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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. Use of the 5E learning cycle model combined with problem-based learning for a fundamentals of nursing course.

    PubMed

    Jun, Won Hee; Lee, Eun Ju; Park, Han Jong; Chang, Ae Kyung; Kim, Mi Ja

    2013-12-01

    The 5E learning cycle model has shown a positive effect on student learning in science education, particularly in courses with theory and practice components. Combining problem-based learning (PBL) with the 5E learning cycle was suggested as a better option for students' learning of theory and practice. The purpose of this study was to compare the effects of the traditional learning method with the 5E learning cycle model with PBL. The control group (n = 78) was subjected to a learning method that consisted of lecture and practice. The experimental group (n = 83) learned by using the 5E learning cycle model with PBL. The results showed that the experimental group had significantly improved self-efficacy, critical thinking, learning attitude, and learning satisfaction. Such an approach could be used in other countries to enhance students' learning of fundamental nursing.

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. The EDP-5E

    ERIC Educational Resources Information Center

    Lottero-Perdue, Pamela; Bolotin, Sonja; Benyameen, Ruth; Brock, Erin; Metzger, Ellen

    2015-01-01

    Many preservice and practicing elementary teachers are familiar with the 5E learning cycle. This cycle provides a relatively simple, alliteratively memorable framework for teaching science in which lessons (or even entire units of instruction) consist of five distinct phases: Engagement, Exploration, Explanation, Elaboration/Extension (hereafter,…

  16. 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,…

  17. 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)

  18. 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…

  19. 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…

  20. 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.

  1. Engage Me and I Learn

    ERIC Educational Resources Information Center

    Smith, Eleanor K.; Pastor, Margaret

    2016-01-01

    Project-based learning presents an opportunity to engage both struggling students and high-achieving students. A special education teacher and a principal describe how this worked in one school by sharing the stories of two very different elementary school students. The high-achieving student learned to be more creative and take risks; the…

  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. 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'…

  4. Engage, Enhance, and Extend Learning!

    ERIC Educational Resources Information Center

    Keren-Kolb, Liz

    2013-01-01

    Educators often say that technology is more than a gimmick or add-on, and that it should engage, enhance, or extend learning in ways that traditional tools do not. Yet they seldom stop to define these terms, and they can be confusing, especially for teachers and preservice teachers. Recently, while collaborating on an English language arts and…

  5. 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)

  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. 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…

  8. 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…

  9. 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…

  10. Encouraging Engagement in Game-Based Learning

    ERIC Educational Resources Information Center

    Whitton, Nicola

    2011-01-01

    It is a common misconception that game-based learning is, by its very nature, engaging for the majority of learners. This is not necessarily the case, particularly for learners in Higher Education who may need to be persuaded of the value of learning games. For some learners, games may simply not be perceived as engaging--either in terms of an…

  11. The Learning Cycle.

    ERIC Educational Resources Information Center

    Beisenherz, Paul C.; Dantonio, Marylou; Richardson, Lon

    2000-01-01

    The Learning Cycle contains three phases. In the exploration phase, students construct shared understanding of critical characteristics of a concept. The teacher introduces a concept in the concept introduction phase. The application phase introduces activities to extend the concept. Includes five concept activities. (SAH)

  12. 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.…

  13. Learning at a Distance: Engaged or Not?

    ERIC Educational Resources Information Center

    Chen, Pu-Shih Daniel; Gonyea, Robert; Kuh, George

    2008-01-01

    In this study, Pu-Shih Chen, Robert Gonyea, and George Kuh compare the engagement of distance learners in educationally effective activities with that of their campus-based counterparts and compare the engagement of older distance learners relative to younger online students. Although distance learning is the fastest growing segment of…

  14. 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.

  15. 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

  16. 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…

  17. The Learning Cycle: A Reintroduction

    NASA Astrophysics Data System (ADS)

    Maier, Steven J.; Marek, Edmund A.

    2006-02-01

    The learning cycle is an inquiry approach to instruction that continues to demonstrate significant effectiveness in the classroom.1-3 Rooted in Piaget's theory of intellectual development, learning cycles provide a structured means for students to construct concepts from direct experiences with science phenomena. Learning cycles have been the subject of numerous articles in science practitioner periodicals as well as the focus of much research in science education journals.4 This paper reintroduces the learning cycle by giving a brief description, followed by an example suitable for a range of physics classrooms.

  18. 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…

  19. 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…

  20. Kindergarten students' cognitive engagement in science learning

    NASA Astrophysics Data System (ADS)

    Tsai, Meng-Fang

    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 intervention were analyzed to identify kindergarten students' patterns of cognitive engagement during inquiry-based science learning, as well as to identify patterns of teacher discourse that promoted students' cognitive engagement. The data for the current study were drawn from videotapes and transcriptions of classroom discourse in 3 intervention classrooms that participated in the SLP. Three teachers and 55 kindergarten students participated in the study. Twelve categories of kindergarten students' cognitive engagement and eleven categories of teacher discourse were identified. The initial 12 student and 11 teacher discourse categories were further grouped into two superordinate categories (Higher Order and Basic) respectively. Chi Square analyses indicated that there was a statistically significant association between student and teacher superordinate discourse (alpha = .05). MANOVA analyses indicated that there was no significant difference on overall rates of kindergarten students' cognitive engagement by class (alpha = .05).

  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. 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.

  3. Engaging Students in an Online Situated Language Learning Environment

    ERIC Educational Resources Information Center

    Yang, Yu-Fen

    2011-01-01

    Previous studies have emphasized the relationship between students' engagement and learning performance, and yet the context in which students and the teacher interact to engage each other has been ignored. In order to engage college students who are learning English as a foreign language (EFL) in the context of a big class, this study developed a…

  4. 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…

  5. 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…

  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. 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…

  8. 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)

  9. Active and Reflective Learning to Engage All Students

    ERIC Educational Resources Information Center

    McCoy, Bryan

    2013-01-01

    This article describes how teachers effectively manage learning through active engagement of all students throughout each class period. A case study is presented which demonstrates how students learn through active and reflective engagement with ideas, the environment, and other learners (National Middle School Association, 2010). The case study…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. Relationship between learning environment characteristics and academic engagement.

    PubMed

    Opdenakker, Marie-Christine; Minnaert, Alexander

    2011-08-01

    The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Engaging with the Learning Gateway: A Guide for Colleges.

    ERIC Educational Resources Information Center

    Frampton, Derek; Hull, Lynn

    This guide explains how staff at further education (FE) colleges throughout England and Wales can engage in the Learning Gateway, which is a program featuring personal advisers, "front end" assessment and support, and life skills training to help disengaged 16- and 17-year-olds re-engage in education, training, and employment. Chapter 1 provides…

  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. 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…

  5. 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…

  6. 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…

  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. A Laboratory Learning Cycle: Hot Stuff.

    ERIC Educational Resources Information Center

    Silberman, Robert G.

    1982-01-01

    A series of learning cycle laboratory experiments for general chemistry was developed. The exploration, invention, and application phases of one cycle related to calorimetric measurements are described. (Author/SK)

  9. 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…

  10. 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…

  11. 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…

  12. 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)

  13. 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…

  14. Lessons Learned from Developing a Patient Engagement Panel: An OCHIN Report.

    PubMed

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

    2015-01-01

    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 article 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 to ensure that patients were engaged throughout the life cycle of our research projects, from conception to dissemination. Developed by clinicians and researchers within our practice-based research network, recruitment of patients to serve as PEP members began in early 2012. The PEP currently has a membership of 18 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 (eg, 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.

  15. Lessons Learned from Developing a Patient Engagement Panel: An OCHIN Report.

    PubMed

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

    2015-01-01

    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 article 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 to ensure that patients were engaged throughout the life cycle of our research projects, from conception to dissemination. Developed by clinicians and researchers within our practice-based research network, recruitment of patients to serve as PEP members began in early 2012. The PEP currently has a membership of 18 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 (eg, 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

  16. 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…

  17. Engaging Students in Learning: An Application with Quantitative Psychology

    ERIC Educational Resources Information Center

    Harlow, Lisa L.; Burkholder, Gary J.; Morrow, Jennifer A.

