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Sample records for academic learning compact

  1. Assessing the Student, Faculty, and Community Partner in Academic Service-Learning: A Categorization of Surveys Posted Online at Campus Compact Member Institutions

    ERIC Educational Resources Information Center

    Waters, Susan; Anderson-Lain, Karen

    2014-01-01

    Service-learning is an instructional strategy used by faculty at hundreds of institutions, including those that are members of Campus Compact, an organization committed to service-learning and community/civic engagement. For this study, researchers examined a variety of online survey assessment tools used in service-learning projects. The…

  2. Supporting Academic Workloads in Online Learning

    ERIC Educational Resources Information Center

    Haggerty, Carmel E.

    2015-01-01

    Academic workloads in online learning are influenced by many variables, the complexity of which makes it difficult to measure academic workloads in isolation. While researching issues associated with academic workloads, professional development stood out as having a substantive impact on academic workloads. Many academics in applied health degrees…

  3. Individual Values, Learning Routines and Academic Procrastination

    ERIC Educational Resources Information Center

    Dietz, Franziska; Hofer, Manfred; Fries, Stefan

    2007-01-01

    Background: Academic procrastination, the tendency to postpone learning activities, is regarded as a consequence of postmodern values that are prominent in post-industrialized societies. When students strive for leisure goals and have no structured routines for academic tasks, delaying strenuous learning activities becomes probable. Aims: The…

  4. Students' Emotions in Academic Service-Learning

    ERIC Educational Resources Information Center

    Noyes, Elise; Darby, Alexa; Leupold, Christopher

    2015-01-01

    Research has demonstrated the importance of emotions in learning, and academic service-learning (AS-L) has become an increasingly popular pedagogy. However, few studies have investigated emotional experiences specific to AS-L. The purpose of this mixed-methods study was to examine students' emotions related to their AS-L class. Results from the…

  5. Impact of Learning Modalities on Academic Success

    ERIC Educational Resources Information Center

    Fenouillet, Fabien; Kaplan, Jonathan

    2009-01-01

    This study is based on the analysis of academic results of 692 undergraduate and graduate students in two disciplines in a French university who attended their courses using one out of four possible learning modalities. Within the two disciplines, Art History and Educational Sciences, students chose between face-to-face learning (on campus),…

  6. Learning Resource Lab: Academic Coaching for Freshmen.

    ERIC Educational Resources Information Center

    Pierson, Gregory N.

    1996-01-01

    To assist incoming freshmen, a Colorado Springs high school initiated learning resource labs staffed with academic coaches. Combining study hall, homeroom, and advisory group, the labs offer adult tutors, workshops on conflict resolution and study skills, career and technology exploration opportunities, a learning styles inventory, free reading…

  7. Personality Traits, Learning and Academic Achievements

    ERIC Educational Resources Information Center

    Jensen, Mikael

    2015-01-01

    There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point…

  8. Learning in Academia Is More than Academic Learning: Action Research in Academic Practice for and with Medical Academics

    ERIC Educational Resources Information Center

    Trevitt, Chris

    2008-01-01

    Academic learning traditionally involves research, and the production of journal papers, books, etc. "Learning in academia" refers to academics becoming more skilful in what they do. It is what legal or medical clinicians would refer to as continuing professional education (or development) (CPE/D) which, by analogy, invokes the notion of CPE in…

  9. Sleep loss, learning capacity and academic performance.

    PubMed

    Curcio, Giuseppe; Ferrara, Michele; De Gennaro, Luigi

    2006-10-01

    At a time when several studies have highlighted the relationship between sleep, learning and memory processes, an in-depth analysis of the effects of sleep deprivation on student learning ability and academic performance would appear to be essential. Most studies have been naturalistic correlative investigations, where sleep schedules were correlated with school and academic achievement. Nonetheless, some authors were able to actively manipulate sleep in order to observe neurocognitive and behavioral consequences, such as learning, memory capacity and school performance. The findings strongly suggest that: (a) students of different education levels (from school to university) are chronically sleep deprived or suffer from poor sleep quality and consequent daytime sleepiness; (b) sleep quality and quantity are closely related to student learning capacity and academic performance; (c) sleep loss is frequently associated with poor declarative and procedural learning in students; (d) studies in which sleep was actively restricted or optimized showed, respectively, a worsening and an improvement in neurocognitive and academic performance. These results may been related to the specific involvement of the prefrontal cortex (PFC) in vulnerability to sleep loss. Most methodological limitations are discussed and some future research goals are suggested. PMID:16564189

  10. How and What Do Academics Learn through Their Personal Networks

    ERIC Educational Resources Information Center

    Pataraia, Nino; Margaryan, Anoush; Falconer, Isobel; Littlejohn, Allison

    2015-01-01

    This paper investigates the role of personal networks in academics' learning in relation to teaching. Drawing on in-depth interviews with 11 academics, this study examines, first, how and what academics learn through their personal networks; second, the perceived value of networks in relation to academics' professional development; and,…

  11. Academic Service-Learning and Integrative Complexity

    ERIC Educational Resources Information Center

    Koch-Patterson, Penelope

    2012-01-01

    Society is more and more interconnected and interdependent. This results in a plethora of complex social problems and thereby creates the need for individuals with strong decision-making skills. This quantitative study examined the relationship between undergraduate students' participation in academic service-learning and their levels of…

  12. Academic Access and New Learning

    ERIC Educational Resources Information Center

    Mandell, Alan; Herman, Lee

    2008-01-01

    Over the past 30+ years, many colleges have made themselves more accessible for adult students. These innovations include flexible scheduling, online learning, professionally-oriented degrees, and credit for what students already know. However, there is more work to be done, particularly in the areas of financial aid for the very large number of…

  13. Assessing Student Learning in Academic Advising Using Social Cognitive Theory

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene F.

    2013-01-01

    We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning…

  14. Learned Resourcefulness Moderates the Relationship between Academic Stress and Academic Performance.

    ERIC Educational Resources Information Center

    Akgun, Serap; Ciarrochi, Joseph

    2003-01-01

    Explored whether more resourceful students could protect themselves from academic stress, particularly in terms of not allowing stress to affect their grades. Focuses on college freshman (n=141) who completed measures of academic stress and learned resourcefulness. Includes references. (CMK)

  15. Academic Learning + Social-Emotional Learning = National Priority

    ERIC Educational Resources Information Center

    Weissberg, Roger P.; Cascarino, Jason

    2013-01-01

    In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including…

  16. Academic Learning + Social-Emotional Learning = National Priority

    ERIC Educational Resources Information Center

    Weissberg, Roger P.; Cascarino, Jason

    2013-01-01

    In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including grit,…

  17. Academic Advisors' Learning Styles: Establishing a Baseline and Examining Implications

    ERIC Educational Resources Information Center

    Uhlik, Kim S.; Jones, Pamela E.

    2008-01-01

    The influence of students' learning styles has been increasingly recognized as an integral component of effective higher education; therefore, application of learning styles to academic advising is equally relevant. As academic advisors address student learning styles in the hope of promoting greater student success, the contribution of advisors'…

  18. Potential of Mobile Learning in Teaching of ESL Academic Writing

    ERIC Educational Resources Information Center

    Zaki, Arlina Ahmad; Yunus, Melor Md

    2015-01-01

    The potentials of mobile learning in teaching academic writing skills for ESL students are explored in this paper. Although there have been studies on MALL to improve writing skills, academic writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in academic writing…

  19. E-Learning Readiness in the Academic Sector of Thailand

    ERIC Educational Resources Information Center

    Laohajaratsang, Thanomporn

    2009-01-01

    As e-learning in the academic sector serves as a crucial driving force in the development of e-learning in Thailand, this article looks at e-learning readiness in Thailand with a focus on the academic sector. The article is divided into four parts: (1) a brief history of e-learning in Thailand; (2) the infrastructure related to e-learning…

  20. Understanding and Enacting Learning Outcomes: The Academic's Perspective

    ERIC Educational Resources Information Center

    Dobbins, Kerry; Brooks, Sara; Scott, Jon J. A.; Rawlinson, Mark; Norman, Robert I.

    2016-01-01

    Despite a detailed literature exploring the advancement of a learning outcomes approach in higher education, limited evidence exists concerning academics' use of them. This study employed a questionnaire survey and interviews with academic staff in three schools in one institution to explore their views and uses of learning outcomes. Whilst…

  1. Large-margin Learning of Compact Binary Image Encodings.

    PubMed

    Paisitkriangkrai, Sakrapee; Shen, Chunhua; Van den Hengel, Anton

    2014-07-16

    The use of high-dimensional features has become a normal practice in many computer vision applications. The large dimension of these features is a limiting factor upon the number of data points which may be effectively stored and processed, however. We address this problem by developing a novel approach to learning a compact binary encoding, which exploits both pair-wise proximity and class-label information on training data set. Exploiting this extra information allows the development of encodings which, although compact, outperform the original high-dimensional features in terms of final classification or retrieval performance. The method is general, in that it is applicable to both non-parametric and parametric learning methods. This generality means that the embedded features are suitable for a wide variety of computer vision tasks, such as image classification and content-based image retrieval. Experimental results demonstrate that the new compact descriptor achieves an accuracy comparable to, and in some cases better than, the visual descriptor in the original space despite being significantly more compact. Moreover, any convex loss function and convex regularization penalty (e.g., `p norm with p 1) can be incorporated into the framework, which provides future flexibility. PMID:25051551

  2. Academic Performance in Introductory Accounting: Do Learning Styles Matter?

    ERIC Educational Resources Information Center

    Tan, Lin Mei; Laswad, Fawzi

    2015-01-01

    This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

  3. Navigated Active Learning in an International Academic Virtual Enterprise

    ERIC Educational Resources Information Center

    Horvath, Imre; Wiersma, Meindert; Duhovnik, Joze; Stroud, Ian

    2004-01-01

    Active learning is an educational paradigm that has been reinvented and methodologically underpinned many times in order to intensify learning in various forms. This paper presents a complex approach to active learning in a design-centred academic course with international participation. Research and design were considered as vehicles of active…

  4. Academic Entitlement in the Context of Learning Styles

    ERIC Educational Resources Information Center

    Andrey, Jean; Joakim, Erin; Schoner, Vivian; Hambly, Derrick; Silver, Amber; Jayasundera, Rohan; Nelson, Allen

    2012-01-01

    This study explores the linkages between students' sense of entitlement and their approaches to learning, based on survey research at a large public university in Canada. Through literature review and pilot testing, a questionnaire instrument was developed that measures four constructs: academic entitlement, deep learning, surface learning and…

  5. Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement

    ERIC Educational Resources Information Center

    McInerney, Dennis M.; Cheng, Rebecca Wing-yi; Mok, Magdalena Mo Ching; Lam, Amy Kwok Hap

    2012-01-01

    This study examined the prediction of academic self-concept (English and Mathematics) and learning strategies (deep and surface), and their direction of effect, on academic achievement (English and Mathematics) of 8,354 students from 16 secondary schools in Hong Kong. Two competing models were tested to ascertain the direction of effect: Model A…

  6. Re-Integrating Academic Development and Academic Language and Learning: A Call to Reason

    ERIC Educational Resources Information Center

    Percy, Alisa

    2014-01-01

    This paper argues for the re-integration of academic development (AD) and a academic language and learning (ALL) practitioners in Australian higher education. This argument is made as universities aim to develop internationally recognised, inter-disciplinary and standards-based curricula against the backdrop of international comparative education…

  7. Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…

  8. Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

  9. Are They Learning? Are We? Learning Outcomes and the Academic Library

    ERIC Educational Resources Information Center

    Oakleaf, Megan

    2011-01-01

    Since the 1990s, the assessment of learning outcomes in academic libraries has accelerated rapidly, and librarians have come to recognize the necessity of articulating and assessing student learning outcomes. Initially, librarians developed tools and instruments to assess information literacy student learning outcomes. Now, academic librarians are…

  10. Cooperative Learning on Academic Achievement in Elementary African American Males

    ERIC Educational Resources Information Center

    Wilson-Jones, Linda; Caston, Marlene Cain

    2004-01-01

    The aim of this study was to investigate how cooperative learning promoted the academic success of elementary African American males in grades 3 through 6 in a rural school in Mississippi. This study presents viewpoints based on these students' perceptions of what influenced academic achievement. In this qualitative study data were collected using…

  11. Peer Relationships and Collaborative Learning as Contexts for Academic Enablers.

    ERIC Educational Resources Information Center

    Wentzel, Kathryn R.; Watkins, Deborah E.

    2002-01-01

    In this article it is argued that peers have the potential to provide contexts for learning that can have a profound impact on the development of students' academic enablers. Describes ways in which peer collaborative contexts can promote academic engagement as well as provide a supportive structure for the development of specific problem-solving…

  12. The Impact of Learning Time on Academic Achievement

    ERIC Educational Resources Information Center

    Jez, Su Jin; Wassmer, Robert W.

    2015-01-01

    As schools aim to raise student academic achievement levels and districts wrangle with decreased funding, it is essential to understand the relationship between learning time and academic achievement. Using regression analysis and a data set drawn from California's elementary school sites, we find a statistically significant and positive…

  13. Assessing the Academic Medical Center as a Supportive Learning Community

    ERIC Educational Resources Information Center

    Gannon, Sam C.

    2011-01-01

    Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has…

  14. Early-Career Academics' Learning in Academic Communities

    ERIC Educational Resources Information Center

    Remmik, Marvi; Karm, Mari; Haamer, Anu; Lepp, Liina

    2011-01-01

    Communities of practice are generally known as places of engagement, learning and development. The current research aims to develop understanding of Estonian early-career university teachers' learning and developing possibilities as teachers in the community of practice (in the university). This paper is based on narrative interviews of 25…

  15. Critique in Academic Disciplines and Active Learning of Academic Content

    ERIC Educational Resources Information Center

    Ford, Michael J.

    2010-01-01

    This article argues for increased theoretical specificity in the active learning process. Whereas constructivist learning emphasizes construction of meaning, the process articulated here complements meaning construction with disciplinary critique. This process is an implication of how disciplinary communities generate new knowledge claims, which…

  16. Academic Accountability and University Adaptation: The Architecture of an Academic Learning Organization.

    ERIC Educational Resources Information Center

    Dill, David D.

    1999-01-01

    Discussses various adaptations in organizational structure and governance of academic learning institutions, using case studies of universities that are attempting to improve the quality of teaching and the learning process. Identifies five characteristics typical of such organizations: (1) a culture of evidence; (2) improved coordination of…

  17. Learning Paths in Academic Setting: Research Synthesis

    ERIC Educational Resources Information Center

    Mirkov, Snežana

    2013-01-01

    The paper represents a synthesis of results obtained in empirical studies of variables related to learning process. A number of studies were carried out within the Students Approaches to Learning perspective. According to the 3P model of learning, the complex of learning process comprises three learning approaches--Deep, Surface and Achievement…

  18. Selecting Academic Vocabulary Words Worth Learning

    ERIC Educational Resources Information Center

    Townsend, Dianna; Kiernan, Darl

    2015-01-01

    The purpose of this teaching tip is to share a new tool for identifying high-utility academic words from instructional texts. The Word and Phrase Tool, when paired with teacher knowledge about students and objectives, can help teachers promote the academic vocabulary development of their students.

  19. 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…

  20. FaculTea: Professional Development for Learning Centered Academic Advising

    ERIC Educational Resources Information Center

    Voller, Julie Givans

    2013-01-01

    The theory of learning centered academic advising states that the purpose of advising is to teach undergraduate students about the logic and purpose of their education. Previous scholarship on learning centered advising has focused on the theoretical or on implementation by faculty at small colleges and universities. Methods for supporting…

  1. Community-Academic Partnerships: Developing a Service-Learning Framework.

    PubMed

    Voss, Heather C; Mathews, Launa Rae; Fossen, Traci; Scott, Ginger; Schaefer, Michele

    2015-01-01

    Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership. PMID:26428344

  2. Effect of Cooperative Learning on Academic Achievement of Physics Course

    ERIC Educational Resources Information Center

    Keramati, Mohammadreza

    2010-01-01

    This paper reports the results of an investigation on the effect of cooperative learning on academic achievement of physics course. Cooperative learning was employed to experimental group and conventional teaching method was used for control group. Sampling of the study consists of 15-16 years old 220 students at high school in Iran. The progress…

  3. An Academic Integrity Approach to Learning and Assessment Design

    ERIC Educational Resources Information Center

    Hamilton, Margaret; Richardson, Joan

    2007-01-01

    In this paper, we discuss the role of the educator in terms of designing a learning environment for the student which encourages the student to develop their own academic integrity. In such an environment, there is no need for the student to resort to plagiarism, as the learning and assessment tasks are not conducive to cheating, being unique and…

  4. Exploring Students' Perceptions of Academically Based Living-Learning Communities

    ERIC Educational Resources Information Center

    Wawrzynski, Matthew R.; Jessup-Anger, Jody Elizabeth; Stolz, Katherine; Helman, Cynthia; Beaulieu, Jacqueline

    2009-01-01

    This qualitative study employed focus group interviews to explore students' perceptions of three well established academically based living-learning communities at a large, land-grant university in the Midwest. Three themes merged that illustrated students' perceptions of a culture that promoted seamless learning, a scholarly environment, and an…

  5. The Relationship between Intelligence, Approaches to Learning and Academic Achievement.

    ERIC Educational Resources Information Center

    Diseth, Age

    2002-01-01

    Administered three tests of intelligence and the Approaches and Study Skills Inventory for Students (Entwhistle, 1997) to 89 Norwegian undergraduates to study the relationships among intelligence, approaches of learning, and academic achievement. Findings support the construct validity of approaches to learning because of its independence from…

  6. New-to-College "Academic Transformation" Distance Learning: A Paradox

    ERIC Educational Resources Information Center

    Goomas, David T.; Clayton, Alexis

    2013-01-01

    At an urban Dallas community college, first-time-in-college (FTIC) distance learning students enrolled in a three-credit academic transformation class were compared with FTIC students enrolled in the same course in on-campus classes. The distance-learning students were more at risk as measured by final semester grades and retention compared to…

  7. Teaching and Learning: A Model for Academic and Social Cognition

    ERIC Educational Resources Information Center

    Schiering, Marjorie S.; Bogner, Drew; Buli-Holmberg, Jorun

    2011-01-01

    Learners are multi-faceted, unique people. Discovering the whole individual is incumbent upon realizing the teaching/learning environments, common social and societal realities, and belief and value systems respective of academic and socio-societal factors that establish who one is as a learner and teacher. In "Learning and Teaching," the authors…

  8. Academic Service Learning in Human Resource Management Education

    ERIC Educational Resources Information Center

    Madsen, Susan R.

    2004-01-01

    As the scholarship of engaging students in the learning process becomes more important in institutions of higher education, the emerging pedagogy of academic service learning is becoming a focus in many schools of business. The author discusses this pedagogy in general and in a human resource undergraduate course specifically. In addition, she…

  9. The Academic Library and the Culture for Learning

    ERIC Educational Resources Information Center

    Hufford, Jon R.

    2016-01-01

    Several components of a campus culture affect learning, yet assessments regularly neglect some of them. Academic librarians should evaluate how they impact courses and student learning through their support of these neglected components. Assessment goals to address some of the components include measuring the level of support for courses with…

  10. Motivational and Self Regulated Learning Components of Academic Performance

    ERIC Educational Resources Information Center

    Moliterni, Pasquale; De Stasio, Simona; Carboni, Mauro; Di Chiacchio, Carlo

    2010-01-01

    This investigation is concerned with the examination of cognitive, motivational and emotional components of learning strategies and with the ways in which combinations of those dimensions, are associated with academic achievement. Recent models of self-regulated learning stress the importance of integrating both motivational and cognitive…

  11. Students' Evaluation of Teaching, Approaches to Learning, and Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age

    2007-01-01

    Students' evaluation and perception of the learning environment are considered to be important predictors of students' approaches to learning. These variables may also account for variance in academic outcome, such as in examination grades, but previous research has rarely included a comparison between all of these variables. This article…

  12. Learning Approaches, Demographic Factors to Predict Academic Outcomes

    ERIC Educational Resources Information Center

    Nguyen, Tuan Minh

    2016-01-01

    Purpose: The purpose of this paper is to predict academic outcome in math and math-related subjects using learning approaches and demographic factors. Design/Methodology/Approach: ASSIST was used as the instrumentation to measure learning approaches. The study was conducted in the International University of Vietnam with 616 participants. An…

  13. Judgments of Self-Perceived Academic Competence and Their Differential Impact on Students' Achievement Motivation, Learning Approach, and Academic Performance

    ERIC Educational Resources Information Center

    Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

    2010-01-01

    Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic…

  14. Learning from Experience: A Collection of Service-Learning Projects Linking Academic Standards to Curriculum.

    ERIC Educational Resources Information Center

    Babcock, Barbara, Ed.

