Research

    ERIC Educational Resources Information Center

    Artello, Kristine

    2014-01-01

    Today's employers seek high levels of creativity, communication, and critical thinking, which are considered essential skills in the workplace. Engaging undergraduate students in critical thinking is especially challenging in introductory courses. The advent of YouTube, inexpensive video cameras, and easy-to-use video editors provides…

  17. Narratives of Student Engagement in an Alternative Learning Context

    ERIC Educational Resources Information Center

    Jones, Jeffrey N.

    2011-01-01

    The concept of student engagement is critical in the discussion of school reform. This issue is particularly important in dropout prevention programs such as the alternative high school, although little empirical work guides intervention efforts. In this qualitative research, ethnographic observations were combined with interviews with 24 students…

  18. Exploring Intensive Longitudinal Measures of Student Engagement in Blended Learning

    ERIC Educational Resources Information Center

    Henrie, Curtis R.; Bodily, Robert; Manwaring, Kristine C.; Graham, Charles R.

    2015-01-01

    In this exploratory study we used an intensive longitudinal approach to measure student engagement in a blended educational technology course, collecting both self-report and observational data. The self-report measure included a simple survey of Likert-scale and open-ended questions given repeatedly during the semester. Observational data were…

  19. Faculty Perspectives on Facilitating Holistic Learning for Engaged Citizenship

    ERIC Educational Resources Information Center

    Sturm-Smith, Melissa R.

    2012-01-01

    The purpose of this qualitative case study was to explore the experiences of professors participating in an institution-wide effort to educate students for engaged citizenship at Drake University, a Midwestern private institution that explicitly claims to prepare students for citizenship as part of the university mission statement. The…

  20. Improved student engagement, satisfaction, and learning outcomes in a "flipped" large-lecture setting

    NASA Astrophysics Data System (ADS)

    Ward, A. S.; Bettis, E. A., III; Russell, J. E.; Van Horne, S.; Rocheford, M. K.; Sipola, M.; Colombo, M. R.

    2014-12-01

    Large lecture courses are traditional teaching practices of most large institutions of public higher education. They have historically provided an efficient way to deliver content information to the large number of students with the least amount of faculty resources. However, research of student learning indicates that the traditional lecture format does not provide the best learning experience for students, and students learn better in the active learning environments in which students engage in meaningful learning activities rather than just listening. In this study, we compare two offerings of Introduction to Environmental Science, a large-lecture general education course, offered in two formats by the same instructors in subsequent years. In the first offering (Spring 2013) the course was offered as a traditional large-lecture course, with lecture to large audiences and a limited number of exams for assessment. In the second offering (Spring 2014), the course included small-group discussion periods, peer-review of writing assignments, guest lectures, and online learning with limited traditional lecture. Our primary objective was to quantify differences in student engagement and learning outcomes between the two course offerings. Results of our study show that the students in the transformed course indicated higher interest, engagement level, and satisfaction than the students in the traditional lecture course. Furthermore, students in the transformed course reported increased behavior, emotional, and cognitive engagement over those in the traditional course, and also increased satisfaction with the course.

  1. The effects of supplemental online learning aids on student performance and student engagement in Medical Microbiology

    NASA Astrophysics Data System (ADS)

    Murray, Kimberly

    The purpose of this study was to determine the effects of online learning aids on student performance and engagement. The thirty-five participants of the current study were students enrolled in two sections of a junior level Medical Microbiology laboratory. The experimental section was required to spend ten minutes each week on an online learning aid. The online program, StudyMate(TM), was used to present text and images in the form of flash cards, multiple choice questions, matching, and crossword puzzles. Both groups completed the Index of Learning Style survey, an initial engagement survey at the start of the course, and a final engagement survey at the end of the course. Statistical analysis showed no significant differences between the groups at the start of the course or after the course was completed for learning style, science grade point average, overall grade point average, initial engagement or final engagement. A moderate correlation was found between microbiology course and laboratory grades and a reflective learning style.

  2. Liquid Motion Lamp: A Learning-Cycle Approach to Solubility

    ERIC Educational Resources Information Center

    Brown, Sherri L.; Votaw, Nikki L.

    2008-01-01

    The abstract concepts of density and solubility are often difficult for middle-grade students and should be taught within several contexts to provide multiple experiences with the phenomena. To authenticate the learning of these concepts, this article provides instructional guidelines for constructing a liquid motion lamp to engage students in…

  3. Engaging College Students from Diverse Backgrounds in Community Service Learning

    ERIC Educational Resources Information Center

    Novick, Sarah; Seider, Scott C.; Huguley, James P.

    2011-01-01

    Community service learning at the university level is often conceived of as a mechanism for introducing privileged young adults to people with whom they have never interacted and experiences they have never had. American universities and courses involving community service learning are increasingly filling, however, with undergraduates who are…

  4. Getting Unstuck: Learning and Histories of Engagement in Classrooms

    ERIC Educational Resources Information Center

    Esmonde, Indigo; Takeuchi, Miwa; Radakovic, Nenad

    2011-01-01

    This article focuses on the role of history in shaping learning interactions in a high school mathematics class, in which we argue that students participate in two key activity systems: Learning mathematics and doing school. Within the context of these two activity systems, we highlight the nature of "sociogenesis," the patterns of shift in…

  5. Mobile Math: Math Educators and Students Engage in Mobile Learning

    ERIC Educational Resources Information Center

    Franklin, Teresa; Peng, Li-Wei

    2008-01-01

    The public and educational communities are aware of the continuing crisis in math education in our middle schools and the convergence of technologies for teaching and learning. This paper presents a case study in which iPod Touch[R] was used to help middle school students learn about algebraic equations and, in particular, the concept of slope,…

  6. Using Group Quizzes to Engage Students in Learning Calculus

    ERIC Educational Resources Information Center

    Xue, Fei; McGivney-Burelle, Jean

    2012-01-01

    As noted in "Beyond Crossroads" (AMATYC, 2006), for today's students, learning mathematics is participatory and depends on the active involvement of students (p. 53). The National Council of Teachers of Mathematics shares the point of view that the teaching and learning of mathematics should include giving students ample opportunity to think…

  7. Beyond Sharing: Engaging Students in Cooperative and Competitive Active Learning

    ERIC Educational Resources Information Center

    Kao, Gloria Yi-Ming; Lin, Sunny S. J.; Sun, Chuen-Tsai

    2008-01-01

    The authors describe their design for an Internet-based learning environment called BeyondShare in which students are encouraged to gain a deep understanding of the learning material, reflect on the quality of individual constructions through sharing and peer evaluation, and synthesize cross-unit knowledge by integrating self- and peer-produced…

  8. Engaging FCS Partners in an International Service Learning Initiative

    ERIC Educational Resources Information Center

    Keino, Leah C.; Torrie, Margaret C.; Hausafus, Cheryl O.; Trost, Betty C.

    2010-01-01

    Several definitions of service learning exist. For this initiative, the authors used Torres and Sinton's (2000) definition that students are learning about social issues and applying new knowledge to real problems in their communities. This project entailed a partnership of committed citizens of different groups (middle, secondary, and university…

  9. Extending the Engagement Taxonomy: Software Visualization and Collaborative Learning

    ERIC Educational Resources Information Center

    Myller, Niko; Bednarik, Roman; Sutinen, Erkki; Ben-Ari, Mordechai

    2009-01-01

    As collaborative learning in general, and pair programming in particular, has become widely adopted in computer science education, so has the use of pedagogical visualization tools for facilitating collaboration. However, there is little theory on collaborative learning with visualization, and few studies on their effect on each other. We build on…

  10. Learning New Practices in Small Business: Engagement and Localised Support

    ERIC Educational Resources Information Center

    Ehrich, Lisa C.; Billett, Stephen

    2004-01-01

    Discusses the findings of a study that investigated how the learning of innovative practices might best proceed in small businesses. The recent implementation of the Goods and Service Tax (GST) in Australia presented an opportunity for understanding how small business operatives learned to implement a new practice. The procedures comprised…

  11. Self-Regulation Empowerment Program: A School-Based Program to Enhance Self-Regulated and Self-Motivated Cycles of Student Learning

    ERIC Educational Resources Information Center

    Cleary, Timothy J.; Zimmerman, Barry J.

    2004-01-01

    This article describes a training program, Self-Regulation Empowerment Program (SREP), that school professionals can use to empower adolescent students to engage in more positive, self-motivating cycles of learning. It is a two-part approach whereby self-regulated learning coaches (SRC) (a) use microanalytic assessment procedures to assess…

  12. What Makes Students Engaged in Learning? A Time-Use Study of within- and between-Individual Predictors of Emotional Engagement in Low-Performing High Schools

    ERIC Educational Resources Information Center

    Park, Sira; Holloway, Susan D.; Arendtsz, Amanda; Bempechat, Janine; Li, Jin

    2012-01-01

    Adolescents' emotional engagement plays a critical role in promoting their academic performance as well as overall psychological wellbeing. As a part of a 3-year longitudinal study, this study drew upon self-determination theory to examine three psychological predictors of emotional engagement within specific learning contexts. Ninety-four, low…

  13. Learning from experts on public engagement with CCS

    NASA Astrophysics Data System (ADS)

    Xenias, Dimitrios; Whitmarsh, Lorraine

    2016-04-01

    Carbon Capture and Storage is a key technology for the transition to a low carbon economy. There are thus strong normative, substantive and instrumental rationales for public acceptance of large scale CCS. In this study, we interviewed 12 experts in CCS from the UK, the Netherlands, and Germany. The experts had previous experience on public engagement on CCS, and were asked to identify barriers and drivers for CCS deployment and public engagement with CCS. Interviews lasted between 40 and 70 minutes. Thematic analysis revealed a small number of recurrent issues, including: (a) lack of political leadership on the matter; (b) lack of public knowledge on relevant technologies, which may not however always be necessary; and (c) difficulty communicating why CCS is not a direct substitute for renewable energy generation. Despite the recent government disengagement from CCS funding in the UK, another surprise finding was that lack of funding and political leadership was a perceived barrier internationally. These emergent views inform a follow-up online survey with the UK public, currently in preparation, which will expand on and triangulate the present findings and lead to development of a toolkit for the benefit of those involved with public engagement with CCS.

  14. High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules

    ERIC Educational Resources Information Center

    Santoso, Harry B.; Lawanto, Oenardi; Becker, Kurt; Fang, Ning; Reeve, Edward M.

    2014-01-01

    The purpose of this research was to investigate high school students' computer self-efficacy (CSE) and learning behavior in a self-regulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with…

  15. Methods and Strategies: Literacy in the Learning Cycle

    ERIC Educational Resources Information Center

    Everett, Susan; Moyer, Richard

    2009-01-01

    Trade books can be used in all phases of the learning cycle to support effective teaching and learning. Romance and Vitale (1992) found that texts and other nonfiction science books can be effective tools for teaching reading, as the science activities give learners a purpose for their reading. In this article, the authors share ways to…

  16. International service-learning: an opportunity to engage in cultural competence.

    PubMed

    Kohlbry, Pamela; Daugherty, JoAnn

    2015-01-01

    One-day international service-learning projects are an opportunity for nursing students to engage in learning cultural awareness, knowledge, and skills. At XXX University, faculty developed these international service-learning projects in Mexico where students participated in health promotion teaching for children and families and providing health care for older adults. The purpose of this article is to describe 3 types of student experiences gained during 1-day international service-learning projects. We named these experiences cultural communication, cultural confidence, and cultural surprise. PMID:25999197

  17. Engaging Students in Higher Education through Mobile Learning

    NASA Astrophysics Data System (ADS)

    Menkhoff, Thomas; Bengtsson, Magnus Lars

    This exploratory study reports pedagogical experiences with using mobiles phone, wikis and other mobile learning approaches such as walking tours as educational tools in the context of an undergraduate course on Chinese entrepreneurship taught at a university in Singapore. Conceptualised as mobile learning, the paper argues that ICT (information and communication technologies) devices used by students as part of their everyday life such as hand phones in combination with social media such as course wikis and other pedagogical methods such as mini lectures, field visits and walking tours can greatly enrich learners' experience provided their usage is easy and effectively integrated into the respective instructional strategy.

  18. Exploring the Perceptions of Students as Co-Creators in Learning and Its Effect on Student Engagement

    ERIC Educational Resources Information Center

    Keevers, Douglas M.

    2016-01-01

    College students in the United States today are failing to be academically engaged, and there is a critical need to analyze why this is occurring. The research conducted in this study was used to examine student engagement as a means to promote learning in higher education. Student engagement can lead to knowledge development and foster academic…

  19. Helping Future Physics Teachers Learn How to Engage Students in Meaningful Problem Solving

    NASA Astrophysics Data System (ADS)

    Etkina, Eugenia

    2012-02-01

    Learning to solve problems is an important part of learning physics. Preparing future physics teachers to engage their students in meaningful problem solving is a part of a larger set of knowledge and skills called pedagogical content knowledge. One of the most common issues that students have when approaching physics problems is looking for the ``right formula'' instead of thinking about the concepts involved. What can we do to help students break this habit and learn to engage in expert-like problems solving? Answers to this question applied to specific areas of physics are a part of physics PCK. Workshop participants will learn how to approach problems solving with their pre-service physics teachers to help them develop problem-solving aspect of their PCK.

  20. Developing personal and community learning in graduate nursing education through community engagement.

    PubMed

    Narsavage, Georgia L; Batchelor, Holly; Lindell, Deborah; Chen, Yea-Jyh

    2003-01-01

    Community engagement through service-learning was introduced into a graduate program in nursing education to develop student leadership skills, interest in learning, and social responsibility. With faculty expertise and guidance, students worked in partnership with underserved community agencies. The goal of sustainability was accomplished by developing faculty expertise in service-learning as a method of instruction and integrating community engagement into academic assignments within existing courses. Opportunities to reflect on the benefits of the experiences were considered crucial to bridging service to learning in the community. Evaluation findings indicate that students gained insight into community needs and resources as they moved outside traditional health care settings. Graduates increased their understanding of their role as a resource to the community, and community agencies saw the value of a nurse educated at an advanced practice level. PMID:14705399

  1. Where Is the Learning in Smaller Learning Communities? Academic Press, Social Support for Learning, and Academic Engagement in Smaller Learning Community Classrooms

    ERIC Educational Resources Information Center

    Fischer, Christopher; Bol, Linda; Pribesh, Shana; Nunnery, John

    2013-01-01

    The extent to which smaller learning communities' (SLCs) focus on academic press and strong social relationships affects academic engagement among 9th graders in urban high schools was investigated. Data were collected through classroom observations, student questionnaires, and focus groups with teachers. Data were analyzed using descriptive…

  2. Student Learning and Engagement in the Context of Curriculum Integration

    ERIC Educational Resources Information Center

    Brinegar, Kathleen; Bishop, Penny A.

    2011-01-01

    Although curriculum integration has a long history of myriad models, rarely have those stakeholders most connected to the practice--the students--been consulted about the efficacy of the approach. This study applied a longitudinal, intrinsic case study approach (Stake, 2000) to examine middle school students' perceptions of learning and engagement…

  3. Bingo!: An Engaging Activity for Learning Physiological Terms in Psychology

    ERIC Educational Resources Information Center

    Vanags, Thea; George, Amanda M.; Grace, Diana M.; Brown, Patricia M.

    2012-01-01

    Brain Bingo is a tutorial activity for helping undergraduate psychology students learn complex physiological terms. In two experiments, the authors tested pretest and posttest knowledge, and in Experiment 2, the authors tested retention after 5 weeks. In Experiment 1 (n = 41), the experimental group (Brain Bingo) recalled more terms than the…

  4. The Impact of Authentic Learning on Students' Engagement with Physics

    ERIC Educational Resources Information Center

    Murphy, Patricia; Lunn, Stephen; Jones, Helen

    2006-01-01

    The changes in the statutory science curriculum specification for all students aged 14-15 in England and Wales in 2006 herald a shift in how curriculum content is organized, and the purposes for science learning. In a curriculum for scientific literacy the selection of social situations and scientific controversies determines the knowledge that is…

  5. Enactive Metaphors: Learning through Full-Body Engagement

    ERIC Educational Resources Information Center

    Gallagher, Shaun; Lindgren, Robb

    2015-01-01

    Building on both cognitive semantics and enactivist approaches to cognition, we explore the concept of enactive metaphor and its implications for learning. Enactive approaches to cognition involve the idea that online sensory-motor and affective processes shape the way the perceiver-thinker experiences the world and interacts with others.…

  6. Learning through Engagement: MOOCS as an Emergent Form of Provision

    ERIC Educational Resources Information Center

    Walji, Sukaina; Deacon, Andrew; Small, Janet; Czerniewicz, Laura

    2016-01-01

    Massive open online courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning. Adopting measures used with formal online courses to assess the outcomes of MOOCs is often not informative because the context is very different. The particular affordances of MOOCs shaping learning…

  7. Engaging Education: Integrating Work, Technology and Learning for Adults.

    ERIC Educational Resources Information Center

    Department of Housing and Urban Development, Washington, DC.

    This guide is for Neighborhood Networks center staff and volunteers who want to learn how centers across the country are helping adults meet work force demands. It provides resources to work force development programs so examples can be tailored to meet the needs of other communities. It focuses on challenges that integrating academics and job…

  8. Service Learning and Student Engagement: A Dual Language Book Project

    ERIC Educational Resources Information Center

    Roessingh, Hetty

    2012-01-01

    A model is proposed followed by a case study of collaborative project work between student teachers, teachers and English language learners in kindergarten and grade 1. As a model, service learning provides a framework for making explicit linkages between course-based, credit bearing academic content, the identified need of the community school,…

  9. Team-Based Activities to Promote Engaged Learning

    ERIC Educational Resources Information Center

    Lightner, Sharon; Bober, Marcie J.; Willi, Caroline

    2007-01-01

    Like their counterparts in other disciplines, accounting educators are gradually moving away from talk-and-chalk lectures to project-based learning, real-world problem solving, and team collaboration. Slower to change are the ways in which the impact of these innovative teaching methods have been assessed, with student reactions and traditional…

  10. Designing Learning to Engage Students in the Global Classroom

    ERIC Educational Resources Information Center

    Lock, Jennifer V.

    2015-01-01

    The purpose of the article is to examine how the paradigm shift in education and the availability of digital technologies have created new opportunities to move learning beyond the microcosm of the traditional face-to-face classroom and into the online global classroom. Students and educators are better positioned to work with other students and…

  11. Socially Conscious Ventures and Experiential Learning: Perceptions of Student Engagement

    ERIC Educational Resources Information Center

    Vasbinder, William; Koehler, William

    2015-01-01

    This qualitative study explored stakeholder perceptions of the outcomes of semester-long experiential learning projects in five selected business courses at a small, private college. Students worked with the owners of socially conscious startup firms to develop and present strategic marketing and business plans. The work draws upon interviews with…

  12. Investigating the Engagement of Mature Students with Mathematics Learning Support

    ERIC Educational Resources Information Center

    Breen, Cormac; Prendergast, Mark; Carr, Michael

    2015-01-01

    The Maths Learning Support Centre (MLSC) in the Dublin Institute of Technology (DIT) provides free mathematical support to all DIT students. This support is primarily delivered through a drop-in service, where students can receive one-to-one tuition, without an appointment, in any area of mathematics. In the first semester of the 2013/14 academic…

  13. Community-Based Learning: Engaging Students for Success and Citizenship

    ERIC Educational Resources Information Center

    Melaville, Atelia; Berg, Amy C.; Blank, Martin J.

    2006-01-01

    Education is the foundation of democracy. As such it must work for all young people. Yet far too often young people disengage from learning and do not reach their full, human potential. Community schools--places where partners come together to offer a range of supports and opportunities for children, youth, families, and communities before,…

  14. Using Sport to Engage and Motivate Students to Learn Mathematics

    ERIC Educational Resources Information Center

    Robinson, Carol L.

    2012-01-01

    This article describes how technology has been used to motivate the learning of mathematics for students of Sports Technology at Loughborough University. Sports applications are introduced whenever appropriate and Matlab is taught to enable the students to solve realistic problems. The mathematical background of the students is varied and the…

  15. Engaged Learning and Peace Corps Service in Tanzania: An Autoethnography

    ERIC Educational Resources Information Center

    Darling, Brianna; Thorp, Laurie; Chung, Kimberly

    2014-01-01

    The Peace Corps Masters International program offers students the opportunity to combine their Peace Corps service with their master's education. This article demonstrates how classroom learning strengthened the author's Peace Corps service in Tanzania, which in turn strengthened her master's thesis. Peace Corps supports an approach…

  16. Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective.