    2006-01-01

    In response to calls for more engaging and interactive pedagogy, we simultaneously implemented 4 rousing learning activities: peer-mentored learning, student reports of what was clear (or not) from a previous lecture, consult corners where student groups provided course-informed solutions to problem-based scenarios, and applied projects presented…

  18. 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.…

  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. 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…

  1. 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…

  2. 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,…

  3. Student Engagement with a Content-Based Learning Design

    ERIC Educational Resources Information Center

    Padilla Rodriguez, Brenda Cecilia; Armellini, Alejandro

    2013-01-01

    While learning is commonly conceptualised as a social, collaborative process in organisations, online courses often provide limited opportunities for communication between people. How do students engage with content-based courses? How do they find answers to their questions? How do they achieve the learning outcomes? This paper aims to answer…

  4. Teaching Significant Figures Using a Learning Cycle.

    ERIC Educational Resources Information Center

    Guymon, E. Park; And Others

    1986-01-01

    Describes an instructional strategy based on the learning cycle for teaching the use of significant figures. Provides explanations of teaching activities for each phase of the learning cycle (exploration, invention, application). Compares this approach to teaching significant figures with the traditional textbook approach. (TW)

  5. 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)

  6. 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…

  7. Honors in Honduras: Engaged Learning in Action

    ERIC Educational Resources Information Center

    Folds-Bennett, Trisha; Twomey, Mary Pat

    2013-01-01

    A significant challenge in honors education is providing experiences through which students deeply engage ideas and content so that their analytical abilities and core beliefs and values are transformed. The College of Charleston Honors College aimed to stimulate critical thinking and examination of core values through a more holistic approach to…

  8. 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.…

  9. 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.

  10. Engaging Technology & Learning Opportunities: Technology Assessment Tools.

    ERIC Educational Resources Information Center

    Phye, Gary D.

    This paper focuses on the development of instruments to measure technology integration in learning environments. The model used as the basis for these instruments is the Technology Effectiveness Framework developed at the North Central Regional Educational Laboratory and described in "Designing Learning and Technology for Educational Reform" (B.…

  11. 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.

  12. 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…

  13. 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…

  14. Wired and Engaged?: Student Engagement in Online Learning at the Community College Level

    ERIC Educational Resources Information Center

    Lerma, Maria del Pilar

    2010-01-01

    Over the past 10 years, higher education has experienced dramatic changes due to online instruction, especially at community colleges. It is important to recognize the role of the college in the implementation of online techniques and strategies that can serve to engage students effectively in the online learning environment. However, very little…

  15. 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…

  16. 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…

  17. Immersive interfaces for engagement and learning.

    PubMed

    Dede, Chris

    2009-01-01

    Immersion is the subjective impression that one is participating in a comprehensive, realistic experience. Interactive media now enable various degrees of digital immersion. The more a virtual immersive experience is based on design strategies that combine actional, symbolic, and sensory factors, the greater the participant's suspension of disbelief that she or he is "inside" a digitally enhanced setting. Studies have shown that immersion in a digital environment can enhance education in at least three ways: by allowing multiple perspectives, situated learning, and transfer. Further studies are needed on the capabilities of immersive media for learning, on the instructional designs best suited to each type of immersive medium, and on the learning strengths and preferences these media develop in users.

  18. 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

  19. 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…

  20. 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…

  1. 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…

  2. The Organizational Learning Cycle. How We Can Learn Collectively.

    ERIC Educational Resources Information Center

    Dixon, Nancy

    This book, which is designed for individuals interested in changing and developing their organizations, examines the organizational learning cycle and ways of learning collectively. Among the topics discussed in the book's nine chapters are the following: (1) changing nature of work and organizational learning; (2) theoretical framework of…

  3. 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…

  4. 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…

  5. 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…

  6. Engaging Culturally and Linguistically Diverse Students in Learning Science

    ERIC Educational Resources Information Center

    Lee, Ohkee; Buxton, Cory

    2011-01-01

    How to engage culturally and linguistically diverse students in learning science is a relatively new field of study. Researchers have begun to address this question using a range of theoretical perspectives, including: (a) a cognitively based perspective, (b) a cross-cultural perspective, and (c) a sociopolitical perspective. Although proponents…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Academic Engagement of Elementary School Children with Learning Disabilities.

    ERIC Educational Resources Information Center

    Friedman, Douglas L.; And Others

    Variability of attention to task and its relation to instructional contexts for learning disabled (LD) children was investigated. Subjects were 24 mainstreamed elementary grade LD children. The children's behaviors relating to academic engagement and the situational contexts in which they occurred were observed and coded in both the regular class…

  14. 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…

  15. 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.

  16. Taking the Plunge: Next Steps in Engaged Learning

    PubMed Central

    Frederick, Jennifer

    2010-01-01

    College and university science educators from across Connecticut gathered at Yale’s West Campus in April 2010 for a Project Kaleidoscope (PKAL) program entitled “Taking the Plunge: Next Steps in Engaged Learning.” Funded by the National Science Foundation (NSF) and co-sponsored by the Connecticut Conference of Independent Colleges (CCIC) and Yale’s McDougal Graduate Teaching Center, the event was the latest in a PKAL series of one-day conferences aimed at equipping science, technology, engineering, and math (STEM) instructors with effective approaches to engaging students and training future scientists. PMID:20885897

  17. Investigating the Engagement and Learning of Students with Learning Disabilities in Guided Inquiry Science Teaching.

    ERIC Educational Resources Information Center

    Palincsar, Annemarie Sullivan; Collins, Kathleen M.; Marano, Nancy L.; Magnusson, Shirley J.

    2000-01-01

    An ethnographic study examined the engagement and learning of five students with learning disabilities participating in Guided Inquiry supporting Multiple Literacies (GisML). A case study illustrates how GisML helped one 4th grader achieve positive outcomes, how GisML also revealed his learning problems, and how contextual features served both to…

  18. 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…

  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.

  3. 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

  4. 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

  5. A Learning Cycle Inquiry into Plant Nutrition.

    ERIC Educational Resources Information Center

    Lee, Cherin A.

    2003-01-01

    Describes an investigation on plant nutrition that was developed in the form of a guided inquiry learning cycle and can be implemented in a wide range of grade levels from middle school through college. Investigates the needs of plants to live. (Contains 17 references.) (YDS)

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  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. 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

  12. 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…

  13. 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…

  14. 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.

  15. 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…

  16. Are nursing students engaged in learning? A secondary analysis of data from the National Survey of Student Engagement.

    PubMed

    Popkess, Ann M; McDaniel, Anna

    2011-01-01

    Evidence in higher education supports the practice of active learning as a method of promoting student engagement among college students that has positive effects on problem solving, critical thinking, and persistence. No studies have been reported that evaluate the undergraduate nursing students' level of engagement in college compared with other majors. The purpose of this study was to determine if differences exist between levels of nursing students' engagement and those of education and other health professional students as measured by the National Survey of Student Engagement (NSSE). The NSSE is a self-reporting instrument consisting of 70 items measuring level of academic challenge; student interactions with faculty; supportiveness of the campus environment; participation in active and collaborative learning; and enriching educational experiences. Using a descriptive, correlation design, the study incorporated a secondary analysis of NSSE data collected from freshmen and seniors during 2003. Selected demographic data (freshman or senior status) and NSSE data measuring five benchmarks of engagement were analyzed using ANOVA and t-tests to determine relationships. Freshmen were found to be less engaged than seniors on four of five benchmarks. Nursing and other health profession majors perceived themselves to be significantly less engaged in active and collaborative learning than education majors. Nursing students perceived themselves as significantly more academically challenged than their peers in education and other health professions. Results indicate that although nursing students are engaged in rigorous curricula, they do not perceive themselves to be engaged in student-centered and interactive pedagogies. Implications for further research exploring potential barriers surrounding active and collaborative learning strategies are discussed.

  17. The sequence of learning cycle activities in high school chemistry

    NASA Astrophysics Data System (ADS)

    Abraham, Michael R.; Renner, John W.

    The sequence of the three phases of two high school learning cycles in chemistry was altered in order to: (I ) give insights into the factors which account for the success of the learning cycle, (2) serve as an indirect test of the association between Piaget's theory and the learning cycle, and (3) to compare the learning cycle with traditional instruction. Each of the six sequences (one n o d and five altered) was studied with content and atritudc measures. The outcomes of the study supported the contention that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge.

  18. 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.

  19. NASA's Universe of Learning: Engaging Learners in Discovery

    NASA Astrophysics Data System (ADS)

    Meinke, Bonnie K.; Smith, Denise A.; Lestition, Kathleen; Squires, Gordon K.; Greene, W. Michael; Cominsky, Lynn R.; Universe of Learning Team

    2016-10-01

    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 (which includes exoplanets) 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 Exoplanet Exploration theme. 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.

  20. 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…

  1. 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…

  2. 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…

  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. 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.