    Service-learning projects combine community service with student learning in a practical way that enhances academic knowledge and improves community environments and fellowship. This compilation is designed to show the service-learning process in action. The collection presents outstanding examples of successful service-learning projects as…

  15. Matching Vocabulary Learning Process with Learning Outcome in L2 Academic Writing: An Exploratory Case Study

    ERIC Educational Resources Information Center

    Ma, Qing

    2013-01-01

    This exploratory case study of two undergraduates links vocabulary learning approaches with lexical quality measured in academic writing. Employing an array of qualitative data, it is shown that in a "semi-language-rich" learning context, Chinese learners may dispense with rote learning and engage in a more natural learning approach in which…

  16. Learned Ethical Behavior: An Academic Perspective

    ERIC Educational Resources Information Center

    Gundersen, David E.; Capozzoli, Ernest A.; Rajamma, Rajasree K.

    2008-01-01

    The authors analyzed the reactions of various academic-level respondent groups to 14 short scenarios reflecting ethical dilemmas in higher education and research. As the authors hypothesized, groups differed in their views of the dilemmas presented. The results did not support a 2nd hypothesis predicting a linear relationship between academic…

  17. Teaching Assistants and Academic Dishonesty: Lessons Learned

    ERIC Educational Resources Information Center

    Seals, John Michael

    2011-01-01

    This study surveyed the preparation for, attitudes towards, and experiences with academic dishonesty among Teaching Assistants (TAs) at the University of Arkansas. Of the population of 470 TAs, this study included 184 responses for a response rate of 39.1%. The survey included two instruments created by the researcher. The first assessed TAs'…

  18. Even Math Requires Learning Academic Language

    ERIC Educational Resources Information Center

    Barrow, Melissa A.

    2014-01-01

    ELLs need to practice using the language in their speech. Teachers can ask students to restate the definition in their own words and provide opportunities for students to use academic vocabulary in discussions. Chunking (instead of teaching inch in isolation, also teach foot, centimeter, and yard) helps students develop their schema and mentally…

  19. Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

    PubMed

    Hen, Meirav; Goroshit, Marina

    2014-01-01

    Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA. PMID:22442254

  20. Academic Intrinsic Motivation and Perceived Academic Competence in Greek Elementary Students with and without Learning Disabilities

    ERIC Educational Resources Information Center

    Zisimopoulos, Dimitrios A.; Galanaki, Evangelia P.

    2009-01-01

    The aim of this study was to examine differences in intrinsic motivation and perceived academic competence as well as in their association between 5th- and 6th-grade students with learning disabilities (LD) (n = 40) and their typically achieving peers. Participants were 980 Greek elementary students from the metropolitan area of Athens. As…

  1. Learning to Assess in the Academic Workplace: Case Study in the Natural Sciences

    ERIC Educational Resources Information Center

    Jawitz, J.

    2008-01-01

    A study into how academics learn to assess student performance affirms the significance of context in understanding learning in the academic workplace. The study involved three case studies in academic departments with significant differences in the teaching, research and professional dimensions of academic life. This article reports on the…

  2. Student Perceptions of E-Learning Environments, Self-Regulated Learning and Academic Performance

    ERIC Educational Resources Information Center

    Covington, Keisha Casan Danielle

    2012-01-01

    Student perceptions of e-learning are potential causes of student dropout in online education. The social cognitive theoretical view was used to investigate the relationship between perceived e-learning environments, self-regulated learning (SRL), and academic performance in online education. This mixed methods study used a quantitative…

  3. Live It, Learn It: The Academic Club Methodology for Students with Learning Disabilities and ADHD

    ERIC Educational Resources Information Center

    Smith, Sally L.

    2004-01-01

    Improve school success for students who have learning disabilities and ADHD with "Academic Clubs," the proven learning-by-doing approach presented in this energizing guidebook. Sally Smith--the highly respected founder of the Lab Schools, where 95% of students with learning problems go on to college--shows elementary school educators how to…

  4. Structural Equation Modeling towards Online Learning Readiness, Academic Motivations, and Perceived Learning

    ERIC Educational Resources Information Center

    Horzum, Mehmet Baris; Kaymak, Zeliha Demir; Gungoren, Ozlem Canan

    2015-01-01

    The relationship between online learning readiness, academic motivations, and perceived learning was investigated via structural equation modeling in the research. The population of the research consisted of 750 students who studied using the online learning programs of Sakarya University. 420 of the students who volunteered for the research and…

  5. Designing Academic Audit: Lessons Learned in Europe and Asia.

    ERIC Educational Resources Information Center

    Dill, David D.

    2000-01-01

    Reviews lessons learned from early experiments with academic audits in the United Kingdom, Sweden, New Zealand, and Hong Kong in areas such as: focus of audits, selection and training of audit teams, nature of audit self-studies, conduct of audit visits, audit reports, and audit follow-up and enhancement activities. Suggests guidelines for design…

  6. Academic Content, Student Learning, and the Persistence of Preschool Effects

    ERIC Educational Resources Information Center

    Claessens, Amy; Engel, Mimi; Curran, F. Chris

    2014-01-01

    Little research has examined the relationship between academic content coverage in kindergarten and student achievement. Using nationally representative data, we examine the association between reading and mathematics content coverage in kindergarten and student learning, both overall and for students who attended preschool, Head Start, or…

  7. Learning Outcomes in Academic Disciplines: Identifying Common Ground

    ERIC Educational Resources Information Center

    Sharp, Marybeth Drechsler; Komives, Susan R.; Fincher, Justin

    2011-01-01

    Diverse entities, such as disciplinary-based accreditors, academic affairs associations, and student affairs professional organizations, promote student learning outcomes. This study identified eight themes among outcomes required by 25 disciplinary accreditors who are members of the Council for Higher Education Accreditation. The authors compared…

  8. The Effect of Learning Style on Academic Student Success

    ERIC Educational Resources Information Center

    Stackhouse, Omega N.

    2009-01-01

    The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study…

  9. Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance

    ERIC Educational Resources Information Center

    Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai

    2012-01-01

    The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N = 147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical…

  10. Students with Learning Disabilities in Higher Education: Academic Strategies Profile.

    ERIC Educational Resources Information Center

    Heiman, Tali; Precel, Karen

    2003-01-01

    A study that compared 191 college students with learning disabilities (LD) and 190 controls found students with LD reported having more difficulties in humanities, social sciences, and foreign language, devised unusual academic strategies and preferred additional oral or visual explanations, and felt more stress and nervousness during…

  11. Circulating Laptops: Lessons Learned in an Academic Library

    ERIC Educational Resources Information Center

    Sharpe, Paul A.

    2009-01-01

    Laptops have become ubiquitous in academic libraries, as has the practice of circulating laptops for student use. Several studies have analyzed the how-to of loaning laptops, and a number of surveys have focused on how they are being used. However, little has been written of the practical lessons learned; the trial and error of those on the…

  12. Monterey Learning Systems: Improving Academic Achievement of Visually Impaired Learners

    ERIC Educational Resources Information Center

    Daugherty, Kathryn M.

    1977-01-01

    Tested was the premise that the academic competencies of visually impaired learners could be enhanced by training procedures that combine auditory and visual skills in a project using the Monterey Learning Systems Reading and Mathematics Programs with 29 visually impaired print readers. (Author/MH)

  13. A Neuroscientific Perspective on Second Language Learning and Academic Achievement.

    ERIC Educational Resources Information Center

    Hawson, Anne

    It is proposed that research on neurological organization, cognitive psychology, and artificial intelligence can contribute to understanding the relationship between second language learning processes and academic achievement. Relevant research in these areas and in the field of neurolinguistics is reviewed, with several themes or topics…

  14. Sustaining Faculty Motivation for Academic Service-Learning

    ERIC Educational Resources Information Center

    Darby, Alexa; Knight-McKenna, Mary

    2016-01-01

    Success in academic service-learning (AS-L) comes in large measure from the work of faculty dedicated to this pedagogy. The purpose of this study was to examine how faculty who have taught nine or more sections of AS-L courses sustain their motivation despite the pedagogy's inherent challenges. Individual interviews were conducted with 10 faculty…

  15. Relationship Between Learning Styles and Academic Achievement. Final Report.

    ERIC Educational Resources Information Center

    McKinney, James D.; And Others

    This study investigated the relationship between learning styles, classroom behaviors, ability levels, and academic achievement in an open classroom kindergarten setting. Thirty subjects were selected (ten children from each of the 4-, 5-, and 6-year-old groups). Each child was tested on the following measures: Matching Familiar Figures (MMF);…

  16. Using Problem-Based Learning to Explore Unseen Academic Potential

    ERIC Educational Resources Information Center

    Gallagher, Shelagh A.; Gallagher, James J.

    2013-01-01

    One goal of the US Department of Education-funded Project Insights was to see if the use of Problem-based Learning (PBL) would encourage students to reveal previously unseen academic potential. Two PBL units were taught to 271 sixth grade students in 13 classrooms. Afterwards, teachers identified students who demonstrated previously unseen…

  17. Managing Online Presence in the E-Learning Environment: Technological Support for Academic Staff

    ERIC Educational Resources Information Center

    Islam, Nurul; Beer, Martin; Slack, Frances

    2015-01-01

    Over the last two decades the use of E-learning technology increased to such an extent that the role of the traditional academic has been forced to change. Focusing on academics' views, this study examines their interactions in the E-learning environment and whether online learning applications have increased academic workload (Eynon, 2005;…

  18. Corpus of High School Academic Texts (COHAT): Data-Driven, Computer Assisted Discovery in Learning Academic English

    ERIC Educational Resources Information Center

    Bohát, Róbert; Rödlingová, Beata; Horáková, Nina

    2015-01-01

    Corpus of High School Academic Texts (COHAT), currently of 150,000+ words, aims to make academic language instruction a more data-driven and student-centered discovery learning as a special type of Computer-Assisted Language Learning (CALL), emphasizing students' critical thinking and metacognition. Since 2013, high school English as an additional…

  19. The effect of learning style on academic student success

    NASA Astrophysics Data System (ADS)

    Stackhouse, Omega N.

    The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.

  20. Preschool Academics: Learning What Comes Naturally

    ERIC Educational Resources Information Center

    Elkind, David

    2007-01-01

    In this article, the author discusses the importance of early childhood play. Play is simply shorthand for everyone's capacity for curiosity, imagination, and fantasy--everyone's creative dispositions. What makes play unique is that it enables everyone to create new learning experiences. To illustrate, an infant who drops a rattle from the crib,…

  1. Hypertext and Compact Discs: The Challenge of Multi-Media Learning.

    ERIC Educational Resources Information Center

    Megarry, Jacquetta

    1988-01-01

    Describes hypertext as software that improves the learner's control over a knowledge base, and discusses the role hypertext could play in compact disc technologies. Digital multimedia learning materials are discussed; relationships among data, information, knowledge, and expertise are explored; and examples of applications of compact disc media…

  2. Factors Influencing Seminar Learning and Academic Achievement.

    PubMed

    Spruijt, Annemarie; Leppink, Jimmie; Wolfhagen, Ineke; Bok, Harold; Mainhard, Tim; Scherpbier, Albert; van Beukelen, Peter; Jaarsma, Debbie

    2015-01-01

    Many veterinary curricula use seminars, interactive educational group formats in which some 25 students discuss questions and issues relating to course themes. To get indications on how to optimize the seminar learning process for students, we aimed to investigate relationships between factors that seem to be important for the seminar learning process, and to determine how these seminar factors account for differences in students' achievement scores. A 57-item seminar evaluation (USEME) questionnaire was administered to students right after they attended a seminar. In total, 80 seminars distributed over years 1, 2, and 3 of an undergraduate veterinary medicine curriculum were sampled and 988 questionnaires were handed in. Principal factor analysis (PFA) was conducted on 410 questionnaires to examine which items could be grouped together as indicators of the same factor, and to determine correlations between the derived factors. Multilevel regression analysis was performed to explore the effects of these seminar factors and students' prior achievement scores on students' achievement scores. Within the questionnaire, four factors were identified that influence the seminar learning process: teacher performance, seminar content, student preparation, and opportunities for interaction within seminars. Strong correlations were found between teacher performance, seminar content, and group interaction. Prior achievement scores and, to a much lesser extent, the seminar factor group interaction appeared to account for differences in students' achievement scores. The factors resulting from the present study and their relation to the method of assessment should be examined further, for example, in an experimental setup. PMID:26075625

  3. The Lifelong Learning Iceberg of Information Systems Academics--A Study of On-Going Formal and Informal Learning by Academics

    ERIC Educational Resources Information Center

    Davey, Bill; Tatnall, Arthur

    2007-01-01

    This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most…

  4. "Your Thrust Is to Understand"--How Academically Successful Students Learn

    ERIC Educational Resources Information Center

    McMillan, Wendy Jayne

    2010-01-01

    The article sets out to understand how academically successful students learn. Self-regulated learning theory is used as a lens to explicate the learning strategies adopted by a cohort of academically successful dentistry students. Data were collected from self-report interviews, observations of individual student's learning in a quasi-realistic…

  5. The Rocky Terrain between Delocalized and Localized, Duplication and Originality: Learning to Write and Learning to Teach Academic English

    ERIC Educational Resources Information Center

    Tessema, Kedir Assefa

    2012-01-01

    In this paper I report the action research I carried out on improving the teaching and learning of academic writing at a university. The action research sprang out of my experiences of learning and teaching academic writing. It sought locality and originality in what students read and write during academic writing courses. The macro and micro…

  6. Academic Perspectives on College-Level Learning: Implications for Workplace Learning

    ERIC Educational Resources Information Center

    Travers, Nan L.

    2012-01-01

    Purpose: The purpose of this study is to explore faculty definitions of college-level learning in order to develop a universal definition to assist employers, career counselors, and academic institutions in assessing college-level workplace learning. Design/methodology/approach: Faculty were administered an electronic survey to gather definitions…

  7. Successful Learning of Academic Word List via MALL: Mobile Assisted Language Learning

    ERIC Educational Resources Information Center

    Alemi, Minoo; Sarab, Mohammad Reza Anani; Lari, Zahra

    2012-01-01

    Mobile phones as new addition to information and communication technologies have created new ways to help learners in the process of foreign language learning. Given the importance of academic vocabularies for university students, this study tried to investigate the effectiveness of SMS on Iranian university students' vocabulary learning and…

  8. Evoked Prior Learning Experience and Approach to Learning as Predictors of Academic Achievement

    ERIC Educational Resources Information Center

    Trigwell, Keith; Ashwin, Paul; Millan, Elena S.

    2013-01-01

    Background: In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is…

  9. Student Learning through Service Learning: Effects on Academic Development, Civic Responsibility, Interpersonal Skills and Practical Skills

    ERIC Educational Resources Information Center

    Hébert, Ali; Hauf, Petra

    2015-01-01

    Although anecdotal evidence and research alike espouse the benefits of service learning, some researchers have suggested that more rigorous testing is required in order to determine its true effect on students. This is particularly true in the case of academic development, which has been inconsistently linked to service learning. It has been…

  10. Important Learning Dimensions Influencing Undergraduate Students' Learning and Academic Achievement in Higher Education

    ERIC Educational Resources Information Center

    Usun, Salih

    2004-01-01

    The main aim of this study was to determine the opinions of the undergraduate students and faculty members on factors that affect student learning and academic achievement. The sub aims of this study were to: (1) Develop a mean rank ordering of the 23 dimensions affecting learning, for both the students and faculty, and determine the similarities…

  11. Academic Staff's Perceptions of Characteristics of Learning Organization in a Higher Learning Institution

    ERIC Educational Resources Information Center

    Ali, Ali Khamis

    2012-01-01

    Purpose: The main objective of this study was to examine academic staff's perceptions of the characteristics of a learning organization within higher education: in this instance, the International Islamic University Malaysia (IIUM). The study also examined the relationship between the characteristics of a learning organization and satisfaction…

  12. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    ERIC Educational Resources Information Center

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  13. ALL Academics Facilitating Articulated Learning for English as an Additional Language Students

    ERIC Educational Resources Information Center

    Warner, Richard N.; Picard, Michelle Y.

    2013-01-01

    This paper develops the concept of articulated learning and relates it to the role of Academic Language and Learning (ALL) academics in facilitating the progress of international and other English as an additional language (EAL) students from program to program, between generic, academic and disciplinary skills and from their studies to the work…

  14. Intellectual Estuaries: Connecting Learning and Creativity in Programs of Advanced Academics

    ERIC Educational Resources Information Center

    Beghetto, Ronald A.; Kaufman, James C.

    2009-01-01

    Academic learning and creativity should be overlapping goals that can be simultaneously pursued in programs of advanced academics. However, efforts aimed at nurturing creativity and academic learning sometimes are represented as two related but separate paths; this separation is unnecessary and can undermine the development of creative and…

  15. Learning Behaviours, Attention and Anxiety in Caribbean Children: Beyond the 'Usual Suspects' in Explaining Academic Performance.

    ERIC Educational Resources Information Center

    Durbrow, Eric H.; Schaefer, Barbara A.; Jimerson, Shane R.

    2000-01-01

    Contributions of learning behaviors; anxiety; attention problems; cognitive ability; and home background to academic performance was investigated in Caribbean village children (N=61). It was determined that anxiety, attention, and learning-related behaviors explained 32-35% of variance in academic scores. Results suggest that academic performance…

  16. Learning Statistics at the Farmers Market? A Comparison of Academic Service Learning and Case Studies in an Introductory Statistics Course

    ERIC Educational Resources Information Center

    Hiedemann, Bridget; Jones, Stacey M.

    2010-01-01

    We compare the effectiveness of academic service learning to that of case studies in an undergraduate introductory business statistics course. Students in six sections of the course were assigned either an academic service learning project (ASL) or business case studies (CS). We examine two learning outcomes: students' performance on the final…

  17. Academic Self-Handicapping: Relationships with Learning Specific and General Self-Perceptions and Academic Performance over Time

    ERIC Educational Resources Information Center

    Gadbois, Shannon A.; Sturgeon, Ryan D.

    2011-01-01

    Background: Academic self-handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self-esteem, are correlated with classroom goal structures and to learners' general self-perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance…

  18. Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses.

    ERIC Educational Resources Information Center

    Carthey, Joseph H.

    A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College…

  19. Measuring the academic, social, and psychological effects of academic service learning on middle school students

    NASA Astrophysics Data System (ADS)

    Giacalone, Valarie A.

    The purpose of this study was to examine the effects of an academic service learning project on ninth-grade students' science achievement and attitudes. A quasi-experimental, pretest-posttest design was used with four classes of one teacher in a rural school. The treatment was an Energy Fair service project. Two treatment classes that were chosen by random assignment (n = 58) were compared to two control classes (n = 64), who performed an alternative assignment. The Energy Fair was conducted for the elementary school students and on a limited basis for fellow students (peers). The academic effect was measured by a teacher-designed end-of-unit ecology test, with a subset of the questions on energy use. Psychological effects were measured by a self-esteem questionnaire, which measured both self-esteem and the satisfaction felt about one's self-esteem. Social effects were measured by three semantic differentials, one each for "adults," "peers," and "elementary students." The teacher was interviewed regarding her observations about the project. Written reflections from both the treatment and control groups were coded and analyzed. Pretest results were divided into thirds of high, medium, and low for all variables to search for the possibility of an attribute-treatment interaction. Analysis of covariance was used to reduce the possibility of pretest bias, to test for significant effects, and to test for a level by treatment interaction. Although the posttest means favored the experimental group, no statistically significant difference was found for academic results. No significant effect was found for either of the psychological measures. No change was found for the social results regarding "adults." A statistically significant effect was found for social results in the categories of "elementary students" and "peers." No statistically significant level by treatment interaction was found. Further research on the effects of academic service learning projects is needed at

  20. On How Editors of Academic Journals at Institutions of Higher Learning Should Resist Academic Corruption

    ERIC Educational Resources Information Center

    Jing, Xiao

    2007-01-01

    Academic corruption is a hot issue in today's society. "Academic corruption" means that certain individuals in academic circles, driven by the desire for personal gain, resort to various kinds of nonnormative and unethical behavior in academic research activities. These include: academic self-piracy, academic piracy, copying and plagiarism,…

  1. Metacognitive Knowledge Monitoring and Self-Regulated Learning: Academic Success and Reflections on Learning

    ERIC Educational Resources Information Center

    Isaacson, Randy M.; Fujita, Frank

    2006-01-01

    During the past decade the relationship of self-regulated learning (SRL) to academic success has been extensively explored but the impact of metacognition in this process has not been thoroughly examined. This study examined the relationship of metacognitive knowledge monitoring (MKM) to classroom performance. Eighty-four undergraduate students in…

  2. Enhancing Quality Learning through Experiences of Research-Based Learning: Implications for Academic Development

    ERIC Educational Resources Information Center

    Brew, Angela; Jewell, Evan

    2012-01-01

    Research into undergraduate research and inquiry in Australian universities was conducted during an Australian Learning and Teaching Council National Teaching Fellowship. In this paper we share experiences of this project as a student and an academic, reflecting on key challenges, including undergraduate research as an immersion experience for…

  3. Linked Learning Demonstrates Blend of Academics and Career-Focused Learning

    ERIC Educational Resources Information Center

    Armistead, Lew

    2010-01-01

    Blending academic and career-focused instruction could be the key to reforming public high schools. That's the intent of Linked Learning, an initiative in California that was featured at an August briefing, "Building the Capacity of Teachers to Prepare Students for College and Careers," held by the Alliance for Excellent Education. While Linked…

  4. Learning Environment, Learning Process, Academic Outcomes and Career Success of University Graduates

    ERIC Educational Resources Information Center

    Vermeulen, Lyanda; Schmidt, Henk G.