    PubMed

    Charland, Patrick; Léger, Pierre-Majorique; Sénécal, Sylvain; Courtemanche, François; Mercier, Julien; Skelling, Yannick; Labonté-Lemoyne, Elise

    2015-01-01

    In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris defined engagement by its multiple dimensions: behavioral, emotional and cognitive. They observed that individual types of engagement had not been studied in conjunction, and little information was available about interactions or synergy between the dimensions; consequently, more studies would contribute to creating finely tuned teaching interventions. Benefiting from the recent technological advances in neurosciences, this paper presents a recently developed methodology to gather and synchronize data on multidimensional engagement during learning tasks. The technique involves the collection of (a) electroencephalography, (b) electrodermal, (c) eye-tracking, and (d) facial emotion recognition data on four different computers. This led to synchronization issues for data collected from multiple sources. Post synchronization in specialized integration software gives researchers a better understanding of the dynamics between the multiple dimensions of engagement. For curriculum developers, these data could provide informed guidelines for achieving better instruction/learning efficiency. This technique also opens up possibilities in the field of brain-computer interactions, where adaptive learning or assessment environments could be developed. PMID:26167712

  17. The Effectiveness of Game-Based Learning as an Instructional Strategy to Engage Students in Higher Education in Singapore

    ERIC Educational Resources Information Center

    Tham, Raymond; Tham, Lesley

    2014-01-01

    The Internet Generation today is accustomed to multi-tasking, graphics, fun, and fantasy. Educators are finding it challenging to engage and motivate students with the traditional mode of teaching. They are increasingly seeking to tap the potential of game-based learning to engage and motivate learners. Game-based learning is also catching on in…

  18. Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

    ERIC Educational Resources Information Center

    Spence, Dianna J.; Usher, Ellen L.

    2007-01-01

    This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning.…

  19. Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues

    ERIC Educational Resources Information Center

    Azevedo, Roger

    2015-01-01

    Engagement is one of the most widely misused and overgeneralized constructs found in the educational, learning, instructional, and psychological sciences. The articles in this special issue represent a wide range of traditions and highlight several key conceptual, theoretical, methodological, and analytical issues related to defining and measuring…

  20. Community-Based Learning, Internationalization of the Curriculum, and University Engagement with Latino Communities

    ERIC Educational Resources Information Center

    Hartfield-Mendez, Vialla

    2013-01-01

    This article analyzes efforts at Emory University to understand international presences, focusing especially on Spanish-speaking communities and neighborhoods in Atlanta and Georgia, and to integrate these into the life of the university through engaged learning courses. Using a fresh look at the concepts of global citizenship and cosmopolitanism…

  1. Data and Evaluation Strategies to Support Parent Engagement Programs: Learnings from an Evaluation of Parent University

    ERIC Educational Resources Information Center

    Portwood, Sharon G.; Brooks-Nelson, Ellissa; Schoeneberger, Jason

    2015-01-01

    Charlotte-Mecklenburg Schools' (CMS) Parent University is an innovative, collaborative initiative designed to engage parents in their children's education. Working with community partners, Parent University offers unique courses and workshops such as Parenting Awareness, Helping Your Child Learn in the 21st Century, Health and Wellness, and…

  2. The Impact of Cooperative Learning on Student Engagement: Results from an Intervention

    ERIC Educational Resources Information Center

    Herrmann, Kim J.

    2013-01-01

    With an increasing awareness that many undergraduates are passive during teaching sessions, calls for instructional methods that allow students to become actively engaged have increased. Cooperative learning has long been popular at the primary and secondary level and, within recent years, higher education. However, empirical evidence of the…

  3. Building Different Bridges: Technology Integration, Engaged Student Learning, and New Approaches to Professional Development.

    ERIC Educational Resources Information Center

    Jacobsen, D. Michele

    The human and organizational infrastructure that is required to support the efficacious use of technology by teachers in the classroom was studied in three elementary schools in Alberta, Canada. The resulting impacts on engaged student learning were also studied, and the usefulness of Alberta's Galileo Educational Network Association initiative…

  4. Motivation, Learning, and Transformative Experience: A Study of Deep Engagement in Science

    ERIC Educational Resources Information Center

    Pugh, Kevin J.; Linnenbrink-Garcia, Lisa; Koskey, Kristin L. K.; Stewart, Victoria C.; Manzey, Christine

    2010-01-01

    This study investigated the prevalence of transformative experiences, antecedents of transformative experience, and the relation between transformative experience and deep-level learning (conceptual change and transfer) for high school biology students (N = 166). Results suggested that the high school students in our sample typically engaged in…

  5. The Three Block Model of Universal Design for Learning (UDL): Engaging Students in Inclusive Education

    ERIC Educational Resources Information Center

    Katz, Jennifer

    2013-01-01

    When the Three Block Model of Universal Design for Learning (Katz, 2012a) is implemented, outcomes related to student academic and social engagement were investigated in this study. 631 students from Grades 1 to 12 attending ten schools located in two rural and three urban school divisions in Manitoba took part in the study. Intervention and…

  6. Engaging in Deep Cultural Learning through the Intersection of Multiple Contexts

    ERIC Educational Resources Information Center

    Northcote, Maria; Kilgour, Peter; Reynaud, Daniel; Fitzsimmons, Phil

    2014-01-01

    The type of learning that takes place in teacher education courses typically results in pre-service teachers developing a mixture of knowledge, skills and values that enable them to become effective teachers in schools in the future. During their journey to become qualified teachers, pre-service teachers typically engage in coursework and…

  7. A Dissemination Methodology for Learning and Teaching Developments through Engaging and Embedding

    ERIC Educational Resources Information Center

    Treleaven, Lesley; Sykes, Chris; Ormiston, Jarrod

    2012-01-01

    Dissemination of learning and teaching innovation in higher education requires approaches to change that are socially contextualised, dynamic and self-reflexive. This article, therefore, presents a methodology for dissemination employing an embedding heuristic and engaging in participatory action research. The embedding approach emphasises three…

  8. Investigating Faculty Learning in the Context of Community-Engaged Scholarship

    ERIC Educational Resources Information Center

    Jameson, Jessica Katz; Clayton, Patti H.; Jaeger, Audrey J.; Bringle, Robert G.

    2012-01-01

    This study investigates faculty learning resulting from a faculty development program implemented at North Carolina State University to build capacity for community-engaged scholarship (CES). Previous work done under the auspices of Community Campus Partnerships for Health is extended by modifying an extant scale used to assess CES competencies…

  9. Applying Service Learning to Computer Science: Attracting and Engaging Under-Represented Students

    ERIC Educational Resources Information Center

    Dahlberg, Teresa; Barnes, Tiffany; Buch, Kim; Bean, Karen

    2010-01-01

    This article describes a computer science course that uses service learning as a vehicle to accomplish a range of pedagogical and BPC (broadening participation in computing) goals: (1) to attract a diverse group of students and engage them in outreach to younger students to help build a diverse computer science pipeline, (2) to develop leadership…

  10. Increasing Motivation and Engagement in Elementary and Middle School Students through Technology-Supported Learning Environments

    ERIC Educational Resources Information Center

    Godzicki, Linda; Godzicki, Nicole; Krofel, Mary; Michaels, Rachel

    2013-01-01

    This action research project report was conducted in order to increase motivation and engagement in elementary and middle school students through technology-supported learning environments. The study was conducted from August 27, 2012, through December 14, 2012 with 116 participating students in first-, fourth-, fifth- and eighth-grade classes. To…

  11. Typical Intellectual Engagement as a Byproduct of Openness, Learning Approaches, and Self-Assessed Intelligence

    ERIC Educational Resources Information Center

    Arteche, Adriane; Chamorro-Premuzic, Tomas; Ackerman, Phillip; Furnham, Adrian

    2009-01-01

    Students (n = 328) from US and UK universities completed four self-report measures related to intellectual competence: typical intellectual engagement (TIE), openness to experience, self-assessed intelligence (SAI), and learning approaches. Confirmatory data reduction was used to examine the structure of TIE and supported five major factors:…

  12. The Impact of Reading to Engage Children with Autism in Language and Learning (RECALL)

    ERIC Educational Resources Information Center

    Whalon, Kelly; Martinez, Jose R.; Shannon, Darbianne; Butcher, Colleen; Hanline, Mary Frances

    2015-01-01

    A multiple baseline across participants design was used to investigate the impact of RECALL (Reading to Engage Children With Autism in Language and Learning) on the correct, unprompted responding and initiations of young children with autism spectrum disorder (ASD). RECALL is an adapted shared reading intervention based on dialogic reading. RECALL…

  13. The Effect of Social Interaction on Learning Engagement in a Social Networking Environment

    ERIC Educational Resources Information Center

    Lu, Jie; Churchill, Daniel

    2014-01-01

    This study investigated the impact of social interactions among a class of undergraduate students on their learning engagement in a social networking environment. Thirteen undergraduate students enrolled in a course in a university in Hong Kong used an Elgg-based social networking platform throughout a semester to develop their digital portfolios…

  14. Relation between Academic Performance and Students' Engagement in Digital Learning Activities

    ERIC Educational Resources Information Center

    Bertheussen, Bernt Arne; Myrland, Øystein

    2016-01-01

    This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…

  15. Insider, Outsider, Ally, or Adversary: Parents of Youth with Learning Disabilities Engage in Educational Advocacy

    ERIC Educational Resources Information Center

    Duquette, Cheryll; Fullarton, Stephanie; Orders, Shari; Robertson-Grewal, Kristen

    2011-01-01

    The purpose of this qualitative study was to examine the educational advocacy experiences of parents of adolescents and young adults identified as having a learning disability (LD) through the lens of four dimensions of advocacy. Seventeen mothers of youth with LD responded to items in a questionnaire and 13 also engaged in in-depth interviews. It…

  16. Demonstrating Pre-Service Teacher Learning through Engagement in Global Field Experiences

    ERIC Educational Resources Information Center

    Francis, Raymond W.

    2015-01-01

    Global opportunities for students to engage in teaching and learning have the potential to have a great impact on their professional knowledge base as a future teacher. However, little information is available about how global field experiences impact pre-service teachers' understanding due to substantial challenges in collecting and analyzing…

  17. Learning to Overcome Cultural Conflict through Engaging with Intelligent Agents in Synthetic Cultures

    ERIC Educational Resources Information Center

    Hall, Lynne; Tazzyman, Sarah; Hume, Colette; Endrass, Birgit; Lim, Mei-Yii; Hofstede, GertJan; Paiva, Ana; Andre, Elisabeth; Kappas, Arvid; Aylett, Ruth

    2015-01-01

    Providing opportunities for children to engage with intercultural learning has frequently focused on exposure to the ritual, celebrations and festivals of cultures, with the view that such experiences will result in greater acceptance of cultural differences. Intercultural conflict is often avoided, bringing as it does particular pedagogical,…

  18. Promoting University Students' Engagement in Learning through Instructor-Initiated EFL Writing Groups

    ERIC Educational Resources Information Center

    Mutwarasibo, Faustin

    2014-01-01

    This article examines how to promote university students' engagement in learning by means of instructor-initiated English as a foreign language (EFL) writing groups. The research took place in Rwanda and was undertaken as a case study involving 34 second-year undergraduate students, divided into 12 small working groups, and one instructor.…

  19. Health Campaigns as Engaged Pedagogy: Considering a Motorcycle Safety Campaign as Scholarship of Teaching and Learning

    ERIC Educational Resources Information Center

    Mattson, Marifran; Haas, Emily J.; Kosmoski, Carin

    2013-01-01

    This article argues that teaching health campaigns from an engaged pedagogy perspective is beneficial for students, instructors, and communities. This argument is supported by a teaching and learning perspective using a motorcycle safety campaign as an exemplar. Retrospective interviews were conducted with students who participated in a…

  20. Service-Learning: Implications for Empathy and Community Engagement in Elementary School Children

    ERIC Educational Resources Information Center

    Scott, Katharine E.; Graham, James A.

    2015-01-01

    The literature on service-learning outcomes in pre-adolescent children is relatively sparse. Empathy (i.e., overall, cognitive, affective) and community engagement (i.e., connection to the community, civic awareness, civic efficacy) were assessed in 155 first, second, and fifth graders (n = 79 males; n = 76 females) using a pre/post design for a…

  1. Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms

    ERIC Educational Resources Information Center

    Jacob, Laura Beth

    2012-01-01

    Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in…

  2. Increasing Parent Engagement in Student Learning Using an Intelligent Tutoring System

    ERIC Educational Resources Information Center

    Broderick, Zachary; O'Connor, Christine; Mulcahy, Courtney; Heffernan, Neil; Heffernan, Christina

    2011-01-01

    This study demonstrates the ability of an Intelligent Tutoring System (ITS) to increase parental engagement in student learning. A parent notification feature was developed for the web-based ASSISTment ITS that allows parents to log into their own accounts and access detailed data about their students' performance. Parents from a local middle…

  3. Engaged Learning across the Curriculum: The Vertical Integration of Food for Thought

    ERIC Educational Resources Information Center

    Duster, Troy; Waters, Alice

    2006-01-01

    This article discusses a relatively new and decidedly healthy educational movement emerging across the United States, from grade schools to high schools, from community colleges to graduate programs at the nation's most prestigious universities. The movement goes by the name of "engaged learning." The authors describe two experiments to integrate…

  4. The Use of Scaffolding Approach to Enhance Students' Engagement in Learning Structural Analysis

    ERIC Educational Resources Information Center

    Hardjito, Djwantoro

    2010-01-01

    This paper presents a reflection on the use of Scaffolding Approach to engage Civil Engineering students in learning Structural Analysis subjects. In this approach, after listening to the lecture on background theory, students are provided with a series of practice problems, each one comes with the steps, formulas, hints, and tables needed to…

  5. Faculty Engagement with Learning Outcomes Assessment: A Study of Public Two-Year Colleges in Colorado

    ERIC Educational Resources Information Center

    Williams, Jennifer L.

    2013-01-01

    The problem addressed in this study was the assumption that faculty at the postsecondary level in the U. S. are not sufficiently or effectively engaged with student learning outcomes assessment (LOA) activities and/or practices. This issue emerged in two primary ways within the Scholarship of Assessment (SoA) body of literature: (1) as a…

  6. Mapping Civic Engagement: A Case Study of Service-Learning in Appalachia

    ERIC Educational Resources Information Center

    Mann, Jessica; Casebeer, Daniel

    2016-01-01

    This study uses social cartography to map student perceptions of a co-curricular service-learning project in an impoverished rural community. As a complement to narrative discourse, mapping provides an opportunity to visualize not only the spatial nature of the educational experience but also, in this case, the benefits of civic engagement. The…

  7. "Learning the Basics": Young People's Engagement with Sexuality Education at Secondary Schools

    ERIC Educational Resources Information Center

    Adams Tucker, Leigh; George, Gavin; Reardon, Candice; Panday, Saadhna

    2016-01-01

    School-based sexuality education remains a key response to the HIV epidemic. Drawing on findings from an ethnographic study, this study explores how young people engage with sexuality and HIV- and AIDS-related education as it is delivered through the Life Orientation (LO) learning area in South Africa, in order to understand the dynamics that…

  8. Student Engagement in Blended Learning Environments with Lecture-Based and Problem-Based Instructional Approaches

    ERIC Educational Resources Information Center

    Delialioglu, Omer

    2012-01-01

    This study investigates how blending of different instructional approaches with technology affects students' engagement. A computer networks course was designed and implemented for the first eight weeks of the semester as a lecture-based blended learning environment and for the second eight weeks of the semester as a problem-based blended learning…

  9. Engaging Students in Macro Issues through Community-Based Learning: The Policy, Practice, and Research Sequence

    ERIC Educational Resources Information Center

    Sather, Paul; Weitz, Barbara; Carlson, Patricia

    2007-01-01

    This paper describes the revision of a curriculum that was initiated to engage and sustain students' interest in the macro dimension of social work practice. Specifically, we describe how two junior policy courses, a senior macro practice course, and a research methods course were revised to include a service learning approach. This article…

  10. How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?

    ERIC Educational Resources Information Center

    Kirkland, Janice

    2013-01-01

    Students with learning disabilities may experience difficulty engaging in literacy activities, as they risk being hindered by negative attitudes and doubt of their intellectual abilities, reduced effort, lower self-efficacy, and failure (Klassen, 2007; Litcht & Kirstner, 1986; Oldfather, 2002; Roberts, Torgesen, Boardman, & Scammacca,…

  11. Moving (Literally) to Engage Students: Putting the (Physically) Active in Active Learning

    ERIC Educational Resources Information Center

    Strean, William B.

    2010-01-01

    This paper explores a variety of practices and classroom activities that engage the whole student. Grounded in a somatic perspective (from "soma" meaning the body in its wholeness--the integration of thinking, feeling, and acting), the discussion shows how students can be brought fully into learning through movement, music, and…

  12. Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation

    ERIC Educational Resources Information Center

    Jones, Brett D.

    2009-01-01

    The purpose of this article is to present a model of academic motivation that can be used by instructors to design courses that will engage students in learning. The model, based on research and theory, consists of five components that an instructor should consider when designing instruction: (1) empowerment, (2) usefulness, (3) success, (4)…

  13. Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

    ERIC Educational Resources Information Center

    Evans, Miriam; Boucher, Alyssa R.

    2015-01-01

    Choice plays a critical role in promoting students' intrinsic motivation and deep engagement in learning. Across a range of academic outcomes and student populations, positive impacts have been seen when student autonomy is promoted through meaningful and personally relevant choice. This article presents a theoretical perspective on the…

  14. Service-Learning and Social Justice: Engaging Students in Social Change

    ERIC Educational Resources Information Center

    Cipolle, Susan Benigni

    2010-01-01

    This book provides everything administrators and teachers need to build service-learning programs that prepare students as engaged citizens committed to equity and justice. The author describes practical strategies for classroom teachers along with the theoretical framework so readers can deftly move beyond the book to a meaningful program for…

  15. Engaging Fifth Graders in Scientific Modeling to Learn about Evaporation and Condensation

    ERIC Educational Resources Information Center

    Hokayem, Hayat; Schwarz, Christina

    2014-01-01

    Reform efforts in science education have aimed at fostering scientific literacy by helping learners meaningfully engage in scientific practices to make sense of the world. In this paper, we report on our second year of unit implementation that has investigated 34 fifth grade students' (10-year-olds) learning about evaporation and condensation…

  16. Differentiating and Assessing Relationships in Service-Learning and Civic Engagement: Exploitative, Transactional, or Transformational

    ERIC Educational Resources Information Center

    Clayton, Patti H.; Bringle, Robert G.; Senor, Bryanne; Huq, Jenny; Morrison, Mary

    2010-01-01

    As a defining aspect of service-learning and civic engagement, relationships can exist among faculty members, students, community organizations, community members, and administrators on campus. This research developed procedures to measure several aspects of these relationships. Investigators collected information from 20 experienced…

  17. Using Blogs to Enhance Student Engagement and Learning in the Health Sciences

    ERIC Educational Resources Information Center

    Zinger, Lana; Sinclair, Alicia

    2013-01-01

    Teaching in a diverse, urban community college, it has become apparent that students spend most of their free (and classroom) time participating in social media. In response, we decided to incorporate social media, blogs specifically, as a way to increase student engagement, retention and achievement. The learning objective was for our students to…

  18. Collaborative Group Engagement in a Computer-Supported Inquiry Learning Environment

    ERIC Educational Resources Information Center

    Sinha, Suparna; Rogat, Toni Kempler; Adams-Wiggins, Karlyn R.; Hmelo-Silver, Cindy E.

    2015-01-01

    Computer-supported collaborative learning environments provide opportunities for students to collaborate in inquiry-based practices to solve authentic problems, using technological tools as a resource. However, we have limited understanding of the quality of engagement fostered in these contexts, in part due to the narrowness of engagement…

  19. Young Children and Educators Engagement and Learning Outdoors: A Basis for Rights-Based Programming

    ERIC Educational Resources Information Center

    Blanchet-Cohen, Natasha; Elliot, Enid

    2011-01-01

    Research Findings: This article reports on a study undertaken with 4 early childhood programs in a medium-size city in Canada investigating young children's and educators' perspectives on engagement and learning possibilities outdoors. A rights-based methodology including participant observations and interactive activities with children as well as…

  20. Inquiry-Based Learning Approach in Physical Education: Stimulating and Engaging Students in Physical and Cognitive Learning

    ERIC Educational Resources Information Center

    Østergaard, Lars Domino

    2016-01-01

    Inquiry is an approach that promotes engagement, motivation and learning, and which involves use of cognitive knowledge, bodily experience and communicative skills. Usually the inquiry method with skills like observations, planning, investigations, experimenting and drawing conclusions is related to natural sciences, but this paper describes an…

  1. Engaging students in learning: findings from a study of project-led education

    NASA Astrophysics Data System (ADS)

    Fernandes, Sandra; Mesquita, Diana; Assunção Flores, Maria; Lima, Rui M.