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. Integrating Whole Brain Teaching Strategies to Create a More Engaged Learning Environment

    ERIC Educational Resources Information Center

    Palasigue, Jesame Torres

    2009-01-01

    In today's postmodern society, it is getting harder and harder to get the students engaged in classroom instruction and learning. The purpose of this research project was to seek ways to create a more engaged learning environment for the students. The teacher-researcher integrated the most current educational reform "Whole Brain Teaching" method…

  10. 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,…

  11. 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…

  12. Placement-Based Learning and Learner Engagement: Findings from a New University in the UK

    ERIC Educational Resources Information Center

    Murphy, Timothy R. N.; Folgueiras Bertomeu, Pilar; Mannix McNamara, Patricia

    2016-01-01

    This paper addresses the potential for engaged learning among final-year undergraduate Education Studies students at a new, post-1992. It discusses a case study analysis of a "Directed Experiential Learning" (DEL) intervention in the final year of an education studies degree designed to engage and motivate students and emphasise the…

  13. 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…

  14. Adults Engaged in Lifelong Learning in Taiwan: Analysis by Gender and Socioeconomic Status

    ERIC Educational Resources Information Center

    Chang, Dian-Fu; Wu, Ming-Lieh; Lin, Sung-Po

    2012-01-01

    This study examines the nature of adult engagement in lifelong learning in Taiwan. Previous studies have shown that gender and socioeconomic status (SES) are key variables related to equal access to education. Are these variables related to adults' engagement in lifelong learning in a specific country? This study analysed data from a survey of…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement

    ERIC Educational Resources Information Center

    Krain, Matthew

    2016-01-01

    This study revisits case learning's effects on student engagement and assesses student learning as a result of the use of case studies and problem-based learning. The author replicates a previous study that used indirect assessment techniques to get at case learning's impact, and then extends the analysis using a pre- and post-test experimental…

  20. 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…

  1. 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

  2. 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

  3. 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

  4. Student Engagement and Student Learning: Testing the Linkages

    ERIC Educational Resources Information Center

    Carini, Robert M.; Kuh, George D.; Klein, Stephen P.

    2006-01-01

    This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic…

  5. 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…

  6. Learning by Doing: Engaging Students through Learner-Centered Activities

    ERIC Educational Resources Information Center

    Smart, Karl L.; Csapo, Nancy

    2007-01-01

    With a shift of focus from teaching to learning in higher education, teachers often look for strategies to involve students actively in the learning process, especially since numerous studies have demonstrated that a student's active involvement in the learning process enhances learning. Active learning has resulted in positive learning outcomes.…

  7. A Piagetian Learning Cycle for Introductory Chemical Kinetics.

    ERIC Educational Resources Information Center

    Batt, Russell H.

    1980-01-01

    Described is a Piagetian learning cycle based on Monte Carlo modeling of several simple reaction mechanisms. Included are descriptions of learning cycle phases (exploration, invention, and discovery) and four BASIC-PLUS computer programs to be used in the explanation of chemical reacting systems. (Author/DS)

  8. 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)

  9. 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.…

  10. 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…

  11. From Play to Thoughtful Learning: A Design Strategy to Engage Children with Mathematical Representations

    ERIC Educational Resources Information Center

    Sedig, Kamran

    2008-01-01

    Many children do not like learning mathematics. They do not find mathematics fun, motivating, and engaging, and they think it is difficult to learn. Computer-based games have the potential and possibility of addressing this problem. This paper proposes a strategy for designing game-based learning environments that takes advantage of the…

  12. 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,…

  13. Impact of learning adaptability and time management disposition on study engagement among Chinese baccalaureate nursing students.

    PubMed

    Liu, Jing-Ying; Liu, Yan-Hui; Yang, Ji-Peng

    2014-01-01

    The aim of this study was to explore the relationships among study engagement, learning adaptability, and time management disposition in a sample of Chinese baccalaureate nursing students. A convenient sample of 467 baccalaureate nursing students was surveyed in two universities in Tianjin, China. Students completed a questionnaire that included their demographic information, Chinese Utrecht Work Engagement Scale-Student Questionnaire, Learning Adaptability Scale, and Adolescence Time Management Disposition Scale. One-way analysis of variance tests were used to assess the relationship between certain characteristics of baccalaureate nursing students. Pearson correlation was performed to test the correlation among study engagement, learning adaptability, and time management disposition. Hierarchical linear regression analyses were performed to explore the mediating role of time management disposition. The results revealed that study engagement (F = 7.20, P < .01) and learning adaptability (F = 4.41, P < .01) differed across grade groups. Learning adaptability (r = 0.382, P < .01) and time management disposition (r = 0.741, P < .01) were positively related with study engagement. Time management disposition had a partially mediating effect on the relationship between study engagement and learning adaptability. The findings implicate that educators should not only promote interventions to increase engagement of baccalaureate nursing students but also focus on development, investment in adaptability, and time management.

  14. 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

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

    PubMed

    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

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

    PubMed

    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.

  17. 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

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. The Molar Concept: A Piagetian-Oriented Learning Cycle.

    ERIC Educational Resources Information Center

    Schlenker, Richard M.; Perry, Constance M.

    1983-01-01

    The Mole Concept is a learning cycle (patterned after University of Nebraska-Lincoln's ADAPT model) for the chemical unit "mole." Discusses objectives and activities involved in each phase of the cycle: exploration, invention, and application. Indicates the cycle is superior to traditional lecture-demonstration for teaching the abstract mole…

  4. 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…

  5. 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,…

  6. Assessing Student Engagement and Self-Regulated Learning in a Medical Gross Anatomy Course

    ERIC Educational Resources Information Center

    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…

  7. 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…

  8. 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…

  9. 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…

  10. Engaging Black Learners in Adult and Community Education. NIACE Lifelines in Adult Learning.

    ERIC Educational Resources Information Center

    White, Lenford

    This guide explains how adult and community education (ACE) providers across Great Britain can engage black learners in ACE by making their learning programs relevant, challenging, and appropriate to adult learners from black and minority groups. The following topics are discussed: (1) the importance of engaging black and minority learners in ACE;…

  11. 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…

  12. 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;…

  13. 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…

  14. Enhancing Global Service-Learning with Partnerships as an Engagement Strategy for Christian Higher Education

    ERIC Educational Resources Information Center

    Bish, Gregory T.; Lommel, John

    2016-01-01

    Global engagement programming across higher education continues to expand as institutional leaders and practitioners strive to meet global citizenship and civic engagement outcomes. This article presents case study research on a global service-learning partnership, the "Christian University" (CU) Wheelchair Project, which has involved…

  15. 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.…

  16. 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…

  17. 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…

  18. 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

  19. 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…

  20. 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.

  1. 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…

  2. 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…

  3. Using a kinesthetic learning strategy to engage nursing student thinking, enhance retention, and improve critical thinking.

    PubMed

    Wagner, Elissa A

    2014-06-01

    This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application.

  4. 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.

  5. 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.

  6. 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…

  7. 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…

  8. 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…

  9. 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

  10. 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…

  11. 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…

  12. 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…

  13. The Contribution of the Theory of Relation to Knowledge to Understanding Students' Engagement in Learning Physics

    ERIC Educational Resources Information Center

    Venturini, Patrice

    2007-01-01

    The issue of students' engagement in learning physics has generally been analysed in science education research using attitudes towards science, or motivation to learn science. However, the corresponding studies have their limitations. Therefore, the object of this paper is to present and to analyse an alternative to these theoretical approaches;…

  14. 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…

  15. SURWEB: A Visual Literacy Tool Which Promotes Engaged Learning for Teachers and Students.

    ERIC Educational Resources Information Center

    Barker, Bruce O.

    This paper discusses the changing role of teachers and students working on the World Wide Web and outlines the following eight characteristics and associated descriptors of the engaged learning model: (1) vision of learning (responsible, strategic, energized, collaborative); (2) tasks (authentic, challenging, multidisciplinary); (3) assessment…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  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. 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…

  2. Evaluation of Engaged Learning Activities Used in an Interactive Television Course.

    ERIC Educational Resources Information Center

    King, Marjorie; Witney, Lois W.

    Using adult learning theory, this quasi-experimental study, involving a convenience sample of senior student nurses (n=13) enrolled in an Interactive Television (ITV) Course at East Tennessee State University, evaluated the perceived importance of engaged learning activities used. Subjects completed pre-test, post-test, and reflective papers.…

  3. 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…

  4. 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…

  5. 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.…

  6. 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…

  7. 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…

  8. 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…

  9. Transformation Rubric for Engaged Learning: A Tool and Method for Measuring Life-Changing Experiences

    ERIC Educational Resources Information Center

    Springfield, Emily; Gwozdek, Anne; Smiler, Andrew P.

    2015-01-01

    ePortfolios and other engaged learning experiences can have extensive impact on students in many facets of their lives, such as subject-area learning, skill and competence development, perspectives on "how the world works," and even students' own identities, confidence, and needs. Assessing these various impacts can be a challenge for…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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

  16. 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…

  17. 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…

  18. 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…

  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. 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…

  1. Learning Interconnectedness: Internationalisation through Engagement with One Another

    ERIC Educational Resources Information Center

    Spiro, Jane

    2014-01-01

    This study explores the view that student engagement with one another is critical in the internationalisation mission. Although universities make powerful claims regarding their international mission and goals, international and home students report isolation from one another. Whilst the literature is rich in its discussion of policy,…

  2. "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…

  3. Do Parents Know They Matter? Engaging All Parents in Learning

    ERIC Educational Resources Information Center

    Harris, Alma; Goodall, Janet

    2008-01-01

    Background: This paper outlines the findings from a research project carried out in the UK that explored the relationship between parental engagement and student achievement. Purpose: The 12-month research project was commissioned to explore the relationship between innovative work with parents and the subsequent impact upon student achievement. A…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. The Learning Research Cycle: Bridging Research and Practice

    ERIC Educational Resources Information Center

    Stuessy, Carol L.; Metty, Jane S.