    2008-01-01

    This study expands on literature covering models on educational productivity, student integration and effectiveness of instruction. An expansion of the literature concerning the impact of higher education on workplace performance is also covered. Relationships were examined between the quality of the academic learning environment, the process of…

  5. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement

    PubMed Central

    Ruffing, Stephanie; Wach, F. -Sophie; Spinath, Frank M.; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students’ academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development. PMID:26347698

  6. Learning strategies and general cognitive ability as predictors of gender- specific academic achievement.

    PubMed

    Ruffing, Stephanie; Wach, F-Sophie; Spinath, Frank M; Brünken, Roland; Karbach, Julia

    2015-01-01

    Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students' academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development. PMID:26347698

  7. Blended Learning: Beyond Initial Uses to Helping to Solve Real-World Academic Problems

    ERIC Educational Resources Information Center

    McCarthy, Mark A.; Murphy, Elizabeth A.

    2010-01-01

    Blended learning strategies can be employed in innovative ways to solve real-world academic problems across all academic disciplines. This article can provide administrators and faculty with specific examples to guide them when making decisions about academic planning or institutional strategies for any discipline at all levels of higher…

  8. Students with Emotional and Behavioral Disorders in Different Learning Environments: Academic and Self-Concept Differences

    ERIC Educational Resources Information Center

    Chisolm, Terrence Ranier

    2013-01-01

    Students with emotional and behavioral disorders (EBD) perform poorly both academically and behaviorally, and this performance tends not to improve over time. There is a need to understand the effect of learning environments on the academic achievement and self-concept of this population. In this quantitative, archival study, academic achievement…

  9. Freshman Engineering Students At-Risk of Non-Matriculation: Self-Efficacy for Academic Learning

    ERIC Educational Resources Information Center

    Ernst, Jeremy V.; Bowen, Bradley D.; Williams, Thomas O.

    2016-01-01

    Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014). This study explored academic learning self-efficacy specific…

  10. An Investigation of Learning Transfer in English-for-General-Academic-Purposes Writing Instruction

    ERIC Educational Resources Information Center

    James, Mark Andrew

    2010-01-01

    This case study involved a detailed examination of learning transfer from an English-for-general-academic-purposes writing course to tasks that involve writing in other academic courses. Data were gathered over one academic year from 11 students enrolled in the writing course. These students participated in a series of interviews and provided…

  11. New Practices in Doing Academic Development: Twitter as an Informal Learning Space

    ERIC Educational Resources Information Center

    McPherson, Megan; Budge, Kylie; Lemon, Narelle

    2015-01-01

    Using social media platforms to build informal learning processes and social networks is significant in academic development practices within higher education. We present three vignettes illustrating academic practices occurring on Twitter to show that using social media is beneficial for building networks of academics, locally and globally,…

  12. Learning Styles and Motivational Styles in Different Academic Contexts: A Longitudinal Study

    ERIC Educational Resources Information Center

    Ozen, Rasit; Eren, Altay

    2009-01-01

    In this study, individual differences among the first year undergraduate students' learning styles and motivational styles were examined in two different academic contexts. Changes in students' learning styles and motivational styles were also investigated through a longitudinal design over one academic year. The results of this study showed that…

  13. Effect of Blended Learning Environment Model on High School Students' Academic Achievement

    ERIC Educational Resources Information Center

    Kazu, Ibrahim Yasar; Demirkol, Mehmet

    2014-01-01

    This study analyzes the students' academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students' grades. The study has been carried out in Diyarbakir…

  14. Early-Career Academics' Perceptions of Teaching and Learning in Hong Kong: Implications for Professional Development

    ERIC Educational Resources Information Center

    Thomas, Keith; McNaught, Carmel; Wong, Kin-Chi; Li, Yi-Ching

    2011-01-01

    This paper discusses early-career academics' development at a university in Hong Kong. Reflecting the impact of local context, the paper explores cultural and structural influences that can impinge on teaching and learning strategies for new academics. Barriers such as student learning behaviour and publication pressure may discourage new…

  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. Intrinsic Motivation to Learn: The Nexus between Psychological Health and Academic Success

    ERIC Educational Resources Information Center

    Froiland, John Mark; Oros, Emily; Smith, Liana; Hirchert, Tyrell

    2012-01-01

    Intrinsic motivation (IM) to learn, if cultivated, can lead to many academic and social/emotional improvements among K-12 students. This article discusses intrinsic motivation to learn as it relates to Self Determination Theory and the trouble with relying solely on extrinsic motivators. The academic benefits of IM in the specific subject areas of…

  17. Cooperative Learning and the Academically Talented Student. Research-Based Decision Making Series.

    ERIC Educational Resources Information Center

    Robinson, Ann

    The research base on cooperative learning was examined for its applicability to academically talented students. Common types of cooperative learning are described with highlights of the model characteristics as they apply to academically talented students. The models include: Teams-Games-Tournament (TGT); Student Teams Achievement Divisions…

  18. Academic Service Learning in PETE: Service for the Community in the 21st Century

    ERIC Educational Resources Information Center

    Konukman, Ferman; Schneider, Robert C.

    2012-01-01

    Academic Service Learning (ASL) is a non-traditional experiential learning model where students gain experience through community involvement and reflection, and ultimately are able to link community service to academic study. Students understand related course content and civic responsibility via a period of highly structured reflection. This…

  19. Learning Spaces in Academic Libraries--A Review of the Evolving Trends

    ERIC Educational Resources Information Center

    Turner, Arlee; Welch, Bernadette; Reynolds, Sue

    2013-01-01

    This paper presents a review of the professional discourse regarding the evolution of information and learning spaces in academic libraries, particularly in the first decade of the twenty-first century. It investigates the evolution of academic libraries and the development of learning spaces focusing on the use of the terms which have evolved…

  20. Strategies and Success in Technical Vocabulary Learning: Students' Approaches in One Academic Context

    ERIC Educational Resources Information Center

    Lessard-Clouston, Michael

    2008-01-01

    Recognizing the importance of lexis and vocabulary learning strategies (VLS) in academic studies, this article presents a descriptive case study of technical vocabulary learning in English over one academic term in an intact, required first year course in a graduate school of theology in Canada. After outlining background information and…

  1. Whither Teaching? Academics' Informal Learning about Teaching in the "Tiger Mother" University

    ERIC Educational Resources Information Center

    Field, Laurie

    2015-01-01

    Adopting a pluralistic view of academics' informal learning that draws on Habermas (1987), this article suggests that a great deal of academic learning results from tensions and incompatibilities between individual interests and those of employing institutions increasingly resonant with the ideology of New Public Management (NPM), with its…

  2. The Impact of Supplemental Instruction on Learning Competence and Academic Performance

    ERIC Educational Resources Information Center

    Ning, Hoi Kwan; Downing, Kevin

    2010-01-01

    This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre- and…

  3. Learning-related skills and academic achievement in academically at-risk first graders

    PubMed Central

    Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

    2015-01-01

    Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

  4. Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

    ERIC Educational Resources Information Center

    Erlich, Richard J.; Russ-Eft, Darlene

    2011-01-01

    Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…

  5. The Attribution Theory of Learning and Advising Students on Academic Probation

    ERIC Educational Resources Information Center

    Demetriou, Cynthia

    2011-01-01

    Academic advisors need to be knowledgeable of the ways students learn. To aid advisors in their exploration of learning theories, I provide an overview of the attribution theory of learning, including recent applications of the theory to research in college student learning. An understanding of this theory may help advisors understand student…

  6. Academic Progress Depending on the Skills and Qualities of Learning in Students of a Business School

    ERIC Educational Resources Information Center

    de Jesús, Araiza Vázquez María; Claudia, Dörfer; Rosalinda, Castillo Corpus

    2015-01-01

    This research was to establish the relationship between qualities of learning; learning skills and academic performance in undergraduate students. 310 undergraduates participated in this research of which 72% are female and 28% male. All responded Scale Learning Strategies of Roman and Gallego (1994) and Questionnaire Learning Styles of…

  7. Examining the Effect of Academic Procrastination on Achievement Using LMS Data in E-Learning

    ERIC Educational Resources Information Center

    You, Ji Won

    2015-01-01

    This study aimed to investigate the effect of academic procrastination on e-learning course achievement. Because all of the interactions among students, instructors, and contents in an e-learning environment were automatically recorded in a learning management system (LMS), procrastination such as the delays in weekly scheduled learning and late…

  8. Learning styles and academic achievement among undergraduate medical students in Thailand

    PubMed Central

    Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima

    2015-01-01

    Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles. PMID:26165948

  9. The Use of the LASSI (The Learning and Study Strategies Inventory) to Predict and Evaluate the Study Habits and Academic Performance of Students in a Learning Assistance Program

    ERIC Educational Resources Information Center

    Dill, Anna L.; Justice, Cheryl A.; Minchew, Sue S.; Moran, Laura M.; Wang, Chih-hsuan; Weed, Candace B.

    2014-01-01

    The Learning Center (TLC) at Mississippi State University (MSU) is an academic support unit designed to help students improve their academic performance. One of the programs offered by TLC is the Learning Skills Support Program (LSSP), which is designed for academically suspended students. The Center has traditionally used the Learning and Study…

  10. Effects of Cooperative Learning on the Academic Achievement of Students with Learning Disabilities: An Update of Tateyama-Sniezek's Review.

    ERIC Educational Resources Information Center

    McMaster, Kristen Nyman; Fuchs, Douglas

    2002-01-01

    This article reviews 15 research studies published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. Despite design problems, the review finds that cooperative learning strategies that incorporate individual accountability and group rewards are likely to…

  11. Experiential Learning E-Portfolios: Promoting Connections between Academic and Workplace Learning Utilizing Information and Communication Technologies

    ERIC Educational Resources Information Center

    Brown, Judith O.

    2009-01-01

    The purpose of this paper is to examine the experiential learning e-portfolio's potential to promote connections between academic and workplace learning (Brown, 2000, 2002). Sometimes referred to as the Digital Notebook, the e-portfolio allows learners to trace the development of their thinking and learning over time and to show their competencies…

  12. Predicting Performance on Academic and Non-Academic Tasks: A Comparison of Adolescents with and without Learning Disabilities

    ERIC Educational Resources Information Center

    Job, Jenelle M.; Klassen, Robert M.

    2012-01-01

    Previous research suggests that adolescents with learning disabilities (LD) are less accurate in predicting academic performance than normally achieving (NA) adolescents and display a tendency to overestimate their level of performance (e.g., Klassen, 2007). However, no studies have been conducted investigating whether this overestimation is…

  13. Academic Motivation and Approaches to Learning in Predicting College Students' Academic Achievement: Findings from Turkish and US Samples

    ERIC Educational Resources Information Center

    Çetin, Baris

    2015-01-01

    The aim of this study is to determine if approaches to learning and academic motivation together predict grade point averages (GPAs) of students who study at Primary School Education and Preschool Education in Turkey and of students who study at Early Childhood Education in the US. The first group of participants included 166 third- and…

  14. Academic Game Bowls as a Teaching/Learning Tool.

    ERIC Educational Resources Information Center

    Williams, Andrea T.

    1986-01-01

    The article describes an academic events program in which gifted and talented students (grades one to 12) voluntarily participated in a variety of different academic contests. Development and planning aspects are reviewed and several activities suggested. (Author/CL)

  15. Understanding Community College Students' Learning Styles and the Link to Academic Achievement

    ERIC Educational Resources Information Center

    Peters, Kathleen

    2012-01-01

    Learning styles have been an area of interest in educational psychology for many decades. However, community college students have been overlooked in learning styles research. To enhance teacher efficacy and student success, it is important to continue to evaluate the relationship between learning styles and academic achievement. The purpose of…

  16. Assessing the Contribution of a Constructivist Learning Environment to Academic Self-Efficacy in Higher Education

    ERIC Educational Resources Information Center

    Alt, Dorit

    2015-01-01

    Self-efficacy for learning, which refers to students' beliefs in their capabilities to regulate their own learning, could determine students' motivation and academic achievement and, therefore, is significant in the learning process. This study examined how educational efforts based on constructivist theory were associated with the…

  17. Academic Controversy in Macroeconomics: An Active and Collaborative Method to Increase Student Learning

    ERIC Educational Resources Information Center

    Santicola, Craig F.

    2015-01-01

    The literature indicates that there is a lack of learning outcomes in economics that can be attributed to the reliance on traditional lecture and the failure to adopt innovative instructional techniques. This study sought to investigate the student learning effects of academic controversy, a cooperative learning technique that shows promise in the…

  18. Using Technology-Enhanced, Cooperative, Group-Project Learning for Student Comprehension and Academic Performance

    ERIC Educational Resources Information Center

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-01-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly…

  19. Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations

    ERIC Educational Resources Information Center

    Mastrangelo, Lisa S.; Tischio, Victoria

    2005-01-01

    "Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations" discusses a year-long general education program for first-year students that integrated disciplinary learning with a pen pal project in light of the goals of critical pedagogy and service-learning. The program aimed at…

  20. Words as Tools: Learning Academic Vocabulary as Language Acquisition

    ERIC Educational Resources Information Center

    Nagy, William; Townsend, Dianna

    2012-01-01

    There is a growing awareness of the importance of academic vocabulary, and more generally, of academic language proficiency, for students' success in school. There is also a growing body of research on the nature of the demands that academic language places on readers and writers, and on interventions to help students meet these demands. In this…

  1. Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

    NASA Astrophysics Data System (ADS)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

  2. The Relationship between Latino Students' Learning Styles and Their Academic Performance

    ERIC Educational Resources Information Center

    Torres, Sonia Maldonado

    2014-01-01

    The purpose of this study was to explore the relationship between Latino Students' learning styles and their academic performance. Students' academic performance was measured using their overall grade point average (GPA). A group of 229 Latino students who were enrolled at an urban community college in New York City participated in the…

  3. Building a Peer-Learning Service for Students in an Academic Library

    ERIC Educational Resources Information Center

    O'Kelly, Mary; Garrison, Julie; Merry, Brian; Torreano, Jennifer

    2015-01-01

    Academic libraries are well lauded for offering supportive spaces for students' self-directed study, and significant resources are dedicated to librarian instruction in the classroom. What many academic libraries lack, however, is a middle ground, a routine way for students to help one another using best practices in peer-to-peer learning theory.…

  4. Exploring the Effect of a Non-Residential Learning Community on Academic Achievement and Institutional Persistence

    ERIC Educational Resources Information Center

    Heaton, Patrick Michael

    2011-01-01

    The purpose of this study was to examine what effect the Freshmen Interest Group (FIG) program, a variation of a non-residential learning community had on academic achievement scores and institutional rates of persistence. Study variables included: gender; race; pre-collegiate academic achievement (GPA scores); educational preferences (major…

  5. Academic In/Civility: Co-Constructing the Foundation for a Civil Learning Community

    ERIC Educational Resources Information Center

    Marini, Zopito; Polihronis, Christine; Blackwell, Wendy

    2010-01-01

    While it has important implications for the success of students as well as for institutions, academic in/civility is not an issue that is readily engaged by many professors. However, the creation of a civil learning community should be a high priority for everyone in the academe for it has the potential to benefit both individuals and…

  6. Academic Self-Efficacy Beliefs and Quality of Experience in Learning

    ERIC Educational Resources Information Center

    Bassi, Marta; Steca, Patrizia; Delle Fave, Antonella; Caprara, Gian Vittorio

    2007-01-01

    This study investigated learning activities and associated quality of experience of students with different levels of perceived academic self-efficacy. Two groups were formed out of 130 Italian adolescents (age 15-19), one with high and one with low academic self-efficacy beliefs (31 and 32 participants, respectively). Students provided valuation…

  7. K-12 Virtual Students: Relationships between Student Demographics, Virtual Learning Experience, and Academic Achievement

    ERIC Educational Resources Information Center

    Whitinger, Jamie Hilton

    2013-01-01

    The purpose of this study was to identify significant differences in academic achievement among virtual students of various backgrounds, demographics, and virtual learning environments. The study also sought to identify factors that may predict the academic achievement, as defined by final course grade, of virtual students. This study examined…

  8. Academic and Social Integration and Study Progress in Problem Based Learning

    ERIC Educational Resources Information Center

    Severiens, Sabine E.; Schmidt, Henk G.

    2009-01-01

    The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a…

  9. Academic Achievement of Middle School Students with Specific Learning Disabilities in Inclusive Cotaught Classes

    ERIC Educational Resources Information Center

    Emery, Laurie

    2009-01-01

    Despite the trend toward inclusive education for all students, there is little research that focuses on the academic achievement of students with specific learning disabilities (SLD) and other health impairments (OHI) in inclusive classrooms. The purpose of this nonexperimental quantitative study was to analyze and compare the academic achievement…

  10. "Plays Nice with Others": Social-Emotional Learning and Academic Success

    ERIC Educational Resources Information Center

    Denham, Susanne A.; Brown, Chavaughn

    2010-01-01

    Research Findings: Social-emotional learning (SEL) is increasingly becoming an area of focus for determining children's school readiness and predicting their academic success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL skills, and discusses how such skills contribute and relate to academic success.…

  11. Trait Emotional Intelligence and Learning Styles: The Case of Iranian English for Academic Purposes Learners

    ERIC Educational Resources Information Center

    Aliakbari, Mohammad; Abol-Nejadian, Rezvan

    2015-01-01

    Although a large body of research has been dedicated to examining emotional intelligence (EI) and learning styles in relation to different factors in academic setting, the relationship between these two variables still necessitates more exploration and deeper study, especially in the Iranian context. To this end, 60 English for Academic Purposes…

  12. Organizational Learning for Library Enhancements: A Collaborative, Research-Driven Analysis of Academic Department Needs

    ERIC Educational Resources Information Center

    Loo, Jeffery L.; Dupuis, Elizabeth A.

    2015-01-01

    This article presents a qualitative evaluation methodology of academic departments for library organizational learning and library enhancement planning. This evaluation used campus units' academic program review reports as a data source and employed collaborative content analysis by library liaisons to extract departmental strengths, weaknesses,…

  13. Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1992-93. OREA Report.

    ERIC Educational Resources Information Center

    Bruno, Paula

    This report assesses the Acquisition of Learning by Facilitating Academics (Project ALFA), which is designed to assist the academic progress of Haitian students at Lafayette High School in Brooklyn, New York. Project ALFA served a total of 62 students of limited English proficiency who had attended an English-speaking school system for less than 5…

  14. Academic Support and College Success for Postsecondary Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Troiano, Peter F.; Liefeld, Julie Ann; Trachtenberg, Jennifer V.

    2010-01-01

    The relationship between degree of academic support center use and college success was examined in a population of 262 college students with learning disabilities. Five years of attendance data and graduation rates were examined and submitted to discriminant function analysis to evaluate the predictive influence of academic support center use on…

  15. Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?

    ERIC Educational Resources Information Center

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2015-01-01

    Background: Approaches to learning (ATL) is a key domain of school readiness with important implications for children's academic trajectories. Interestingly, however, the impact of early ATL on children's social competence has not been examined. Objective: This study examines associations between children's ATL at age 5 and academic achievement…

  16. Imagine! On the Future of Teaching and Learning and the Academic Research Library

    ERIC Educational Resources Information Center

    Miller, Kelly E.

    2014-01-01

    In the future, what role will the academic research library play in achieving the mission of higher education? This essay describes seven strategies that academic research libraries can adopt to become future-present libraries--libraries that foster what Douglas Thomas and John Seely Brown have called "a new culture of learning." Written…

  17. Scaling up: Taking the Academic Pathways of People Learning Engineering Survey (APPLES) National. Research Brief

    ERIC Educational Resources Information Center

    Donaldson, Krista M.; Chen, Helen L.; Toye, George; Clark, Mia; Sheppard, Sheri D.

    2008-01-01

    The Academic Pathways of People Learning Engineering Survey (APPLES) was deployed for a second time in spring 2008 to undergraduate engineering students at 21 US universities. The goal of the second deployment of APPLES was to corroborate and extend findings from the Academic Pathways Study (APS; 2003-2007) and the first deployment of APPLES…

  18. Genre-Based Curricula: Multilingual Academic Literacy in Content and Language Integrated Learning

    ERIC Educational Resources Information Center

    Lorenzo, Francisco

    2013-01-01

    This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language…

  19. 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,…

  20. The Effect of Academic Discipline and Gender Difference on Taiwanese College Students' Learning Styles and Strategies in Web-Based Learning Environments

    ERIC Educational Resources Information Center

    Ku, David Tawei; Chang, Chiung-Sui

    2011-01-01

    This paper explores students' learning styles in relation to learning strategies in web-based learning environments, and in particular, how academic discipline and gender differences affect learning styles and learning strategies in web-based learning for college students in Taiwan. The results show that regardless of learning strategy, academic…

  1. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic...

  2. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... of Vocational and Academic Learning Program? 425.1 Section 425.1 Education Regulations of the Offices... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic...