    2014-01-01

    This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. Project-Led Engineering Education. Utrecht: Lemma] work. It aims to analyse students' perceptions of PLE as a learning device and its implications for faculty and students' role in teaching and learning. Data collection took place in two phases through individual surveys and focus groups to students. Findings suggest the importance of PLE as a device to enhance meaningful learning and provide evidence from students that it helps to increase their engagement in learning. Implications of PLE for faculty and students role in teaching and learning will be discussed in the paper.

  2. Revalidation: a university health board's learning from pilot partner engagement.

    PubMed

    Middleton, Lyn Carolyn; Ryley, Nicola; Llewellyn, Denise

    2015-09-01

    This article aims to share organisational experiences and learning from the largest Nursing and Midwifery Council (NMC) revalidation pilot partner. The purpose of revalidation is to improve public and patient protection through career-long professional updating. Pilot participation enabled Aneurin Bevan University Health Board (ABUHB) to contribute significantly to system and process testing, underpinning revalidation across a range of nursing and midwifery settings. An action plan was developed providing a structured approach to the revalidation pilot, detailed actions were identified and progress against actions mapped and reported. While revalidation is the individual registrant's responsibility, there is an organisational obligation to create a supportive enabling environment. A strategic plan incorporating revalidation into organisational objectives and structured leadership roles assisted registrants to successfully meet the NMC's requirements. With 813 registrants completing the pilot process, ABUHB has an enhanced understanding of the revalidation process and an appreciation of its impact on associated professional issues. This level of learning has increased readiness for revalidation commencement for all UK nurses and midwives. PMID:26309012

  3. High school student's motivation to engage in conceptual change-learning in science

    NASA Astrophysics Data System (ADS)

    Barlia, Lily

    1999-11-01

    This study investigated motivational factors that are related to engaging in conceptual change learning. While previous studies have recognized the resistance of students' scientific conception to change, few have investigated the role that non-cognitive factors might play when students are exposed to conceptual change instruction. Three research questions were examined: (a) What instructional strategies did the teacher use to both promote students' learning for conceptual change and increase their motivation in learning science? (b) What are the patterns of students' motivation to engage in conceptual change learning? And (c) what individual profiles can be constructed from the four motivational factors (i.e., goals, values, self-efficacy, and control beliefs) and how are these profiles linked to engagement (i.e., behavioral and cognitive engagement) in conceptual change learning of science? Eleven twelfth grade students (senior students) and the teacher in which conceptual change approach to teaching was used in daily activities were selected. Data collection for this study included student's self-reported responses to the Motivated Strategies for Learning Questionnaire (MSLQ), classroom observation of students and the teacher, and structured interviews. Analysis of these data resulted in a motivational factor profile for each student and cross case analysis for entire group. Results from this study indicate that each student has different motivation factors that are mostly influenced individual student to learn science. Among these motivation factors, task value and control beliefs were most important for students. The implication of these findings are that teachers need to encourage students to find learning for conceptual change a valuable task, and that students need to find applications for their new conceptions within their everyday lives. In addition, teachers need to encourage students to develop learning strategies for conceptual understanding

  4. Assessing student engagement and self-regulated learning in a medical gross anatomy course.

    PubMed

    Pizzimenti, Marc A; Axelson, Rick D

    2015-01-01

    In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning that students are encountering; and (3) whether the course materials and activities are yielding the intended learning outcomes. This study drew upon self-regulated learning theory (SRL) to specify relevant information about learning engagement, and how the measures of particular scales might prove useful for student/faculty reflection. We tested the quality of such information as collected via the Motivated Strategies for Learning Questionnaire (MSLQ). MSLQ items were administered through a web-based survey to 150 students in a first-year medical gross anatomy course. The resulting 66 responses (44% response rate) were examined for information quality (internal reliability and predictive validity) and usefulness of the results to the course instructor. Students' final grades in the course were correlated with their MSLQ scale scores to assess the predictive validity of the measures. These results were consistent with the course design and expectations, showing that greater use of learning strategies such as elaboration and critical thinking was associated with higher levels of performance in the course. Motivation subscales for learning were also correlated with the higher levels of performance in the course. The extent to which these scales capture valid and reliable information in other institutional settings and courses needs further investigation. PMID:24845421

  5. The Taimyr Peninsula and the Severnaya Zemlya archipelago, Arctic Russia: a synthesis of glacial history and palaeo-environmental change during the Last Glacial cycle (MIS 5e-2)

    NASA Astrophysics Data System (ADS)

    Möller, Per; Alexanderson, Helena; Funder, Svend; Hjort, Christian

    2015-01-01

    We here suggest a glacial and climate history of the Taimyr Peninsula and Severnaya Zemlya archipelago in arctic Siberia for the last about 150 000 years (ka). Primarily it is based on results from seven field seasons between 1996 and 2012, to a large extent already published in papers referred to in the text - and on data presented by Russian workers from the 1930s to our days and by German colleagues working there since the 1990s. Although glaciations even up here often started in the local mountains, their culminations in this region invariably seems to have centred on the shallow Kara Sea continental shelf - most likely due to expanding marine ice-shelves grounding there, as a combined effect of thickening ice and eustatically lowered sea-levels. The most extensive glaciation so far identified in this region (named the Taz glaciation) took place during Marine Isotope Stage 6 (MIS 6), i.e. being an equivalent to the late Saale/Illinoian glaciations. It reached c. 400 km southeast of the Kara Sea coast, across and well beyond the Byrranga Mountain range and ended c. 130 ka. It was followed by the MIS 5e (Karginsky/Eemian) interglacial, with an extensive marine transgression to 140 m above present sea level - facilitated by strong isostatic downloading during the preceding glaciation. During the latest (Zyryankan/Weichselian/Wisconsinan) glacial cycle followed a series of major glacial advances. The earliest and most extensive, culminating c. 110-100 ka (MIS 5d-5e), also reached south of the Byrranga mountains and its post-glacial marine limit there was c. 100 m a.s.l. The later glacial phases (around 70-60 ka and 20 ka) terminated at the North Taimyr Ice Marginal Zone (NTZ), along or some distance inland from the present northwest coast of Taimyr. They dammed glacial lakes, which caused the Taimyr River to flow southwards where to-day it flows northwards into the Kara Sea. The c. 20 ka glacial phase, contemporary with the maximum (LGM) glaciation in NW Europe

  6. Analysis of the Effect of Student Cognizance of the Learning Cycle in General Chemistry

    ERIC Educational Resources Information Center

    Czapla, Matthew

    2012-01-01

    While the benefits of the using the Learning Cycle have been well researched, one area that has received surprisingly little investigation is the effect that student cognizance of the learning cycle has on student performance in chemistry. The Learning Cycle, with its strong theoretical roots in scientific practice and learning theory, offers a…

  7. Building A Drought Science Learning Community: Education and Engagement in an NSF CAREER Grant

    NASA Astrophysics Data System (ADS)

    Quiring, S. M.

    2011-12-01

    This paper describes the education and engagement plan of the NSF CAREER award that I received in 2011 (Role of Soil Moisture in Seasonal to Interannual Climate Variability in the U.S. Great Plains; NSF Award #1056796). A key component of this plan is the development of a Drought Science Learning Community. A learning community is a program of courses and activities, which may include social and academic activities outside the classroom, that form a single program of instruction. Learning communities serve to increase faculty-student and student-student interaction, improve active and collaborative learning, and develop curricular coherence. The goal of a learning community is to encourage integration of learning across courses and to involve students with one of the grand challenges facing society. Students will be recruited from a Freshman Year Seminar (FYS) that I teach every Fall. Students who belong to the learning community will participate in the Water Management and Hydrological Sciences Seminar Series, relevant field trips, and monthly brown bag lunch meetings where students and faculty will discuss their current research projects and recently published scientific articles. Students who participate in learning community activities will benefit from a common intellectual experience that will help them to develop linkages between courses, regular interactions with faculty mentors, and the opportunity to contribute to faculty research. All students will be encouraged to complete an undergraduate thesis as the capstone experience of their participation in the learning community. In addition to describing the organization of the education and engagement plan, I will also discuss expected outcomes, best practices and lessons learned.

  8. The Curriculum Inquiry Cycle: Improving Learning and Teaching. An Overview.

    ERIC Educational Resources Information Center

    Carr, Maureen Sherry; Braunger, Jane

    This monograph describes the Curriculum Inquiry Cycle (CIC), a professional development process that supports educators in making curriculum and instruction decisions responsive to state standards, local needs, and student characteristics. It is designed to improve learning and teaching, with the classroom as the central focus. The CIC has four…

  9. The Assessment Cycle: A Model for Learning through Peer Assessment

    ERIC Educational Resources Information Center

    Reinholz, Daniel

    2016-01-01

    This paper advances a model describing how peer assessment supports self-assessment. Although prior research demonstrates that peer assessment promotes self-assessment, the connection between these two activities is underspecified. This model, the assessment cycle, draws from theories of self-assessment to elaborate how learning takes place…

  10. Exploring Growth (and Mitosis) through a Learning Cycle.

    ERIC Educational Resources Information Center

    Lawson, Anton E.

    1991-01-01

    Presents a learning cycle lesson plan in which students investigate the question of how cells divide. Students use microscopes to explore actual plant root and stem tissues to generate and test hypotheses to answer the question. Includes teacher material, student material, and teaching tips. (MDH)

  11. Teaching Angiosperm Reproduction by Means of the Learning Cycle.

    ERIC Educational Resources Information Center

    Scharmann, Lawrence C.

    1991-01-01

    Discussed is an alternative teaching strategy to uncover and assess a common misconception in the life sciences and to articulate its use in teaching a unit on angiosperm reproduction. The learning cycle is described, and a concept map on reproduction on angiosperms is included. (KR)

  12. Selected engagement factors and academic learning outcomes of undergraduate engineering students

    NASA Astrophysics Data System (ADS)

    Justice, Patricia J.

    The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by George Kuh's, National Survey of Student Engagement (NSSE) at the Indiana University Center for Postsecondary Research. In addition, research projects sponsored by the National Science Foundation, the Academic Pathway Study (APS) at the Center for the Advancement of Engineering Education (CAEE) and the Center for the Advancement of Scholarship on Engineering Education (CASEE), Measuring Student and Faculty Engagement in Engineering Education, at the National Academy of Engineering. These research studies utilized the framework and data from the Engineering Change study by the Center for the Study of Higher Education, Pennsylvania State, that evaluated the impact of the new Accreditation Board of Engineering and Technology (ABET) EC2000 "3a through k" criteria identify 11 learning outcomes expected of engineering graduates. The purpose of this study was to explore the extent selected engagement factors of 1. institution, 2. social, 3. cognitive, 4. finance, and 5. technology influence undergraduate engineering students and quality student learning outcomes. Through the descriptive statistical analysis indicates that there maybe problems in the engineering program. This researcher would have expected at least 50% of the students to fall in the Strongly Agree and Agree categories. The data indicated that the there maybe problems in the engineering program problems in the data. The problems found ranked in this order: 1). Dissatisfaction with faculty instruction methods and quality of instruction and not a clear understanding of engineering majors , 2). inadequate Engineering faculty and advisors availability especially applicable

  13. Ubiquitous testing using tablets: its impact on medical student perceptions of and engagement in learning

    PubMed Central

    Kim, Kyong-Jee; Hwang, Jee-Young

    2016-01-01

    Purpose: Ubiquitous testing has the potential to affect medical education by enhancing the authenticity of the assessment using multimedia items. This study explored medical students’ experience with ubiquitous testing and its impact on student learning. Methods: A cohort (n=48) of third-year students at a medical school in South Korea participated in this study. The students were divided into two groups and were given different versions of 10 content-matched items: one in text version (the text group) and the other in multimedia version (the multimedia group). Multimedia items were delivered using tablets. Item response analyses were performed to compare item characteristics between the two versions. Additionally, focus group interviews were held to investigate the students’ experiences of ubiquitous testing. Results: The mean test score was significantly higher in the text group. Item difficulty and discrimination did not differ between text and multimedia items. The participants generally showed positive responses on ubiquitous testing. Still, they felt that the lectures that they had taken in preclinical years did not prepare them enough for this type of assessment and clinical encounters during clerkships were more helpful. To be better prepared, the participants felt that they needed to engage more actively in learning in clinical clerkships and have more access to multimedia learning resources. Conclusion: Ubiquitous testing can positively affect student learning by reinforcing the importance of being able to understand and apply knowledge in clinical contexts, which drives students to engage more actively in learning in clinical settings. PMID:26838569

  14. Community Based Learning and Civic Engagement: Informal Learning among Adult Volunteers in Community Organizations

    ERIC Educational Resources Information Center

    Mundel, Karsten; Schugurensky, Daniel

    2008-01-01

    Many iterations of community based learning employ models, such as consciousness raising groups, cultural circles, and participatory action research. In all of them, learning is a deliberate part of an explicit educational activity. This article explores another realm of community learning: the informal learning that results from volunteering in…

  15. Effects of digital game-based learning on student engagement and academic achievement

    NASA Astrophysics Data System (ADS)

    Little, Timothy W.

    This experimental study was designed to determine the effect of digital game-based learning on student engagement and academic achievement. The sample was comprised of 34 students enrolled in a secondary Biology class in a rural public school. The study utilized an experimental pretest-posttest design with switching replications. After random assignment, students participated in one of two supplemental learning activities: playing a digital game designed to review science concepts or participating in a lab to review the same concepts. Students subsequently switched activities. Student achievement data were collected on mastery of science concepts, and student engagement data were collected utilizing self- and teacher-reported measures. Data were analyzed using analysis of variance (ANOVA) with repeated measures. Results demonstrated that the digital game was as effective as the lab activity at increasing teacher-reported student engagement and academic achievement. These findings may be of interest to school administrators or directors of teacher preparation programs on the potential effectiveness of digital games as a learning tool.

  16. Engaging novice teachers in semiotic inquiry: considering the environmental messages of school learning settings

    NASA Astrophysics Data System (ADS)

    Shapiro, Bonnie

    2014-12-01

    Katherine Fogelberg's insightful study of the messages of zoo signs describes the complex, sometimes contradictory nature of the messages they communicate. The construction and content of signs are influenced by institutional power. Fogelberg argues that the creation of zoo signage designed to inform the public can, through its messages, silence a perspective of care and compassion for animals. The research presented in the following article extends discussion about the value of critical considerations of cultural and institutional messages created and read in another type of setting designed to educate and inform, the school learning setting. The article reports on a project that engaged novice teachers in explorations of the nature and types of environmental messages found in learning settings. During our inquiry work together, novice teachers suggested areas of particular concern to them, and began to construct ideas about aspects of their work in which they plan to take action or engage in future inquiry. The research also reveals some of the challenges involved when novice educators first begin the process of engaging in semiotic interpretive readings of learning settings.

  17. The Value of Indirect Teaching Strategies in Enhancing Student-Coaches' Learning Engagement.

    PubMed

    Mesquita, Isabel; Coutinho, Patrícia; De Martin-Silva, Luciana; Parente, Bruno; Faria, Mário; Afonso, José

    2015-09-01

    This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches' engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key pointsBoth instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches.The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to regulate

  18. The Value of Indirect Teaching Strategies in Enhancing Student-Coaches’ Learning Engagement

    PubMed Central

    Mesquita, Isabel; Coutinho, Patrícia; De Martin-Silva, Luciana; Parente, Bruno; Faria, Mário; Afonso, José

    2015-01-01

    This study aimed to examine the indirect teaching strategies adopted by a coach educator in terms of promoting student-coaches’ engagement in a positive and active learning environment. The participants were an expert coach educator and seven student-coaches from an academic coaching setting. A mix method approach was used to collect data. Whilst video-recording and participant observations were used to collect data from the lessons, focus groups were adopted to recall the perceptions of student-coaches. The results showed that indirect teaching strategies (i.e., asking questions, showing signs of autonomy by monitoring the pace at which they completed tasks and actively engaging in the search for solutions to tasks) implemented by the coach educator promoted a supportive and challenging learning environment which, in turn, encouraged student-coaches to be more actively involved in the lessons. Additionally, the affective aspects of the relationship established with student-coaches (tone of voice, gestures, facial expressions, eye contact, physical contact and humor) led them to feel confident in exposing their doubts and opinions, and in learning in a more autonomous manner. Moreover, the practical lessons proved to be crucial in helping student-coaches to reach broader and deeper forms of understanding by allowing the application of theory to coaching practice. In conclusion, this study reinforces the value of indirect teaching strategies to stimulate an active learning environment. It further highlights the value of practical learning environments to better prepare neophyte coaches for dealing with the complex and dynamic nature of their professional reality. Key points Both instructional and affective teaching indirect strategies used by the coach educator promoted a positive and challenging learning environment to student-coaches. The directness profile used by this coach educator (questioning, giving autonomy for problem solving and responsibility to

  19. Transforming a School Learning Exercise into a Public Engagement Event: "The Good, the Bad and the Algae"

    ERIC Educational Resources Information Center

    Redfern, James; Burdass, Dariel; Verran, Joanna

    2013-01-01

    School science laboratory classes and hands-on public engagement activities share many common aims and objectives in terms of science learning and literacy. This article describes the development and evaluation of a microbiology public engagement activity, "The Good, the Bad and the Algae", from a school laboratory activity. The school…

  20. Civic Engagement as Risk Management and Public Relations: What the Pharmaceutical Industry Can Teach Us about Service-Learning

    ERIC Educational Resources Information Center

    Scott, J. Blake

    2009-01-01

    The pharmaceutical industry's corporate responsibility reports illustrate how the liberal rhetoric of civic engagement can be reappropriated to serve the market-driven aims of risk management and public relations. Tracing the ideologic linkage of corporate responsibility and service-learning versions of civic engagement, and contextualizing…

  1. Engaging Students through Assessment: The Success and Limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) Model

    ERIC Educational Resources Information Center

    Kearney, Sean P.; Perkins, Tim

    2014-01-01

    In 2011 the authors created a model of self- and peer-assessment known as Authentic Self and Peer Assessment for Learning (ASPAL) in an attempt to better engage seemingly disengaged students in their undergraduate coursework. The model focuses on authentic assessment tasks and engages students by involving them in every step of the process from…

  2. The Mediating Effects of Student Engagement on the Relationships between Academic Disciplines and Learning Outcomes: An Extension of Holland's Theory

    ERIC Educational Resources Information Center

    Pike, Gary R.; Smart, John C.; Ethington, Corinna A.

    2012-01-01

    This research examined the relationships among students' academic majors, levels of engagement, and learning outcomes within the context of Holland's person-environment theory of vocational and educational behavior. The study focused on the role of student engagement as a mediating agent in the relationships between academic majors and student…

  3. Deliberate Practice in Medicine: The Motivation to Engage in Work-Related Learning and Its Contribution to Expertise

    ERIC Educational Resources Information Center

    van de Wiel, Margje W. J.; Van den Bossche, Piet

    2013-01-01

    This study examined physicians' motivation to engage in work-related learning and its contribution to expertise development beyond work experience. Based on deliberate practice theory, semi-structured interviews were conducted with 17 residents and 28 experienced physicians in internal medicine, focusing on the activities they engaged in during…

  4. Running to Achieve: Engaging Students in Literacy and Physical Activity through an After-School Learning Community

    ERIC Educational Resources Information Center

    Vanzandt, Christina

    2011-01-01

    The purpose of this participant-observation study is to describe rural, southern, 3rd-5th grade children's engagement in running and writing in an after-school learning community called "Running to Achieve." This study provides insights into links between physical activity and writing by using one to engage students in the other. Three…

  5. Parents' Perspectives of Early Childhood Special Education, Engagement in Everyday Learning Activities, and Kindergarten Performance of Children with Disabilities

    ERIC Educational Resources Information Center

    Epley, Pamela H.

    2013-01-01

    This study examined the relationship between parents' perspectives of early childhood special education (ECSE) and their engagement in everyday learning activities with kindergarten performance of children with disabilities in one Midwestern state. Findings show that although parents' perspective of ECSE and their engagement in everyday learning…

  6. Examining Behavioral, Relational, and Cognitive Engagement in Smaller Learning Communities: A Case Study of Reform in One Suburban District

    ERIC Educational Resources Information Center

    Davis, Heather A.; Chang, Mei-Lin; Andrzejewski, Carey E.; Poirier, Ryan R.

    2010-01-01

    The purpose of this project was to examine the impact of Smaller Learning Community reform on students' behavioral, relational, and cognitive engagement in a suburban school district experiencing urbanization. We describe a project in which we evaluated the engagement of a cohort of 8th grade students as they transitioned to high school (n = 605).…

  7. Service-Learning and Political Engagement, Efficacy, and Apathy: A Case Study at Sam Houston State University

    ERIC Educational Resources Information Center

    Evans, Heather K.