    2007-01-01

    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…

  9. Teaching Diverse Students: Focus on the Learning Cycle.

    ERIC Educational Resources Information Center

    Erb, Thomas O.

    1994-01-01

    Young adolescents have diverse learning needs. If teachers accommodated the complete learning cycle by designing instructional units that began with romance activities, led to precision opportunities, and culminated in generalization projects, students could develop their diverse talents while avoiding boredom with uninspiring precision…

  10. 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…

  11. 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…

  12. Beyond Chalk and Talk: Engaging Students in the Learning Process.

    ERIC Educational Resources Information Center

    Evans, Ruby

    Teaching and learning in the traditional classroom continues to evolve in the presence of technological innovation. This paper highlights basic strategies in which the traditional classroom can be modified to involve students more actively in the teaching and learning process. One of the strategies outlined in this paper includes the incorporation…

  13. 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…

  14. Learning Futures: Rebuilding Curriculum and Pedagogy around Student Engagement

    ERIC Educational Resources Information Center

    Price, David

    2011-01-01

    The author discusses the Learning Futures programme, a partnership set up between the Paul Hamlyn Foundation and the Innovation Unit. The two organisations had previously worked together on the Musical Futures project that had involved radical new approaches to teaching and learning in secondary school music. (Contains 1 figure and 1 note.)

  15. 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,…

  16. Prospective Physical Sciences Teachers' Willingness to Engage in Learning Communities

    ERIC Educational Resources Information Center

    Leite, Laurinda

    2006-01-01

    Teachers' professional development is a lifelong learning process that should start with teaching practice, is best developed from experience and can be promoted by socio-professional interactions. Thus, a learning community of teachers might be a valuable environment for continuing professional development. This paper reports research carried out…

  17. 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…

  18. Student Affairs and Service Learning: Promoting Student Engagement

    ERIC Educational Resources Information Center

    Caruso, Robert; Bowen, Glenn; Adams-Dunford, Jane

    2006-01-01

    Why should service learning be placed within student affairs? What special skills can student affairs professionals bring to service-learning program implementation? How can administrators use this program to promote strong student affairs-academic affairs collaboration? This article discusses a "best practices" model that is working well at a…

  19. 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…

  20. Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart

    ERIC Educational Resources Information Center

    Sipos, Yona; Battisti, Bryce; Grimm, Kurt

    2008-01-01

    Purpose: The current UN Decade of Education for Sustainable Development echoes many scholars' calls to re-envision education for sustainability. Short of a complete overhaul of education, the paper seeks to propose learning objectives that can be integrated across existing curricula. These learning objectives are organized by head, hands and…

  1. Student engagement and examination performance in a team-based learning course.

    PubMed

    Mennenga, Heidi A

    2013-08-01

    With calls for innovation in nursing education from national bodies of nursing, nurse educators must determine the best teaching strategies to meet educational standards. Team-based learning (TBL), an innovative teaching strategy, offers educators a structured, student-centered learning environment. The purpose of this study was to compare TBL and traditional lecture (a commonly used teaching method) in regard to student engagement and performance on examinations. In addition, the relationship between student engagement and examination scores was examined. Findings showed significant differences in student engagement (p < 0.001). Analysis of examination scores indicated a significant effect within participants (p < 0.001). Mixed findings were found regarding the relationship between student engagement and examination scores. This research contributes to the body of knowledge related to TBL and suggests this teaching strategy is, at minimum, equally as effective as traditional lecture.

  2. Traditionally taught students learn; actively engaged students remember

    NASA Astrophysics Data System (ADS)

    Franklin, Scott V.; Sayre, Eleanor C.; Clark, Jessica W.

    2014-08-01

    A common narrative in physics education research is that students taught in lecture-based classes learn less than those taught with activity-based reformed methods. We show this narrative is simplistic and misses important dynamics of student learning. In particular, we find students of both methods show equal short-term learning gains on a conceptual question dealing with electric potential. For traditionally taught students, this learning rapidly decays on a time scale of weeks, vanishing by the time of the typical end-of-term post-test. For students in reform-based classes, however, the knowledge is retained and may even be enhanced by subsequent instruction. This difference explains the many previous pre- and post-test studies that have found minimal learning gains in lecture-based courses. Our findings suggest a more nuanced model of student learning, one that is sensitive to time-dependent effects such as forgetting and interference. In addition, the findings suggest that lecture-based courses, by incorporating aspects designed to reinforce student understanding of previously covered topics, might approach the long-term learning found in research-based pedagogies.

  3. 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.

  4. 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…

  5. Stress modulates the engagement of multiple memory systems in classification learning.

    PubMed

    Schwabe, Lars; Wolf, Oliver T

    2012-08-01

    Learning and memory are supported by anatomically and functionally distinct systems. Recent research suggests that stress may alter the contributions of multiple memory systems to learning, yet the underlying mechanism in the human brain remains completely unknown. Using event-related functional magnetic resonance imaging, we asked in the present experiment whether stress may modulate the engagement of hippocampus-based "declarative" and striatum-based "procedural" memory systems during classification learning in humans and what brain mechanisms are involved in this effect. We found that stress reduced declarative knowledge about the learning task and changed the used learning strategy from a single-cue-based declarative strategy to a multicue-based procedural strategy, whereas learning performance per se remained unaffected by stress. Neuroimaging revealed that hippocampal activity correlated positively with task performance in the control condition, whereas striatal activity correlated with performance in the stress condition. After stress, hippocampal activity was reduced and even negatively correlated with learning performance. These findings show for the first time that stress alters the engagement of multiple memory systems in the human brain. Stress impaired the hippocampus-dependent system and allowed the striatum to control behavior. The shift toward "procedural" learning after stress appears to rescue task performance, whereas attempts to engage the "declarative" system disrupt performance.

  6. Improving scientific learning and supporting civic engagement for undergraduate non-science majors

    NASA Astrophysics Data System (ADS)

    Taylor, Alana Presley

    In prior research focusing on teaching and learning science, a definitive trend toward a new approach for undergraduate non-major science courses has emerged. Instruction should be refocused from information-transfer to giving students experiences that allow them to explore and engage in their new knowledge and find ways to integrate it into their everyday lives. One technique is to focus class material on real issues of interest and relevance. Course development that allows for civic engagement and self discovery connects learning to the lives of students and their communities. This study used a quasi-- experimental design to see if students who engaged in their learning had improved learning gains, increased motivation, and ability to relate it to their lives. The results showed that students were more motivated to connect the subject to their lives when they engaged through civic engagement projects. Techniques used in this research can be used in the future to develop science courses that focus on the needs of 21st century learners.

  7. 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

  8. 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.

  9. 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.

  10. What makes students engaged in learning? A time-use study of within- and between-individual predictors of emotional engagement in low-performing high schools.

    PubMed

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

    2012-03-01

    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 socioeconomic status (SES), ninth grade students (49% male; 32 Blacks, 30 Whites, and 32 Latinos) rated the perceived fulfillment of their autonomy, competence, and relatedness needs and their emotional engagement in learning settings at multiple time points over a 1-week period. Hierarchical linear modeling showed that the students' ratings of their psychological-need fulfillment and of their emotional engagement fluctuated over time and across contexts. After accounting for student gender, race/ethnicity, and prior achievement, we found that the fulfillment of each type of psychological need in a particular learning context was related to emotional engagement in that context (i.e., within-student level). The fulfillment of students' need for autonomy also was related to their emotional engagement at the aggregated level (i.e., between-student level). These findings illustrate how the psychological affordances of particular learning settings are associated with emotional engagement within and between students from low SES backgrounds. PMID:22193357

  11. What makes students engaged in learning? A time-use study of within- and between-individual predictors of emotional engagement in low-performing high schools.

    PubMed

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

    2012-03-01

    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 socioeconomic status (SES), ninth grade students (49% male; 32 Blacks, 30 Whites, and 32 Latinos) rated the perceived fulfillment of their autonomy, competence, and relatedness needs and their emotional engagement in learning settings at multiple time points over a 1-week period. Hierarchical linear modeling showed that the students' ratings of their psychological-need fulfillment and of their emotional engagement fluctuated over time and across contexts. After accounting for student gender, race/ethnicity, and prior achievement, we found that the fulfillment of each type of psychological need in a particular learning context was related to emotional engagement in that context (i.e., within-student level). The fulfillment of students' need for autonomy also was related to their emotional engagement at the aggregated level (i.e., between-student level). These findings illustrate how the psychological affordances of particular learning settings are associated with emotional engagement within and between students from low SES backgrounds.