  3. Using technology-enhanced, cooperative, group-project learning for student comprehension and academic performance

    NASA Astrophysics Data System (ADS)

    Tlhoaele, Malefyane; Suhre, Cor; Hofman, Adriaan

    2016-05-01

    Cooperative learning may improve students' motivation, understanding of course concepts, and academic performance. This study therefore enhanced a cooperative, group-project learning technique with technology resources to determine whether doing so improved students' deep learning and performance. A sample of 118 engineering students, randomly divided into two groups, participated in this study and provided data through questionnaires issued before and after the experiment. The results, obtained through analyses of variance and structural equation modelling, reveal that technology-enhanced, cooperative, group-project learning improves students' comprehension and academic performance.

  4. Dead Academics: What Can We Learn about Academic Work and Life from Obituaries?

    ERIC Educational Resources Information Center

    Tight, Malcolm

    2008-01-01

    This article analyses the obituaries of 100 academics published in the British quality press in 2007 to see what they tell us about the changing nature of contemporary academic work, and how it is presented in this particular genre of writing. It concludes that the influence of Oxbridge and the American higher education system, and the dominance…

  5. The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles

    ERIC Educational Resources Information Center

    Duman, Bilal

    2010-01-01

    The purpose of the present study is to investigate the effects of Brain-based learning (BBL) on the academic achievement of students with different learning styles. The study group consists of students from the department of Social Sciences Teacher Education in the Faculty of Education at Mugla University (N=68). In the study, a pre-test-post-test…

  6. The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation

    ERIC Educational Resources Information Center

    Filippatou, Diamanto; Kaldi, Stavroula

    2010-01-01

    This study focuses upon the effectiveness of project-based learning on primary school pupils with learning difficulties regarding their academic performance and attitudes towards self efficacy, task value, group work and teaching methods applied. The present study is a part of a larger one that included six Greek fourth-grade primary school…

  7. Sustaining Learning through Academic Delay of Gratification: Choice and Strategy.

    ERIC Educational Resources Information Center

    Bembenutty, Hefer; Karabenick, Stuart A.

    Academic delay of gratification (ADOG) refers to students' postponement of immediately available opportunities to satisfy impulses in favor of pursuing academic goals that are temporally remote but ostensibly more valuable. This important form of self-regulation was studied among college students to determine how it serves to sustain effort over…

  8. Toward an Effective Quality Assurance Model of Web-Based Learning: The Perspective of Academic Staff.

    ERIC Educational Resources Information Center

    Yeung, Davey

    2002-01-01

    Discusses quality assurance benchmarks for distance education and describes results of a survey of academic staff at higher education institutions in Hong Kong that measured their perception of quality assurance in Web-based learning. Examines institutional support; course development; teaching/learning process; course structure; student support;…

  9. The Impact of Student Motivation on Participation and Academic Performance in Distance Learning

    ERIC Educational Resources Information Center

    Pittman, Candice Nicole

    2013-01-01

    This study investigated the impact of motivation on students' participation and academic performance in distance learning. Distance learning continues to grow in popularity as more and more students enroll in distance education courses. These courses require more responsibility on the part of the student. Some students are unaware of the…

  10. Students' Learning Style Preferences and Teachers' Instructional Strategies: Correlations between Matched Styles and Academic Achievement

    ERIC Educational Resources Information Center

    Wilson, Mary

    2012-01-01

    The purpose of the current study was to identify the extent to which learning styles influence the educational process as well as the outcome of elementary-age students in terms of academic achievement. This study examined potential relationships between the degree of match (as determined by comparing learning style preferences of students with…

  11. Predicting the Motivation in College-Aged Learning Disabled Students Based on the Academic Motivation Scale

    ERIC Educational Resources Information Center

    Luna, Alberto D.

    2013-01-01

    Given the paucity of research on factors associated with motivation in learning disabled college students, the present study investigated the motivation levels in college students with learning disabilities. The Academic Motivation Scale (AMS) has been validated cross-nationally and across all educational age groups of students having various…

  12. Living-Learning Programs and First-Generation College Students' Academic and Social Transition to College

    ERIC Educational Resources Information Center

    Inkelas, Karen Kurotsuchi; Daver, Zaneeta E.; Vogt, Kristen E.; Leonard, Jeannie Brown

    2007-01-01

    This study examines the role of living-learning (L/L) programs in facilitating first-generation students' perceived academic and social transition to college. Using a sample of 1,335 first-generation students from 33 4-year institutions who participated in the National Study of Living-Learning Programs during Spring 2004, the results of the study…

  13. Conception of Learning and Motivation of Spanish Psychology Undergraduates in Different Academic Levels

    ERIC Educational Resources Information Center

    Rabanaque, Samuel; Martinez-Fernandez, J. Reinaldo

    2009-01-01

    Three conceptions of learning (rote, interpretative and constructive), and two aspects of motivation (level and value of motivation) were identified in 258 Spanish psychology undergraduates classified in three different academic levels (initial, intermediate and final course). Results about conceptions of learning showed final-course students are…

  14. Connections between Learning Experience, Study Behaviour and Academic Performance: A Longitudinal Study

    ERIC Educational Resources Information Center

    Ning, H. K.; Downing, Kevin

    2010-01-01

    Background: Whilst past studies have established the joint influence of student learning experience and study behaviour on academic achievement, few attempts have been made to determine their causal ordering in a longitudinal framework. Purpose: This study explored the reciprocal relationship between learning experience and study behaviour, and…

  15. A Standard-Based Model for Adaptive E-Learning Platform for Mauritian Academic Institutions

    ERIC Educational Resources Information Center

    Kanaksabee, P.; Odit, M. P.; Ramdoyal, A.

    2011-01-01

    The key aim of this paper is to introduce a standard-based model for adaptive e-learning platform for Mauritian academic institutions and to investigate the conditions and tools required to implement this model. The main forces of the system are that it allows collaborative learning, communication among user, and reduce considerable paper work.…

  16. The Effect of Students' Learning Styles to Their Academic Success

    ERIC Educational Resources Information Center

    Gokalp, Murat

    2013-01-01

    This study was aimed to evaluate the learning styles of education faculty students and to determine the effect of their success and relationship between their learning styles and academic success. The population of this study is comprised of the students of Ondokuz Mayis University Education Faculty and the sample includes 140, 68 art, 72…

  17. Academic Learning Teams in Accelerated Adult Programs: Online and On-Campus Students' Perceptions

    ERIC Educational Resources Information Center

    Favor, Judy K.; Kulp, Amanda M.

    2015-01-01

    This article reports adult students' (N = 632) perceptions of long-functioning academic learning teams in accelerated online and on-campus business cohort groups in six constructs: attraction to team, performance expectation alignment, workload distribution, intra-team conflict, preference for teamwork, and impact on learning. Comparisons between…

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

    ERIC Educational Resources Information Center

    Pricci, Erica Barone

    2012-01-01

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

  19. Reaching beyond Disciplines through Collaboration: Academics' Learning in a National Multidisciplinary Research Programme

    ERIC Educational Resources Information Center

    Karlsson, Jan; Anderberg, Elsie; Booth, Shirley; Odenrick, Per; Christmansson, Marita

    2008-01-01

    Purpose: The purpose of this paper is to analyse and describe the learning that takes place in the interaction between academics from different disciplines and perspectives in collaboration with practitioners. Design/methodology/approach: The research draws on theories of learning that view it in relation to context, where the most significant…

  20. Effects of Competitive and Cooperative Learning Strategies on Academic Performance of Nigerian Students in Mathematics

    ERIC Educational Resources Information Center

    Kolawole, E. B.

    2008-01-01

    This study investigated the effects of the cooperative and competitive learning on academic performance of students in mathematics in order to find out which one of them is the more effective learning strategy. The sample of the study was 400 Senior Secondary Schools III, Mathematics students made up of 240 boys and 160 girls randomly selected…

  1. Social Positioning, Participation, and Second Language Learning: Talkative Students in an Academic ESL Classroom

    ERIC Educational Resources Information Center

    Kayi-Aydar, Hayriye

    2014-01-01

    Guided by positioning theory and poststructural views of second language learning, the two descriptive case studies presented in this article explored the links between social positioning and the language learning experiences of two talkative students in an academic ESL classroom. Focusing on the macro- and micro-level contexts of communication,…

  2. Academic Outcomes among a Sample of Learning Support Community College Students

    ERIC Educational Resources Information Center

    Skinner, Amy D.

    2014-01-01

    This research examined the relationship between placement in a learning support college program and subsequent academic outcomes. The sample consisted of 275 entering freshmen students who were enrolled in the Learning Support reading courses in the fall of 2005. Data were collected from the Gordon College Office of Institutional Research. The…

  3. Exploring the Relationship among Learning Patterns, Personality Traits, and Academic Performance in Freshmen

    ERIC Educational Resources Information Center

    Cela-Ranilla, Jose Maria; Gisbert, Merce; de Oliveira, Janaina Minelli

    2011-01-01

    Providing information about how 1st-year students learn may help colleges plan actions aimed at increasing students' persistence in higher education programs. This research aims to assess 1st-year students' academic performance, using a path analysis to establish inter-correlations among students' personality traits, learning patterns, high school…

  4. Academic Motivation and Self-Regulation: A Comparative Analysis of Undergraduate and Graduate Students Learning Online

    ERIC Educational Resources Information Center

    Artino, Anthony R., Jr.; Stephens, Jason M.

    2009-01-01

    To succeed in autonomous online learning environments, it helps to be a highly motivated, self-regulated learner. The present study explored potential differences between undergraduate (n = 87) and graduate students (n = 107) in their levels of academic motivation and self-regulation while learning online. In particular, this study provides a…

  5. Adult ESL in Higher Education: Balancing Academic Learning, Speech Science and English Language Arts.

    ERIC Educational Resources Information Center

    Buttaro, Lucia

    2004-01-01

    Replicating earlier studies, 66 English as a second language speech students at a community college undertook content-based second language learning in psychology, sociology, and history. End-of-semester assessments showed they had improved second-language confidence and learned academic subject matter; most agreed sheltered courses were a useful…

  6. Emotional Design in Multimedia: Does Gender and Academic Achievement Influence Learning Outcomes?

    ERIC Educational Resources Information Center

    Kumar, Jeya Amantha; Muniandy, Balakrishnan; Yahaya, Wan Ahmad Jaafar Wan

    2016-01-01

    This study was designed as a preliminary study (N = 33) to explore the effects of gender and academic achievement (Cumulative Grade Point Average-CGPA) on polytechnic students' learning outcomes when exposed to Multimedia Learning Environments (MLE) designed to induce emotions. Three designs namely positive (PosD), neutral (NeuD) and negative…

  7. Evaluating the Student Learning Outcomes Assessment Process in Undergraduate Parks and Recreation Academic Programs

    ERIC Educational Resources Information Center

    Ross, Craig M.; Young, Sarah J.; Sturts, Jill R.

    2012-01-01

    Institutions of higher education are increasingly being held more accountable for assessing student learning both in and out of their classrooms along with reporting results to their stakeholders. The purpose of this study, which examined assessment of student learning outcomes in undergraduate park and recreation academic programs, was two-fold:…

  8. Learning Strategies and Their Relationships to Academic Performance of High School Students in Hong Kong

    ERIC Educational Resources Information Center

    Yip, Michael C. W.

    2013-01-01

    The present study examines the dynamic relationship between academic performance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory--LASSI, to probe into the…

  9. Learners' Goal Profiles and Their Learning Patterns over an Academic Year

    ERIC Educational Resources Information Center

    Ng, Clarence

    2015-01-01

    The present study aimed to examine distance learners' goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners' general orientations to learning, at the middle of the course in relation to learners' completion of an…

  10. E-Learning Trends and Hypes in Academic Teaching. Methodology and Findings of a Trend Study

    ERIC Educational Resources Information Center

    Fischer, Helge; Heise, Linda; Heinz, Matthias; Moebius, Kathrin; Koehler, Thomas

    2014-01-01

    What comes next in the field of academic e-learning? Which e-learning trends will dominate the discourse at universities? Answering such questions is the basis for the adaptation of service strategies and IT-infrastructures within institutions of Higher Education. The present paper therefore introduces methodology and findings of a trend study in…

  11. Situational Interest and Academic Achievement in the Active-Learning Classroom

    ERIC Educational Resources Information Center

    Rotgans, Jerome I.; Schmidt, Henk G.

    2011-01-01

    The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed…

  12. Social and Academic Interaction in Higher Education Contexts and the Effect on Deep Learning

    ERIC Educational Resources Information Center

    Cleveland-Innes, Martha F.; Emes, Claudia

    2005-01-01

    The nature of interaction in higher education environments impacts not only end outcomes, but also the approach to learning itself. Using a quasi-experimental research design, this empirical study tests the impact of social and academic interaction on student approaches to learning. Findings demonstrate significant correlations between contextual…

  13. An Academic Club Service Learning Project as a Demonstration of Experiential Teaching Tools

    ERIC Educational Resources Information Center

    Bonczek, James L.; Snyder, Lori Unruh; Ellis, Larry R.

    2007-01-01

    We describe our pedagogical approaches and experiences with an academic club service learning project (one semester, 20 club participants, including both graduate students and lower and upper-level undergraduates). Our service learning project responds to the recent demand for more community service-based club projects within the College of…

  14. 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…

  15. Compact Fluorescent Lighting in America: Lessons Learned on the Way to Market

    SciTech Connect

    Sandahl, Linda J.; Gilbride, Theresa L.; Ledbetter, Marc R.; Steward, Heidi E.; Calwell, Chris

    2006-05-22

    This report describes the history of compact fluorescent lamps (CFLs) in America. CFLs were introduced in the 1970s; however, it has taken more than 20 years for them to gain widespread recognition in the U.S. residential lighting market. This report reviews the development of CFLs, efforts to increase market acceptance of them, and barriers to that acceptance. Lessons to be learned from this study of CFLs are identified in hopes of assisting future market introduction efforts for other promising energy-efficient technologies. This report was prepared by the Pacific Northwest National Laboratory for the U.S. Department of Energy’s Office of Building Technologies, Emerging Technologies Program.

  16. A Meta-Analysis of the Relationship between E-Learning and Students' Academic Achievement in Higher Education

    ERIC Educational Resources Information Center

    Mothibi, Gloria

    2015-01-01

    E-learning is substantially becoming a popular effective learning approach within greater academic settings due to high use of web systems in learning. E-learning involves utilization of information and communication technology (ICT) to improve and help teaching and learning. The aim of this study was to estimate the relationship between…

  17. The cognitive and academic profiles of reading and mathematics learning disabilities.

    PubMed

    Compton, Donald L; Fuchs, Lynn S; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol

    2012-01-01

    The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD. PMID:21444929

  18. Designing Centers of Expertise for Academic Learning through Video Games

    ERIC Educational Resources Information Center

    Squire, Kurt D.; DeVane, Ben; Durga, Shree

    2008-01-01

    Schools appear to be facing a crisis of engaging secondary students in meaningful learning. Many are recognizing that the learning principles embodied in computer and video games reflect the best theories of cognition, yet are underutilized as an educational resource. This article suggests an alternative model for game-based learning outside of…

  19. Learning Style Dimensions and Professional Characteristics of Academic Librarians

    ERIC Educational Resources Information Center

    Rinehart, Amanda; Sharkey, Jennifer; Kahl, Chad

    2015-01-01

    Do librarians with different characteristics, such as type of work responsibilities or age, have different learning styles? The authors analyzed results from over 1,500 responses to a version of the Index of Learning Styles (ILS) questionnaire based on the Felder-Silverman Learning Styles model. This model consists of eight dimensions paired on…

  20. The relationship between gross motor skills and academic achievement in children with learning disabilities.

    PubMed

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. PMID:21700421

  1. The effect of self-regulated learning strategy instruction on strategy use and academic achievement

    NASA Astrophysics Data System (ADS)

    Cekolin, Catherine Helen

    This study investigated the effects of self-regulated learning strategy instruction on strategy use and academic achievement in middle school science classes. Gender differences in strategy use and academic achievement were evaluated. The research questions focused on the development of instructional strategies to help students become self-regulated learners. Groups of students were given the opportunity to use self-regulated learning strategies with and without prompting. Gender differences within instructional group and strategy use were evaluated. According to these research findings, prompting appears to be a critical component of self-regulated learning strategy instruction with all groups. Selected groups showed greater increases in both academic achievement and self-regulated learning strategy use when prompting was a component of self-regulated learning strategy instruction. Students who demonstrated either below average self-regulated learning strategy skills, or lower GPAs showed the greatest gain from prompting plus instruction. Gender differences were demonstrated, with females showing greater self-regulated learning strategy use compared to males. The findings from this study emphasize the importance of self-regulated learning strategy instruction, especially for middle school students.

  2. Lessons learned: mobile device encryption in the academic medical center.

    PubMed

    Kusche, Kristopher P

    2009-01-01

    The academic medical center is faced with the unique challenge of meeting the multi-faceted needs of both a modern healthcare organization and an academic institution, The need for security to protect patient information must be balanced by the academic freedoms expected in the college setting. The Albany Medical Center, consisting of the Albany Medical College and the Albany Medical Center Hospital, was challenged with implementing a solution that would preserve the availability, integrity and confidentiality of business, patient and research data stored on mobile devices. To solve this problem, Albany Medical Center implemented a mobile encryption suite across the enterprise. Such an implementation comes with complexities, from performance across multiple generations of computers and operating systems, to diversity of application use mode and end user adoption, all of which requires thoughtful policy and standards creation, understanding of regulations, and a willingness and ability to work through such diverse needs. PMID:19382736

  3. Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

    ERIC Educational Resources Information Center

    Renzulli, Sara J.

    2015-01-01

    One half of all students who begin college fail to complete their degrees, resulting in wasted talents, time, and resources. Through use of mixed methods, but primarily qualitative, comparative case studies, this research reveals ways a 3-week course in study strategies improved the performance of students placed on academic probation. The…

  4. The Effects of Self-Monitoring of Academic Performance on Students with Learning Disabilities and ADD/ADHD.

    ERIC Educational Resources Information Center

    Shimabukuro, Serena M.; Prater, Mary Anne; Jenkins, Amelia; Edelen-Smith, Patricia

    1999-01-01

    A study investigated the effects of self-monitoring of academic productivity and accuracy on the academic performance and on-task behavior of three male students (ages 12-13) with both learning disabilities and attention deficit disorders. Students made gains in academic productivity and accuracy and their on-task behaviors improved across all…

  5. First-Generation Issues: Learning Outcomes of the Dismissal Testimonial for Academically Dismissed Students in the Arts and Sciences

    ERIC Educational Resources Information Center

    Brost, Jennifer; Payne, Kelly

    2011-01-01

    Academic dismissal resulting from poor scholastic achievement is an unfortunate reality at American universities, and one that involves students, faculty, and academic advisers. This chapter analyzes learning outcomes of the academic dismissal process for first-generation college students (FGS) resulting from a year-long study conducted at a…

  6. Promoting Student Academic Success: Paying Attention to Learning Environmental Factors

    ERIC Educational Resources Information Center

    Li, Nan

    2012-01-01

    Achievement gaps become greater for schools with high-poverty and high-minority school population in the United States in recent years (Dillon, 2005; Lee & Slaughter-Defoe, 2004). The academic success of minority students is important because the nation cannot successfully compete in a global market when a considerable portion of its school…

  7. Creating the Academic Commons: Guidelines for Learning, Teaching, and Research

    ERIC Educational Resources Information Center

    Gould, Thomas H.P.

    2011-01-01

    Today's library is still at the heart of all university activities, helping students and faculty become better learners, teachers, and researchers. In recent years there has emerged the formalizing of one or more of these activities into an Academic Commons. These centers of information have been labeled variously but they all share a commonality:…

  8. Undergraduate Research and Academic Archives: Instruction, Learning and Assessment

    ERIC Educational Resources Information Center

    Krause, Magia G.

    2010-01-01

    Colleges and universities are increasingly investing resources to promote undergraduate research. Undergraduate research can be broadly defined to incorporate scientific inquiry, creative expression, and scholarship with the result of producing original work. Academic archives and special collections can play a vital role in the undergraduate…

  9. Learning from the Codes of the Academic Disciplines

    ERIC Educational Resources Information Center

    Woody, William D.

    2008-01-01

    Ethical questions have long been the impetus for philosophical inquiry around the world. When ethical questions arise in the classroom, during advising or in other academic settings, university and college instructors may appeal to the ethical codes within their own discipline for guidance. The materials presented in this article review…

  10. Academic Offences and E-Learning: Individual Propensities in Cheating.

    ERIC Educational Resources Information Center

    Underwood, Jean; Szabo, Attila

    2003-01-01

    Investigated the attitudes to, and extent of, self-reported involvement in Internet-supported dishonest academic practices such as plagiarism among United Kingdom undergraduates. Discusses Internet experience, acceptability of cheating, assessment of risk, gender, frequency of Internet use, and maturity of students, and outlines responses that…

  11. Students' academic performance in nursing as a function of student and faculty learning style congruency.

    PubMed

    Joyce-Nagata, B

    1996-02-01

    The purposes of this study were to identify learning styles of traditional baccalaureate nursing students, registered nurse baccalaureate students, baccalaureate nursing students holding a previous non-nursing degree, and nursing educators and to determine the effects of teacher/student learning style congruency on academic performance, when controlled for students' previous academic achievement. Kolb's Learning Style Inventory and a Descriptive Data Questionnaire were administered to 334 nursing students and their respective nurse educators from two nursing schools in Mississippi. Learning style scores were computed and faculty and student learning style congruency was described as: 1) matched on both abstract-concrete and active-reflective dimensions; 2) matched on only the abstract-concrete dimension; 3) matched on only the active-reflective dimension; or 4) not matched on either dimension. There were no significant differences in learning style among the three groups of nursing students, and learning style congruency between student and faculty did not appear to significantly affect academic performance of students. PMID:8926523

  12. Professional Learning in Higher Education: Understanding How Academics Interpret Student Feedback and Access Resources to Improve Their Teaching

    ERIC Educational Resources Information Center

    Curwood, Jen Scott; Tomitsch, Martin; Thomson, Kate; Hendry, Graham D.