    2015-01-01

    Given the decline in political engagement among the electorate, especially among youth, there has been an effort to increase engagement through service-learning courses at both the high school and college levels. The research that exists regarding the effects of these courses on students is mixed. Some studies show that students become more…

  8. STEM-related, Student-led Service Learning / Community Engagement Projects: Examples and Benefits

    NASA Astrophysics Data System (ADS)

    Swap, R. J.; Wayland, K.

    2015-12-01

    Field-based, STEM-related service learning / community engagement projects present an opportunity for undergraduate students to demonstrate proficiencies related to the process of inquiry. These proficiencies include: appreciation of the larger project context, articulation of an informed question/hypothesis, project proposal development, interdisciplinary collaboration, project management (including planning, implementation reconfiguration and synthesis) and lastly the generation and handing off of acquired knowledge. Calls for these types of proficiencies have been expressed by governmental, non-governmental as well as the private sector. Accordingly, institutions of higher learning have viewed such activities as opportunities for enriching the learning experience for undergraduate students and for making such students more marketable, especially those from STEM-related fields. This institutional interest has provided an opportunity to support and expand field-based learning. Here we present examples of student-led/faculty-mentored international service learning and community engagement projects along the arc of preparation, implementation and post-field process. Representative examples that draw upon environmental science and engineering knowledge have been selected from more than 20 international undergraduate student projects over past decade and include: slow-sand water filtration, rainwater harvesting, methane biodigesters, water reticulation schemes and development and implementation of rocket stoves for communal cooking. We discuss these efforts in terms of the development of the aforementioned proficiencies, the utility of such proficiencies to the larger enterprise of STEM and the potential for transformative student learning outcomes. We share these experiences and lessons learned with the hope that others may intelligently borrow from our approach in a manner appropriate for their particular context.

  9. Perceived impact on student engagement when learning middle school science in an outdoor setting

    NASA Astrophysics Data System (ADS)

    Abbatiello, James

    Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

  10. The flipped classroom: a course redesign to foster learning and engagement in a health professions school.

    PubMed

    McLaughlin, Jacqueline E; Roth, Mary T; Glatt, Dylan M; Gharkholonarehe, Nastaran; Davidson, Christopher A; Griffin, LaToya M; Esserman, Denise A; Mumper, Russell J

    2014-02-01

    Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience. As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs. PMID:24270916

  11. Integrating Research on Misconceptions, Reasoning Patterns and Three Types of Learning Cycles.

    ERIC Educational Resources Information Center

    Lawson, Anton E.

    This paper describes how the learning cycle leads students to become more skilled reasoners. The three phases of the learning cycle are described and examples and goals of each are provided. Information is also offered on the three types of learning cycles: the descriptive; the empirical-inductive; and the hypothetical-deductive. Each is described…

  12. Using computer-assisted learning to engage diverse learning styles in understanding business management principles.

    PubMed

    Frost, Mary E; Derby, Dustin C; Haan, Andrea G

    2013-06-27

    Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear. PMID:23957321

  13. Using computer-assisted learning to engage diverse learning styles in understanding business management principles.

    PubMed

    Frost, Mary E; Derby, Dustin C; Haan, Andrea G

    2013-01-01

    Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear. PMID:24087903

  14. A Working Model for Intercultural Learning and Engagement in Collaborative Online Language Learning Environments

    ERIC Educational Resources Information Center

    Lawrence, Geoff

    2013-01-01

    Given the emerging focus on the intercultural dimension in language teaching and learning, language educators have been exploring the use of information and communications technology ICT-mediated language learning environments to link learners in intercultural language learning communities around the globe. Despite the potential promise of…

  15. The Impact of Applied Cognitive Learning Theory on Engagement with eLearning Courseware

    ERIC Educational Resources Information Center

    Swann, William

    2013-01-01

    Since the emergence of eLearning in the 1990s, the craft of designing and developing online courseware has evolved alongside theoretical advances in the field. A variety of media combinations have been applied to course pages by eLearning practitioners, making it possible to examine learning concepts emerging from the research in the light of…

  16. Using computer-assisted learning to engage diverse learning styles in understanding business management principles

    PubMed Central

    Frost, Mary E.; Derby, Dustin C.; Haan, Andrea G.

    2013-01-01

    Objective Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear. PMID:24087903

  17. Project-Based Learning in a STEM Academy: Student Engagement and Interest in STEM Careers

    NASA Astrophysics Data System (ADS)

    Misher, Pamela Henry

    This case study explored the utilization of project-based learning (PBL) and how it affected student engagement and interest in STEM careers. Sixty-seven students and nine teachers participated in this case study. Three research questions addressed student engagement, perceptions, and challenges during PBL implementation. This study was designed to understand the experiences teachers and students had when they participated in a PBL environment. This research investigated how to develop a globally skilled workforce utilizing a PBL approach and the challenges teachers encountered during implementation. The survey data and informal focus-group sessions with staff and students were utilized, analyzed, and summarized in order to obtain insight on perceptions, challenges, and implementation of PBL. PBL is an instructional approach that was designed to encourage more engaged learning. This approach was built upon realistic learning activities that stimulated student interest and motivation. This research discovered that PBL did teach content and 21st century skills as students worked collaboratively toward a common goal while responding to a question or problem. This study revealed that rigorous projects were carefully planned to aid students in learning important academic content. This study displayed how PBL allowed students to reflect on their projects and ideas with the opportunity to voice their decisions and findings. This instructional approach provided opportunities for students to investigate and strengthen interest in future STEM careers. The driving force of America's future economy and maintaining the competitive edge will be through more innovation, mainly derived from advances in STEM (Science, Technology, Engineering, and Math) careers. As business and industry leaders stressed the importance of improving STEM education, there continued to be a need to better prepare students to fill STEM-related careers. This research adds to the current body of research

  18. Barriers, Lessons Learned, and Best Practices in Engaging Scientists in Education and Public Outreach

    NASA Astrophysics Data System (ADS)

    Buxner, S. R.; Sharma, M.; Hsu, B.; Peticolas, L.; Nova, M. A. M.; CoBabe-Ammann, E.

    2012-08-01

    This Astronomical Society of the Pacific conference brought together a group of specialists interested in education and public outreach (EPO) from a wide variety of contexts including NASA centers, non-profits, museums, and universities. Active engagement of scientists in EPO activities results in benefits for both the audience and the scientists. Despite this, education research has shown that many barriers exist that keep scientists from engaging in EPO activities. To counter these barriers, many stakeholders in this community are working to bridge the gap and help scientists make a meaningful contribution to these efforts. There are many documented roles for scientists including giving public talks, classroom visits, large outreach events, radio broadcasts, engaging in curriculum development and teacher workshops. Over the past year, members of the NASA science mission directorate forums have been actively working with their community members to understand the reasons that scientists in our community do and do not participate in EPO activities. This session expanded the discussion to the larger community of stakeholders across science, education, and outreach contexts. It was an open forum for discussion of ideas about barriers and lessons learned regarding engaging scientists in education and public outreach.

  19. Engaging adolescent mothers in a longitudinal mental health intervention study: challenges and lessons learned.

    PubMed

    Pinto-Foltz, Melissa Dawn; Logsdon, M Cynthia; Derrick, Ann

    2011-01-01

    Little is known about recruiting and retaining adolescent mothers in research studies. Investigators who study adolescent mothers have been guided by trial and error, clinical experience, qualitative inquiry, literature of special populations, or the advice of stakeholders. This paper describes the challenges and lessons learned in engaging adolescent mothers in a longitudinal community-based mental health intervention study. Audio-recorded data that describes the circumstances of five adolescent mothers lost to attrition were extracted from a longitudinal mental health intervention study. Adolescent mothers described a chaotic home environment with multiple demands, family conflict, health issues, limited access to a telephone, transportation, financial, and social support. Utilizing a multidisciplinary community advisory group, dedicated telephone, and free electronic media may assist in overcoming modifiable barriers to recruitment and retention of adolescent mothers. Exploring a waiver of informed consent and the engagement of mothers of adolescents in research are indicated. PMID:21355755

  20. Engaging Adolescent Mothers in a Longitudinal Mental Health Intervention Study: Challenges and Lessons Learned

    PubMed Central

    Pinto-Foltz, Melissa D.; Logsdon, M. Cynthia; Derrick, Ann

    2010-01-01

    Background Little is known about recruiting and retaining adolescent mothers in research studies. Investigators who study adolescent mothers have been guided by trial and error, clinical experience, qualitative inquiry, literature of special populations or advice of stakeholders. This paper describes the challenges and lessons learned in engaging adolescent mothers in a longitudinal community-based mental health intervention study. Methods Audio-recorded data that describes the circumstances of five adolescent mothers lost to attrition were extracted from a longitudinal mental health intervention study. Results Adolescent mothers described a chaotic home environment with multiple demands, family conflict, health issues, limited access to a telephone, transportation, financial, and social support. Discussion Utilizing a multidisciplinary community advisory group, dedicated telephone, and free electronic media may assist in overcoming modifiable barriers to recruitment and retention of adolescent mothers. Exploring a waiver of informed consent and the engagement of mothers of adolescents in research are indicated. PMID:21355755

  1. Learning in a Community of Practice: Factors Impacting English-Learning Students' Engagement in Scientific Argumentation

    ERIC Educational Resources Information Center

    González-Howard, María; McNeill, Katherine L.

    2016-01-01

    Recent education reform efforts have included an increasing push for school science to better mirror authentic scientific endeavor, including a focus on science practices. However, despite expectations that all students engage in these language-rich practices, little prior research has focused on how such opportunities will be created for…

  2. A Place to Learn: Cultivating Engaging Learning Environments for Young Rural Aboriginal Australians

    ERIC Educational Resources Information Center

    Tracey, Danielle; Craven, Rhonda G.; Yeung, Alexander Seeshing; Tregeagle, Susan; Burnstein, Jodi; Stanley, Helena

    2016-01-01

    Rural Aboriginal Australians experience disadvantage across a number of significant social and economic outcomes, including educational engagement and achievement. Current debate postulates that educational environments and systems perpetuate this disadvantage. This qualitative study aimed to contribute to the debate by taking a broader ecological…

  3. Families' engagement with young children's science and technology learning at home

    NASA Astrophysics Data System (ADS)

    Hall, Robin L.; Schaverien, Lynette

    2001-07-01

    There is accumulating evidence of the worth of involving families in young children's learning in informal contexts. By exploring families' engagement with their children's science and technology learning at home over a 6-month period, the present investigation sought to illuminate both the nature and the educational significance of what families do. Initially, in order to seed scientific and technological inquiry in homes, kindergarten and year-one children investigated flashlights with family members at school. Each day, equipment was available to take home. Using established anthropological methods, one of the researchers investigated children's further inquiries beyond the classroom in diverse ways; for example, by visiting homes and conversing via telephone and facsimile. The findings showed that families engaged with children's inquiries at home in many ways - by providing resources, conversing, and investigating collaboratively with children. Moreover, when families pursued inquiries together and when children conducted their own sustained intellectual searches, children's ideas deepened. Such evidence of the educational significance of what families do suggests that early science and technology education might be made more effective if it were aligned with the ways people learn together outside formal institutions.

  4. Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning.

    PubMed

    Lachner, Andreas; Nückles, Matthias

    2015-03-01

    Experts' explanations have been shown to better enhance novices' transfer as compared with advanced students' explanations. Based on research on expertise and text comprehension, we investigated whether the abstractness or the cohesion of experts' and intermediates' explanations accounted for novices' learning. In Study 1, we showed that the superior cohesion of experts' explanations accounted for most of novices' transfer, whereas the degree of abstractness did not impact novices' transfer performance. In Study 2, we investigated novices' processing while learning with experts' and intermediates' explanations. We found that novices studying experts' explanations actively self-regulated their processing of the explanations, as they showed mainly deep-processing activities, whereas novices learning with intermediates' explanations were mainly engaged in shallow-processing activities by paraphrasing the explanations. Thus, we concluded that subject-matter expertise is a crucial prerequisite for instructors. Despite the abstract character of experts' explanations, their subject-matter expertise enables them to generate highly cohesive explanations that serve as a valuable scaffold for students' construction of flexible knowledge by engaging them in deep-level processing. PMID:25437792

  5. Learning How to Learn: A Six Point Model for Increasing Student Engagement

    ERIC Educational Resources Information Center

    Caruth, Gail

    2014-01-01

    Students in higher education are being taught pedagogically. Moreover, pedagogy has long persisted as the basis for the entire educational system. Education is, however, discovering that adults learn differently than children learn even though they have been taught as children were taught. Students tend to behave dependently when they are in a…

  6. Using Clickers in Class. The Role of Interactivity, Active Collaborative Learning and Engagement in Learning Performance

    ERIC Educational Resources Information Center

    Blasco-Arcas, Lorena; Buil, Isabel; Hernandez-Ortega, Blanca; Sese, F. Javier

    2013-01-01

    As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning…

  7. Ambience in Social Learning: Student Engagement with New Designs for Learning Spaces

    ERIC Educational Resources Information Center

    Crook, Charles; Mitchell, Gemma

    2012-01-01

    An imperative to develop the social experience of learning has led to the design of informal learning spaces within libraries. Yet little is known about how these spaces are used by students or how students perceive them. Field work in one such space is reported. The general private study practice of undergraduates was captured through audio…

  8. Learning English Internationally While Engaging Communities Locally: Online EFL Supporting Community Learning for Young Leaders

    ERIC Educational Resources Information Center

    Bickel, Beverly; Shin, Joan Kang; Taylor, Joby; Faust, Heidi; Penniston, Tom

    2013-01-01

    The clichés "it's a small world" and "the world is our classroom" are becoming practical realities for many educators. Increasingly accessible transnational contexts for English language teaching and learning offer new opportunities for local-global learning. This article reflects on a content-based online English course…

  9. Engaging Learners through Interactive Media: Findings and Implications from a Technology Enhanced Problem-Based Learning Environment

    ERIC Educational Resources Information Center

    Horton, Lucas; Liu, Min; Olmanson, Justin; Toprac, Paul

    2011-01-01

    In this paper we explore students' engagement in a new media enhanced problem-based learning (PBL) environment and investigate the characteristics of these environments that facilitate learning. We investigated both student experiences using a new media enhanced PBL environment and the specific elements students found most supportive of their…

  10. Learning, Engagement, and Technology: Middle School Students' Three-Year Experience in Pervasive Technology Environments in South Korea

    ERIC Educational Resources Information Center

    Hur, Jung Won; Oh, Jaekyeon

    2012-01-01

    This study explored an initiative that created a pervasive learning environment in a middle school in South Korea and examined its impact on student academic achievement and learning engagement. Forty students received a laptop to use for class projects, online collaboration, and lesson reviews over a 3-year period. To measure the effect of laptop…

  11. A Study of the Predictive Relationships between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

    ERIC Educational Resources Information Center

    Yen, Cherng-Jyh; Abdous, M'hammed

    2012-01-01

    This study assessed the predictive relationships between faculty engagement, learner satisfaction, and outcomes across multiple learning delivery modes (LDMs). Participants were enrolled in courses with the options of three learning delivery modes: face-to-face, satellite broadcasting, and live video-streaming. The predictive relationship between…

  12. Higher Education Institutions and Work-Based Learning in the UK: Employer Engagement within a Tripartite Relationship

    ERIC Educational Resources Information Center

    Basit, Tehmina N.; Eardley, Alan; Borup, Rosemary; Shah, Hanifa; Slack, Kim; Hughes, Amanda

    2015-01-01

    Higher education institutions (HEIs) in the UK are increasingly engaging in work-based learning. The tripartite relationship between the HEI, the employer and the employee is viewed to be of great significance in work-based learning, not only in the initial stages of procurement of a contract, but also in designing and delivering the programme to…

  13. Modelling in Initial Teacher Education (ITE): Reflections on the Engagement of Student Teachers with Cooperative Learning in ITE

    ERIC Educational Resources Information Center

    McAlister, Clare M.

    2012-01-01

    This study focusses on a group of student teachers who were participants on the Post Graduate Diploma in Education at a Scottish university and assesses their engagement with cooperative learning as a result of their training. The participants were experientially trained in cooperative learning approaches through modelling by their tutor for the…

  14. Exploring ICT Integration as a Tool to Engage Young People at a Flexible Learning Centre

    NASA Astrophysics Data System (ADS)

    Wilson, Kimberley Luanne; Boldeman, Suzi Ursula

    2012-12-01

    The Edmund Rice Education Australia (EREA) Flexible Learning Centres aim to provide a supportive learning environment for young people who find themselves outside of the mainstream secondary schooling system. Drawing on twenty first Century learning principles, the Centres aim to deliver a personalised learning experience with an emphasis on flexibility and individual choice. Provision of a comprehensive curriculum enables young people to make positive future life choices and successfully transition into employment and further training. The aim of this research project has been to work with teaching staff at a Flexible Learning Centre in North Queensland, Australia, to explore the value of integrating ICT in the form of Web 2.0 technologies to enhance young people's engagement with the subject of science. The findings of this case study suggest that ICT integration is effective in revitalising science education interest for disengaged young people. This may have wider implications in relation to general concerns of declining student interest and participation in science in the secondary years of schooling.

  15. Neural Regions that Underlie Reinforcement Learning Also Engage in Social Expectancy Violations

    PubMed Central

    Harris, Lasana T.; Fiske, Susan T.

    2013-01-01

    Prediction error, the difference between an expected and actual outcome, serves as a learning signal that interacts with reward and punishment value to direct future behavior during reinforcement learning. We hypothesized that similar learning and valuation signals may underlie social expectancy violations. Here, we explore the neural correlates of social expectancy violation signals along the universal person-perception dimensions of trait warmth and competence. In this context, social learning may result from expectancy violations that occur when a target is inconsistent with an a priori schema. Expectancy violation may activate neural regions normally implicated in prediction error and valuation during appetitive and aversive conditioning. Using fMRI, we first gave perceivers warmth or competence behavioral information. Participants then saw pictures of people responsible for the behavior; they represented social groups either inconsistent (rated low on either warmth or competence) or consistent (rated high on either warmth or competence) with the behavior information. Warmth and competence expectancy violations activate striatal regions and frontal cortex respectively, areas that represent evaluative and prediction-error signals. These findings suggest that regions underlying reinforcement learning may be engaged in warmth and competence social expectancy violation, and illustrate the neural overlap between neuroeconomics and social neuroscience. PMID:20119878

  16. Applying service learning to computer science: attracting and engaging under-represented students

    NASA Astrophysics Data System (ADS)

    Dahlberg, Teresa; Barnes, Tiffany; Buch, Kim; Bean, Karen

    2010-09-01

    This article describes a computer science course that uses service learning as a vehicle to accomplish a range of pedagogical and BPC (broadening participation in computing) goals: (1) to attract a diverse group of students and engage them in outreach to younger students to help build a diverse computer science pipeline, (2) to develop leadership and team skills using experiential techniques, and (3) to develop student attitudes associated with success and retention in computer science. First, we describe the course and how it was designed to incorporate good practice in service learning. We then report preliminary results showing a positive impact of the course on all pedagogical goals and discuss the implications of the results for broadening participation in computing.