  12. 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…

  13. 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…

  14. 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…

  15. 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.…

  16. 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…

  17. 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,…

  18. Visualization for Middle School Students' Engagement in Science Learning

    ERIC Educational Resources Information Center

    Cifuentes, Lauren; Hsieh, Yi-Chuan Jane

    2004-01-01

    This mixed-methods study explored the effects of student-generated visualization on middle-schoolers' science concept learning. We compared students who visualized during study time with those who did not and found that visualization as a study strategy led to students' improved test performances (p=.02). However, middle schoolers' scores on a…

  19. 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…

  20. 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…

  1. "Interact with Puberty": Engaging Middle Schooling Students through Blended Learning

    ERIC Educational Resources Information Center

    Knipe, Sally; Edwards, Miriam

    2009-01-01

    Dr. Sally Knipe, Course Coordinator, Bachelor of Education (Middle Schooling) at Charles Sturt University has been teaching undergraduate students in this program for six years. When Charles Sturt University introduced a learning management system, Interact she, with the faculty's educational designer, Miriam Edwards worked together in developing…

  2. 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…

  3. Collaborative Learning: Increasing Students' Engagement Outside the Classroom

    ERIC Educational Resources Information Center

    Hernandez, Rosario

    2012-01-01

    Several factors, including the Bologna process, the embargo on university posts, and a larger student population pursuing degrees, have contributed to radical changes in teaching, learning, and assessment in Irish higher education in the last few years. Challenges to academics have resulted in curriculum reform, and most importantly, in innovative…

  4. 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…

  5. Engaging First Graders in Transformational Early Childhood Emergent Learning Themes

    ERIC Educational Resources Information Center

    Pendergrass, Amanda Daniel

    2013-01-01

    The purpose of this qualitative case study was to encourage learners to care for others and make a difference in the world through Reggio Emilia-inspired teaching and learning practice that promoted transformational education. Students were anticipated to take an active role in helping to develop the transformational educational curriculum.…

  6. 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…

  7. 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…

  8. 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.

  9. 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

  10. 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…

  11. 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

    2015-07-01

    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.

  12. Impact of an Optional Experiential Learning Opportunity on Student Engagement and Performance in Undergraduate Nutrition Courses.

    PubMed

    Szeto, Anne; Haines, Jess; Buchholz, Andrea C

    2016-06-01

    We examined the impact of an optional experiential learning activity (ELA) on student engagement and performance in 2 undergraduate nutrition courses. The ELA involved completion of a 3-day food record, research lab tour, body composition assessment, and reflective take-home assignment. Of the 808 students in the 2 courses (1 first-year and 1 second-year course), 172 (21%) participated. Engagement was assessed by the Classroom Survey of Student Engagement (CLASSE), and performance was assessed by percentile rank on midterm and final exams. Students' perceived learning was assessed using a satisfaction survey. Paired-samples t tests examined change in CLASSE scores and percentile rank from baseline to follow-up. Frequencies and thematic analysis were used to examine responses to Likert scale and open-ended questions on the satisfaction survey, respectively. There was an 11%-22% increase (P < 0.05) in the 3 dimensions of student engagement and a greater increase in percentile rank between the midterm and final exams among participants (7.63 ± 21.9) versus nonparticipants (-1.80 ± 22.4, P < 0.001). The majority of participants indicated the ELA enhanced their interest and learning in both their personal health and the course. Findings suggest ELAs related to personal health may improve interest, engagement, and performance among undergraduate students.

  13. 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

  14. Cycles of cooperation and defection in imperfect learning

    NASA Astrophysics Data System (ADS)

    Galla, Tobias

    2011-08-01

    We investigate a model of learning the iterated prisoner's dilemma game. Players have the choice between three strategies: always defect (ALLD), always cooperate (ALLC) and tit-for-tat (TFT). The only strict Nash equilibrium in this situation is ALLD. When players learn to play this game convergence to the equilibrium is not guaranteed, for example we find cooperative behaviour if players discount observations in the distant past. When agents use small samples of observed moves to estimate their opponent's strategy the learning process is stochastic, and sustained oscillations between cooperation and defection can emerge. These cycles are similar to those found in stochastic evolutionary processes, but the origin of the noise sustaining the oscillations is different and lies in the imperfect sampling of the opponent's strategy. Based on a systematic expansion technique, we are able to predict the properties of these learning cycles, providing an analytical tool with which the outcome of more general stochastic adaptation processes can be characterised.

  15. 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…

  16. 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…

  17. 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…

  18. High School Students' Motivation To Engage in Conceptual Change Learning in Science.

    ERIC Educational Resources Information Center

    Barlia, Lily; Beeth, Michael E.

    This study investigated motivational factors that are related to engaging in conceptual change learning. While previous studies have recognized the resistance of students' scientific conceptions to change, few have investigated the role that non-cognitive factors might play when students are exposed to conceptual change instruction. In this study,…

  19. 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…

  20. "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…

  1. Engaged for Success: Service-Learning as a Tool for High School Dropout Prevention

    ERIC Educational Resources Information Center

    Bridgeland, John M.; DiIulio, John J., Jr; Wulsin, Stuart C.

    2008-01-01

    With goals in mind of engaging children in education and preparing them to address the nation's challenges, this report suggests service-learning could be a potential way to not only stem the tide of dropouts, but create a new generation of youth who are academically prepared for success in college and who possess a strong sense of civic…

  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. 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…

  4. 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…

  5. 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…

  6. Promoting Innovative Pedagogy and Engagement through Service-Learning Faculty Fellows Programs

    ERIC Educational Resources Information Center

    Bowen, Glenn A.; Kiser, Pamela M.

    2009-01-01

    This article analyzes the role of service-learning faculty fellows programs in promoting pedagogical innovation and university-community engagement. The analysis is based on the findings of a study conducted among former fellows at two universities in North Carolina, USA. The faculty fellows programs had a strong influence on participants'…

  7. 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…

  8. Portfolios as Sites of Learning: Reconceptualizing the Connections to Motivation and Engagement.

    ERIC Educational Resources Information Center

    Clark, Caroline; Chow-Hoy, Todd K.; Herter, Roberta J.; Moss, Pamela A.

    2001-01-01

    Examines how students' participation in the process of constructing portfolios may affect their motivation for and engagement in literacy learning. Uses vignettes of students from an urban high school to lay out initial understandings of portfolios, and articulates an emerging theory around process portfolios. Suggests a broadening of the focus of…

  9. Engaging Youth with and without Significant Disabilities in Inclusive Service Learning

    ERIC Educational Resources Information Center

    Carter, Erik W.; Swedeen, Beth; Moss, Colleen K.

    2012-01-01

    Service learning is an effective curricular approach to increase instructional relevance and engagement for all students. For students with significant disabilities in transition, meaningful service can be an especially useful avenue for exploring career interests, gaining and practicing important life skills, and connecting to the community in…

  10. 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…

  11. 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.…

  12. 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…

  13. 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…

  14. Examining the Effects of Flexible Online Exams on Students' Engagement in E-Learning

    ERIC Educational Resources Information Center

    Karaman, Selcuk

    2011-01-01

    Online assessments are essential parts of online learning. There are some debates on quality of online assessments. Nevertheless the study considered online exams as an instructional activity and aimed to examine the effects of online exams on students' engagements related to course goals. The study was conducted on two cases, which are…

  15. Policy Debate Pedagogy: A Complementary Strategy for Civic and Political Engagement through Service-Learning

    ERIC Educational Resources Information Center

    Leek, Danielle R.

    2016-01-01

    National offices and organizations, such as the U.S. Department of Education and the Association of American Colleges & Universities, have called for higher education curriculum that better prepares students for lifelong civic engagement. Many institutions respond to this appeal by creating more service-learning opportunities for students.…

  16. 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…

  17. 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…

  18. 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,…

  19. 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…

  20. 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.…

  1. 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…

  2. 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…

  3. Feet Wet, Hands Dirty: Engaging Students in Science Teaching and Learning with Stream Investigations

    ERIC Educational Resources Information Center

    Haines, Sarah

    2016-01-01

    Stream investigation and restoration projects offer unique experiential opportunities to engage students in outdoor learning experiences that are relevant to the communities in which they live. These experiences promote an understanding of watershed issues and establish positive attitudes and behaviors that benefit local watersheds and help to…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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:…

  11. 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,…

  12. Students' Experiences of Active Engagement through Cooperative Learning Activities in Lectures

    ERIC Educational Resources Information Center

    Cavanagh, Michael

    2011-01-01

    This article reports on students' experiences of lectures which included many opportunities for active engagement through cooperative learning activities. At the end of a 13-week semester-long unit, 113 students completed a questionnaire which contained five open-ended questions focusing on the extent to which the students thought that the lecture…

  13. 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…

  14. Towards an Analysis Framework for Investigating Students' Engagement and Learning in Educational Blogs

    ERIC Educational Resources Information Center

    Jimoyiannis, A.; Angelaina, S.