    2015-01-01

    Previous research on professional learning has identified that face-to-face consultation is an effective approach to support academics' learning from student feedback. However, this approach is labour and time intensive, and does not necessarily provide all academics with just-in-time support. In this article, we describe an alternative approach,…

  13. The Literature Landscape of Blended Learning in Higher Education: The Need for Better Understanding of Academic Blended Practice

    ERIC Educational Resources Information Center

    Torrisi-Steele, Geraldine; Drew, Steve

    2013-01-01

    If we are to realise the potential of blended learning in higher education, then further research into academic practice and relevant academic development is essential. Our review of literature on blended learning in higher education reveals an interesting scholarship landscape which, when described in detail, pointedly directs attention to the…

  14. The Effects of a Service-Learning Program on the Development of Civic Attitudes and Behaviors among Academically Talented Adolescents

    ERIC Educational Resources Information Center

    Lee, Seon-Young; Olszewski-Kubilius, Paula; Donahue, Rob; Weimbolt, Katrina

    2007-01-01

    This study examined the effects of a service-learning program on the development of civic attitudes and behaviors of 230 high school students who were identified as academically gifted and participated in either a service-learning program or an accelerated academic program during the summer. Students' responses to 3 surveys measuring civic…

  15. Academic Impact of Learning Objects: The Case of Electric Circuits

    ERIC Educational Resources Information Center

    Jaakkola, Tomi; Nurmi, Sami

    2004-01-01

    Electricity is an important and challenging science topic at all school levels. Learners often have many difficulties in learning electricity. Previous attempts to overcome these difficulties have been rather one-sided, leaning only on one method at the time, and thus ineffective. As a solution, a learning environment which combines the strengths…

  16. Service-Learning: Some Academic and Community Recommendations

    ERIC Educational Resources Information Center

    Kronick, Robert F.; Cunningham, Robert B.

    2013-01-01

    Civic engagement, service-learning, and university-assisted community schools are strong forces in making universities, as anchor institutions, engaged and responsible within their spheres of influence. By helping solve social problems, universities engage in the highest form of learning, come to understand social issues and problems, and escape…

  17. Academic and Social-Emotional Learning. Educational Practices Series.

    ERIC Educational Resources Information Center

    Elias, Maurice J.

    Achieving the kind of balance that encourages all children to learn, work, and contribute to their fullest potential has been a continuing challenge as the world grows more complex and our communities more fragmented. Aspects of education that have been referred to as character education, service learning, citizenship education, and emotional…

  18. Academic Programs for Gifted and Talented/Learning Disabled Students.

    ERIC Educational Resources Information Center

    Weinfeld, Rich; Barnes-Robinson, Linda; Jeweler, Sue; Shevitz, Betty

    2002-01-01

    This article discusses a comprehensive program for gifted students with learning disabilities in Maryland's Montgomery Country Public Schools (MCPS). MCPS has developed special self-contained classes for gifted students with severe learning disabilities while those with moderate and mild disabilities receive gifted instruction and services in…

  19. Individual Assignments and Academic Dishonesty--Exploring the Learning Conundrum

    ERIC Educational Resources Information Center

    Leonard, Valorie; LeBrasseur, Rolland

    2008-01-01

    A survey of university business professors focused on their use of individual assignments in courses and their views on cheating and its impact on student learning. Based on responses from 456 professors (37% response rate) from Ontario, Canada, it was concluded that most faculty believe that individual assignments are effective learning tools and…

  20. Mining e-Learning Domain Concept Map from Academic Articles

    ERIC Educational Resources Information Center

    Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Chen, Hong-Jhe

    2008-01-01

    Recent researches have demonstrated the importance of concept map and its versatile applications especially in e-Learning. For example, while designing adaptive learning materials, designers need to refer to the concept map of a subject domain. Moreover, concept maps can show the whole picture and core knowledge about a subject domain. Research…

  1. How to Identify E-Learning Trends in Academic Teaching: Methodological Approaches and the Analysis of Scientific Discourses

    ERIC Educational Resources Information Center

    Fischer, Helge; Heise, Linda; Heinz, Matthias; Moebius, Kathrin; Koehler, Thomas

    2015-01-01

    Purpose: The purpose of this paper is to introduce methodology and findings of a trend study in the field of e-learning. The overall interest of the study was the analysis of scientific e-learning discourses. What comes next in the field of academic e-learning? Which e-learning trends dominate the discourse at universities? Answering such…

  2. Affordances for Academics: Using Learning Management Systems to Effectively Manage Large-Enrolment Units in Higher Education

    ERIC Educational Resources Information Center

    Griffin, Timothy; Rankine, Lynnae

    2010-01-01

    Learning Management Systems (LMS) can be used to deliver learning designs that meet students' learning needs. There is a raft of teaching and learning tools that can be enabled in LMS to engage and support learners. The design and ongoing management of these environments rest largely on the knowledge and skills of academic staff. While increasing…

  3. Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

    NASA Astrophysics Data System (ADS)

    Berger, Roland; Hänze, Martin

    2015-01-01

    We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ('jigsaw classroom'). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning.

  4. Lessons learned from a history of perseverance and innovation in academic-practice partnerships.

    PubMed

    Libster, Martha Mathews

    2011-01-01

    Nurse leaders today are faced with a pressing concern to reevaluate established community resources and models for academic-practice partnerships that have been used in the preparation of new and advanced practice nurses. Nursing reform in education and practice is not achieved as a simple series of decisions in the present moment with future direction as its object. It is a process in which the outcome is ultimately evaluated within the context of history. Academic-practice partnerships are part of a nursing heritage that has persevered for hundreds of years. This article is a brief synopsis of examples from the historical records that evidence the lessons learned from the experiences of nurses who have formed innovative academic-practice partnerships with religious communities, medical colleges and physicians, government, hospitals, institutions of higher learning, and nursing organizations. PMID:22142931

  5. Exploring Faculty Members' Motivation and Persistence in Academic Service-Learning Pedagogy

    ERIC Educational Resources Information Center

    Darby, Alexa; Newman, Gabrielle

    2014-01-01

    This qualitative study provides a theoretical framework for understanding faculty members' motivation to persist in utilizing academic service-learning pedagogy. Twenty-four faculty members from a private liberal arts university in the southeastern United States were interviewed about the benefits and challenges of teaching academic…

  6. Students' Perceptions of Their Academics, Relationships, and Sense of Belonging: Comparisons across Residential Learning Communities

    ERIC Educational Resources Information Center

    Schussler, Deborah L.; Fierros, Edward G.

    2008-01-01

    This study examined how participation in one of four learning community models influenced first-year college students' perceptions of their academic environment, relationships with other members of the college community, and sense of belonging at the institution. The research was conducted at a private, mid-sized university and employed a…

  7. A Learning Design for Engaging Academics with Online Professional Development Modules

    ERIC Educational Resources Information Center

    Doherty, Iain

    2010-01-01

    Our paper describes the design and development of a set of online professional development modules to support academic staff in improving and enhancing their teaching. We show how we created a learning design to allow staff to quickly and easily develop their teaching in line with University performance expectations whilst also providing staff…

  8. The Inadequacy of Academic Environment Contributes to Inadequate Teaching and Learning Phenomena

    ERIC Educational Resources Information Center

    Quasim, Shahla; Arif, Muhammad Shahbaz

    2014-01-01

    This study aims at the inadequacy of academic environment as an indicator contributing to the inadequate teaching and learning situation in Pakistan. The main focus is to look into the low proficiency of students in the subject of English at secondary school level. A comprehensive questionnaire was designed from the literature concerned and The…

  9. Do Learning and Study Skills Affect Academic Performance?--An Empirical Investigation

    ERIC Educational Resources Information Center

    Griffin, Richard; MacKewn, Angie; Moser, Ernest; VanVuren, Ken W.

    2012-01-01

    Universities and colleges are very interested in understanding the factors that influence their students' academic performance. This paper describes a study that was conducted at a mid-sized public university in the mid-south, USA, to examine this issue. In this study, the 10-scale, Learning and Study Strategies Inventory (LASSI) (Weinstein et…

  10. Connecting 24/5 to Millennials: Providing Academic Support Services from a Learning Commons

    ERIC Educational Resources Information Center

    Moore, Anne Cooper; Wells, Kimberly A.

    2009-01-01

    This study investigates user preferences for reference and technical support, services, and facilities featured in an academic library and Learning Commons through a 23-item questionnaire distributed to building entrants during one 24-hour period on March 14, 2006. Results revealed a strong preference for face-to-face assistance (including…

  11. Developing Blended Learning Resources and Strategies to Support Academic Reading: A Student-Centred Approach

    ERIC Educational Resources Information Center

    Levy, Roger; Dickerson, Claire; Teague, Joanna

    2011-01-01

    This article focuses on a blended learning curriculum development project, in which a student was "prospectively" engaged with teacher educators in developing resources designed to increase support for academic reading. Curriculum development took place at the University of Hertfordshire School of Education through the Change Academy for Blended…

  12. Polylingual and Polycultural Learning Ecologies: Mediating Emergent Academic Literacies for Dual Language Learners

    ERIC Educational Resources Information Center

    Gutierrez, Kris D.; Bien, Andrea C.; Selland, Makenzie K.; Pierce, Daisy M.

    2011-01-01

    In this article, we examine the affordances of polylingual and polycultural learning ecologies in expanding the linguistic repertoires of children, particularly young Dual Language Learners. In contrast to settings that promote the development of English and academic language at the expense of maintaining and developing home language, we argue…

  13. The Viability of Combining Academic and Career Pathways: A Study of Linked Learning

    ERIC Educational Resources Information Center

    Hubbard, Lea; McDonald, Mary

    2014-01-01

    In an attempt to reform high schools and prepare students with the knowledge and skills needed for the 21st century, educators and policymakers have turned to programs that combine career and academic pathways. One such program, Linked Learning, has taken up the reform challenge by relying on technical adjustments, rearranging students'…

  14. Transfer of Academic Staff Learning in a Research-Intensive University

    ERIC Educational Resources Information Center

    Ginns, Paul; Kitay, Jim; Prosser, Michael

    2010-01-01

    In both Australia and abroad, there is an increasing pressure towards professionalisation of university teaching, with the expectation that academic development courses, such as the Graduate Certificate in Education Studies (higher education), lead to better teaching and learning practices. However, the knowledge, skills and/or attitudes that…

  15. A Vygotskian Approach to Promote and Formatively Assess Academic Concept Learning

    ERIC Educational Resources Information Center

    Edens, Kellah; Shields, Carol

    2015-01-01

    Promoting students' conceptual understanding and academic language development is a primary goal of instructors in all subject areas. These goals, however, are sometimes hindered by the way students' learning is assessed. In many college-level courses, knowledge-level tests that assess concrete thinking associated with superficial approaches to…

  16. What Is the Impact of Exercise on Brain Function for Academic Learning.

    ERIC Educational Resources Information Center

    Summerford, Cathie

    2001-01-01

    Discusses the role of movement in brain function for academic learning, examining problems related to children's sedentary lifestyle and highlighting related literature, which includes a study that compared the mental performance of students who were involved in regular continuous activity to that of a group of inactive students and found that…

  17. "We Were Expected to Be Equal": Teachers and Academics Sharing Professional Learning through Practitioner Inquiry

    ERIC Educational Resources Information Center

    Newman, Linda; Mowbray, Susan

    2012-01-01

    This paper describes a process in which early childhood professionals, who were novice researchers, engaged in their own research projects in collaboration with academics through a practitioner inquiry group. The aim of the project was to introduce the concepts and practices of practitioner enquiry, and learn about, plan and implement a…

  18. Building Sustainable Academic Research in a "Teaching and Learning" Intensive Environment

    ERIC Educational Resources Information Center

    Jerrams, Steve; Betts, Tony; Carton, Janet

    2008-01-01

    Academic research is increasingly interdisciplinary, inter-institutional and international. In this context, creating and maintaining the balance in the nexus between research, teaching and learning and industry interaction is central to the operation and reputation of a university-level institute. In seeking sustainability, the perennial…

  19. Incremental Validity of Thinking Styles in Predicting Academic Achievements: An Experimental Study in Hypermedia Learning Environments

    ERIC Educational Resources Information Center

    Fan, Weiqiao; Zhang, Li-Fang; Watkins, David

    2010-01-01

    The study examined the incremental validity of thinking styles in predicting academic achievement after controlling for personality and achievement motivation in the hypermedia-based learning environment. Seventy-two Chinese college students from Shanghai, the People's Republic of China, took part in this instructional experiment. The…

  20. The RAP: A Recreational Activities Project, Academic Service-Learning Course and Qualitative Research Study

    ERIC Educational Resources Information Center

    Parker, Kathlyn

    2009-01-01

    The author (a university instructor) and her community partner (a public school teacher) have collaborated in teaching an academic service-learning course in special education. This collaboration, the RAP (recreational activities project), was completed by university undergraduate students and young adults with cognitive impairment and/or…

  1. Shifting Academic Careers: Implications for Enhancing Professionalism in Teaching and Supporting Learning

    ERIC Educational Resources Information Center

    Locke, William

    2014-01-01

    This Higher Education Academy (HEA) commissioned report provides a brief review of literature focusing on the changing nature of academic careers in the higher education sector, including any shift towards "teaching only" contracts. It also identifies key issues in terms of teaching and learning, continuing professional development and…

  2. Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

    ERIC Educational Resources Information Center

    Uyanik, Gökhan

    2016-01-01

    The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

  3. Effectiveness of Blended Cooperative Learning Environment in Biology Teaching: Classroom Community Sense, Academic Achievement and Satisfaction

    ERIC Educational Resources Information Center

    Yapici, I. Ümit

    2016-01-01

    The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in…

  4. Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

    ERIC Educational Resources Information Center

    Zahn, Brian

    2011-01-01

    This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

  5. Student Learning Outcomes and Attitudes When Biotechnology Lab Partners Are of Different Academic Levels

    PubMed Central

    Miller, Heather B.; Witherow, D. Scott; Carson, Susan

    2012-01-01

    The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In “Manipulation and Expression of Recombinant DNA,” students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer “boutique” courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed. PMID:22949428

  6. Sink or Swim: Managing the Academic Transition to College for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Connor, David J.

    2013-01-01

    This article focuses on ways in which students with learning disabilities (LD) successfully self-manage the academic demands placed upon them when transitioning into college. Using a conceptual framework guided by Disability Studies in Education (DSE), the author analyzes experiences of 2 college students to: (1) identify student actions that…

  7. Academic Identity Development through Self-Determination: Successful College Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Anctil, Tina M.; Ishikawa, Michele E.; Tao Scott, Amy

    2008-01-01

    This study provides a model of academic identity development for college students with learning disabilities from the integrative self-determination themes of persistence, competence, career decision making, and self-realization. Nineteen self-determined and high-achieving participants were interviewed. The participants' stories illustrate how…

  8. Academic Staff Views of Quality Systems for Teaching and Learning: A Hong Kong Case Study

    ERIC Educational Resources Information Center

    Jones, John; Saram, Don Darshi De

    2005-01-01

    The "Teaching and Learning Quality Process Review" (TLQPR) recently completed in Hong Kong had an emphasis on education quality work. This paper analyses how, from the perspective of academic staff in one university in Hong Kong, the good intentions embedded in that idea are enhanced or subverted by the broader ?quality system setting in which…

  9. Everyday Scholars: Framing Informal Learning in Terms of Academic Disciplines and Skills

    ERIC Educational Resources Information Center

    Jubas, Kaela

    2011-01-01

    This article discusses shopping, especially critical shopping, as a process of informal and incidental adult learning about the intersecting politics of globalization and consumption. The author uses academic skills and disciplines as a metaphor to respond to an emerging conceptual question: To what extent can formality, informality, and…

  10. Impact of Youth Mentoring as an Academic Service-Learning Experience for College Students

    ERIC Educational Resources Information Center

    Rehm, Sasha

    2013-01-01

    This study examined the relationship between mentor characteristics, beliefs about youth, relational communication skills, and the closeness of the mentoring relationship. To evaluate the effect of youth mentoring on college students participating in an academic service learning experience, it is important to examine positive mentoring outcomes…

  11. Learning Community Transitions in the First Year: A Case Study of Academic and Social Network Change

    ERIC Educational Resources Information Center

    Smith, Rachel A.

    2011-01-01

    Residential learning communities often focus on easing first-year students' transitions to college by emphasizing the creation of peer social and academic relationships. However, this relational process is most often examined through analyzing individual student characteristics, behaviors, and attitudes. This study used network analysis to…

  12. The Ecology of Learning: The Impact of Classroom Features and Utilization on Student Academic Success

    ERIC Educational Resources Information Center

    Herzog, Serge

    2007-01-01

    Scholarship on factors that promote or hinder academic success of college students abounds, much of it focusing on learning gains and institutional retention of first-year students (Reason, Terenzini, and Domingo, 2006; Terenzini and Reason, 2005; Pascarella and Terenzini, 2005; Braxton, 2000; Astin, 1993; Tinto, 1987). More recently,…

  13. Social and Emotional Learning as a Catalyst for Academic Excellence. White Paper

    ERIC Educational Resources Information Center

    Marchesi, Antonio G.; Cook, Kimberly

    2012-01-01

    ICF International's white paper explores how implementation of social and emotional learning (SEL) has the potential to prepare students for workforce success and positively influence student engagement and academic performance while reducing dropout rates. Self-improvement and leadership development sections of bookstores are replete with texts…

  14. Four Language Skills Performance, Academic Achievement, and Learning Strategy Use in Preservice Teacher Training Programs

    ERIC Educational Resources Information Center

    Shawer, Saad Fathy

    2016-01-01

    This article examines the differences in language learning strategies (LLS) use between preservice teachers of English as a foreign language (EFL) and Arabic as a second language (ASL). It also examines the relationship between LLS use and language performance (academic achievement and four language skills) among ASL students. The study made use…

  15. Technology to Support Writing by Students with Learning and Academic Disabilities: Recent Research Trends and Findings

    ERIC Educational Resources Information Center

    Peterson-Karlan, George R.

    2011-01-01

    The trends and findings from a descriptive analysis of 25 years of research studies examining the effectiveness of technology to support the compositional writing of students with learning and academic disabilities are presented. A corpus of 85 applied research studies of writing technology effectiveness was identified from among 249 items in the…

  16. Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1993-94. OER Report.

    ERIC Educational Resources Information Center

    Augustin, Marc

    The Acquisition of Learning by Facilitating Academics (Project ALFA) was an Elementary and Secondary Education Act Title VII-funded project in its second year in 1993-94. The project operated at a high school in Brooklyn, and served 75 Haitian-speaking students of limited English proficiency with fewer than 5 years in an English-speaking school.…

  17. Alternative Learning Methodologies through Academics (Project ALMA). 1991-92 Final Evaluation Profile. OREA Report.

    ERIC Educational Resources Information Center

    Clark, Andrew

    Under Title VII of the Elementary and Secondary Education Act, Project Alternative Learning Methodologies through Academics (Project ALMA) in New York City was evaluated. It was designed to emphasize acquisition of English language and mathematics and computer skills. High school students were to take English as a Second Language (ESL) and…

  18. Alternative Learning Methodologies through Academics (Project ALMA). Final Evaluation Report, 1993-94. OER Report.

    ERIC Educational Resources Information Center

    Roman, Elliott M.

    The Alternative Learning Methodologies through Academics Project (Project ALMA) was an Elementary and Secondary Education Act Title VII-funded project in its fourth year of operation in two high schools in Queens and the Bronx (New York). The program served 436 Spanish-speaking students, most of whom were of limited English proficiency.…

  19. Self-Regulated Learning Behavior of College Students of Science and Their Academic Achievement

    NASA Astrophysics Data System (ADS)

    Peng, Cuixin

    This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of science. For students of science, their involvement in motivational components is closely tied to their performance in the examinations. Cognitive strategies have the strongest influence on scores of the English achievement.

  20. Classroom Quality and Academic Skills: Approaches to Learning as a Moderator

    ERIC Educational Resources Information Center

    Meng, Christine

    2015-01-01

    The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start…

  1. 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.…

  2. The Effect of Brain Based Learning on Academic Achievement: A Meta-Analytical Study

    ERIC Educational Resources Information Center

    Gozuyesil, Eda; Dikici, Ayhan

    2014-01-01

    This study's aim is to measure the effect sizes of the quantitative studies that examined the effectiveness of brain-based learning on students' academic achievement and to examine with the meta-analytical method if there is a significant difference in effect in terms of the factors of education level, subject matter, sampling size, and…

  3. The Relationship between Gross Motor Skills and Academic Achievement in Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading,…

  4. Critical Links: Learning in the Arts and Student Academic and Social Development.

    ERIC Educational Resources Information Center

    Deasy, Richard J., Ed.

    Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest…

  5. The Impact of Blended e-Learning on Undergraduate Academic Essay Writing in English (L2)

    ERIC Educational Resources Information Center

    Ferriman, Nicholas

    2013-01-01

    This paper describes a quasi-experimental study into the impact of a blended e-learning environment on academic writing assignments in English (L2) at a Thai international college. An experimental group of 15 students used an on-line bulletin board, as well as face-to-face (F2F) communication in class, to share information for essay topics they…

  6. Students' Motivation in Academic Service-Learning over the Course of the Semester

    ERIC Educational Resources Information Center

    Darby, Alexa; Longmire-Avital, Buffie; Chenault, Jenna; Haglund, Margot

    2013-01-01

    Academic service-learning (AS-L) pedagogy helps students translate theory into practice, understand issues facing their communities, and enhance personal development (Eyler & Giles, 1999; Hardy & Schaen, 2000; Simons & Clearly, 2006). Students' motivation in AS-L increases when students gain insight into their values and goals…

  7. Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

    ERIC Educational Resources Information Center

    Berger, Roland; Hänze, Martin

    2015-01-01

    We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ("jigsaw classroom"). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when…

  8. Academic Achievement and Social Functioning of Children with and without Learning Difficulties

    ERIC Educational Resources Information Center

    Walker, Ann; Nabuzoka, Dabie

    2007-01-01

    The academic achievement and social functioning of children with learning difficulties (LD) and children without LD (7-12 years old) was examined. Attainment scores in mathematics and English were obtained for each child, and a sample of children without LD was further classified as low achieving (LA) or high achieving (HA) on the basis of these…

  9. Cognitive, Academic, and Attitudinal Predictors of the Grade Point Averages of College Students with Learning Disabilities.

    ERIC Educational Resources Information Center

    Murray, Christopher; Wren, Carol T.

    2003-01-01

    This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among 84 college students with learning disabilities (LD) attending a large midwestern university. Results indicated that Full Scale IQ and one factor (delay/avoidance) on the self-reported study habits scale accounted for a significant amount…

  10. Self-Efficacy, Goal Orientations and Learning Strategies as Mediators between Preceding and Subsequent Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age

    2011-01-01

    High school grade point average (HSGPA), self-efficacy, goal orientations, learning strategies, and examination grade were measured in a sample of Norwegian undergraduate psychology students in order to investigate motives and strategies as mediators between preceding and subsequent academic achievement. Correlation analysis showed strong…

  11. Investigating Grit and Its Relations with College Students' Self-Regulated Learning and Academic Achievement

    ERIC Educational Resources Information Center

    Wolters, Christopher A.; Hussain, Maryam

    2015-01-01

    We investigated grit and its relations with students' self-regulated learning (SRL) and academic achievement. An ethnically diverse sample of 213 college students completed an online self-report survey that included the Grit Short scale (Duckworth and Quinn "Journal of Personality Assessment, 91(2)," 166-174, 2009), seven indicators of…

  12. The Effects of Using Animations on Sixth Grade Students' Academic Success in Turkish Grammar Learning

    ERIC Educational Resources Information Center

    Gün, Mesut

    2016-01-01

    The purpose of this empirical study is to determine how and to what extent the use of animations impacts auditory acquisition, one of the key learning fields in 6th grade grammar, as measured by students' academic success and completion rates. By using a pre-test and post-test design, this empirical study randomly divided a group of Turkish 6th…

  13. Exploring the Relationships between Students' Academic Motivation and Social Ability in Online Learning Environments

    ERIC Educational Resources Information Center

    Yang, Chia-Chi; Tsai, I-Chun; Kim, Bosung; Cho, Moon-Heum; Laffey, James M.

    2006-01-01

    This research explicates the construct of social ability and describes the relationship between students' academic motivation and social ability in online learning environments. Findings reveal perceived peers social presence, perceived written communication skills, perceived instructor social presence, comfort with sharing personal information,…

  14. The Effects of the Constructivist Learning Approach on Student's Academic Achievement: A Meta-Analysis Study

    ERIC Educational Resources Information Center

    Ayaz, Mehmet Fatih; Sekerci, Hanifi

    2015-01-01

    In this research, a meta-analysis study was conducted in order to determine the effects of constructivist learning approach on students' academic achievement. Master's thesis, doctoral dissertation and articles in national and international databases, which are realized between the years of 2003-2014, appropriate to the problem and which can be…

  15. Conceptualising a Transition: The Case of Vocational and Academic Learning in England, Scotland and the USA

    ERIC Educational Resources Information Center

    Doyle, Lesley

    2012-01-01

    The contention of this article is that the potentially productive developmental learning experience of the transition which young people in secondary school make between concurrent vocational and academic courses is largely unrecognised and thus unexploited. To support this contention, and to suggest a more productive way forward, understandings…

  16. Academic Achievement at the University of Maiduguri: A Survey of Teaching-Learning Environment

    ERIC Educational Resources Information Center

    Jiboyewa, D. A.; Umar, Muhammad Amin

    2015-01-01

    This study assessed the teaching-learning environment at the University of Maiduguri. The study used survey design. The population comprised of the 77 academic departments in the eleven faculties at the University of Maiduguri. A total of 29 departments were randomly and proportionally drawn from the 77 departments. The smallest sample (21…

  17. Learning Skills Instruction Improves Student Retention and Academic Performance (ERIC/RCS).

    ERIC Educational Resources Information Center

    Johnson, David E.

    1989-01-01

    Examines the effectiveness of five college level learning skills centers on grade improvement and retention. Finds successful programs are well structured, link with academic courses students take concurrently, stress a supportive relationship with the instructor, include behavioral counseling, are interwoven with other services and programs, and…

  18. Within the Pipeline: Self-Regulated Learning and Academic Achievement among College Students in Science Courses

    ERIC Educational Resources Information Center

    DiBenedetto, Maria K.; Bembenutty, Hefer

    2011-01-01

    The present study examined the associations between self-regulated learning and science achievement and whether the academic self-regulation variables described, such as self-efficacy, delay of gratification, and help seeking, predict science achievement in courses deemed necessary for a major in science. It was hypothesized that students who do…

  19. The Temporal Properties of E-Learning: An Exploratory Study of Academics' Conceptions

    ERIC Educational Resources Information Center

    Martins, Jorge; Nunes, Miguel Baptista

    2016-01-01

    Purpose: The purpose of this paper is to present the results of an exploratory study that investigates Portuguese academics' conceptions concerning the temporal properties of e-learning, in the context of traditional Higher Education Institutions. Design/methodology/approach: Grounded Theory methodology was used to systematically analyse data…

  20. Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Gueldner, Barbara A.

    2010-01-01

    This highly engaging, eminently practical book provides essential resources for implementing social and emotional learning (SEL) in any K-12 setting. Numerous vivid examples illustrate the nuts and bolts of this increasingly influential approach to supporting students' mental health, behavior, and academic performance. Helpful reproducibles are…

  1. Architecture Students' Perceptions of Their Learning Environment and Their Academic Performance

    ERIC Educational Resources Information Center

    Oluwatayo, Adedapo Adewunmi; Aderonmu, Peter A.; Aduwo, Egidario B.

    2015-01-01

    Scholars have agreed that the way in which students perceive their learning environments influences their academic performance. Empirical studies that focus on architecture students, however, have been very scarce. This is the gap that an attempt is filled in this study. A questionnaire survey of 273 students in a school of architecture in Nigeria…

  2. Academic Help-Seeking in Online and Face-to-Face Learning Environments

    ERIC Educational Resources Information Center

    Mahasneh, Randa A.; Sowan, Azizeh K.; Nassar, Yahya H.

    2012-01-01

    This article compares actual help-seeking frequencies across online and face-to-face learning environments. It also examines strategies enacted by nursing students when they faced academic difficulties, reasons for help-seeking avoidance, and the relationship between the frequency of asking questions and achievement. Participants were nursing…

  3. Student Academic Partners: Student Employment for Collaborative Learning and Teaching Development

    ERIC Educational Resources Information Center

    Freeman, Rebecca; Millard, Luke; Brand, Stuart; Chapman, Paul

    2014-01-01

    During 2008, Birmingham City University (BCU) began to develop approaches to enable students to have a greater ownership of the enhancement of learning and teaching at the university in order to break down some of the real and perceived barriers between students and staff. This work led to the development of the Student Academic Partners scheme…

  4. Undergraduate ESL Students' Engagement in Academic Reading and Writing in Learning to Write a Synthesis Paper

    ERIC Educational Resources Information Center

    Zhao, Ruilan; Hirvela, Alan

    2015-01-01

    As an important and a challenging source-based writing task, synthesizing offers rich opportunities to explore the connections between reading and writing. In this article, we report findings from a qualitative study of two Chinese students' learning experiences with academic synthesis writing in a university ESL composition course. Specifically,…

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

    ERIC Educational Resources Information Center

    Jones, Brett D.

    2009-01-01

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

  6. Learning Strategies and Self-Efficacy as Predictors of Academic Performance: A Preliminary Study

    ERIC Educational Resources Information Center

    Yip, Michael C. W.

    2012-01-01

    Empirical research supports the idea that differences in academic performance among students are largely due to their different learning and study strategies. The strategies, in turn, affect the self-efficacy of the students. Two hundred university students were recruited to participate in this study by completing a revised Chinese version of the…

  7. A Mediation Analysis of Achievement Motives, Goals, Learning Strategies, and Academic Achievement

    ERIC Educational Resources Information Center

    Diseth, Age; Kobbeltvedt, Therese

    2010-01-01

    Background: Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. Aims: To investigate the relationship between achievement motives,…

  8. Situated Self-Regulation: Modeling the Interrelationships among Instruction, Assessment, Learning Strategies, and Academic Performance.

    ERIC Educational Resources Information Center

    Ross, Margaret E.; Salsbury-Glennon, Jill D.; Guarino, Anthony; Reed, Cynthia J.; Marshall, Mark

    2003-01-01

    Studied interrelationships among perceptions of 108 preservice teachers of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis show that perceptions of teaching format and test complexity were positively related to study strategies reported, and strategies were related to reported course…

  9. Preschool Teaching Students' Prediction of Decision Making Strategies and Academic Achievement on Learning Motivations

    ERIC Educational Resources Information Center

    Acat, M. Bahaddin; Dereli, Esra

    2012-01-01

    The purpose of this study was to identify problems and motivation sources and strategies of decision-making of the students' attending preschool education teacher department, was to determine the relationship between learning motivation and strategies of decision-making, academic achievement of students, was to determine whether strategies of…

  10. Screening for Early Learning Problems within an Urban Population: The Brief Academic Competence Evaluation Screening System

    ERIC Educational Resources Information Center

    Kettler, Ryan J.

    2007-01-01

    The Brief Academic Competence Evaluation Screening System (BACESS; Elliott, DiPerna, & Huai, 2003) is a multi-phase instrument designed to assist educators in the identification of students who are likely to experience early learning problems. The BACESS was used in eight elementary classrooms (n=71) in southern California. Each phase of the…

  11. The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

    ERIC Educational Resources Information Center

    Abdi, Ali

    2014-01-01

    The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was…

  12. Academic Self-Efficacy in Study-Related Skills and Behaviours: Relations with Learning-related Emotions and Academic Success

    ERIC Educational Resources Information Center

    Putwain, Dave; Sander, Paul; Larkin, Derek

    2013-01-01

    Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether…

  13. Academic perceptions amongst educators towards eLearning tools in dental education.

    PubMed

    Handal, Boris; Groenlund, Catherine; Gerzina, Tania

    2011-04-01

    This paper reports an explorative study about academic educators' perceptions towards learning management systems (LMS) and eLearning tools as used in dental education. Fifty-five educators participated in an online survey which explored their views on eLearning tools within the context of their own professional training background and teaching needs. In general, educators felt that the eLearning LMS (also known as WebCT/Blackboard) was a tool that suited their teaching and learning needs in terms of flexibility, interactivity and accessibility despite a significant level of self-reported lack of competence in the technology. The paper describes current eLearning professional development initiatives in light of these findings. PMID:21554275

  14. Students' Achievement Goals, Learning-Related Emotions and Academic Achievement.

    PubMed

    Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

    2016-01-01

    In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

  15. Students’ Achievement Goals, Learning-Related Emotions and Academic Achievement

    PubMed Central

    Lüftenegger, Marko; Klug, Julia; Harrer, Katharina; Langer, Marie; Spiel, Christiane; Schober, Barbara

    2016-01-01

    In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed. PMID:27199836

  16. Classroom quality and academic skills: Approaches to learning as a moderator.

    PubMed

    Meng, Christine

    2015-12-01

    The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start children. The sample was selected using the stratified 4-stage sampling procedure. Data was collected in fall 2003, spring 2004, spring 2005, and spring 2006 in the first year of kindergarten. Participants included 3- and 4-year-old Head Start children (n = 786; 387 boys, 399 girls; 119 Hispanic children, 280 African American children, 312 Caucasian children). Head Start children's academic skills in letter-word identification, dictation/spelling, and mathematics at the 4 time points were measured by the Woodcock-Johnson Achievement Battery tests. Approaches to learning in fall 2003 was measured by the teacher report of the Preschool Learning Behaviors Scale. Child care classroom quality in fall 2003 was measured by the revised Early Childhood Environment Rating Scale. Results of the linear mixed effects models demonstrated that approaches to learning significantly moderated the effect of child care classroom quality on Head Start children's writing and spelling. Specifically, positive approaches to learning mitigated the negative effect of lower levels of classroom quality on dictation/spelling. Results underscore the important role of approaches to learning as a protective factor. Implications for early childhood educators with an emphasis on learning goals for disengaged children are discussed. PMID:25528589

  17. Integrating Academic and Clinical Learning Using a Clinical Swallowing Assessment

    ERIC Educational Resources Information Center

    Phillips, Daniel E.

    2013-01-01

    This article describes an experiential learning activity designed to integrate classroom knowledge and a clinical swallowing assessment. Twenty master's-level graduate students in a dysphagia course conducted a clinical swallowing assessment with a resident of an independent retirement community. The exercise was designed to allow students an…

  18. Building an Online Academic Learning Community among Undergraduate Students

    ERIC Educational Resources Information Center

    Nye, Adele

    2015-01-01

    Online learning communities are frequently created for higher education students; however, these are most often designed to cater to a particular unit or subject. In an effort to strengthen the Bachelor of Arts course at the University of New England, the author sought to create an online space that would promote an interdisciplinary and collegial…

  19. Teaching Behaviors, Academic Learning Time, and Student Achievement: An Overview

    ERIC Educational Resources Information Center

    Fisher, Charles; Berliner, David; Filby, Nikola; Marliave, Richard; Cahen, Leonard; Dishaw, Marilyn

    2015-01-01

    The purpose of the Beginning Teacher Evaluation Study (BTES) was to identify teaching activities and classroom conditions that foster student learning in elementary schools. The study focused on instruction in reading and mathematics at grades two and five. During the multi-year series of substudies comprising BTES, a variety of issues were…

  20. Distance Learning: An Academic Leader's Perspective on a Disruptive Product.

    ERIC Educational Resources Information Center

    Armstrong, Lloyd

    2000-01-01

    Defines Internet Mediated Distance Learning (IMDL), describing it as a sustaining educational force; considering ways in which it can act as a disruptive technology (especially to today's markets and market shares); examining how aspects of IMDL may change campus programs and governance and affect brand value; and noting the role of for-profits in…

  1. Enhancing the Student Learning Experience: The Perspective of Academic Staff

    ERIC Educational Resources Information Center

    Cahill, Jo; Turner, Jan; Barefoot, Helen

    2010-01-01

    Background: Quality enhancement in higher education is essentially a planned process of change that leads to continuous improvement in the effectiveness of the learning experience of students and the students' experience of higher education. Published literature that explores the concept in the reality of practice is sparse. Purpose: The overall…

  2. Reformulating the Depression Model of Learned Hopelessness for Academic Outcomes

    ERIC Educational Resources Information Center

    Au, Raymond C. P.; Watkins, David; Hattie, John; Alexander, Patricia

    2009-01-01

    This review explores developments in the construct of learned hopelessness, which originated in the clinical literature dealing with depression. In that context, the model developed by Abramson, Metalsky, and Alloy [Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). "Hopelessness depression: A theory-based subtype of depression."…

  3. Academic Learning Thrives in a Caring, Sharing Educational Community.

    ERIC Educational Resources Information Center

    Bencivenga, Anthony S.; Elias, Maurice J.

    2003-01-01

    Describes the educational program at Benjamin Franklin Middle School in Ridgewood, New Jersey, as an example of the potential for synergy between content instruction and character development. Highlights how the school follows guidelines from the publication "Promoting Social and Emotional Learning, Guidelines for Educators." (EV)

  4. Teaching the Lecturers: Academic Staff Learning about Online Teaching

    ERIC Educational Resources Information Center

    Northcote, Maria; Reynaud, Daniel; Beamish, Peter

    2012-01-01

    Developing online teaching skills can occur through involvement in learn-by-doing strategies, which incorporates informal, organic or need-driven strategies. Such processes are sometimes labeled as "bottom-up" staff development processes. In other contexts, teaching staff are formally directed to develop online teaching skills through a series of…

  5. A Learning Community's Potential Academic Impact: A Qualitative Analysis

    ERIC Educational Resources Information Center

    Firmin, Michael W.; Warner, Susan C.; Rose, Stephanie Firebaugh; Johnson, Courtney B.; Firmin, Ruth L.

    2012-01-01

    Learning Communities (LC) in higher education can serve as powerful connectors among individuals, particularly when integrating minority and White students. We conducted 24 in-depth interviews, using qualitative research methodology, with the 2004 cohort of LC students from a private, selective, Midwest university. Seniors at the time of…

  6. Relationships between milk consumption and academic performance, learning motivation and strategy, and personality in Korean adolescents

    PubMed Central

    Kim, Sun Hyo; Kim, Woo Kyoung

    2016-01-01

    BACKGROUND/OBJECTIVES A healthy diet has been reported to be associated with physical development, cognition and academic performance, and personality during adolescence. This study was performed to investigate the relationships among milk consumption and academic performance, learning motivation and strategies, and personality among Korean adolescents. SUBJECTS/METHODS The study was divided into two parts. The first part was a survey on the relationship between milk consumption and academic performance, in which intakes of milk and milk products and academic scores were examined in percentiles among 630 middle and high school students residing in small and medium-sized cities in 2009. The second part was a survey on the relationships between milk consumption and learning motivation and strategy as well as personality, in which milk consumption habits were collected and Learning Motivation and Strategy Test (L-MOST) for adolescents and Total Personality Inventory for Adolescents (TPI-A) were conducted in 262 high school students in 2011. RESULTS In the 2009 survey, milk and milk product intakes of subjects were divided into a low intake group (LM: ≤ 60.2 g/day), medium intake group (MM: 60.3-150.9 g/day), and high intake group (HM: ≥ 151.0 g/day). Academic performance of each group was expressed as a percentile, and performance in Korean, social science, and mathematics was significantly higher in the HM group (P < 0.05). In the 2011 survey, the group with a higher frequency of everyday milk consumption showed significantly higher "learning strategy total," "testing technique," and "resources management technique" scores (P < 0.05) in all subjects. However, when subjects were divided by gender, milk intake frequency, learning strategy total, class participation technique, and testing technique showed significantly positive correlations (P < 0.05) in boys, whereas no correlation was observed in girls. Correlations between milk intake frequency and each item of

  7. Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science

    ERIC Educational Resources Information Center

    Taffs, Kathryn H.; Holt, Julienne I.

    2013-01-01

    The use of information and communication technologies (ICTs) in higher education to support student learning is expanding. However, student usage has been low and the value of e-learning resources has been under investigation. We reflect on best practices for pedagogical design of e-learning resources to support academic writing in environmental…

  8. Academic Achievements, Behavioral Problems, and Loneliness as Predictors of Social Skills among Students with and without Learning Disorders

    ERIC Educational Resources Information Center

    Zach, Sima; Yazdi-Ugav, Orly; Zeev, Aviva

    2016-01-01

    This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students' social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary…

  9. Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.

    PubMed

    Yeager, David S; Henderson, Marlone D; Paunesku, David; Walton, Gregory M; D'Mello, Sidney; Spitzer, Brian J; Duckworth, Angela Lee

    2014-10-01

    Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math grade point average (GPA) over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly boring task (Study 4). More self-oriented motives for learning--such as the desire to have an interesting or enjoyable career--did not, on their own, consistently produce these benefits (Studies 1 and 4). PMID:25222648

  10. Generational influences in academic emergency medicine: teaching and learning, mentoring, and technology (part I).

    PubMed

    Mohr, Nicholas M; Moreno-Walton, Lisa; Mills, Angela M; Brunett, Patrick H; Promes, Susan B

    2011-02-01

    For the first time in history, four generations are working together-traditionalists, baby boomers, generation Xers (Gen Xers), and millennials. Members of each generation carry with them a unique perspective of the world and interact differently with those around them. Through a review of the literature and consensus by modified Delphi methodology of the Society for Academic Emergency Medicine Aging and Generational Issues Task Force, the authors have developed this two-part series to address generational issues present in academic emergency medicine (EM). Understanding generational characteristics and mitigating strategies can help address some common issues encountered in academic EM. Through recognition of the unique characteristics of each of the generations with respect to teaching and learning, mentoring, and technology, academicians have the opportunity to strategically optimize interactions with one another. PMID:21314779

  11. Generational Influences in Academic Emergency Medicine: Teaching and Learning, Mentoring, and Technology (Part I)

    PubMed Central

    Mohr, Nicholas M.; Moreno-Walton, Lisa; Mills, Angela M.; Brunett, Patrick H.; Promes, Susan B.