  17. Learner-Focused Evaluation Cycles: Facilitating Learning Using Feedforward, Concurrent and Feedback Evaluation

    ERIC Educational Resources Information Center

    Cathcart, Abby; Greer, Dominique; Neale, Larry

    2014-01-01

    There is a growing trend to offer students learning opportunities that are flexible, innovative and engaging. As educators embrace student-centred agile teaching and learning methodologies, which require continuous reflection and adaptation, the need to evaluate students' learning in a timely manner has become more pressing. Conventional…

  18. Multimodality and Learning: Exploring Concept Development and Student Engagement in a Physics Classroom

    NASA Astrophysics Data System (ADS)

    Bonner, David

    This teacher research study examined multimodality in relation to teaching and learning of waves in a high school physics class from a sociocultural perspective. Qualitative analysis of classroom multimodal discourse, using ethnographic and grounded theory techniques, was used to explore and document the co-construction of concepts and the grammatical aspects of the modalities in which these concepts were developed. The findings centered on the evolution of form and function of two prevalent modes that emerged--gesturing and diagramming, --and on the evolution of two major thematic patterns across various modes--understanding and measuring wave characteristics, as well as learning about relationships between various wave characteristics from experimental data. The study revealed that students developed conceptual understandings using different modalities that shaped their meaning making and articulation of ideas. Students' conceptions of the grammar (form and function) of a particular mode co-developed with both the concepts and the grammars of other modes. Each mode's meaning was not developed in isolation from each other; instead, the intertwining, transduction, combination, and hybridization of modes offered powerful opportunities for meaning making. As students transduced among modalities, each mode afforded unique meaning-making opportunities that contributed to the class's collective meaning and development of ideas. However, the sequence of students' transduction represented a learned practice developed discursively throughout the unit. Students' engagement in one mode influenced the ways in which students called upon and utilized other modes, and in some cases, modes were combined while retaining their individual grammars (combination), or blended together into new modes with their own grammar (hybridization). The findings of this study suggest several implications for practice. Availability of, and access to, multimodality, modeling the grammars of various

  19. The evolution of the Krebs cycle: A promising subject for meaningful learning of biochemistry.

    PubMed

    da Costa, Caetano; Galembeck, Eduardo

    2016-05-01

    Evolution has been recognized as a key concept for biologists. To enhance comprehension and motivate biology undergraduates for the contents of central energetic metabolism, we addressed the Krebs cycle structure and functions in an evolutionary view. To this end, we created a study guide that contextualizes the emergence of the cyclic pathway, in light of the prokaryotic influence since the early anaerobic condition of the Earth to increase oxygen in the atmosphere. The study guide is composed of three interrelated sections: (1) a problem, designed to arouse curiosity, inform and motivate students, (2) a text about life evolution, including early microorganisms and the emergence of the Krebs cycle, and (3) questions for debate. The activity consisted on individual reading and peer discussion based on this written material, under the guidance of the instructors. The questions were designed to foster debate in an ever-increasing level of complexity and to strengthen the main contextual aspects leading to emergence, evolving, and permanency of a complex metabolic pathway. Based on classroom observation, analysis of student's written responses, and individual interviews, we noticed they were engaged and motivated by the task, especially during group discussion. The whole experience suggests that the study guide was a stimulus to broaden the comprehension of the Krebs cycle, reinforcing the evolutionary approach as an important subject for learning purposes. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:288-296, 2016. PMID:26952386

  20. Dual-track CCS stakeholder engagement: Lessons learned from FutureGen in Illinois

    USGS Publications Warehouse

    Hund, G.; Greenberg, S.E.

    2011-01-01

    FutureGen, as originally planned, was to be the world's first coal-fueled, near-zero emissions power plant with fully integrated, 90% carbon capture and storage (CCS). From conception through siting and design, it enjoyed strong support from multiple stakeholder groups, which benefited the overall project. Understanding the stakeholder engagement process for this project provides valuable insights into the design of stakeholder programs for future CCS projects. FutureGen is one of few projects worldwide that used open competition for siting both the power plant and storage reservoir. Most site proposals were coordinated by State governments. It was unique in this and other respects relative to the site selection method used on other DOE-supported projects. At the time of site selection, FutureGen was the largest proposed facility designed to combine an integrated gasification combined cycle (IGCC) coal-fueled power plant with a CCS system. Stakeholder engagement by states and the industry consortium responsible for siting, designing, building, and operating the facility took place simultaneously and on parallel tracks. On one track were states spearheading state-wide site assessments to identify candidate sites that they wanted to propose for consideration. On the other track was a public-private partnership between an industry consortium of thirteen coal companies and electric utilities that comprised the FutureGen Alliance (Alliance) and the U.S. Department of Energy (DOE). The partnership was based on a cooperative agreement signed by both parties, which assigned the lead for siting to the Alliance. This paper describes the stakeholder engagement strategies used on both of these tracks and provides examples from the engagement process using the Illinois semi-finalist sites. ?? 2011 Published by Elsevier Ltd.

  1. Why Do Athletes Drink Sports Drinks? A Learning Cycle to Explore the Concept of Osmosis

    ERIC Educational Resources Information Center

    Carlsen, Brook; Marek, Edmund A.

    2010-01-01

    Why does an athlete reach for a sports drink after a tough game or practice? The learning cycle presented in this article helps students answer this question. Learning cycles (Marek 2009) are designed to guide students through direct experiences with a particular concept. In this article, students learn about "osmosis," or the moving of water into…

  2. Improving Geoscience Learning and Increasing Student Engagement Using Online Interactive Writing Assignments with Calibrated Peer Review.

    NASA Astrophysics Data System (ADS)

    Harbor, Jon

    2014-05-01

    Peer review is a hallmark of the publication process for scientific research, yet it is rarely used as a pedagogical approach in university geoscience courses. Learning outcomes for university geoscience courses include content knowledge and critical thinking and analysis skills, and often include written communication of scientific issues or concepts. Because lecture and memorization is not the most effective learning approach for many students, instructors are increasingly exploring teaching approaches that involve active engagement. In this context, writing assignments that engage students in using content, constructing arguments, and critiquing other students' work are highly desirable. However, many of us struggle with extensive writing requirements in our courses because the workload associated with having the instructor provide detailed comments on writing is daunting, especially in large-enrollment courses, and organizing effective peer review by students is very challenging. Calibrated Peer Review (CPR) is a web-based program that involves students in writing and in reviewing each other's writing. It is designed to allow for more involved writing and feedback experiences with much less instructor time. Here we report on the results of a qualitative-methods analysis of narrative survey responses from students using CPR in an introductory geoscience class. In addition to an impact on the students' writing and their understanding of what goes in to effective writing, the results indicate that CPR acted as reinforcement for content learning, and an impetus for gaining a deeper understanding of content material. It allowed students to see how other students explained and analyzed content, and to check their understanding of a topic in relation to other students in the class. Not surprisingly, the instructor reported that students performed far better on exam questions that tested knowledge covered by CPR assignments.

  3. Frontal association cortex is engaged in stimulus integration during associative learning.

    PubMed

    Nakayama, Daisuke; Baraki, Zohal; Onoue, Kousuke; Ikegaya, Yuji; Matsuki, Norio; Nomura, Hiroshi

    2015-01-01

    The frontal association cortex (FrA) is implicated in higher brain function. Aberrant FrA activity is likely to be involved in dementia pathology. However, the functional circuits both within the FrA and with other regions are unclear. A recent study showed that inactivation of the FrA impairs memory consolidation of an auditory fear conditioning in young mice. In addition, dendritic spine remodeling of FrA neurons is sensitive to paired sensory stimuli that produce associative memory. These findings suggest that the FrA is engaged in neural processes critical to associative learning. Here we characterize stimulus integration in the mouse FrA during associative learning. We experimentally separated contextual fear conditioning into context exposure and shock, and found that memory formation requires protein synthesis associated with both context exposure and shock in the FrA. Both context exposure and shock trigger Arc, an activity-dependent immediate-early gene, expression in the FrA, and a subset of FrA neurons was dually activated by both stimuli. In addition, we found that the FrA receives projections from the perirhinal (PRh) and insular (IC) cortices and basolateral amygdala (BLA), which are implicated in context and shock encoding. PRh and IC neurons projecting to the FrA were activated by context exposure and shock, respectively. Arc expression in the FrA associated with context exposure and shock depended on PRh activity and both IC and BLA activities, respectively. These findings indicate that the FrA is engaged in stimulus integration and contributes to memory formation in associative learning. PMID:25496961

  4. Learning in Large Learning Spaces: The Academic Engagement of a Diverse Group of Students

    ERIC Educational Resources Information Center

    Hunt, Clive

    2012-01-01

    Teaching larger groups of students is a growing phenomenon in HE and this brings with it its own challenges, not least for the students themselves but also for their lecturers. Demographic factors as well as the experiences that characterise us as individuals will impact upon our ability to learn. The pilot study reported here considered the…

  5. PISA 2009 Results: Learning to Learn. Student Engagement, Strategies and Practices. Volume III

    ERIC Educational Resources Information Center

    OECD Publishing (NJ1), 2010

    2010-01-01

    One of the ultimate goals of policy makers is to enable citizens to take advantage of a globalised world economy. This is leading them to focus on the improvement of education policies, ensuring the quality of service provision, a more equitable distribution of learning opportunities and stronger incentives for greater efficiency in schooling.…

  6. Engaged Teaching and Learning with Adult Karen Refugees in a Service-Learning Site

    ERIC Educational Resources Information Center

    Smolen, Lynn Atkinson; Zhang, Wei; Detwiler, Stephen

    2013-01-01

    This article describes a case study of a service-learning project connected to a TESOL (teaching English to speakers of other languages) teacher preparation program. The case study explored the teacher candidates' experiences teaching English to Karen refugees from Myanmar (Burma) in a midwestern city in the United States. The teacher…

  7. Adolescent Learning and the Internet: Implications for School Leadership and Student Engagement in Learning

    ERIC Educational Resources Information Center

    Strom, Paris; Strom, Robert; Wing, Charlotte; Beckert, Troy

    2010-01-01

    Many teenagers are more skilled in using tools of technology for learning than the adults who guide their education. The Center for a Digital Future at the University of Southern California administers annual surveys to track the impact of online technology. Jeffrey Cole, center director, reports that adolescents consider the Internet to be their…

  8. Games for Engaged Learning of Middle School Children with Special Learning Needs

    ERIC Educational Resources Information Center

    Ke, Fengfeng; Abras, Tatiana

    2013-01-01

    In this paper, we describe an in situ study that examined the diverse design features and effects of three pre-algebra games for middle school children who have either challenges with learning or different language backgrounds. Data were collected through in-field observation, artifact analysis, school performance report and knowledge test during…

  9. Design of Open Content Social Learning That Increases Learning Efficiency and Engagement Based on Open Pedagogy

    ERIC Educational Resources Information Center

    John, Benneaser; Thavavel, V.; Jayaraj, Jayakumar; Muthukumar, A.; Jeevanandam, Poornaselvan Kittu

    2016-01-01

    Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

  10. Social Responsibility and Sustainability: Multidisciplinary Perspectives through Service Learning. Service Learning for Civic Engagement Series

    ERIC Educational Resources Information Center

    McDonald, Tracy, Ed.

    2011-01-01

    This concluding volume in the series presents the work of faculty who have been moved to make sustainability the focus of their work, and to use service learning as one method of teaching sustainability to their students. The chapters in the opening section of this book-- Environmental Awareness--offer models for opening students to the awareness…

  11. Assessing Learning, Quality and Engagement in Learning Objects: The Learning Object Evaluation Scale for Students (LOES-S)

    ERIC Educational Resources Information Center

    Kay, Robin H.; Knaack, Liesel

    2009-01-01

    Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation…

  12. The necessity of each phase of the learning cycle in teaching high school physics

    NASA Astrophysics Data System (ADS)

    Renner, John W.; Abraham, Michael R.; Birnie, Howard H.

    The learning cycle is a method of teaching - it is also a curriculum organization principle and is derived directly from the mental functioning model invented by Piaget. Although Jean Piaget contributed to the formation of the learning cycle (Piaget, 1973), its present structure has to be attributed to Dr. Robert Karplus and the persons who developed the materials of the Science Curriculum Improvement Study (SCIS). It was through the SCIS activities that many of us learned how to develop curricula and teach with the learning cycle. The learning cycle is built upon the premise that three distinct phases are necessary in developing understanding of a concept, that those phases have a definite sequence, and each phase has a definite structure or form. The research done in testing the form variable has already been reported in this journal (Renner, Abraham, & Birnie, 1985). This report explores whether or not each learning-cycle phase is necessary in learning a concept.

  13. Learning science through talk: A case study of middle school students engaged in collaborative group investigation

    NASA Astrophysics Data System (ADS)

    Zinicola, Debra Ann

    Reformers call for change in how science is taught in schools by shifting the focus towards conceptual understanding for all students. Constructivist learning is being promoted through the dissemination of National and State Science Standards that recommend group learning practices in science classrooms. This study examined the science learning and interactions, using case study methodology, of one collaborative group of 4 students in an urban middle school. Data on science talk and social interaction were collected over 9 weeks through 12 science problem solving sessions. To determine student learning through peer interaction, varied group structures were implemented, and students reflected on the group learning experience. Data included: field notes, cognitive and reflective journals, audiotapes and videotapes of student talk, and audiotapes of group interviews. Journal data were analyzed quantitatively and all other data was transcribed into The Ethnograph database for qualitative analysis. The data record was organized into social and cognitive domains and coded with respect to interaction patterns to show how group members experienced the social construction of science concepts. The most significant finding was that all students learned as a result of 12 talk sessions as evidenced by pre- and post-conceptual change scores. Interactions that promoted learning involved students connecting their thoughts, rephrasing, and challenging ideas. The role structure was only used by students about 15% of the time, but it started the talk with a science focus, created awareness of scientific methods, and created an awareness of equitable member participation. Students offered more spontaneous, explanatory talk when the role structure was relaxed, but did not engage in as much scientific writing. They said the role structure was important for helping them know what to do in the talk but they no longer needed it after a time. Gender bias, status, and early adolescent

  14. A Study Investigating the Effect of Treatment Developed by Integrating the 5E and Simulation on Pre-Service Science Teachers' Achievement in Photoelectric Effect

    ERIC Educational Resources Information Center

    Taslidere, Erdal

    2015-01-01

    The Current study investigated the effect of the 5E learning cycle in which the simulations were integrated on pre-service science teachers' achievement in photoelectric subject. Four sophomore level classes with their 140 students participated in the research and a quasi-experimental design was used. The classes were randomly assigned into one of…

  15. Effectiveness and student perceptions of an active learning activity using a headline news story to enhance in-class learning of cell cycle regulation.

    PubMed

    Dirks-Naylor, Amie J

    2016-06-01

    An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation, students completed a 10-question multiple-choice quiz before and after engaging in the activity. The activity involved reading of a headline news article published by ScienceDaily.com entitled "One Gene Lost Equals One limb Regained." The name of the gene was deleted from the article and, thus, the end goal of the activity was to determine the gene of interest by the description in the story. The activity included compiling a list of all potential gene candidates before sufficient information was given to identify the gene of interest (p21). A survey was completed to determine student perceptions of the activity. Quiz scores improved by an average of 20% after the activity (40.1 ± 1.95 vs. 59.9 ± 2.14,P< 0.0001,n= 96). Students enjoyed the activity, found the news article interesting, and believed that the activity improved their understanding of cell cycle regulation. The majority of students agreed that the in-class activity piqued their interest for learning the subject matter and also agreed that if they understand a concept during class, they are more likely to want to study that concept outside of class. In conclusion, the activity improved in-class understanding and enhanced interest in cell cycle regulation. PMID:27068993

  16. Using a modified argument-driven inquiry to promote elementary school students' engagement in learning science and argumentation

    NASA Astrophysics Data System (ADS)

    Chen, Hsiang-Ting; Wang, Hsin-Hui; Lu, Ying-Yan; Lin, Huann-shyang; Hong, Zuway-R.

    2016-01-01

    This study explored the effects of a modified argument-driven inquiry approach on Grade 4 students' engagement in learning science and argumentation in Taiwan. The students were recruited as an experimental group (EG, n = 36) to join a 12-week study, while another 36 Grade 4 students from the same schools were randomly selected to be the comparison group (CG). All participants completed a questionnaire at the beginning and end of this study. In addition, four target students with the highest and the other four students with the lowest pretest engagement in learning science or argumentation to be observed weekly and interviewed following the posttest. Initial results revealed that the EG students' total engagement in learning science and argumentation and the claim and warrant components were significantly higher than the CG students. In addition, the EG students' anxiety in learning science significantly decreased during the study; and their posttest total engagement in learning science scores were positively associated with their argumentation scores. Interview and observation results were consistent with the quantitative findings. Instructional implications and research recommendations are discussed.

  17. The Effect of 7E Learning Cycle on Learning in Science Teaching: A Meta-Analysis Study

    ERIC Educational Resources Information Center

    Balta, Nuri; Sarac, Hakan

    2016-01-01

    This article reports the results of a meta-analysis of the effectiveness of 7E learning cycle in science teaching. Totally 35 different effect sizes from 24 experimental studies, comprising 2918 students were included in the meta-analysis. The results confirmed that 7E learning cycle have a positive effect on students' achievement. The overall…

  18. Dazed and Confused: Learning to Engage Non-Science Undergraduates in the Geosciences

    NASA Astrophysics Data System (ADS)

    Price, J.

    2014-12-01

    Teaching science courses to non-science undergraduate is often times difficult and frustrating for instructors because of the lack of interest and knowledge from students. Additionally, students find it difficult to learn from instructors that are not engaging or are unable to simplify concepts, methods, and analyses. These complications multiple when graduate students try to teach non-science undergraduates. Graduate instructional/teaching assistants have less teaching experience, often do not care about teaching, and frequently get frustrated with non-science undergraduates more easily. This presentation will focus on teaching non-science undergraduates in marine science and geology classes by engaging students, simplifying concepts, working in groups, and making the material fun and interesting. Instructional/teaching assistants teach undergraduate courses as a way to pay for their graduate education and in doing so, often forget to express their passion and interest in the subject. Graduate instructional/teaching assistants will be asked not give up on undergraduates because of their lack of interest and experience but rather challenge them to remember what it is like to feel lost and disinterested. While we may not be able to turn them into scientists, we can share our passion, teach them scientific concepts, and hope they leave feeling more knowledgeable, comfortable, and with more appreciation for the geosciences.

  19. Using Communication Technology to Facilitate Scientific Literacy: A Framework for Engaged Learning

    NASA Astrophysics Data System (ADS)

    VanBuskirk, Shireen Adele

    The purpose of this research project is to describe how existing communication technologies are used to foster scientific literacy for secondary students. This study develops a new framework as an analytic tool to categorize the activities of teachers and students involved in scientific literacy to describe what elements of scientific literacy are facilitated by such technologies. Four case studies are analyzed using the framework to describe the scientific literacy initiatives. Data collection at each site included interviews with the teacher, student focus groups, student surveys, and classroom observations. Qualitative analysis of the data provided insight into the learning activities and student experiences in the four cases. This study intentionally provides a platform for student voice. Very few previous empirical studies in the area of scientific literacy include the student experience. This represents a significant gap in the current literature on scientific literacy. An interpretation of scientific literacy that promotes student engagement, interaction, and initiative corresponds to a need to listen to students' perspectives on these experiences. Findings of the study indicated that the classroom activities depended on the teacher's philosophy regarding scientific literacy. Communication technology was ubiquitous; where the teacher did not initiate the use of social media in the classroom, the students did. The goal of supporting scientific literacy in students is an objective that extends beyond the boundaries of classroom walls, and it can be facilitated by technologies that seem both abundant and underutilized. Technology-enhanced pedagogy altered the classroom practices and resulted in more student participation and engagement.

  20. Addressing gender dynamics and engaging men in HIV programs: lessons learned from Horizons research.

    PubMed

    Pulerwitz, Julie; Michaelis, Annie; Verma, Ravi; Weiss, Ellen

    2010-01-01

    In the field of human immunodeficiency virus (HIV) prevention, there has been increasing interest in the role that gender plays in HIV and violence risk, and in successfully engaging men in the response. This article highlights findings from more than 10 studies in Asia, Africa, and Latin America--conducted from 1997 through 2007 as part of the Horizons program--that have contributed to understanding the relationship between gender and men's behaviors, developing useful measurement tools for gender norms, and designing and evaluating the impact of gender-focused program strategies. Studies showed significant associations between support for inequitable norms and risk, such as more partner violence and less condom use. Programmatic lessons learned ranged from insights into appropriate media messages, to strategies to engage men in critically reflecting upon gender inequality, to the qualities of successful program facilitators. The portfolio of work reveals the potential and importance of directly addressing gender dynamics in HIV- and violence-prevention programs for both men and women. PMID:20297757

  1. Are comic books an effective way to engage nonmajors in learning and appreciating science?

    PubMed

    Hosler, Jay; Boomer, K B

    2011-01-01

    Comic books employ a complex interplay of text and images that gives them the potential to effectively convey concepts and motivate student engagement. This makes comics an appealing option for educators trying to improve science literacy about pressing societal issues involving science and technology. Here, we report results from the first systematic assessment of how a science comic book can affect student learning and attitudes about biology. We used pre- and postinstruction instruments to measure students' attitudes about biology, attitudes about comics, and content knowledge about evolution before and after using the science comic book Optical Allusions in their classes. On the preinstruction instrument, nonmajors reported the lowest scores on the content test and attitude surveys relative to the other groups. However, on the postinstruction instrument, nonmajors' content scores and attitudes showed a statistically significant improvement after using the comic book, particularly among those with lower content knowledge at the start of the semester. The improvement in attitudes about biology was correlated to attitudes about comics, suggesting that the comic may have played a role in engaging and shaping student attitudes in a positive way. PMID:21885827

  2. The urban and community health pathway: preparing socially responsive physicians through community-engaged learning.

    PubMed

    Meurer, Linda N; Young, Staci A; Meurer, John R; Johnson, Sheri L; Gilbert, Ileen A; Diehr, Sabina

    2011-10-01

    One of five options for the new required Medical College of Wisconsin Pathways program, the Urban and Community Health Pathway (UCHP), links training with community needs and assets to prepare students with the knowledge, skills, and attitudes to provide effective care in urban, underserved settings; promote community health; and reduce health disparities. Students spend at least 10 hours per month on pathway activities: 4 hours of core material delivered through readings, didactics, case discussions, and site visits; and at least 6 hours of experiential noncore activities applying core competencies, guided by an Individualized Learning Plan and faculty advisor. Noncore activities include community-engaged research, service-learning activities or other relevant experiences, and submission of a synthesis paper addressing pathway competencies. The first cohort of students began their pathways in January 2010. Of 560 participating students, 95 (of which 48 were first-year, 21 second-year, and 26 third-year students) selected UCHP. Core sessions focused on public health, social determinants, cultural humility, poverty, the local healthcare system, and safety net. During noncore time, students engaged in projects addressing homelessness, obesity, advocacy, Hmong and Latino health, HIV, asthma, and violence prevention. Students enjoyed working with peers across classes and favored interactive, community-based sessions over didactics in the classroom. Students' papers reflected a range of service and scholarly activities and a deepened appreciation of social and economic influences on health. The UCHP enriches the traditional curriculum with individualized, community-based experiences to build knowledge about health determinants and skills in partnering with communities to improve health. PMID:21961669

  3. Analysis of the effect of student cognizance of the learning cycle in general chemistry

    NASA Astrophysics Data System (ADS)

    Czapla, Matthew

    While the benefits of the using the Learning Cycle have been well researched, one area that has received surprisingly little investigation is the effect that student cognizance of the learning cycle has on student performance in chemistry. The Learning Cycle, with its strong theoretical roots in scientific practice and learning theory, offers a logical opportunity to educate students in the nature of science and metacognition. In addition, by examining the class holistically, students will have the opportunity to better link the lab and lecture components of the course. We hypothesized that since a keen understanding of the nature of science, strong metacognitive ability, and a holistic view of Learning Cycle classes have all been shown to increase student comprehension in general chemistry, students who were taught to understand the Learning Cycle would perform better than students who were not. Statistical analysis of survey and grade data will be presented.