    2012-01-01

    Educational blogs are currently gaining in popularity in schools and higher education institutions, and they are widely promoted as collaborative tools supporting students' active learning. However, literature review on educational blogging revealed a lack of a complete and consistent framework for studying and assessing students' engagement and…

  15. Interaction, Modality, and Word Engagement as Factors in Lexical Learning in a Chinese Context

    ERIC Educational Resources Information Center

    Niu, Ruiying; Helms-Park, Rena

    2014-01-01

    This study investigates the roles of collaborative output, the modality of output, and word engagement in vocabulary learning and retention by Chinese-speaking undergraduate EFL learners. The two treatment groups reconstructed a passage that they had read in one of two ways: (1) dyadic oral interaction while producing a written report (Written…

  16. 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…

  17. Whose Responsibility Is It? Encouraging Student Engagement in the Learning Process

    ERIC Educational Resources Information Center

    Hood, Alison

    2012-01-01

    This article presents the results of an action research project that focused on giving students more sense of control and responsibility over their own learning by engaging them more fully in assessment and helping them to understand the principles underpinning assessment criteria. The course is a second-year music module with approximately 85…

  18. 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…

  19. (De)constructing Student Engagement for Pre-Service Teacher Learning

    ERIC Educational Resources Information Center

    Beasley, Jennifer G.; Gist, Conra D.; Imbeau, Marcia B.

    2014-01-01

    Learning to teach is a complex intellectual and adaptive performance act. Student engagement is the cornerstone of effective instruction. Current education reform policies, such as Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) and Teacher Effectiveness…

  20. The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science

    ERIC Educational Resources Information Center

    Tas, Yasemin

    2016-01-01

    This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…

  1. 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…

  2. 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…

  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. 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…

  5. 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…

  6. 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.…

  7. 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…

  8. 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.

  9. Measuring learning, student engagement, and program effectiveness: a strategic process.

    PubMed

    Jantzi, Julie; Austin, Connie

    2005-01-01

    What if there was an effective way to address the age-old question from students, "Why do we have to do this assignment?" And from faculty, "How do we know our students are really learning?" And from administrators, "How will we demonstrate to our peers, our accrediting agencies, and other program stakeholders that our programs are educationally effective?" As it undertook a curriculum redesign, faculty in a baccalaureate school of nursing developed a 9-step process for curriculum implementation. The authors discuss how they applied the 9 steps strategically, positioning the program for 2 successful accreditation self-studies and concurrently addressing, with greater confidence, some of these age-old questions.

  10. 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

  11. 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.

  12. Turning Difficulties into Possibilities: Engaging Roma Families and Students in School through Dialogic Learning

    ERIC Educational Resources Information Center

    Flecha, Ramón; Soler, Marta

    2013-01-01

    Schools and communities may have a key role in reversing the cycle of inequality that the Roma suffer in Europe. Aiming at reducing existing inequalities, dialogic learning aims to ensure high levels of academic learning for all children, by involving the whole community through egalitarian dialogue. Less well known are the implications of this…

  13. 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

  14. 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)

  15. Renewing Urban Education: Learning Cycles and the Pedagogy of Possibility

    ERIC Educational Resources Information Center

    Naiditch, Fernando

    2010-01-01

    Learning cycles were developed in Brazil as an innovative project in order to address the needs and characteristics of the country's growing heterogeneous urban population. This new school model aims at reducing dropout rates and student failure as well as providing a non-interrupted school experience for diverse learners. In this article, the…

  16. 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…

  17. 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)

  18. 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…

  19. Reflections on Discourse Practices During Professional Development on the Learning Cycle

    NASA Astrophysics Data System (ADS)

    Bell, Clare Valerie; Odom, Arthur Louis

    2012-10-01

    While much is known about K-12 teachers' participation in professional development (PD) on inquiry-based science instruction, how professors facilitate such PD is not as well documented. This reflective, descriptive study documents the pedagogical practices of three professors during a two-week summer PD program on inquiry-based science instruction. Twenty teachers of fourth- through ninth-grade students in a Midwestern city engaged in lessons based on the learning cycle (Lawson in Science teaching and the development of thinking. Wadsworth, Belmont, CA, Lawson 1995). Data sources included video-recorded observations with transcripts, video-recorded post-observation interviews with transcripts, and audio-recorded follow-up interviews with transcripts. Data were analyzed to create descriptive narratives around excerpts of discourse from PD sessions and interviews. Analyses indicated that implementation of the learning cycle lessons varied among the professors. These findings led to further questions concerning the professors' beliefs about the learning cycle and the ways that teachers were positioned as learners during PD.

  20. 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

  1. 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.

  2. Equipping public health professionals for youth engagement: lessons learned from a 2-year pilot study.

    PubMed

    Sahay, Tina Binita; Rempel, Benjamin; Lodge, Jennifer

    2014-01-01

    There is strong evidence of the positive role that youth engagement programs and policies play in creating resiliency and producing positive outcomes among youth populations, such as delaying or avoiding the onset of risk-taking behaviors. Research also suggests that achieving positive outcomes ideally includes influence from the individual, the family, the school, the community, and the field of public health (available in A Research Report and Recommendations for Ontario Public Health Association). The authors conducted a comprehensive evaluation of a 2-year pilot project designed to increase the application of engagement and resiliency theory, knowledge, and skills among public health professionals engaging students from Grades 6, 7, and 8 (11- to 14-year-olds). Qualitative methods assessed public health satisfaction with training, resources, and networking activities, whereas quantitative methods assessed changes in capacity with respect to youth engagement knowledge, awareness, confidence, and skills. The findings have helped shed light on public health professional needs concerning capacity and confidence to undertake youth engagement work. Key lessons learned about making youth engagement possible and effective for public health professionals are presented. PMID:23271719

  3. Equipping public health professionals for youth engagement: lessons learned from a 2-year pilot study.

    PubMed

    Sahay, Tina Binita; Rempel, Benjamin; Lodge, Jennifer

    2014-01-01

    There is strong evidence of the positive role that youth engagement programs and policies play in creating resiliency and producing positive outcomes among youth populations, such as delaying or avoiding the onset of risk-taking behaviors. Research also suggests that achieving positive outcomes ideally includes influence from the individual, the family, the school, the community, and the field of public health (available in A Research Report and Recommendations for Ontario Public Health Association). The authors conducted a comprehensive evaluation of a 2-year pilot project designed to increase the application of engagement and resiliency theory, knowledge, and skills among public health professionals engaging students from Grades 6, 7, and 8 (11- to 14-year-olds). Qualitative methods assessed public health satisfaction with training, resources, and networking activities, whereas quantitative methods assessed changes in capacity with respect to youth engagement knowledge, awareness, confidence, and skills. The findings have helped shed light on public health professional needs concerning capacity and confidence to undertake youth engagement work. Key lessons learned about making youth engagement possible and effective for public health professionals are presented.

  4. Using a Learning Cycle to Deepen Chinese Primary Students' Concept Learning of the "Phases of the Moon"

    ERIC Educational Resources Information Center

    Lin, Jing

    2016-01-01

    This study focuses on the internal conditions of students' concept learning and builds a learning cycle' based on the "phases of the Moon" (MP) to, deepen students' understanding. The learning cycle of MP developed in this study includes three basic learning links, which are: cognitive conflict, abstraction and generalization, and…

  5. 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…

  6. Learning as Existential Engagement with/in Place: Departing from Vandenberg and the Reams

    ERIC Educational Resources Information Center

    Hung, Ruyu

    2014-01-01

    This article takes Vandenberg's critique of Ream and Ream's view on the Deweyan learning environment as a departing point to explore the educational meaning of place. The divergence between Vandenberg and the Reams reminds us that the place is not merely a physical site for learners to be located in but also a horizon to be engaged with.…

  7. 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

  8. 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

  9. 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.

  10. 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.

  11. Lessons Learned From Dynamic Simulations of Advanced Fuel Cycles

    SciTech Connect

    Steven J. Piet; Brent W. Dixon; Jacob J. Jacobson; Gretchen E. Matthern; David E. Shropshire

    2009-04-01

    Years of performing dynamic simulations of advanced nuclear fuel cycle options provide insights into how they could work and how one might transition from the current once-through fuel cycle. This paper summarizes those insights from the context of the 2005 objectives and goals of the Advanced Fuel Cycle Initiative (AFCI). Our intent is not to compare options, assess options versus those objectives and goals, nor recommend changes to those objectives and goals. Rather, we organize what we have learned from dynamic simulations in the context of the AFCI objectives for waste management, proliferation resistance, uranium utilization, and economics. Thus, we do not merely describe “lessons learned” from dynamic simulations but attempt to answer the “so what” question by using this context. The analyses have been performed using the Verifiable Fuel Cycle Simulation of Nuclear Fuel Cycle Dynamics (VISION). We observe that the 2005 objectives and goals do not address many of the inherently dynamic discriminators among advanced fuel cycle options and transitions thereof.

  12. 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…

  13. 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

  14. 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

  15. 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

  16. 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).…

  17. 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…

  18. 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…

  19. 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…

  20. The Positive Impact of Creative Activity: Effects of Creative Task Engagement and Motivational Focus on College Students' Learning.