    2010-01-01

    For the first time in history, four generations are working together – Traditionalists, Baby Boomers, Generation Xers, and Millennials. Members of each generation carry with them a unique perspective of the world and interact differently with those around them. Through a review of the literature and consensus by modified Delphi methodology of the Society for Academic Emergency Medicine (SAEM) Aging and Generational Issues Task Force, the authors have developed this two-part series to address generational issues present in academic emergency medicine (EM). Understanding generational characteristics and mitigating strategies can help address some common issues encountered in academic EM. Through recognition of the unique characteristics of each of the generations with respect to teaching and learning, mentoring, and technology, academicians have the opportunity to strategically optimize interactions with one another. PMID:21314779

  12. The Experience of Academic Learning: Uneven Conceptions of Learning across Research and Teaching

    ERIC Educational Resources Information Center

    Light, Greg; Calkins, Susanna

    2015-01-01

    Research and teaching are often construed by academic staff as incongruous activities that have little overlap in practice. Many studies on the relationship of teaching and research assume an inherent competition or "rivalry" between these two practices. In this study, we draw on a framework that conceptualizes these academic practices…

  13. eABLE: Embedding Social Media in Academic Curriculum as a Learning and Assessment Strategy to Enhance Students Learning and E-Professionalism

    ERIC Educational Resources Information Center

    Megele, Claudia

    2015-01-01

    This paper outlines the redesign of an MSc module to enhance students' engagement and learning through embedding social media technologies into the academic curriculum as a learning and assessment strategy, and in a complementary manner that facilitated and enhanced the achievement of the module's learning outcomes. This paper describes the…

  14. Lessons learned about coordinating academic partnerships from an international network for health education.

    PubMed

    Luo, Airong; Omollo, Kathleen Ludewig

    2013-11-01

    There is a growing trend of academic partnerships between U.S., Canadian, and European health science institutions and academic health centers in low- and middle-income countries. These partnerships often encounter challenges such as resource disparities and power differentials, which affect the motivations, expectations, balance of benefits, and results of the joint projects. Little has been discussed in previous literature regarding the communication and project management processes that affect the success of such partnerships. To fill the gap in the literature, the authors present lessons learned from the African Health Open Educational Resources Network, a multicountry, multiorganizational partnership established in May 2008. The authors introduce the history of the network, then discuss actively engaging stakeholders throughout the project's life cycle (design, planning, execution, and closure) through professional development, relationship building, and assessment activities. They focus on communication and management practices used to identify mutually beneficial project goals, ensure timely completion of deliverables, and develop sustainable sociotechnical infrastructure for future collaborative projects. These activities yielded an interactive process of action, assessment, and reflection to ensure that project goals and values were aligned with implementation. The authors conclude with a discussion of lessons learned and how the partnership project may serve as a model for other universities and academic health centers in high-income countries and low- and middle-income countries that are interested in or currently pursuing international academic partnerships. PMID:24072125

  15. 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…

  16. Magnitude of Interaction between Language of Instruction of Prior Education and Learning Traits on Academic Achievement Scores of International Students

    ERIC Educational Resources Information Center

    Varughese, Varughese Kuzhumannil; Fehring, Heather

    2010-01-01

    This paper investigates the magnitude of difference of academic achievement scores by language of instruction of prior education and the magnitude of interaction between language of instruction of prior education and students' preferred learning trait on academic performance of a group of international students in two teaching and learning…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  18. Achieving Academic Goals through Place-Based Learning: Students in Five States Show How To Do It.

    ERIC Educational Resources Information Center

    Loveland, Elaina

    2003-01-01

    Place-based education roots learning in real issues and needs and helps students become both academic achievers and good citizens. This article profiles programs in five states that are fostering academic achievement. The Alaska Rural Systemic Initiative (AKRSI) links Alaska Native culture and indigenous knowledge with the formal educational…

  19. Supporting the Academic Excellence, Engagement, and College Readiness of High School ESOL Students through ESOL Student Service Learning Clubs

    ERIC Educational Resources Information Center

    Maina, Nyambura Susan; McGaughey, Trisha; Wade, Julie

    2013-01-01

    The purpose of this study was to examine the impact of the English for Speakers of Other Languages (ESOL) Student Service Learning (SSL) Club on academic and non-academic outcomes for students receiving ESOL services during 2012-2013 in six high schools in Montgomery County (Maryland) Public Schools (MCPS). The ESOL SSL Club convenes regularly…

  20. L2 Learning Opportunities in Different Academic Subjects in Content-Based Instruction -- Evidence in Favour of "Conventional Wisdom"

    ERIC Educational Resources Information Center

    Lo, Yuen Yi

    2014-01-01

    Content-based instruction (CBI) adopts a second language (L2) as the medium of instruction for some or all academic subjects to facilitate L2 learning. There seem however, no uniform policies concerning which academic subjects should be taught in L2, in case only some subjects are involved. Conventional wisdom tends to favour Humanities subjects…

  1. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 3 2014-07-01 2014-07-01 false What is the Demonstration Projects for the Integration... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic...

  2. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 3 2012-07-01 2012-07-01 false What is the Demonstration Projects for the Integration... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic...

  3. 34 CFR 425.1 - What is the Demonstration Projects for the Integration of Vocational and Academic Learning Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 3 2013-07-01 2013-07-01 false What is the Demonstration Projects for the Integration... EDUCATION DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND ACADEMIC LEARNING PROGRAM General § 425.1 What is the Demonstration Projects for the Integration of Vocational and Academic...

  4. The Relationship between Professional Learning Community Implementation and Academic Achievement and Graduation Rates in Georgia High Schools

    ERIC Educational Resources Information Center

    Hardinger, Regina Gail

    2013-01-01

    Many educational administrators in Georgia continue to struggle with low student academic achievement and low high school graduation rates. DuFour's professional learning community (PLC) theory suggests a positive relationship between levels of PLC implementation and academic achievement and between levels of PLC implementation and graduation…

  5. Academic Achievement among First Semester Undergraduate Psychology Students: The Role of Course Experience, Effort, Motives and Learning Strategies

    ERIC Educational Resources Information Center

    Diseth, Age; Pallesen, Stale; Brunborg, Geir Scott; Larsen, Svein

    2010-01-01

    This study investigated the relationship between multiple predictors of academic achievement, including course experience, students' approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school grade point average--HSGPA) among 442 first semester undergraduate psychology students. Correlation…

  6. Testing a Model for Promoting Academic Success of Learning Disabled Students at the University Level. Final Report.

    ERIC Educational Resources Information Center

    Swan, Robert J.

    Instead of emphasizing basic skills remediation or academic tutoring, a counseling model can provide a consistent support system, reduce client anxiety levels, and build self-confidence among learning disabled (LD) college students. All of the services offered under this model--(1) academic advisement, (2) personal counseling, (3) career…

  7. The Difference in the Academic Achievement of Hispanic High School Students Based on the Theme of the Small Learning Community

    ERIC Educational Resources Information Center

    Martinez, Beate M. Winter

    2010-01-01

    The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small…

  8. Targeting Undergraduate Students for Surveys: Lessons from the Academic Pathways of People Learning Engineering Survey (APPLES). Research Brief

    ERIC Educational Resources Information Center

    Donaldson, Krista M.; Chen, Helen L.; Toye, George; Sheppard, Sheri D.

    2007-01-01

    The Academic Pathways of People Learning Engineering Survey (APPLES or APPLE survey) is a component of the Academic Pathways Study (APS) of the Center for the Advancement of Engineering Education (CAEE). The APS aims to provide a comprehensive account of how people become engineers by exploring key questions around the engineering learning…

  9. Building Commitment: An Examination of Learning Climate Congruence and the Affective Commitment of Academics in an Australian University

    ERIC Educational Resources Information Center

    Southcombe, Amie; Fulop, Liz; Carter, Geoff; Cavanagh, Jillian

    2015-01-01

    The purpose of this study is to explore the relationship between learning climate congruence and the affective commitment of university academics. The strategy of inquiry for this research is quantitative, involving a non-experimental design for the survey research. A non-probability sample of 900 academics from a large Australian university was…

  10. Characterizing learning-through-service students in engineering by gender and academic year

    NASA Astrophysics Data System (ADS)

    Carberry, Adam Robert

    Service is increasingly being viewed as an integral part of education nationwide. Service-based courses and programs are growing in popularity as opportunities for students to learn and experience their discipline. Widespread adoption of learning-through-service (LTS) in engineering is stymied by a lack of a body of rigorous research supporting the effectiveness of these experiences. In this study, I examine learning-through-service through a nationwide survey of engineering undergraduate and graduate students participating in a variety of LTS experiences. Students (N = 322) participating in some form of service -- service-learning courses or extra-curricular service programs -- from eighty-seven different institutions across the United States completed a survey measuring demographic information (institution, gender, academic year, age, major, and grade point average), self-perceived sources of learning (service and traditional coursework), engineering epistemological beliefs, personality traits, and self-concepts (self-efficacy, motivation, expectancy, and anxiety) toward engineering design. Responses to the survey were used to characterize engineering LTS students and identify differences in these variables in terms of gender and academic year. The overall findings were that LTS students perceived their service experience to be a beneficial source for learning professional skills and, to a lesser degree, technical skills, held moderately sophisticated engineering epistemological beliefs, and were generally outgoing, compassionate, and adventurous. Self-perceived sources of learning, epistemological beliefs, and personality traits were shown to be poor predictors of student engineering achievement. Self-efficacy, motivation, and outcome expectancy toward engineering design were generally high for all LTS students; most possessed rather low anxiety levels toward engineering design. These trends were generally consistent between genders and across the five academic

  11. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  12. An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

    PubMed

    Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

    2014-10-27

    Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, d.f. = 15). Conclusion: The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education. PMID

  13. Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self-Regulation

    PubMed Central

    Yeager, David S.; Henderson, Marlone D.; D’Mello, Sidney; Paunesku, David; Walton, Gregory M.; Spitzer, Brian J.; Duckworth, Angela Lee

    2015-01-01

    Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in four studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative, and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math GPA over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly-boring task (Study 4). More self-oriented motives for learning—such as the desire to have an interesting or enjoyable career—did not, on their own, consistently produce these benefits (Studies 1 and 4). PMID:25222648

  14. Rough Set Approach to Analysis of Students Academic Performance in Web-based Learning Support System

    NASA Astrophysics Data System (ADS)

    Fan, Lisa; Matsuyama, Tomoko

    This paper presents a Rough Set approach to analyze of students academic performance in a Web-based learning support system (WLSS). Web-based education has become a very important area of educational technology. This paper considers individual learners working alone without support from a teacher to provide guidance and advice on learning approach. Learners may have access to a wealth of material but may be faced with other problems such as material selection, planning a learning strategy, maintaining motivation and sequencing learning sub-goals. It might create a situation where some students may not be able to improve their grade as well as they could, compared to a face-to-face course. What if customized course materials were prepared for each student? It might fill this gap. Their records, such as grades for prerequisite courses or some personal factors that seems to affect their academic performance are used as student profile. In this paper, we discuss how to use Rough Sets to analyze student personal information to assist students with effective learning.

  15. Academic performance and perception of learning following a peer coaching teaching and assessment strategy.

    PubMed

    Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger

    2016-03-01

    Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes. PMID:26143145

  16. Learning science in a cooperative setting: Academic achievement and affective outcomes

    NASA Astrophysics Data System (ADS)

    Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

    A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study.The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students.Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to

  17. Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life.

    PubMed

    Brabcová, Dana; Zárubová, Jana; Kohout, Jiří; Jošt, Jiří; Kršek, Pavel

    2015-01-01

    Academic self-concept could significantly affect academic achievement and self-confidence in children with epilepsy. However, limited attention has been devoted to determining factors influencing academic self-concept of children with epilepsy. We aimed to analyze potentially significant variables (gender, frequency of seizures, duration of epilepsy, intellectual disability, learning disability and attention deficit hyperactivity disorder) in relation to academic self-concept in children with epilepsy and to additional domains of their quality of life. The study group consisted of 182 children and adolescents aged 9-14 years who completed the SPAS (Student's Perception of Ability Scale) questionnaire determining their academic self-concept and the modified Czech version of the CHEQOL-25 (Health-Related Quality of Life Measure for Children with Epilepsy) questionnaire evaluating their health-related quality of life. Using regression analysis, we identified learning disability as a key predictor for academic-self concept of children with epilepsy. While children with epilepsy and with no learning disability exhibited results comparable to children without epilepsy, participants with epilepsy and some learning disability scored significantly lower in almost all domains of academic self-concept. We moreover found that children with epilepsy and learning disability have significantly lower quality of life in intrapersonal and interpersonal domains. In contrast to children with epilepsy and with no learning disability, these participants have practically no correlation between their quality of life and academic self-concept. Our findings suggest that considerable attention should be paid to children having both epilepsy and learning disability. It should comprise services of specialized counselors and teaching assistants with an appropriate knowledge of epilepsy and ability to empathize with these children as well as educational interventions focused on their teachers

  18. Academic, Industry and Student Perspectives on the Inclusion of "Vocational Knowledge" in a "Learning and Teaching Academic Standards Statement" for Agriculture

    ERIC Educational Resources Information Center

    Acuña, Tina Botwright; Kelder, Jo-Anne; Able, Amanda J.; Guisard, Yann; Bellotti, William D.; McDonald, Glenn; Doyle, Richard; Wormell, Paul; Meinke, Holger

    2014-01-01

    This paper reports on the perspective of industry stakeholders in a national project to develop a Learning and Teaching Academic Standards (LTAS) Statement for the Agriculture discipline. The AgLTAS Statement will be aligned with the Science LTAS Statement published in 2011 and comprise a discourse on the nature and extent of the Agriculture…

  19. Designing the Framework Conditions for Assuring Academic Standards: Lessons Learned about Professional, Market, and Government Regulation of Academic Quality

    ERIC Educational Resources Information Center

    Dill, David D.; Beerkens, Maarja

    2013-01-01

    The new demands of mass systems of higher education and the emerging environment of global academic competition are altering the traditional institutions for assuring academic standards in universities. As a consequence many nations are experimenting with new instruments for academic quality assurance. Contemporary government control of academic…

  20. Attitudes of student nurses enrolled in e-learning course towards academic dishonesty: a descriptive-exploratory study.

    PubMed

    Tayaben, Jude L

    2014-01-01

    The author investigated attitudes of nursing students enrolled in e-Learning towards academic dishonesty. The descriptive-exploratory design was used in the conduct of the study. Respondents were randomly selected 36 junior and senior nursing students. It revealed that nursing students perceived as neutral (mean = 2.77, mean = 3.17) in taking responsibility for promoting academic integrity in e-learning. The paraphrasing a sentence from internet source without referencing it (38.89%) got the most form of cheating. Female and level four (4) nursing students revealed as the most cheaters. The reasons not to cheat, nursing students considered punishment, and education or learning (91.67%) got the highest in ranks, and simply wrong (75%) got the lowest rank. Hence, there is a need to look on how to maintain academic honesty among nursing students in and out of the university with respect to e-learning as a means of teaching-learning method. PMID:24943522

  1. The relationship among self-determination, self-concept, and academic achievement for students with learning disabilities.

    PubMed

    Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M; Noonan, Patricia M

    2014-01-01

    Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities. PMID:23223201

  2. Effectiveness of problem-based learning on academic performance in genetics.

    PubMed

    Araz, Gülsüm; Sungur, Semra

    2007-11-01

    This study aimed at comparing the effectiveness of problem-based learning (PBL)1 and traditional lecture-based instruction on elementary school students' academic achievement and performance skills in a science unit on genetics while controlling for their reasoning ability. For the specified purpose, twoinstructional methods were randomly assigned to intact classes of two different teachers. Each teacher had both PBL classes and traditional classes. Although students in PBL classes (n = 126) worked on ill-structured problems cooperatively with the guidance of the teacher, students in traditional classes (n = 91) received instruction based on teacher's explanations, discussions, and textbooks. Genetics Achievement Test was developed by researchers to measure the academic achievement and performance skills. Multivariate Analysis of Covariance results showed that the PBL students had higher academic achievement and performance skills scores (M = 11.44 and M = 2.67, respectively) when compared with those in traditional classes (M = 10.91 and M = 2.20, respectively). This indicated that the PBL students tend to better acquire scientific conceptions related to genetics and integrate and organize the knowledge. Moreover, it was found that the reasoning ability explained a significant portion of variance in the scores of academic achievement and performance skills. PMID:21591143

  3. Academic bridge to the community: the ABCs of a service-learning model.

    PubMed

    Querry, Ross G; Smith, Patricia

    2006-01-01

    The purpose of this report is to outline the process, obstacles, and outcomes for the development and successful implementation of a service-learning experience between the Department of Physical Therapy at the University of Texas Southwestern Medical Center and the Muscular Dystrophy Association of Dallas. The rationale for initiation of the partnership is outlined, and curriculum planning concerns and integration are presented. These include development of community partnerships, identification of curricular placement, and development of academic and community roles, including didactic and clinical objectives for the participants. The importance of understanding the service-learning philosophy and evaluation of the student and community impact is emphasized. Outcomes report students' assessments encompassing issues of both prior and future didactic education, development of clinical skills and problem solving, and evaluation of professional and personal issues. It is suggested that this model of service learning project has the ability to be implemented across a wide spectrum of allied health care curricula. PMID:19759960

  4. Un Nuevo Convenio para el Aprendizaje: Una Sociedad para Mejorar los Resultados Educativos en el Estado de Nueva York (A New Compact for Learning: A Partnership To Improve Educational Results in New York State).

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Office of Elementary, Middle and Secondary Education.

    This Spanish translation of the abridged version of "A New Compact for Learning" acknowledges the current U.S. education system's inadequacy to educate U.S. citizenry and introduces New York State's New Compact for Learning, intended as a plan to reorganize New York's own system. The compact's fundamental principles are: (1) recognizing that all…

  5. Leadership in Learning and Teaching in Higher Education: Perspectives of Academics in Non-Formal Leadership Roles

    ERIC Educational Resources Information Center

    Hofmeyer, Anne; Sheingold, Brenda Helen; Klopper, Hester C.; Warland, Jane

    2015-01-01

    Developing leaders and leadership are key factors to improve learning and teaching in higher education. Despite the abundance of literature concerning developing formal leadership, fewer studies have been conducted with academics in non-formal leadership roles that focus on how they develop their leadership in learning and teaching. Publication…

  6. Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology- Enhanced Learning in Initial Teacher Education

    ERIC Educational Resources Information Center

    Kehrwald, Benjamin A.; McCallum, Faye

    2015-01-01

    The implementation of technology enhanced learning in higher education is often associated with changes to academic work. This article reports on a study of staff experiences with curriculum development and teaching in multiple modes of blended and online learning in a Bachelor of Education degree. The findings indicate that the changes…

  7. Matching of Learning Styles and Teaching Styles: Advantage and Disadvantage on Ninth-Grade Students' Academic Achievements

    ERIC Educational Resources Information Center

    Damrongpanit, Suntonrapot; Reungtragul, Auyporn

    2013-01-01

    The purposes of this study were to identify learning styles of ninth-grade students, to identify teaching styles of four subject teachers, and to compare four academic achievements between different matching conditions of students' learning styles and teachers' teaching styles. The research participants comprised of 3,382 ninth-grade…

  8. Digital Storytelling for Enhancing Student Academic Achievement, Critical Thinking, and Learning Motivation: A Year-Long Experimental Study

    ERIC Educational Resources Information Center

    Yang, Ya-Ting C.; Wu, Wan-Chi I.

    2012-01-01

    The purpose of this study was to explore the impact of Digital storytelling (DST) on the academic achievement, critical thinking, and learning motivation of senior high school students learning English as a foreign language. The one-year study adopted a pretest and posttest quasi-experimental design involving 110 10th grade students in two English…

  9. The Impact of Cooperative Learning on Developing the Sixth Grade Students Decision-Making Skill and Academic Achievement

    ERIC Educational Resources Information Center

    Asha, Intisar K.; Al Hawi, Asma M.

    2016-01-01

    This study aimed at investigating the effect of cooperative learning on developing the sixth graders' decision making skill and their academic achievement. The study sample, which was selected randomly, consisted of (46) students and divided into two groups: the experimental group that taught using the cooperative learning strategy and the control…

  10. Investigating Content Knowledge Gains in Academic Service-Learning: A Quasi-Experimental Study in an Educational Psychology Course.

    ERIC Educational Resources Information Center

    Shastri, Anuradhaa

    Research on service learning spanning the last three decades has revealed that service learning facilitates the development of leadership skills, self esteem, teamwork, communication skills, and acceptance of cultural diversity. Perhaps the most difficult arena has been the area of intellectual, cognitive, and academic efforts. A study…

  11. Will Increasing Academic Recognition of Workplace Learning in the UK Reinforce Existing Gender Divisions in the Labour Market?