  4. Out of Class--Out of Mind? The Use of a Virtual Learning Environment to Encourage Student Engagement in Out of Class Activities

    ERIC Educational Resources Information Center

    Leese, Maggie

    2009-01-01

    With increasing student numbers and a diverse student body, it is crucial to consider a range of methods to engage students in learning and teaching activities. This project was used to encourage 1st-year undergraduate students to engage in out of class activities between taught sessions. The project used a virtual learning environment (VLE) known…

  5. Examining the Self-Congruent Engagement Hypothesis: The Link between Academic Self-Schemas, Motivational Goals, Learning Approaches and Achievement within an Academic Year

    ERIC Educational Resources Information Center

    Ng, Chi-hung Clarence

    2014-01-01

    Academic self-schemas are important cognitive frames capable of guiding students' learning engagement. Using a cohort of Year 10 Australian students, this longitudinal study examined the self-congruence engagement hypothesis which maintains that there is a close relationship among academic self-schemas, achievement goals, learning approaches,…

  6. The Intersections of Living-Learning Programs and Social Identity as Factors of Academic Achievement and Intellectual Engagement

    ERIC Educational Resources Information Center

    Pasque, Penny A.; Murphy, Rena

    2005-01-01

    Findings from this study show that living-learning (LL) programs at a research institution in the Midwest have a series of positive outcomes for both academic achievement and intellectual engagement. Controlling for past academic achievement, socioeconomic status, and demographic characteristics, LL programs are predictors, albeit small…

  7. "Play to Learn": A Case-Study of Parent/Carer and Child Engagement with a Physical Activity Website Resource

    ERIC Educational Resources Information Center

    Hughes, Helen; Fleming, Scott

    2015-01-01

    In 2007, Sport Wales produced guidance for practitioners delivering the new Foundation Phase curriculum for children aged three to seven years. A focus was on physical development and in 2009 a resource entitled "Play to Learn" was developed supported by a website launched in 2011. The present study addresses (non-)engagement with the…

  8. The Perception of Teachers toward the Use of Mobile Technology as a Tool to Engage Students in Learning

    ERIC Educational Resources Information Center

    Goad, Kathryn Dawn

    2012-01-01

    The purpose of this study was to gauge the perception of teachers on the use of mobile technology, specifically cell phones, as an instructional tool to engage students in learning. Cell phones are the most ubiquitous piece of technology in the world. Their multiple functions can put the most up-to-date information at the fingertips of the user.…

  9. Re-Engaging Disconnected Youth: Transformative Learning through Restorative and Social Justice Education. Adolescent Cultures, School and Society. Volume 51

    ERIC Educational Resources Information Center

    Bintliff, Amy Vatne

    2011-01-01

    As many young adults continue to disengage with learning each day, teachers and administrators struggle to find programming that re-engages secondary students with their schooling and communities. This book profiles one program that succeeds in doing so, and should serve as a model for others. In a Midwestern alternative school, three teachers…

  10. Meeting the Curricular Challenges of Inclusive Assessment: The Role of Alignment, Opportunity to Learn, and Student Engagement

    ERIC Educational Resources Information Center

    Kurz, Alexander; Talapatra, Devadrita; Roach, Andrew T.

    2012-01-01

    Inclusive test-based accountability systems are intended to focus attention on the teaching and learning of important knowledge and skills for students with disabilities. Test score inferences to this end are often based on unverified assumptions of curricular alignment, access, and engagement. Focusing on students with disabilities, we discuss…

  11. Effects of an Instructional Gaming Characteristic on Learning Effectiveness, Efficiency, and Engagement: Using a Storyline for Teaching Basic Statistical Skills

    ERIC Educational Resources Information Center

    Novak, Elena; Johnson, Tristan E.; Tenenbaum, Gershon; Shute, Valerie J.

    2016-01-01

    The study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. A storyline is a game-design element that connects scenes with the educational content. In order to…

  12. Early Disparities in Mathematics Gains among Poor and Non-Poor Children: Examining the Role of Behavioral Engagement in Learning

    ERIC Educational Resources Information Center

    Robinson, Keith

    2013-01-01

    Multilevel modeling was used to investigate the relationship between poverty status, mathematics achievement gains, and behavioral engagement in learning over kindergarten. Data included information on 11,680 poor, low-income, and non-poor kindergartners from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998-1999 (ECLS-K). Results…

  13. Building Capacity for Civic Learning and Engagement: An Emerging Infrastructure in the Academic Arts and Humanities in the United States

    ERIC Educational Resources Information Center

    Heiland, Donna; Huber, Mary Taylor

    2015-01-01

    American higher education has always articulated a civic mission as part of its purpose: colleges and universities educate students for life in a democratic society and provide that society with citizens who ensure that it thrives in turn. This essay maps the development of a national infrastructure for civic learning and engagement in American…

  14. Diverse Assessment and Active Student Engagement Sustain Deep Learning: A Comparative Study of Outcomes in Two Parallel Introductory Biochemistry Courses

    ERIC Educational Resources Information Center

    Bevan, Samantha J.; Chan, Cecilia W. L.; Tanner, Julian A.

    2014-01-01

    Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory…

  15. Moral Treatment of the Insane: Provisions for Lifelong Learning, Cultural Engagement, and Creativity in Nineteenth-Century Asylums

    ERIC Educational Resources Information Center

    Park, Maureen; Hamilton, Robert

    2010-01-01

    The current interest in the role of lifelong learning and cultural engagement for change is not new. This article looks at a most unusual precedent and a neglected area in the historiography of adult education--the use of cultural education provision in asylums in the nineteenth century to promote cure and restoration of the "insane" to society.…

  16. Impact of Interactive Engagement on Reducing the Gender Gap in Quantum Physics Learning Outcomes among Senior Secondary School Students

    ERIC Educational Resources Information Center

    Adegoke, Benson Adesina

    2012-01-01

    In this study, the author examines the extent to which an interactive engagement approach can reduce the gender gap in senior secondary school (SSS) (age 16-18 years) students' learning outcomes in quantum physics. One hundred and twenty one (male = 65; female = 56) SSS 3 students participated in this study. They were randomly selected from two…

  17. Using a Modified Argument-Driven Inquiry to Promote Elementary School Students' Engagement in Learning Science and Argumentation

    ERIC Educational Resources Information Center

    Chen, Hsiang-Ting; Wang, Hsin-Hui; Lu, Ying-Yan; Lin, Huann-shyang; Hong, Zuway-R

    2016-01-01

    This study explored the effects of a modified argument-driven inquiry approach on Grade 4 students' engagement in learning science and argumentation in Taiwan. The students were recruited as an experimental group (EG, n?=?36) to join a 12-week study, while another 36 Grade 4 students from the same schools were randomly selected to be the…

  18. A Longitudinal Study of the Effectiveness of a K-12 Engagement Program on Graduate Student Learning Outcomes

    ERIC Educational Resources Information Center

    Weeks, Faith; Gong, Ruiyang; Harbor, Jon

    2015-01-01

    Programs that connect higher and K-12 education provide benefits to K-12 students, teachers, and higher education. The National Science Foundation (NSF) invested in programs connecting domestic STEM graduate students with K-12 education for over a decade (GK-12), intending that such engagement would help achieve graduate student learning outcomes…

  19. Mobile Learning and Art Museums: A Case Study of a New Art Interpretation Approach for Visitor Engagement through Mobile Media

    ERIC Educational Resources Information Center

    Benito, Victoria López

    2014-01-01

    Nowadays Mobile technologies in Museums and especially in Art Museums are a popular way of communication with their audiences. These kinds of technologies have a high communicative potential and also could be a tool for marketing, information, engagement and learning as well. However with regards how these resources explain the meaning of works of…

  20. A Framework for Measuring Student Learning Gains and Engagement in an Introductory Computing Course: A Preliminary Report of Findings

    ERIC Educational Resources Information Center

    Lim, Billy; Hosack, Bryan; Vogt, Paul

    2012-01-01

    This paper describes a framework for measuring student learning gains and engagement in a Computer Science 1 (CS 1) / Information Systems 1 (IS 1) course. The framework is designed for a CS1/IS1 course as it has been traditionally taught over the years as well as when it is taught using a new pedagogical approach with Web services. It enables the…

  1. Curricular and Instructional Programs Engage Students in Learning--Emotionally, Intellectually, Socially and Behaviorally. High Schools That Work

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2011

    2011-01-01

    Schools are finding effective ways to engage students totally in learning by addressing students' minds, personalities and behaviors. They are designing curricula and instructional strategies to generate interest and challenge students to stay in school and do their best. The goal is to graduate a "complete student" who will be ready for college,…

  2. Student Engagement with Science in Early Adolescence: The Contribution of Enjoyment to Students' Continuing Interest in Learning about Science

    ERIC Educational Resources Information Center

    Ainley, Mary; Ainley, John

    2011-01-01

    Recent research has expanded understanding of the contribution of emotions to student engagement and achievement. Achievement emotions can be conceptualized as general ways of responding to achievement settings or specific emotional states aroused during a specific learning activity. Emotion processes can be distinguished as positive or negative,…

  3. Assessing the Effects of Instructor Enthusiasm on Classroom Engagement, Learning Goal Orientation, and Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Zhang, Qin

    2014-01-01

    Enthusiasm is widely regarded as one of the most essential and desirable qualities and characteristics of effective teachers. This study is designed to assess the effects of teacher enthusiasm on student classroom engagement, learning goal orientation, and academic self-efficacy. Participants include 165 college students enrolled in basic…

  4. Does Film Affect Learning Engagement?: Historical Inquiry and the Document-Based Question in a Middle School Social Studies Classroom

    ERIC Educational Resources Information Center

    Paska, Lawrence M.

    2010-01-01

    This quasi-experimental study uses mixed methodologies to examine learning engagement on a social studies unit test based on primary and secondary sources (a "document-based question", or DBQ), to determine whether the use of film in a DBQ changes the nature of historical inquiry. The study was conducted in two Grade 7 classes taught by the same…

  5. Greater Engagement in and Responsibility for Learning: What Happens When Students Cross the Threshold of Student-Faculty Partnership

    ERIC Educational Resources Information Center

    Cook-Sather, Alison; Luz, Alia

    2015-01-01

    The importance of student engagement in higher education is increasingly recognised. As a result, questions have arisen regarding how best to inspire and support students in taking greater interest in and more active responsibility for their learning. Student-faculty partnerships that position students as consultants in explorations of pedagogical…

  6. Engaging Earth- and Environmental-Science Undergraduates through Weather Discussions and an eLearning Weather Forecasting Contest

    ERIC Educational Resources Information Center

    Schultz, David M.; Anderson, Stuart; Seo-Zindy, Ryo

    2013-01-01

    For students who major in meteorology, engaging in weather forecasting can motivate learning, develop critical-thinking skills, improve their written communication, and yield better forecasts. Whether such advances apply to students who are not meteorology majors has been less demonstrated. To test this idea, a weather discussion and an eLearning…

  7. Enquiry, Engagement, and eLearning: Three Perspectives on a Student-Centred, Online, Enquiry-Based Course

    ERIC Educational Resources Information Center

    Murray, Jacqueline; Giesbrecht, Natalie; Mosonyi, Samuel

    2013-01-01

    In the 2011 Winter semester, the University of Guelph engaged in a pedagogical experiment: an online first-year seminar. This article is a conversation about the learning journey that surrounds this seminar, as experienced by three participants: Jacqueline Murray (JM), Professor of History and Director of the FirstYear Seminar Program (FYS);…

  8. Enhancing Student Engagement and Active Learning through Just-in-Time Teaching and the Use of Powerpoint

    ERIC Educational Resources Information Center

    Wanner, Thomas

    2015-01-01

    This instructional article is about an innovative teaching approach for enhancing student engagement and active learning in higher education through a combination of just-in-time teaching and the use of PowerPoint technology. The central component of this approach was students' pre-lecture preparation of a short PowerPoint presentation in which…

  9. Evaluating the Effectiveness of a Practical Inquiry-Based Learning Bioinformatics Module on Undergraduate Student Engagement and Applied Skills

    ERIC Educational Resources Information Center

    Brown, James A. L.

    2016-01-01

    A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion,…

  10. Will It Float?: A Learning Cycle Investigation of Mass and Volume

    ERIC Educational Resources Information Center

    Vincent, Dan; Cassel, Darlinda; Milligan, Jeanie

    2008-01-01

    In this science investigation based on the 5E learning model, students moved through four different centers designed to focus their attention on the concepts of mass, volume, and density. At these stations, students encountered discrepant events that heightened their curiosity and encouraged discussion with peers about what they expected and…

  11. Rules of Engagement: The Joint Influence of Trainer Expressiveness and Trainee Experiential Learning Style on Engagement and Training Transfer

    ERIC Educational Resources Information Center

    Rangel, Bertha; Chung, Wonjoon; Harris, T. Brad; Carpenter, Nichelle C.; Chiaburu, Dan S.; Moore, Jenna L.

    2015-01-01

    We investigated the joint effect of trainer expressiveness and trainee experiential learning style on training transfer intentions. Extending prior research where trainer expressiveness has been established as a positive predictor of transfer, we show that trainer expressiveness is more impactful for trainees with high (vs. low) experiential…

  12. Engaging students in research learning experiences through hydrology field excursions and projects

    NASA Astrophysics Data System (ADS)

    Ewen, T.; Seibert, J.

    2014-12-01

    One of the best ways to engage students and instill enthusiasm for hydrology is to expose them to hands-on learning. A focus on hydrology field research can be used to develop context-rich and active learning, and help solidify idealized learning where students are introduced to individual processes through textbook examples, often neglecting process interactions and an appreciation for the complexity of the system. We introduced a field course where hydrological measurement techniques are used to study processes such as snow hydrology and runoff generation, while also introducing students to field research and design of their own field project. In the field projects, students design a low-budget experiment with the aim of going through the different steps of a 'real' scientific project, from formulating the research question to presenting their results. In one of the field excursions, students make discharge measurements in several alpine streams with a salt tracer to better understand the spatial characteristics of an alpine catchment, where source waters originate and how they contribute to runoff generation. Soil moisture measurements taken by students in this field excursion were used to analyze spatial soil moisture patterns in the alpine catchment and subsequently used in a publication. Another field excursion repeats a published experiment, where preferential soil flow paths are studied using a tracer and compared to previously collected data. For each field excursion, observational data collected by the students is uploaded to an online database we developed, which also allows students to retrieve data from past excursions to further analyze and compare their data. At each of the field sites, weather stations were installed and a webviewer allows access to realtime data from data loggers, allowing students to explore how processes relate to climatic conditions. With in-house film expertise, these field excursions were also filmed and short virtual

  13. Science conceptions and connections: How third graders engage in inquiry to learn science

    NASA Astrophysics Data System (ADS)

    Marston, Susan Hemphill

    In this teacher-research study, I explore the process of inquiring to learn science from the perspective of third graders. As a teacher-researcher, this study was conducted in my third grade classroom over the course of a year. I used qualitative research methods to construct five ethnographic case studies of my students. The study focused on (1) third graders' conceptions of science and being scientists. It examined how these conceptions changed (or did not change) throughout the year, and (2) the connections that these students made (or did not make) between science and reading, writing, talking, and listening. Student interviews, observations, and written documentation, as well as my own reflective journal, informed the case studies. The data suggests that these third graders' conceptions of being a scientist are directly related to their definitions of science. These third graders compare their actions to their conceptions of science to determine if they are a scientist. In addition, the data reveals that these students' reading, writing, talking, and listening experiences influence their science conceptions. In particular, I identify three variables, context, definition, and relationships that interact to contribute (or distract) from these third graders' thinking about themselves as scientists. The context in which science is explored plays an important role in these third graders' conceptions. The places where science is performed and who conceives the original ideas to be tested are important conditions. These third graders' definition of science and the relationships they construct within the curriculum and each other also influence their conceptions of being scientists. Overall, this study finds that these third graders use the processes of reading, writing, talking, and listening to enhance their science understanding. It also points to the importance of having the students engage in scientific inquiry both in and out of the classroom. This research

  14. The Twin-Cycle Experiential Learning Model: Reconceptualising Kolb's Theory

    ERIC Educational Resources Information Center

    Bergsteiner, Harald; Avery, Gayle C.

    2014-01-01

    Experiential learning styles remain popular despite criticisms about their validity, usefulness, fragmentation and poor definitions and categorisation. After examining four prominent models and building on Bergsteiner, Avery, and Neumann's suggestion of a dual cycle, this paper proposes a twin-cycle experiential learning model to overcome…

  15. Students' Understanding of Analogy after a Core (Chemical Observations, Representations, Experimentation) Learning Cycle, General Chemistry Experiment

    ERIC Educational Resources Information Center

    Avargil, Shirly; Bruce, Mitchell R. M.; Amar, Franc¸ois G.; Bruce, Alice E.

    2015-01-01

    Students' understanding about analogy was investigated after a CORE learning cycle general chemistry experiment. CORE (Chemical Observations, Representations, Experimentation) is a new three-phase learning cycle that involves (phase 1) guiding students through chemical observations while they consider a series of open-ended questions, (phase 2)…

  16. Using the Learning Cycle To Teach Acronyms, a Language Arts Lesson.

    ERIC Educational Resources Information Center

    Rule, Audrey C.

    The Learning Cycle, a popular medium for teaching science lessons, can be used to teach a language arts lesson on acronyms, an appropriate skill topic for students in grades four through six. Acronyms are fascinating words that can challenge students to solve the puzzle of what the letters stand for. The three-phase Learning Cycle arranges…

  17. The importance of the form of student acquisition of data in physics learning cycles

    NASA Astrophysics Data System (ADS)

    Renner, John W.; Abraham, Michael R.; Birnie, Howard H.

    The learning cycle is a method of teaching-it is also a curriculum organization principle. Although Jean Piaget contributed to its formation (Piaget, 1973), its present structure has to be attributed to Dr. Robert Karplus and the persons who developed the materials of the Science Curriculum Improvement Study. It was through the SCIS activities that many of us learned how to develop curricula and teach with the learning cycle.

  18. Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices

    NASA Astrophysics Data System (ADS)

    Glasson, George E.; Lalik, Rosary V.