    ERIC Educational Resources Information Center

    Conti, Regina; And Others

    1995-01-01

    Assessed effectiveness of engaging students in a creative activity on a topic as a means of encouraging an active cognitive set toward learning that topic area. Creative task engagement was found to be an effective means of enhancing creativity (in the absence of evaluation expectation), intrinsic motivation, and long-term retention. (JBJ)

  1. 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…

  2. 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…

  3. 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.

  4. 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.

  5. 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…

  6. 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

  7. 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…

  8. 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

  9. 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.

  10. Who is Engaged More--Teacher or Students? An Analysis of How Activity Structures Affect Student Learning Engagement.

    ERIC Educational Resources Information Center

    Edenhart-Pepe, Michael; And Others

    Structural characteristics of classroom activities and student and teacher engagement behaviors were investigated. Observer teams collected data on the structure of activities, student engagement behaviors, and teacher behaviors in arithmetic and reading lessons in six elementary classrooms in a middle class, suburban school district. The…

  11. 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…

  12. 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…

  13. Facilitative Learning and Students' Engagement in Electrical Technology for Developing Critical Reasoning and Lifelong Learning Skills in the University of Uyo, Akwa Ibom State, Nigeria

    ERIC Educational Resources Information Center

    Emmanuel, Caleb; Ekpo, Aloysuis

    2016-01-01

    Research has found that active student engagement in classroom activities can enhance academic achievement, promote retention and application of knowledge. This study investigated the relationship between students' engagement and facilitation in a student-centred learning environment. The study was conducted at the University of Uyo, Akwa Ibom…

  14. 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.

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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

  4. 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.

  5. 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…

  6. 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.

  7. 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

  8. 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.

  9. Virtual representations of the self: engaging teenagers in emotional regulation strategies learning.

    PubMed

    Wrzesien, Maja; Rey, Beatriz; Alcañiz, Mariano; Baños, Rosa; Martínez, Mario Gómez; Pérez-López, David; Rodríguez Ortega, Alejandro; Rasal, Paloma; Vargas, Elena Parra; Provinciale, Jaime Guixeres

    2012-01-01

    The aim of this paper is to present digital representations of humans (i.e., avatars) that look like the self, applied to the Mental Health (MH) field. Virtual Representations of the Self (VRS) are in our opinion a tool with a great potential for engaging teenagers in emotional regulation strategies learning and an excellent example of new technology application to the basic concept in psychology field such as Bandura's modeling [1]. VRSs have already demonstrated their potential on human behavior modification (e.g. modification of physical activity; eating habits) in general population [2]. Thus, the same technology can bring in our opinion a lot to the Mental Health field, especially in emotional regulation learning. This paper presents a theoretical background and describes the methodology that we plan to apply in order to validate the efficacy of VRSs in clinical settings. Also, the implications of such technology and future research lines are discussed.

  10. 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…

  11. 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

  12. 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.

  13. Engaging in science inquiry: Prospective elementary teachers' learning in an innovative life science course

    NASA Astrophysics Data System (ADS)

    Haefner, Leigh Boardman

    2001-10-01

    This study examined prospective elementary teachers' learning about science inquiry in the context of an innovative life science course that engaged them in an original science investigation. Eleven elementary education majors participated in the study. A multiple case study approach that was descriptive, interpretive, and framed by grounded theory was employed. Primary data sources included transcripts of semi-structured interviews, text associated with online threaded discussions, and course project documents, such as lesson plans and written reflections. Secondary data sources included videotaped class sessions and field notes. Data were analyzed using analytical induction techniques, and trustworthiness was developed through the use of multiple data sources, triangulation of data, and the use of counterexamples to the assertions. Three major findings emerged from the cross-case analysis. First, engaging in an original science investigation assisted prospective teachers in becoming more attentive to the processes of science and developing more elaborated and data-driven explanations of how science is practiced. Second, when prospective teachers struggled with particular aspects of their investigations, those aspects became foci of change in their thinking about science and doing science. Third, as prospective teachers came to place a greater emphasis on questions, observations, and experimentation as fundamental aspects of doing science, they became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include the need to re-conceptualize teacher preparation programs to include multiple opportunities to engage prospective teachers in learning science as inquiry, and attend to connections among subject matter knowledge, subject-specific pedagogy and experiences with children.

  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. Exploring the Potential of Art-Based Education for Adolescents with Learning Disabilities: A Case Study of Engagement in Learning through the Arts

    ERIC Educational Resources Information Center

    Abedin, Golnar

    2010-01-01

    The purpose of this study was to explore the benefits of arts-based education for adolescents with learning disabilities (LD) placed in an inclusion program. The goal was to examine the potential of arts education as an inclusive curricular component that enhances students' engagement in learning. The study is framed within the education policy…

  16. 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.

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Sparking Passion: Engaging Student Voice through Project-Based Learning in Learning Communities

    ERIC Educational Resources Information Center

    Ball, Christy L.

    2016-01-01

    How do we confront entrenched educational practices in higher education that lead to student demotivation, poor retention, and low persistence? This article argues that project-based learning that situates student voice and capacity at the center of culturally-responsive curriculum has the potential to spark student passion for problem-solving…

  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. 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…

  5. 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…

  6. 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.

  7. 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

  8. 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

  9. Evidence of public engagement with science: visitor learning at a zoo-housed primate research centre.

    PubMed

    Waller, Bridget M; Peirce, Kate; Mitchell, Heidi; Micheletta, Jerome

    2012-01-01

    Primate behavioural and cognitive research is increasingly conducted on direct public view in zoo settings. The potential of such facilities for public engagement with science is often heralded, but evidence of tangible, positive effects on public understanding is rare. Here, the effect of a new zoo-based primate research centre on visitor behaviour, learning and attitudes was assessed using a quasi-experimental design. Zoo visitors approached the primate research centre more often when a scientist was present and working with the primates, and reported greater awareness of primates (including conservation) compared to when the scientist was not present. Visitors also reported greater perceived learning when the scientist was present. Installation of information signage had no main effect on visitor attitudes or learning. Visitors who interacted with the signage, however, demonstrated increased knowledge and understanding when asked about the specific information present on the signs (which was related to the ongoing facial expression research at the research centre). The findings show that primate behaviour research centres on public view can have a demonstrable and beneficial effect on public understanding of science.

  10. 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.

  11. 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.

  12. 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.

  13. 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.

  14. 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

  15. 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.

  16. Perceived sense of community, cognitive engagement, and learning outcomes among undergraduate nursing students enrolled in an internet-based learning course.

    PubMed

    Seckman, Charlotte A

    2014-10-01

    Internet-based learning environments are a popular instructional delivery method that provides flexibility, easy access, convenience, and self-directed learning. There is concern that Internet-based learning creates a loss of community and lacks the power to fully engage the student, leading to negative learning outcomes. This descriptive, correlational study evaluated the relationship among a perceived sense of community, cognitive engagement, and learner outcomes among undergraduate nursing students enrolled in an Internet-based learning course. A convenience sample of 96 undergraduate nursing students enrolled in an online health informatics course participated in this study. Findings indicated a moderate sense of community and a positive relationship between student engagement and learning outcomes. A variety of group activities such as wikis, blogs, and discussion board were helpful in promoting a sense of community, but students emphasized a desire for more faculty feedback and interaction. Nursing is a collaborative profession where community building is a critical skill; therefore, innovative teaching/learning techniques that promote a sense of belonging and community are needed to improve learning outcomes, prepare students to provide quality patient care, and interact with an interprofessional team. PMID:24949712

  17. Perceived sense of community, cognitive engagement, and learning outcomes among undergraduate nursing students enrolled in an internet-based learning course.

    PubMed

    Seckman, Charlotte A

    2014-10-01

    Internet-based learning environments are a popular instructional delivery method that provides flexibility, easy access, convenience, and self-directed learning. There is concern that Internet-based learning creates a loss of community and lacks the power to fully engage the student, leading to negative learning outcomes. This descriptive, correlational study evaluated the relationship among a perceived sense of community, cognitive engagement, and learner outcomes among undergraduate nursing students enrolled in an Internet-based learning course. A convenience sample of 96 undergraduate nursing students enrolled in an online health informatics course participated in this study. Findings indicated a moderate sense of community and a positive relationship between student engagement and learning outcomes. A variety of group activities such as wikis, blogs, and discussion board were helpful in promoting a sense of community, but students emphasized a desire for more faculty feedback and interaction. Nursing is a collaborative profession where community building is a critical skill; therefore, innovative teaching/learning techniques that promote a sense of belonging and community are needed to improve learning outcomes, prepare students to provide quality patient care, and interact with an interprofessional team.