    The purpose of this study was to learn whether Science Curriculum Improvement Study (SCIS) or more recent interpretations of the learning cycle could be used by teachers to engage students in social constructivist learning. To accomplish this purpose, two university researchers and six science teachers planned, implemented, and reflected upon instruction based on the reciprocal use of language and action within the learning cycle framework. The study examined teachers' changing beliefs and practices as well as issues and problems that emerged. Discrepant case analysis was used to analyze the data, which included transcriptions of instruction, reflection sessions, and teacher and student interviews as well as copies of teachers' written plans and instructional materials. In this paper, we present a case study of one teacher and profiles of five others. The case is organized chronologically and describes Martha, a high school physics teacher, in terms of her instruction and concerns at the beginning, middle, and end of the school year. Analysis revealed that several of Martha's beliefs and practices gradually changed across the year. Martha initially expressed the positivistic view that the goal of science instmction was for students to arrive at scientifically acceptable conclusions. As Martha explored social constructivist teaching, she gave her students increasingly more opportunities to test and discuss their ideas during problem solving. Along with this change in practice, Martha experienced a tension between her efforts to give her students opportunities to develop their own understandings and her efforts to present scientific information. As Martha' perspective changed, she became dissatisfied with her existing grading system. Like Martha, each of the other five teachers gave their students more opportunities to explore their own ideas and each experienced tensions in the process. We interpreted these findings within a social constructivist theoretical

  19. Approaching "The Civic Mission of Schools": Examining Adolescent Civic Engagement in an Alternative Learning Environment

    ERIC Educational Resources Information Center

    Broome, John P.

    2011-01-01

    The purpose of the study was to examine students' expected and observable civic engagement in a Montessori Erdkinder-based middle school classroom. Research questions included: (a) In what ways is civic engagement addressed in the Montessori Erdkinder-based middle school explicit curriculum? (b) How does the expected civic engagement in the…

  20. Knowledge Processing and Faculty Engagement in Multicultural University Settings: A Social Learning Perspective

    ERIC Educational Resources Information Center

    Selmer, Jan; Jonasson, Charlotte; Lauring, Jakob

    2014-01-01

    In educational studies much attention has been directed to engagement as a precondition for positive student outcomes. Very few studies, however, have focused on the engagement of the faculty members. This is a regrettable omission because engagement has been argued to lead to more satisfied, more productive and healthier faculty members. In this…

  1. Exploring a Middle Ground Engagement with Students in a Social Learning Environment.

    ERIC Educational Resources Information Center

    Smith, Anne M. J.; Campbell, Sonya

    2012-01-01

    The twenty first century student demands more from universities in terms of engagement that is flexible, accessible and immediate. This means universities revisiting their engagement agenda at a time when financial constraints can least afford expensive technologies and resource dependent engagement solutions. Solutions are likely to be varied…

  2. Moving beyond Attendance: Lessons Learned from Assessing Engagement in Afterschool Contexts

    ERIC Educational Resources Information Center

    Fredricks, Jennifer A.; Bohnert, Amy M.; Burdette, Kimberly

    2014-01-01

    Youth engagement is the least researched, but potentially most important, aspect of participation in afterschool programs. The level of youth engagement can vary across programs, across youth within a program, and within individual youth over time. Engagement is important for both recruiting and retaining participants, and has been associated with…

  3. Learning at Every Age? Life Cycle Dynamics of Adult Education in Europe

    ERIC Educational Resources Information Center

    Beblavy, Miroslav; Thum, Anna-Elisabeth; Potjagailo, Galina

    2014-01-01

    Adult learning is seen as a key factor for enhancing employment, innovation and growth. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment. We perform a synthetic panel analysis of adult learning for cohorts aged…

  4. An Active, Reflective Learning Cycle for E-Commerce Classes: Learning about E-Commerce by Doing and Teaching

    ERIC Educational Resources Information Center

    Abrahams, Alan S.; Singh, Tirna

    2010-01-01

    Active, experiential learning is an important component in information systems education, ensuring that students gain an appreciation for both practical and theoretical information systems concepts. Typically, students in active, experiential classes engage in real world projects for commercial companies or not-for-profit organizations. In the…

  5. Engage the Public in Phenology Monitoring: Lessons Learned from the USA National Phenology Network

    NASA Astrophysics Data System (ADS)

    Crimmins, T. M.; Lebuhn, G.; Miller-Rushing, A. J.

    2009-12-01

    The USA National Phenology Network (USA-NPN) is a recently established network that brings together citizen scientists, government agencies, non-profit groups, educators and students of all ages to monitor the impacts of climate change on plants and animals in the United States. Though a handful of observers participated in the USA-NPN monitoring program in 2008, 2009 was the first truly operational year for the program. With a goal of 100,000 observers for this nationwide effort, we are working to engage participants both directly and through established organizations and agencies. The first year of operational monitoring and program advertisement has yielded many insights that are shaping how we move forward. In this presentation, we will highlight some of our most prominent “lessons learned” from our experience engaging participants, mainly through partnerships with organizations and agencies. One successful partnership that the USA-NPN established in 2009 was with the Great Sunflower Project, a citizen science effort focused on tracking bee activity. By piggy-backing on this established program, we were able to invite tens of thousands of self-selected individuals to learn about plant phenology and to contribute to the program. A benefit to the Great Sunflower Project was that monitoring phenology of their sunflowers gave observers something to do while waiting for the plant to attract bees. Observers’ experiences, data, and comments from the 2009 season are yielding insights into how this partnership can be strengthened and USA-NPN and GSP goals can more effectively be met. A second partnership initiated in 2009 was with the US National Park Service (NPS). Partnering with federal and state agencies offers great opportunities for data collection and education. In return, agencies stand to gain information that can directly influence management decisions. However, such efforts necessitate careful planning and execution. Together the USA-NPN and NPS drafted

  6. Adventures in Citizen Science: Lessons learned engaging volunteer water quality monitors for over 30 years.

    NASA Astrophysics Data System (ADS)

    Schloss, J. A.

    2012-12-01

    The New Hampshire Lakes Lay Monitoring Program was originally designed by faculty at the University of New Hampshire in 1979 to provide the capacity to better monitor for long-term lake water quality changes and trends. As participants became educated, empowered and engaged the program soon evolved to also become a participatory research enterprise. This resulted in not only providing useful information for informed local stewardship and protection at the local level but also for state and region-wide decision-making, state and federal assessments/reporting and advancing our understanding of lake and watershed science. Our successes and failures have been more dependent on understanding the particular human dimensions that influence our volunteers and less to do with the typical project management, quality assurance, and communication concerns we typically deal with in professional based research efforts. Our participants are extremely diverse in terms of their life experiences, interests and motivations so the key to long-term commitment and high quality participation is understanding the difference between a citizen monitor and your archetypical research technician or student. This presentation will highlight some important lessons learned on how to involve various types of volunteers from school groups to retirees, as well as particular approaches and concerns regarding program management, retention, quality control and communications.

  7. An English Vocabulary Learning System Based on Fuzzy Theory and Memory Cycle

    NASA Astrophysics Data System (ADS)

    Wang, Tzone I.; Chiu, Ti Kai; Huang, Liang Jun; Fu, Ru Xuan; Hsieh, Tung-Cheng

    This paper proposes an English Vocabulary Learning System based on the Fuzzy Theory and the Memory Cycle Theory to help a learner to memorize vocabularies easily. By using fuzzy inferences and personal memory cycles, it is possible to find an article that best suits a learner. After reading an article, a quiz is provided for the learner to improve his/her memory of the vocabulary in the article. Early researches use just explicit response (ex. quiz exam) to update memory cycles of newly learned vocabulary; apart from that approach, this paper proposes a methodology that also modify implicitly the memory cycles of learned word. By intensive reading of articles recommended by our approach, a learner learns new words quickly and reviews learned words implicitly as well, and by which the vocabulary ability of the learner improves efficiently.

  8. Engaging students in research learning experiences through hydrology field excursions and short films

    NASA Astrophysics Data System (ADS)

    Ewen, Tracy; Seibert, Jan

    2015-04-01

    One of the best ways to engage students and instill enthusiasm for hydrology is to expose them to hands-on learning. A focus on hydrology field research can be used to develop context-rich and active learning, and help solidify idealized learning where students are introduced to individual processes through textbook examples, often neglecting process interactions and an appreciation for the complexity of the system. We introduced a field course where hydrological measurement techniques are used to study processes such as snow hydrology and runoff generation, while also introducing students to field research and design of their own field project. Additionally, we produced short films of each of these research-based field excursions, with in-house film expertise. These films present a short overview of field methods applied in alpine regions and will be used for our larger introductory hydrology courses, exposing students to field research at an early stage, and for outreach activities, including for potential high school students curious about hydrology. In the field course, students design a low-budget experiment with the aim of going through the different steps of a 'real' scientific project, from formulating the research question to presenting their results. During the field excursions, students make discharge measurements in several alpine streams with a salt tracer to better understand the spatial characteristics of an alpine catchment, where source waters originate and how they contribute to runoff generation. Soil moisture measurements taken by students in this field excursion were used to analyze spatial soil moisture patterns in the alpine catchment and subsequently used in a publication. Another field excursion repeats a published experiment, where preferential soil flow paths are studied using a tracer and compared to previously collected data. For each field excursion, observational data collected by the students is uploaded to an online database we

  9. Stakeholder Engagement in HIV Cure Research: Lessons Learned from Other HIV Interventions and the Way Forward.

    PubMed

    Lo, Ying-Ru; Chu, Carissa; Ananworanich, Jintanat; Excler, Jean-Louis; Tucker, Joseph D

    2015-07-01

    Clinical and basic science advances have raised considerable hope for achieving an HIV cure by accelerating research. This research is dominated primarily by issues about the nature and design of current and future clinical trials. Stakeholder engagement for HIV cure remains in its early stages. Our analysis examines timing and mechanisms of historical stakeholder engagement in other HIV research areas for HIV-uninfected individuals [vaccine development and pre-exposure prophylaxis (PrEP)], and HIV-infected individuals (treatment as prevention, prevention of mother-to-child transmission, and treatment of acute HIV infection) and articulate a plan for HIV cure stakeholder engagement. The experience from HIV vaccine development shows that early engagement of stakeholders helped manage expectations, mitigating the failure of several vaccine trials, while paving the way for subsequent trials. The relatively late engagement of HIV stakeholders in PrEP research may partly explain some of the implementation challenges. The treatment-related stakeholder engagement was strong and community-led from the onset and helped translation from research to implementation. We outline five steps to initiate and sustain stakeholder engagement in HIV cure research and conclude that stakeholder engagement represents a key investment in which stakeholders mutually agree to share knowledge, benefits, and risk of failure. Effective stakeholder engagement prevents misconceptions. As HIV cure research advances from early trials involving subjects with generally favorable prognosis to studies involving greater risk and uncertainty, success may depend on early and deliberate engagement of stakeholders. PMID:26061668

  10. Stakeholder Engagement in HIV Cure Research: Lessons Learned from Other HIV Interventions and the Way Forward

    PubMed Central

    Chu, Carissa; Ananworanich, Jintanat; Excler, Jean-Louis; Tucker, Joseph D.

    2015-01-01

    Abstract Clinical and basic science advances have raised considerable hope for achieving an HIV cure by accelerating research. This research is dominated primarily by issues about the nature and design of current and future clinical trials. Stakeholder engagement for HIV cure remains in its early stages. Our analysis examines timing and mechanisms of historical stakeholder engagement in other HIV research areas for HIV-uninfected individuals [vaccine development and pre-exposure prophylaxis (PrEP)], and HIV-infected individuals (treatment as prevention, prevention of mother-to-child transmission, and treatment of acute HIV infection) and articulate a plan for HIV cure stakeholder engagement. The experience from HIV vaccine development shows that early engagement of stakeholders helped manage expectations, mitigating the failure of several vaccine trials, while paving the way for subsequent trials. The relatively late engagement of HIV stakeholders in PrEP research may partly explain some of the implementation challenges. The treatment-related stakeholder engagement was strong and community-led from the onset and helped translation from research to implementation. We outline five steps to initiate and sustain stakeholder engagement in HIV cure research and conclude that stakeholder engagement represents a key investment in which stakeholders mutually agree to share knowledge, benefits, and risk of failure. Effective stakeholder engagement prevents misconceptions. As HIV cure research advances from early trials involving subjects with generally favorable prognosis to studies involving greater risk and uncertainty, success may depend on early and deliberate engagement of stakeholders. PMID:26061668

  11. Using the Learning Cycle To Teach Physical Science: A Hands-on Approach for the Middle Grades.

    ERIC Educational Resources Information Center

    Beisenherz, Paul; Dantonio, Marylou

    The Learning Cycle Strategy enables students themselves to construct discrete science concepts and includes an exploration phase, introduction phase, and application phase. This book focuses on the use of the Learning Cycle to teach physical sciences and is divided into three sections. Section I develops a rationale for the Learning Cycle as an…

  12. Integrating Concept Mapping and the Learning Cycle To Teach Diffusion and Osmosis Concepts to High School Biology Students.

    ERIC Educational Resources Information Center

    Odom, Arthur L.; Kelly, Paul V.

    2001-01-01

    Explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of concept mapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Concludes that the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment…

  13. Protective factors at school: reciprocal effects among adolescents' perceptions of the school environment, engagement in learning, and hope.

    PubMed

    Van Ryzin, Mark J

    2011-12-01

    Although some research suggests that schools can be a source of protective factors for students, the processes by which school environments impact students' behavior, performance and adjustment over time are not clear. Guided by both self-determination theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment, engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7% female; 77.6% white; 30.9% eligible for FRPL) from five small secondary schools in the upper Midwest, students' perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of engagement and hope and later perceptions of the environment. These results suggest that the school environment represents a potential leverage point for educational reform, and interventions that target students' perceptions of autonomy, teacher/peer support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes may create a positive feedback loop in which change in academic performance and adjustment accelerate over time. PMID:21298474

  14. A learning process of water cycle as complex system

    NASA Astrophysics Data System (ADS)

    Schertzer, D.; Deroubaix, J. F.; Tchiguirinskaia, I.; Tassin, B.; Thevenot, D.

    2009-04-01

    Water cycle is a very good example of a complex geosystem which has many societal impacts and drivers. A permanent and ubiquitous question is how to increase public awareness and understanding of its extreme behaviours, as well as of the related uncertainties. For instance, CEREVE is highly solicited to help the general public, particularly the youth, and the local politicians to get better acquainted with the new water culture in general and with flood risks in particular, in the nearby county Val-de-Marne. Since 2001, May is the month of the "Festival de l'Oh"(which sounds like "Festival de l'Eau", i.e. the water festival co-organized by the county council and city of Paris. "Oh » at the same time partly displays the chemical composition of water and is an exclamation for atonishment). This festival starts with the Scientific Days of Environment that involve researchers and students of the county, as well as collaborators of all around the world. This conference is open to the public who can be informed from the latest research developments, in particular with the help of some general synthesis and panel discussions. On the other hand, (young) researchers can present their own works to a large public. This conference is followed by a Professional Forum where students, heads of water public services or private operators can meet. In the framework of the water festival preparation, there are several water forums for the secondary schools. All along the year, there are regular pedagogical activities for secondary schools, in particular in the framework of Water Houses scattered across the county. We will discuss the importance to better evaluate the effective impact of these pedagogical events on the public awareness and understanding, and to make the learning process more adaptive and interactive, as well as to better address the underlying fundamental problems, e.g. the present limitations of current modelling and data processing.

  15. Nimble Navigation: A Constant Cycle Assessment Keeps Learning on Course

    ERIC Educational Resources Information Center

    James, Wendy; Johanson, Terry

    2016-01-01

    Just like in a classroom, a professional learning facilitator needs to base planning and instruction on assessment. Adult learners need the learning experience to be as focused as possible on their questions and their teaching circumstances. Whether the professional learning is a half-day session or extends over multiple school years, leaders can…

  16. Using Problem-Based Learning in a Chemistry Practical Class for Pharmacy Students and Engaging Them with Feedback

    PubMed Central

    Khutoryanskaya, Olga

    2015-01-01

    Objective. To introduce a new approach to problem-based learning (PBL) used in a medicinal chemistry practical class for pharmacy students. Design. The chemistry practical class was based on independent studies by small groups of undergraduate students (4-5), who designed their own practical work, taking relevant professional standards into account. Students were guided by feedback and acquired a set of skills important for health-care professionals. The model was tailored to the application of PBL in a chemistry practical class setting for a large student cohort (150 students). The achievement of learning outcomes was based on the submission of relevant documentation, including a certificate of analysis, in addition to peer assessment. Some of the learning outcomes also were assessed in the final written examination. Assessment. The practical was assessed at several time points using detailed marking schemes in order to provide the students with feedback. Students were required to engage with the feedback to succeed in the practical. Conclusion. A novel PBL chemistry laboratory course for pharmacy students was successful in that self-reflective learning and engagement with feedback were encouraged, and students enjoyed the challenging learning experience. Essential skills for health-care professionals were also promoted. PMID:26839430

  17. Stress in Japanese Learners Engaged in Online Collaborative Learning in English

    ERIC Educational Resources Information Center

    Jung, Insung; Kudo, Masayuki; Choi, Sook-Kyoung

    2012-01-01

    Many studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university…

  18. Technology and Cognition Merge with Challenge-Based Learning Cycles Online

    ERIC Educational Resources Information Center

    Cobbett, Shelley L.

    2013-01-01

    Teaching and learning in Web-based courses has become a global phenomenon. Educators are grappling with merging cognition and technology to offer students quality, relevant online courses. The development of social presence in the online environment is of paramount importance and requires individuals to engage in meaningful interactions about, and…

  19. Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

    PubMed Central

    Kraus, Nina; Slater, Jessica; Thompson, Elaine C.; Hornickel, Jane; Strait, Dana L.; Nicol, Trent; White-Schwoch, Travis

    2014-01-01

    The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the

  20. Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children.

    PubMed

    Kraus, Nina; Slater, Jessica; Thompson, Elaine C; Hornickel, Jane; Strait, Dana L; Nicol, Trent; White-Schwoch, Travis

    2014-01-01

    The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the

  1. Using VoiceThread to Promote Learning Engagement and Success for All Students

    ERIC Educational Resources Information Center

    Brunvand, Stein; Byrd, Sara

    2011-01-01

    In addition to building student knowledge and skills, educational strategies for all students should be aimed at increasing school engagement, motivation, and learner independence. Innovative technological tools, programs, and software can be used to promote student engagement, motivation, and ultimately enhance the quality of the learning…

  2. How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement

    ERIC Educational Resources Information Center

    Reeve, Johnmarshall

    2013-01-01

    The present study introduced "agentic engagement" as a newly proposed student-initiated pathway to greater achievement and greater motivational support. Study 1 developed the brief, construct-congruent, and psychometrically strong Agentic Engagement Scale. Study 2 provided evidence for the scale's construct and predictive validity, as…

  3. Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning

    ERIC Educational Resources Information Center

    Denker, Katherine J.

    2013-01-01

    Instructors of large lecture classes face a variety of challenges, including student engagement and participation. With budget cuts and increasing class sizes, more schools may turn to large lecture/lab formats for the basic communication course (Stanley & Porter, 2002); instructors must understand how these classes engage students. One viable…

  4. Critical Democratic Citizenship: The Effects of Community-Engaged Scholarship and Inequality Content on Student Learning

    ERIC Educational Resources Information Center

    Gordon da Cruz, Cynthia

    2013-01-01

    Many U.S. higher education institutions are reaffirming their commitments to public purposes--preparing graduates for civic engagement for the public good and producing knowledge with real-world applications. Developing students for civic engagement for justice in the context of a diverse and inequitable democracy is a complex task. In Article 1,…

  5. Curiosity, Interest and Engagement in Technology-Pervasive Learning Environments: A New Research Agenda

    ERIC Educational Resources Information Center

    Arnone, Marilyn P.; Small, Ruth V.; Chauncey, Sarah A.; McKenna, H. Patricia

    2011-01-01

    This paper identifies the need for developing new ways to study curiosity in the context of today's pervasive technologies and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs of interest and engagement. A theoretical model for curiosity, interest and engagement in new…

  6. Promoting Engagement in Online Courses: What Strategies Can We Learn from Three Highly Rated MOOCS

    ERIC Educational Resources Information Center

    Hew, Khe Foon

    2016-01-01

    Although past research has sought to identify the factors of student engagement in traditional online courses, two questions remained largely unanswered with regard to Massive Open Online Courses (MOOCs): do the factors that could influence student engagement in traditional online courses also apply to online courses that are massive and open?…

  7. Engaging with Employers in Work-Based Learning: A Foundation Degree in Applied Technology

    ERIC Educational Resources Information Center

    Benefer, Richard

    2007-01-01

    Purpose: This paper aims to describe the work of Staffordshire University in engaging with local employers and local further education colleges in the development of a Foundation Degree in Applied Technology. Design/methodology/approach: Following an outline of current government policy in employer engagement, the paper identifies--from the…

  8. From Copying to Learning: Using Exemplars to Engage Students with Assessment Criteria and Feedback

    ERIC Educational Resources Information Center

    Handley, Karen; Williams, Lindsay

    2011-01-01

    Feedback is central to pedagogic theory, and if feedback is to be effective, students need to engage with it and apply it at some point in the future. However, student dissatisfaction with feedback--as evidenced in the National Student Survey--suggests that there are problems which limit student engagement with feedback, such as their perception…

  9. Behavioral Engagement in Learning and Math Achievement over Kindergarten: A Contextual Analysis

    ERIC Educational Resources Information Center

    Robinson, Keith; Mueller, Anna S.