  18. Evaluating Online CPD Using Educational Criteria Derived from the Experiential Learning Cycle.

    ERIC Educational Resources Information Center

    Friedman, Andrew; Watts, David; Croston, Judith; Durkin, Catherine

    2002-01-01

    Develops a set of educational evaluation criteria for online continuing professional development (CPD) courses using Kolb's experiential learning cycle theory. Evaluates five courses provided by online CPD Web sites, concludes that these online courses neglect parts of the learning cycle, and suggests improvements. (Author/LRW)

  19. 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)…

  20. 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…

  1. "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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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.…

  7. 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…

  8. 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…

  9. Facilitating Engaged Learning in the Interaction Age Taking a Pedagogically-Disciplined Approach to Innovation with Emergent Technologies

    ERIC Educational Resources Information Center

    Brill, Jennifer M.; Park, Yeonjeong

    2008-01-01

    The purposes of this paper are to explore emerging technologies, engaged learning, and features and students of the Interaction Age and to identify connections across these three realms for future research and practice. We begin by highlighting those elements of the Interaction Age that suggest a shift in the affordances and applications of…

  10. 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,…

  11. 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…

  12. 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…

  13. 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…

  14. 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);…

  15. 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…

  16. 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.…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  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. 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…

  4. Constructive engagement: an integrative method of involving students in the learning process.

    PubMed

    Liberman, A; Rotarius, T; Fottler, M

    2001-01-01

    Providing a meaningful learning environment for each student represents a constant and ongoing challenge for faculty. This objective can be facilitated by active student participation in class interactions. The authors have developed the Constructive Engagement Method (CEM), an integrative method for actively involving students in the learning process. CEM permits students to hone interpersonal skills through the development of interrelated practical applications of critical listening and peer evaluation. The CEM approach introduces a method of student performance evaluation that has been judged as fair and equitable by almost all student participants. CEM fully involves all students, even in classes with very large enrollments. CEM as a teaching strategy utilizes a modified debate format that begins with a period of student preparation followed by a debate between two competing teams. The debate is followed by an evaluation period, during which the non-participating students practice the all-important task of determining the value of each team's investment in the process. CEM comprises five stages as follows: Phase 1--Preparation; Phase 2--Opening Statements; Phase 3--Intense Interaction; Phase 4--Closing Statements; and Phase 5--Evaluation. The CEM methodology has enjoyed strong support among graduate and undergraduate students.

  5. Constructive engagement: an integrative method of involving students in the learning process.

    PubMed

    Liberman, A; Rotarius, T; Fottler, M

    2001-01-01

    Providing a meaningful learning environment for each student represents a constant and ongoing challenge for faculty. This objective can be facilitated by active student participation in class interactions. The authors have developed the Constructive Engagement Method (CEM), an integrative method for actively involving students in the learning process. CEM permits students to hone interpersonal skills through the development of interrelated practical applications of critical listening and peer evaluation. The CEM approach introduces a method of student performance evaluation that has been judged as fair and equitable by almost all student participants. CEM fully involves all students, even in classes with very large enrollments. CEM as a teaching strategy utilizes a modified debate format that begins with a period of student preparation followed by a debate between two competing teams. The debate is followed by an evaluation period, during which the non-participating students practice the all-important task of determining the value of each team's investment in the process. CEM comprises five stages as follows: Phase 1--Preparation; Phase 2--Opening Statements; Phase 3--Intense Interaction; Phase 4--Closing Statements; and Phase 5--Evaluation. The CEM methodology has enjoyed strong support among graduate and undergraduate students. PMID:11586660

  6. 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…

  7. 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,…

  8. 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…

  9. 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

  10. Amazingly resilient Indigenous people! Using transformative learning to facilitate positive student engagement with sensitive material.

    PubMed

    Jackson, Debra; Power, Tamara; Sherwood, Juanita; Geia, Lynore

    2013-12-01

    If health professionals are to effectively contribute to improving the health of Indigenous people, understanding of the historical, political, and social disadvantage that has lead to health disparity is essential. This paper describes a teaching and learning experience in which four Australian Indigenous academics in collaboration with a non-Indigenous colleague delivered an intensive workshop for masters level post-graduate students. Drawing upon the paedagogy of Transformative Learning, the objectives of the day included facilitating students to explore their existing understandings of Indigenous people, the impact of ongoing colonisation, the diversity of Australia's Indigenous people, and developing respect for alternative worldviews. Drawing on a range of resources including personal stories, autobiography, film and interactive sessions, students were challenged intellectually and emotionally by the content. Students experienced the workshop as a significant educational event, and described feeling transformed by the content, better informed, more appreciative of other worldviews and Indigenous resilience and better equipped to contribute in a more meaningful way to improving the quality of health care for Indigenous people. Where this workshop differs from other Indigenous classes was in the involvement of an Indigenous teaching team. Rather than a lone academic who can often feel vulnerable teaching a large cohort of non-Indigenous students, an Indigenous teaching team reinforced Indigenous authority and created an emotionally and culturally safe space within which students were allowed to confront and explore difficult truths. Findings support the value of multiple teaching strategies underpinned by the theory of transformational learning, and the potential benefits of facilitating emotional as well as intellectual student engagement when presenting sensitive material.

  11. 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.

  12. 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…

  13. 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

  14. Diverse assessment and active student engagement sustain deep learning: A comparative study of outcomes in two parallel introductory biochemistry courses.

    PubMed

    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 courses to compare student surface and deep learning. Surface and deep learning were measured quantitatively by a study process questionnaire at the start and end of the semester, and qualitatively by questionnaires and interviews with students. In the traditional lecture/examination based course, there was a dramatic shift to surface learning approaches through the semester. In the course that emphasized student engagement and adopted multiple forms of assessment, a preference for deep learning was sustained with only a small reduction through the semester. Such evidence for the benefits of implementing student engagement and more diverse non-examination based assessment has important implications for the design, delivery, and renewal of introductory courses in biochemistry and molecular biology.

  15. Integrating Service Learning into the Classroom: Examining the Extent to Which Students Achieve Course Objectives and a Sense of Civic Responsibility by Engaging in Service Learning

    ERIC Educational Resources Information Center

    Phillips, Julie M.

    2011-01-01

    The growing interest in service learning in higher education is connected to the idea that it helps students achieve course objectives and develop a sense of civic responsibility. Thus, it ties into broader goals within the institution of engagement of students and outreach to communities. This research examines students' perceptions of service…

  16. 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…

  17. 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…

  18. 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…

  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. Enhancing Student Engagement in Pre-Vocational and Vocational Education: A Learning History

    ERIC Educational Resources Information Center

    van Uden, J. M.; Ritzen, H.; Pieters, J. M.

    2016-01-01

    Interest in student engagement has increased over the past decade, which has resulted in increased knowledge about this concept and about the aspects that facilitate engagement. However, as yet, only a few studies have focused on engagement from the perspective of the teacher. In this study, we capture the experiences of teachers who were…

  1. Taking the Plunge: Next Steps in Engaged Learning: Project Kaleidoscope-Connecticut Conference of Independent Colleges Conference for Science Educators.

    PubMed

    Frederick, Jennifer

    2010-09-01

    College and university science educators from across Connecticut gathered at Yale's West Campus in April 2010 for a Project Kaleidoscope (PKAL) program entitled "Taking the Plunge: Next Steps in Engaged Learning." Funded by the National Science Foundation (NSF) and co-sponsored by the Connecticut Conference of Independent Colleges (CCIC) and Yale's McDougal Graduate Teaching Center, the event was the latest in a PKAL series of one-day conferences aimed at equipping science, technology, engineering, and math (STEM) instructors with effective approaches to engaging students and training future scientists.

  2. 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.

  3. 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…

  4. 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…

  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. The Workplace Learning Cycle: A Problem-Based Curriculum Model for the Preparation of Workplace Learning Professionals

    ERIC Educational Resources Information Center

    O'Connor, Bridget N.

    2004-01-01

    Building on the conceptual foundations suggested in the previous two papers in this issue, this article describes the application of a workplace learning cycle theory to the construction of a curriculum for a graduate-level course of study in workplace education. As a way to prepare chief learning officers and heads of corporate universities, the…

  8. 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…

  9. Where's the Library in Service Learning?: Models for Engaged Library Instruction.

    ERIC Educational Resources Information Center

    Riddle, John S.

    2003-01-01

    Discusses service learning and presents models of instruction that academic libraries might offer to service learning pedagogy. Highlights include the role of information literacy; reflection; affective and cognitive learning outcomes of service learning; impact of service learning on libraries; learning process model; course objectives model;…

  10. 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

  11. 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.

  12. 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

  13. 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

  14. 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.

  15. Descriptive Chemistry in the General Chemistry Laboratory: A Learning Cycle Approach.

    ERIC Educational Resources Information Center

    Whisnant, David M.

    1982-01-01

    Learning cycles (exploration, invention, application) are used to introduce general chemistry principles while giving students concrete experiences with descriptive chemistry. Principles taught in the laboratory, laboratory experiments, instructional strategies, and evaluation of the approach are discussed. (Author/JN)

  16. 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…

  17. 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

  18. 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…

  19. 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…

  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