    2014-01-01

    Using nationally representative data on 12,462 kindergarten children, this report examines the link between behavioral engagement and math achievement growth during kindergarten. Multilevel models show that students with higher individual engagement tend to experience larger math achievement growth over kindergarten, that classroom engagement…

  10. Engaging Employers?

    ERIC Educational Resources Information Center

    Hillier, Yvonne

    2008-01-01

    A key factor in the successful development of workplace learning is employer engagement (Leitch, 2006; DfES, 2007). However, despite numerous approaches by government in the United Kingdom to bring together employers, providers and learners so that economic success is generated by a skilled and flexible workforce, there continue to be challenges…

  11. The Science of Cycling

    ERIC Educational Resources Information Center

    Crompton, Zoe; Daniels, Shelley

    2014-01-01

    Children are engaged by finding out about science in the real world (Harlen, 2010). Many children will be cyclists or will have seen or heard about the success of British cyclists in the Olympics and the Tour de France. This makes cycling a good hook to draw children into learning science. It is also a good cross-curricular topic, with strong…

  12. Learning, Unlearning and Relearning--Knowledge Life Cycles in Library and Information Science Education

    ERIC Educational Resources Information Center

    Bedford, Denise A. D.

    2015-01-01

    The knowledge life cycle is applied to two core capabilities of library and information science (LIS) education--teaching, and research and development. The knowledge claim validation, invalidation and integration steps of the knowledge life cycle are translated to learning, unlearning and relearning processes. Mixed methods are used to determine…

  13. The effects of initial participation motivations on learning engagement in transition training for future general practitioners in rural China: perceived deterrents as mediator

    PubMed Central

    Cui, Guan-yu; Yao, Mei-lin; Zhang, Xia; Guo, Yan-kui; Li, Hui-min; Yao, Xiu-ping

    2016-01-01

    Background For the shortage of high-quality general practitioners (GPs) in China's rural areas, Chinese government has taken steps to encourage rural specialists to participate in transition training for future GPs. Specialists’ initial participation motivations and their perceived deterrents during training may play important roles for their learning engagement in the transition training. This study aimed at revealing the relationships among the variables of initial participation motivations, perceived deterrents in training, and learning engagement. Methods A questionnaire survey was used in this study. A total of 156 rural specialists who participated in transition training for future GPs filled out the questionnaire, which consisted of the measurements of initial participation motivations, perceived deterrents, and learning engagement in training. The data about specialists’ demographic variables were collected at the same time. Results The variance of initial escape/stimulations motivation significantly predicted the variance of learning engagement through the full mediating role of perceived deterrents in training. In addition, initial educational preparation motivations predicted the variance of learning engagement directly. Conclusions Specialists’ initial participation motivations and perceived deterrents in training played important roles for learning engagement in the transition training. PMID:27340086

  14. Exploring ICT Integration as a Tool to Engage Young People at a Flexible Learning Centre

    ERIC Educational Resources Information Center

    Wilson, Kimberley Luanne; Boldeman, Suzi Ursula

    2012-01-01

    The Edmund Rice Education Australia (EREA) Flexible Learning Centres aim to provide a supportive learning environment for young people who find themselves outside of the mainstream secondary schooling system. Drawing on twenty first Century learning principles, the Centres aim to deliver a personalised learning experience with an emphasis on…

  15. Comparing American and Chinese Students' Learning Progression on Carbon Cycling in Socio-Ecological Systems

    ERIC Educational Resources Information Center

    Chen, J.; Anderson, C. W.

    2015-01-01

    Previous studies identified a learning progression on the concept of carbon cycling that was typically followed by American students when they progress from elementary to high school. This study examines the validity of this previously identified learning progression for a different group of learners--Chinese students. The results indicate that…

  16. Launch Vehicle Propulsion Life Cycle Cost Lessons Learned

    NASA Technical Reports Server (NTRS)

    Zapata, Edgar; Rhodes, Russell E.; Robinson, John W.

    2010-01-01

    This paper will review lessons learned for space transportation systems from the viewpoint of the NASA, Industry and academia Space Propulsion Synergy Team (SPST). The paper provides the basic idea and history of "lessons learned". Recommendations that are extremely relevant to NASA's future investments in research, program development and operations are"'provided. Lastly, a novel and useful approach to documenting lessons learned is recommended, so as to most effectively guide future NASA investments. Applying lessons learned can significantly improve access to space for cargo or people by focusing limited funds on the right areas and needs for improvement. Many NASA human space flight initiatives have faltered, been re-directed or been outright canceled since the birth of the Space Shuttle program. The reasons given at the time have been seemingly unique. It will be shown that there are common threads as lessons learned in many a past initiative.

  17. Cultivating Engaged Leadership Through a Learning Collaborative: Lessons From Primary Care Renewal in Oregon Safety Net Clinics

    PubMed Central

    McMullen, Carmit K.; Schneider, Jennifer; Firemark, Alison; Davis, James; Spofford, Mark

    2013-01-01

    PURPOSE The aim of this study was to explore how learning collaboratives cultivate leadership skills that are essential for implementing patient-centered medical homes (PCMHs). METHODS We conducted an ethnographic evaluation of a payor-incentivized PCMH implementation in Oregon safety net clinics, known as Primary Care Renewal. Analyses primarily drew on in-depth interviews with organizational leaders who were involved in the initiative. We solicited perspectives on the history, barriers, facilitators, and other noteworthy factors related to the implementation of PCMH. We reviewed and summarized transcripts and created and applied a coding dictionary to identify emergent leadership themes. We reviewed field notes from clinic site visits and observations of learning collaborative activities for additional information on the role of engaged leadership. RESULTS Interview data suggested that organizations followed a similar, sequential process of Primary Care Renewal implementation having 2 phases—inspiration and implementation—and that leaders needed and learned different leadership skills in each phase. Leaders reported that collaborative learning opportunities were critical for developing engaged leadership skills during the inspiration phase of transformation. Facilitative and modeling aspects of engaged leadership were most important for codesigning a vision and plan for change. Adaptive leadership skills became more important during the implementation phase, when specific operational and management skills were needed to foster standardization and spread of the Primary Care Renewal initiative throughout participating clinics. CONCLUSIONS The PCMH has received much attention as a way to reorganize and potentially improve primary care. Documenting steps and stages for cultivating leaders with the vision and skills to transform their organizations into PCMHs may offer a useful roadmap to other organizations considering a similar transformation. PMID:23690384

  18. Robot initiative in a team learning task increases the rhythm of interaction but not the perceived engagement

    PubMed Central

    Ivaldi, Serena; Anzalone, Salvatore M.; Rousseau, Woody; Sigaud, Olivier; Chetouani, Mohamed

    2014-01-01

    We hypothesize that the initiative of a robot during a collaborative task with a human can influence the pace of interaction, the human response to attention cues, and the perceived engagement. We propose an object learning experiment where the human interacts in a natural way with the humanoid iCub. Through a two-phases scenario, the human teaches the robot about the properties of some objects. We compare the effect of the initiator of the task in the teaching phase (human or robot) on the rhythm of the interaction in the verification phase. We measure the reaction time of the human gaze when responding to attention utterances of the robot. Our experiments show that when the robot is the initiator of the learning task, the pace of interaction is higher and the reaction to attention cues faster. Subjective evaluations suggest that the initiating role of the robot, however, does not affect the perceived engagement. Moreover, subjective and third-person evaluations of the interaction task suggest that the attentive mechanism we implemented in the humanoid robot iCub is able to arouse engagement and make the robot's behavior readable. PMID:24596554

  19. Robot initiative in a team learning task increases the rhythm of interaction but not the perceived engagement.

    PubMed

    Ivaldi, Serena; Anzalone, Salvatore M; Rousseau, Woody; Sigaud, Olivier; Chetouani, Mohamed

    2014-01-01

    We hypothesize that the initiative of a robot during a collaborative task with a human can influence the pace of interaction, the human response to attention cues, and the perceived engagement. We propose an object learning experiment where the human interacts in a natural way with the humanoid iCub. Through a two-phases scenario, the human teaches the robot about the properties of some objects. We compare the effect of the initiator of the task in the teaching phase (human or robot) on the rhythm of the interaction in the verification phase. We measure the reaction time of the human gaze when responding to attention utterances of the robot. Our experiments show that when the robot is the initiator of the learning task, the pace of interaction is higher and the reaction to attention cues faster. Subjective evaluations suggest that the initiating role of the robot, however, does not affect the perceived engagement. Moreover, subjective and third-person evaluations of the interaction task suggest that the attentive mechanism we implemented in the humanoid robot iCub is able to arouse engagement and make the robot's behavior readable. PMID:24596554

  20. Employee (Dis)Engagement: Learning from Nurses Who Left Organizational Jobs for Independent Practice.

    PubMed

    Stahlke Wall, Sarah

    2015-09-01

    Employee engagement is of growing interest in healthcare organizations. Engaged employees give an extra measure of effort to contribute to organization goals, whereas disengaged employees withdraw, have lower performance and are more likely to leave their jobs. The aim of this ethnographic study was, in part, to explore the reasons why high-calibre nurses became disengaged from their work and opted to leave their hospital-based employment in favour of independent practice, as well as to consider the organizational conditions that influenced their desire to leave. The findings revealed that nurses left their hospital-based jobs because of health system change, job characteristics, working conditions and lack of respect, which relate closely to the antecedents of employee engagement. Employee engagement can be fostered through organizational support, trust-building management behaviour and transformational leadership. PMID:26828836

  1. Developing Pre-service Elementary Teachers' Pedagogical Practices While Planning Using the Learning Cycle

    NASA Astrophysics Data System (ADS)

    Ross, Danielle K.; Cartier, Jennifer L.

    2015-10-01

    Without the science content knowledge required to effectively teach this discipline, many elementary teachers struggle without the support of curriculum materials. Curriculum materials are often the main means by which these science practices and canonical knowledge are incorporated into lessons. As part of a 5-year longitudinal research and design project at a large university in the USA, faculty developed an elementary science methods course for pre-service elementary teachers. As a result the pre-service elementary teachers come to understand the Learning Cycle framework as support mechanism for science instruction. This study examined pre-service elementary teachers' use of curriculum materials in lesson planning by identifying types of instructional tools used during the Learning Cycle. Findings highlight the importance of providing pre-service elementary teachers with supportive frameworks and opportunities to learn to critique and adapt curriculum materials in order to begin the development of their pedagogical design capacity for Learning Cycle lessons.

  2. Virtual Tools to Broaden Participation in the Earth and Space Sciences through Geolead (Geoscience Learning, Engagement And Development)

    NASA Astrophysics Data System (ADS)

    Asher, P. M.; Holm Adamec, B.; Furukawa, H.; Morris, A. R.; Haacker, R.; Kaplan, M.; Lewis, G. B.; Velasco, E.; Brey, J. A.

    2014-12-01

    Professional societies, along with federal agencies, national research centers and laboratories, academic institutions, and private industry, all play a key role in educating the next generation of Earth, ocean, atmospheric, and space scientists by offering programs and opportunities that attract students to the field, engage and retain them by supporting them through their formal education, and provide training for a career in this field. Research indicates that multiple engagement opportunities, such as mentoring, internships, participation in research, and learning communities, among other interventions, increase student success. This is particularly true for first-generation students and those who are members of underrepresented minority populations. However, it is often difficult to provide such a variety of programs at a significant scale, especially for geographically isolated students and those whose schools have fewer resources. To enable this, the American Geophysical Union (AGU) is convening a coalition of organizations to co-design and implement a concept called Geoscience Learning, Engagement And Development (GeoLEAD). GeoLEAD will provide a virtual platform as well as a collaborative infrastructure to help engage, retain, and prepare two- and four-year-college undergraduate Earth, ocean, atmospheric, and space science students (including those students who are interested in becoming majors) for the workforce. It will centralize access to the vast array of already existing programs and services that are currently scattered across multiple organizations, support the development of new services and programs, and simplify the search process by recommending bundles of programs and services based on the students' profiles and interests. This presentation will highlight the research that led to the development of the GeoLEAD concept, including studies of the ways in which undergraduates use online resources for their education. Additionally, other virtual

  3. Validating the Learning Cycle Models of Business Simulation Games via Student Perceived Gains in Skills and Knowledge

    ERIC Educational Resources Information Center

    Tao, Yu-Hui; Yeh, C. Rosa; Hung, Kung Chin

    2015-01-01

    Several theoretical models have been constructed to determine the effects of buisness simulation games (BSGs) on learning performance. Although these models agree on the concept of learning-cycle effect, no empirical evidence supports the claim that the use of learning cycle activities with BSGs produces an effect on incremental gains in knowledge…

  4. Increase Student Engagement through Project-Based Learning. Best Practices Newsletter

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2015

    2015-01-01

    We learn by doing. This simple philosophy is at the heart of project-based learning in the 21st-century classroom. It is grounded in the belief that the stand and lecture approach to teaching, worksheets and rote memorization are not enough to move students down a path to the deep learning necessary for success in college and careers. Essential…

  5. A Model of Factors Affecting Independent Learners' Engagement with Feedback on Language Learning Tasks

    ERIC Educational Resources Information Center

    Fernández-Toro, María; Hurd, Stella

    2014-01-01

    In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this…

  6. V-Learning: How Gaming and Avatars Are Engaging Online Students

    ERIC Educational Resources Information Center

    Annetta, Len; Klesath, Marta; Holmes, Shawn

    2008-01-01

    Len Annetta, Marta Klesath, and Shawn Holmes describe how avatars in virtual learning environments (VLEs) can contribute to the learning experience by giving students a sense of social presence and investment in the learning community that may otherwise be difficult to access. VLEs have the potential to become the next generation of instructional…

  7. A PLG (Professional Learning Group): How to Stimulate Learners' Engagement in Problem-Solving

    ERIC Educational Resources Information Center

    Sheety, Alia; Rundell, Frida

    2012-01-01

    This paper aims to describe, discuss and reflect the use of PLGs (professional learning groups) in higher education as a practice for enhancing student learning and team building. It will use theories supporting group-learning processes, explore optimal social contexts that enhance team collaboration, and reflect on the practice of PLG. The…

  8. Using Mobile Peer Mentors for Student Engagement: Student Rovers in the Learning Commons

    ERIC Educational Resources Information Center

    Tout, Dan; Pancini, Geri; McCormack, Rob

    2014-01-01

    This paper presents findings from a 2010 evaluation of Victoria University's Student Rover program, an on-campus work-based learning program in which mobile student mentors are employed and deployed within the university's Learning Commons to provide "just-in-time" and "just-in-place" learning support to other…

  9. To Inform Their Discretion: Designing an Integrated Learning Community Focusing on Civic Engagement.

    ERIC Educational Resources Information Center

    Moore, Jonelle; Dille, Brian J.

    This document is about a learning community created by two Mesa Community College faculty members. Their initial goal for creating the center was to improve student learning, deepen the relationship between faculty and students, etc. The program has a service-learning requirement that was implemented with the goal of preparing students to become…

  10. "City Council Meetings Are Cool": Increasing Student Civic Engagement through Service Learning

    ERIC Educational Resources Information Center

    van Assendelft, Laura

    2008-01-01

    This article examines the growing body of literature on service learning as a pedagogical tool within political science. It also reports the results of a service learning experiment used in a course on State and Local Politics. Students completed service learning projects that combined community service, attendance at local political meetings…

  11. Getting Engaged: Factors Enhancing Perceived Student Benefits from Service-Learning in Business Education

    ERIC Educational Resources Information Center

    Palmer, Timothy B.; Short, Jeremy C.

    2010-01-01

    Service-learning is an instructional method that incorporates community service into the curriculum. The integration of service-learning into business pedagogy provides benefits that are particularly valuable to business students. Yet business educators have been slow to integrate service-learning into their classes. The authors explore the…

  12. Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game

    ERIC Educational Resources Information Center

    Xhembulla, Jetmir; Rubino, Irene; Barberis, Claudia; Malnati, Giovanni

    2014-01-01

    The use of portable devices to explore informal learning environments has recently exposed museums to a mobile learning (m-learning) scenario. In particular, location-based mobile applications that take into account not only a specific physical venue, but also the personal and social context can be valuable resources to enhance the visitor…

  13. Engaging Evidence: How Independent Colleges and Universities Use Data to Improve Student Learning

    ERIC Educational Resources Information Center

    Coughlin, Mary Ann

    2014-01-01

    Postsecondary institutions are under increasing scrutiny to provide evidence of student learning. Despite efforts to increase the number and frequency of assessments of student learning, many colleges and universities need help to make good use of assessment results for the improvement of teaching and learning. To address this need, in February…

  14. Blogging for Reflection: The Use of Online Journals to Engage Students in Reflective Learning

    ERIC Educational Resources Information Center

    Muncy, James A.

    2014-01-01

    Reflective learning has long been studied in many disciplines. A primary way that reflective learning has been taught is through journaling. With the advent of e-learning, journaling has moved to the Web in the form of blogs. The current paper reviews the current state of journaling and blogging research with specific recommendations for marketing…

  15. What's Wrong with Learning for the Exam? An Assessment-Based Approach for Student Engagement

    ERIC Educational Resources Information Center

    Ito, Hiroshi

    2014-01-01

    It is now widely recognized that assessment and the feedback play key roles in the learning process. However, assessment-based learning approaches are not yet commonly practiced in Japan. This paper provides an example of an assessment-based approach to teaching and learning employed for a course entitled "English as an International…

  16. Engaging Future Teachers in Problem-Based Learning with the Park City Mathematics Institute Problems

    ERIC Educational Resources Information Center

    Pilgrim, Mary E.

    2014-01-01

    Problem-based learning (PBL) is a pedagogical technique recommended for K-12 mathematics classrooms. However, the mathematics courses in future teachers' degree programs are often lecture based. Students typically learn about problem-based learning in theory, but rarely get to experience it first-hand in their mathematics courses. The premise…

  17. Learning Dispositions and the Role of Mutual Engagement: Factors for Consideration in Educational Settings

    ERIC Educational Resources Information Center

    Duncan, Judith; Jones, Carolyn; Carr, Margaret

    2008-01-01

    This article describes an emerging theoretical framework for examining relationships between learning dispositions and learning architecture. Three domains of learning dispositions--resilience, reciprocity and imagination--are discussed in relation to the structures and processes of early childhood education settings and new entrant classrooms.…

  18. Navigating E-Learning and Blended Learning for Pre-Service Teachers: Redesigning for Engagement, Access and Efficiency

    ERIC Educational Resources Information Center

    Chigeza, Philemon; Halbert, Kelsey

    2014-01-01

    Nebulous combinations of face-to-face and online learning are increasingly common across Australian higher education contexts. This paper reports on part of a redesign project of an undergraduate education subject at a regional university. The aim of the redesign was to enhance e-learning and blended learning environments. An approach that maps…

  19. Health Care Engagement of Limited English Proficient Latino Families: Lessons Learned from Advisory Board Development

    PubMed Central

    DeCamp, Lisa Ross; Polk, Sarah; Chrismer, Marilyn Camacho; Giusti, Flor; Thompson, Darcy A.; Sibinga, Erica

    2016-01-01

    Background Specific information on the development and evaluation of patient/family engagement in health care improvement for populations with limited English proficiency (LEP) is lacking. Objectives We sought to provide information for use by other health care organizations aiming to engage LEP populations through advisory groups. Methods Informed by community-based research principles, we formed a family advisory board of LEP Latino families and conducted a multimodal evaluation of initial implementation and partnership development. Results The board met process measures goals for sustained engagement of LEP families and for establishing a group structure and process. Board outcomes included contributions to clinic educational materials and initiation of a project to increase the child friendliness of the physical space. Mothers on the board reported satisfaction with their participation. Conclusions We successfully sustained engagement of LEP Latino families in health care improvement using an advisory board. To promote patient-centered care and address health care disparities, LEP populations should be included in patient engagement programs. PMID:26639378

  20. Instructional strategies for online high school chemistry: Impact on student learning, success on labs, and active engagement

    NASA Astrophysics Data System (ADS)

    McInerney, Jody R.

    A quasi-experimental mixed methods action research study was conducted at a K-12 virtual charter school with 103 high school chemistry students to investigate the relationship between participation in online synchronous lessons, student understanding of chemistry concepts and success on laboratory assignments. The study examined the impact of different instructional strategies on student success on chemistry labs as defined by lab completion rates, lab performance and concept understanding. The data show students who participated in the synchronous lessons were more successful in labs than those who did not. Different instructional strategies yielded different levels of student engagement and information gathered about student learning during synchronous lessons.