    ERIC Educational Resources Information Center

    Walsh, Anita

    2006-01-01

    In the United Kingdom there has been a considerable increase in the academic recognition of workplace learning, and a number of new awards drawing on workplace learning have been introduced. These include apprenticeships and Advanced Apprenticeships, both of which contain National Vocational Qualifications, and the Foundation Degree. In addition,…

  12. Linking Classroom Theory to Professional Practice: The Internship as a Practical Learning Experience Worthy of Academic Credit

    ERIC Educational Resources Information Center

    Young, Darlene S.; Baker, Robert E.

    2004-01-01

    The practical learning experience that internships provide can be effectively incorporated into the sport management curriculum as a way to link classroom theory to professional practice. The authors stress the importance of establishing and maintaining academic rigor within internship experiences. The article addresses specific learning outcomes…

  13. Small Learning Communities versus Small Schools: Describing the Difference in the Academic Achievement of African American High School Students

    ERIC Educational Resources Information Center

    Owens, Carol L.

    2010-01-01

    In 1999, the United States Department of Education began its Small Learning Community Program in an effort to support the breakup of large schools into smaller learning communities. In an effort to improve the academic success rate of students, President George W. Bush signed into law the "No Child Left Behind Act of 2001" (NCLB). NCLB had as its…

  14. Sustaining Service Learning: The Role of Chief Academic Officers. Project Brief. AACC-PB-03-1

    ERIC Educational Resources Information Center

    Prentice, Mary; Exley, Robert; Robinson, Gail

    2003-01-01

    In the fall of 2000, the American Association of Community Colleges (AACC) received a three-year grant from the Corporation for National and Community Service (CNCS) to create and enhance service learning initiatives at community colleges across the country. Service learning combines community service with academic instruction, focusing on…

  15. Exploring the Mediating Role of Graduate Attributes in Relation to Academic Self-Directedness in Open Distance Learning

    ERIC Educational Resources Information Center

    Coetzee, Melinde

    2014-01-01

    The objective of this study is to add to the extant literature on graduate attributes by examining the mediating role of global/moral citizenship and lifelong learning attributes in the relation between students' scholarship attributes and their academic self-directedness in a higher-education open distance learning (ODL) environment. The…

  16. Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An Integrated Approach

    ERIC Educational Resources Information Center

    Kennett, Deborah J.; Keefer, Kateryna

    2006-01-01

    This was the first study to integrate Rosenbaum's concept of learned resourcefulness with Dweck's implicit theories of intelligence in predicting university students' academic self-control behaviour and year-end grades. Rosenbaum highlights the prominent role that learned resourcefulness skills play in promoting mastery responses and goal…

  17. Academic Risk Factors and Deficits of Learned Hopelessness: A Longitudinal Study of Hong Kong Secondary School Students

    ERIC Educational Resources Information Center

    Au, Raymond C. P.; Watkins, David A.; Hattie, John A. C.

    2010-01-01

    The aim of the present study is to explore a causal model of academic achievement and learning-related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective-motivational characteristics of…

  18. From Idea to Action: Promoting Responsible Management Education through a Semester-Long Academic Integrity Learning Project

    ERIC Educational Resources Information Center

    Lavine, Marc H.; Roussin, Christopher J.

    2012-01-01

    The authors describe a semester-long action-learning project where undergraduate or graduate management students learn about ethics, responsibility, and organizational behavior by examining the policy of their college or university that addresses academic integrity. Working in teams, students adopt a stakeholder management approach as they make…

  19. Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation

    ERIC Educational Resources Information Center

    Ning, Hoi Kwan; Downing, Kevin

    2012-01-01

    This study examined the mediator and moderator roles of self-regulation and motivation constructs in the relationship between learning experience and academic success. Self-reported measures of learning experience, self-regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation…

  20. What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement

    ERIC Educational Resources Information Center

    Mega, Carolina; Ronconi, Lucia; De Beni, Rossana

    2014-01-01

    The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM-B) composed of 3 self-report questionnaires: the Self-Regulated Learning…

  1. Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.

    PubMed

    Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

    2015-07-01

    Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed. PMID:26010383

  2. Divorce, approaches to learning, and children's academic achievement: a longitudinal analysis of mediated and moderated effects.

    PubMed

    Anthony, Christopher J; DiPerna, James Clyde; Amato, Paul R

    2014-06-01

    Data from the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) were used to test the hypothesis that approaches to learning (ATL) mediates the link between parental divorce and academic achievement. Fixed effects regression was utilized to test for mediation, and subsequent moderation analyses examining gender and age at time of divorce also were conducted. Results indicated that divorce was associated with less growth in test scores and that ATL mediated 18% and 12% of this association in reading and mathematics respectively. Parental divorce also was associated with larger negative effects for children who experienced divorce at an older age as well as for girls' mathematics test scores. These findings contribute to the understanding of the impact of parental divorce on children's academic achievement and underscore the importance of focusing on the variability of child outcomes following parental divorce. PMID:24930818

  3. Collaborative academic-practice transition program for new graduate RNs in community settings: lessons learned.

    PubMed

    Jones-Bell, Jessie; Karshmer, Judith; Berman, Audrey; Prion, Susan; Van, Paulina; Wallace, Jonalyn; West, Nikki

    2014-06-01

    In 2010-2011, leaders from California academic and practice settings and additional community partners collaboratively developed four 12- to 16-week transition programs for 345 new registered nurse (RN) graduates who had not yet found employment as nurses. Program goals were to increase participants' confidence, competence, and employability and expand the employment landscape to nontraditional new graduate settings. One program focused exclusively on community-based settings and was completed by 40 participants at clinics and school sites; all participants secured RN jobs. Key lessons learned go beyond the impact for participants and relate to changing the nursing culture about career path models for new graduates, troubleshooting regulatory issues, the potential for new graduates to help transform nursing, and advancing academic-practice partnerships and supporting practice sites. The community-based transition program continues to provide opportunities for new RN graduates and model an approach for transforming nursing practice. PMID:24693972

  4. Children's early approaches to learning and academic trajectories through fifth grade.

    PubMed

    Li-Grining, Christine P; Votruba-Drzal, Elizabeth; Maldonado-Carreño, Carolina; Haas, Kelly

    2010-09-01

    Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), the present investigation examined the association between ATL at kindergarten entry and trajectories of reading and math achievement across 6 waves of data from kindergarten, 1st, 3rd, and 5th grade (n = 10,666). The current study found a positive link between early ATL and individual trajectories of reading and math performance. Overall, children's early ATL was equally beneficial for children regardless of their race/ethnicity and dimensions of their socioeconomic background. However, links between early ATL and academic trajectories differed by their gender and initial levels of math and reading achievement. PMID:20822223

  5. Learners, Learning, Learned: Class, Higher Education, and Autobiographical Essays from Working-Class Academics

    ERIC Educational Resources Information Center

    Brook, Heather; Michell, Dee

    2012-01-01

    In this article, we argue that the expectations, experience, and identities of academics may be just as crucial to improving the participation of students from low socio-economic status (SES) as higher education policies, admissions and marketing activities, but are routinely ignored. In particular, we observe that highly relevant, well-informed,…

  6. Learning from Diverse Learners: (Re)Writing Academic Literacies and Learning Disabilities in College.

    ERIC Educational Resources Information Center

    Luna, Catherine

    2002-01-01

    Suggests countering deficit explanations and negative consequences by engaging students in investigations of academic literacies. Illustrates the potential of this approach for illuminating needed changes in literacy teaching and assessment practices by describing the school experiences of two nonmainstream learners at an Ivy League university.…

  7. 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.

  8. An Investigation into the Academic Success of Prospective Teachers in Terms of Learning Strategies, Learning Styles and the Locus of Control

    ERIC Educational Resources Information Center

    Akça, Figen

    2013-01-01

    The present research aims to investigate the relationship between the learning strategies, learning styles, the locus of control and the academic success of prospective teachers. The study group consists of 198 university students in various departments at the Uludag University Faculty of Education. Research data were collected with the Locus of…

  9. The Effects of Advance Graphic Organizers Strategy Intervention on Academic Achievement, Self Efficacy, and Motivation to Learn Social Studies in Learning Disabled Second Year Prep Students

    ERIC Educational Resources Information Center

    Eissa, Mourad Ali

    2012-01-01

    This study investigated the effect of using advance graphic organizers on academic achievement, self efficacy, and motivation to learn social studies in learning disabled second year prep students. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30, 23 boys,…

  10. The Role of Social Identification as University Student in Learning: Relationships between Students' Social Identity, Approaches to Learning, and Academic Achievement

    ERIC Educational Resources Information Center

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social…

  11. Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

    ERIC Educational Resources Information Center

    Wilson, Kimberly; Narayan, Anupama

    2016-01-01

    This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

  12. Testing Two Path Models to Explore Relationships between Students' Experiences of the Teaching-Learning Environment, Approaches to Learning and Academic Achievement

    ERIC Educational Resources Information Center

    Karagiannopoulou, Evangelia; Milienos, Fotios S.

    2015-01-01

    The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The "Approaches and Study Skills Inventory for…

  13. Students’ perceptions of the academic learning environment in seven medical sciences courses based on DREEM

    PubMed Central

    Bakhshialiabad, Hamid; Bakhshi, Mohammadhosien; Hassanshahi, Gholamhossein

    2015-01-01

    Objective Learning environment has a significant role in determining students’ academic achievement and learning. The aim of this study is to investigate the viewpoints of undergraduate medical sciences students on the learning environment using the Dundee Ready Education Environment Measure (DREEM) at Rafsanjan University of Medical Sciences (RUMS). Methods The descriptive cross-sectional study was performed on 493 medical sciences students in the following majors: nursing, midwifery, radiology, operating room nursing, laboratory sciences, medical emergency, and anesthesia. The DREEM questionnaire was used as a standard tool. Data were analyzed using SPSS (v17) software. Student’s t-tests and analysis of variance (ANOVA) statistical tests were used. Results The mean of the achieved scores in the five domains was 113.5 out of 200 (56.74%), which was considered to be more positive than negative. The total mean scores for perception of learning, teaching, and atmosphere were 27.4/48 (57.24%), 24.60/44 (55.91%), and 26.8/48 (55.89%), respectively. Academic and social self-perceptions were 20.5/32 (64.11%) and 15.7/28 (56.36%), respectively. The total DREEM scores varied significantly between courses (P<0.01). The total scores of the students of operating room nursing, anesthesia, and laboratory sciences, first year students, and females were significantly higher than the other students (P<0.01). Conclusion The results have suggested that the students of medical sciences courses at RUMS generally hold positive perceptions toward their course environment. The differences between courses and their study pathway should be further investigated by analysis of specific items. Our results showed that it is essential for faculty members and course managers to make more efforts toward observing principles of instructional designs, to create an appropriate educational environment, and to reduce deficits in order to provide a better learning environment with more facilities

  14. Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach.

    PubMed

    Salamonson, Yenna; Ramjan, Lucie M; van den Nieuwenhuizen, Simon; Metcalfe, Lauren; Chang, Sungwon; Everett, Bronwyn

    2016-03-01

    This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale - comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy - elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students' successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance. PMID:26804936

  15. The Impact of a Psychology Learning Community on Academic Success, Retention, and Student Learning Outcomes

    ERIC Educational Resources Information Center

    Buch, Kim; Spaulding, Sue

    2011-01-01

    Learning communities have become an integral part of the educational reform movement of the past two decades and have been heralded as a promising strategy for restructuring undergraduate education. This study used a matched control group design to examine the impact of participation in a psychology learning community (PLC) on a range of student…

  16. A Begrudging, Recalcitrant Academic Observes What She's Learning: Distance Learning in Leadership Formation

    ERIC Educational Resources Information Center

    Hess, Lisa M.

    2014-01-01

    Neither advocacy nor condemnation of distance learning, this essay offers observations and critical reflection on four years' longitudinal engagement with distance learning pedagogies for formation in higher theological education. Instead, readers are invited to curiosity, communal-institutional discernment, and intense ambivalence.…

  17. It Feels Good to Learn Where I Belong: School Belonging, Academic Emotions, and Academic Achievement in Adolescents

    ERIC Educational Resources Information Center

    Lam, Un Fong; Chen, Wei-Wen; Zhang, Jingqi; Liang, Ting

    2015-01-01

    This study examined the relationships between school belonging, academic emotions, and academic achievement in Macau adolescents. A survey of 406 junior high school students in Macau was used to collect information on the extent to which these students felt accepted and respected in their schools (school belonging), the emotions they experienced…

  18. Autonomy Supported, Learner-Controlled or System-Controlled Learning in Hypermedia Environments and the Influence of Academic Self-Regulation Style

    ERIC Educational Resources Information Center

    Gorissen, Chantal J. J.; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

    2015-01-01

    This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the…

  19. The Impact of Freshman Year Learning Community Participation on Students' Self-Reported Sense of Meaning in Life, Academic Self-Efficacy and Commitment to Academic Major at the Beginning of the Second Academic Year

    ERIC Educational Resources Information Center

    Pruett, Karen Ann

    2011-01-01

    Student retention is one of the most studied areas in higher education. Much of the focus has been on providing services to aid in retention efforts from the first to the second academic year. Freshman seminar classes as well as learning community programs have become common on college campuses to provide students with the resources and support to…

  20. Student learning style preferences in college-level biology courses: Implications for teaching and academic performance

    NASA Astrophysics Data System (ADS)

    Sitton, Jennifer Susan

    Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys

  1. QuickSmart: a basic academic skills intervention for middle school students with learning difficulties.

    PubMed

    Graham, Lorraine; Bellert, Anne; Thomas, Jenny; Pegg, John

    2007-01-01

    QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties. PMID:17915495

  2. Predictive power of individual factors and clinical learning experience on academic success: findings from a longitudinal study.

    PubMed

    Dante, Angelo; Fabris, Stefano; Palese, Alvisa

    2015-01-01

    Academic failure is the inability of a nursing student to graduate or to complete the nursing degree on time. This longitudinal cohort study, involving 2 Italian universities, documents the effects of selected individual variables and the quality of the clinical learning experience as perceived by students on academic success. Factors related to the clinical learning experience were the quality of the supervisory relationship, pedagogical atmosphere, and commitment of the ward related to the level of personalized nursing care delivered and clarity of nursing documentation. PMID:25643319

  3. Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis

    PubMed Central

    Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

    2015-01-01

    Purpose This study examined the relationships between the different aspects of students’ course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Methods Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Results Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale “quality of teaching” directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students’ peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students’ examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. Conclusion The results of this study will have important implications for designing blended learning courses in medical schools. PMID:25610011

  4. The Prediction of Students' Academic Performance With Fluid Intelligence in Giving Special Consideration to the Contribution of Learning.

    PubMed

    Ren, Xuezhu; Schweizer, Karl; Wang, Tengfei; Xu, Fen

    2015-01-01

    The present study provides a new account of how fluid intelligence influences academic performance. In this account a complex learning component of fluid intelligence tests is proposed to play a major role in predicting academic performance. A sample of 2, 277 secondary school students completed two reasoning tests that were assumed to represent fluid intelligence and standardized math and verbal tests assessing academic performance. The fluid intelligence data were decomposed into a learning component that was associated with the position effect of intelligence items and a constant component that was independent of the position effect. Results showed that the learning component contributed significantly more to the prediction of math and verbal performance than the constant component. The link from the learning component to math performance was especially strong. These results indicated that fluid intelligence, which has so far been considered as homogeneous, could be decomposed in such a way that the resulting components showed different properties and contributed differently to the prediction of academic performance. Furthermore, the results were in line with the expectation that learning was a predictor of performance in school. PMID:26435760

  5. The Prediction of Students’ Academic Performance With Fluid Intelligence in Giving Special Consideration to the Contribution of Learning

    PubMed Central

    Ren, Xuezhu; Schweizer, Karl; Wang, Tengfei; Xu, Fen

    2015-01-01

    The present study provides a new account of how fluid intelligence influences academic performance. In this account a complex learning component of fluid intelligence tests is proposed to play a major role in predicting academic performance. A sample of 2, 277 secondary school students completed two reasoning tests that were assumed to represent fluid intelligence and standardized math and verbal tests assessing academic performance. The fluid intelligence data were decomposed into a learning component that was associated with the position effect of intelligence items and a constant component that was independent of the position effect. Results showed that the learning component contributed significantly more to the prediction of math and verbal performance than the constant component. The link from the learning component to math performance was especially strong. These results indicated that fluid intelligence, which has so far been considered as homogeneous, could be decomposed in such a way that the resulting components showed different properties and contributed differently to the prediction of academic performance. Furthermore, the results were in line with the expectation that learning was a predictor of performance in school. PMID:26435760

  6. Relevance of a neurophysiological marker of attention allocation for children's learning-related behaviors and academic performance.

    PubMed

    Willner, Cynthia J; Gatzke-Kopp, Lisa M; Bierman, Karen L; Greenberg, Mark T; Segalowitz, Sidney J

    2015-08-01

    Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related behaviors in high-risk populations could illuminate resilience processes. This study examined the relevance of a neurophysiological measure of controlled attention allocation, amplitude of the P3b event-related potential, for learning-related behaviors and academic performance in a sample of socioeconomically disadvantaged kindergarteners. The sample consisted of 239 children from an urban, low-income community, approximately half of whom exhibited behavior problems at school entry (45% aggressive/oppositional; 64% male; 69% African American, 21% Hispanic). Results revealed that higher P3b amplitudes to target stimuli in a go/no-go task were associated with more adaptive learning-related behaviors in kindergarten. Furthermore, children's learning-related behaviors in kindergarten mediated a positive indirect effect of P3b amplitude on growth in academic performance from kindergarten to 1st grade. Given that P3b amplitude reflects attention allocation processes, these findings build on the scientific justification for interventions targeting young children's attention skills in order to promote effective learning-related behaviors and academic achievement within socioeconomically disadvantaged populations. PMID:26053149

  7. The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model

    ERIC Educational Resources Information Center

    Mosser, Brent Steven

    2010-01-01

    A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students' Academic Engagement and Academic Achievement. The course, EPL 259: Individual Learning and Motivation, employs a blended learning instructional model that requires students to spend the…

  8. Influence of Learning Environment on Students' Academic Achievement in Mathematics: A Case Study of Some Selected Secondary Schools in Yobe State-Nigeria

    ERIC Educational Resources Information Center

    Shamaki, Timothy Ado

    2015-01-01

    The purpose of the study was to determine the influence of learning environment on students' academic achievement in mathematics at senior secondary school level. Thus the study investigated some components of learning environment and their possible influence on students' academic achievement in mathematics. A sample of 337 randomly selected SS II…

  9. Informal Conversations about Teaching and Their Relationship to a Formal Development Program: Learning Opportunities for Novice and Mid-Career Academics

    ERIC Educational Resources Information Center

    Thomson, Kate

    2015-01-01

    Engaging in informal activities, like conversations with colleagues, is one way that professionals can learn within workplace contexts. Informal conversations present opportunities for academics to learn about teaching. The current study investigated academics' experience of informal conversations, and their experience of the relations between…

  10. Study of Ethical Values and Practices in Academic Programmes at a Higher Learning Institution

    NASA Astrophysics Data System (ADS)

    Narayanasamy, Kogilah; Shetty, M. V.

    The study on ethical values in academic programmes has attracted the attention of many researchers throughout the world especially in view of its important role today. Many academic programmes today focus on how to make profit both for the individual and the organization and on how to increase the firm`s market share and shareholders value and in the process may compromise on their ethical values and have unethical practices. Thus, this study is undertaken to evaluate the extent of integration of ethical values in the academic programmes of the higher learning operating institution involved with post graduate and higher level programs. The impact of demographics and race of the lecturer and students have been separately ascertained. The sample has been taken from one college, rated to be high in ethical values and practices, a sample of 120 students and 31 lecturers from a leading college (reputed for ethical values) have been collated and analyzed for validation of the objectives. The explanation on ethics has been done to a large extent in the study. The study also indicates the number of higher learning institutions to indicate the extent of impact if these issues are appropriately addressed. Government policy in this regard also needs to be reviewed and improved to avoid deterioration of ethical values and practices in the dynamic market place of today. This study review that, the level at which lecturers at the institutions have high ethical values and do incorporate it in their lectures and discussions in the classroom. The impact of demographic factors on the ethical values and practice of the lecturers have useful insights for academic staff recruitment and staff training. On the other hand, students` ethical values and behavior is a cause for concern to everyone as these future pillars of the nation have been found to have their ethical values and practices at low levels. The implications for the college management as to consider further emphasis on the

  11. Learning in Large Learning Spaces: The Academic Engagement of a Diverse Group of Students

    ERIC Educational Resources Information Center

    Hunt, Clive

    2012-01-01

    Teaching larger groups of students is a growing phenomenon in HE and this brings with it its own challenges, not least for the students themselves but also for their lecturers. Demographic factors as well as the experiences that characterise us as individuals will impact upon our ability to learn. The pilot study reported here considered the…

  12. Situated learning in translation research training: academic research as a reflection of practice

    PubMed Central

    Risku, Hanna

    2016-01-01

    ABSTRACT Situated learning has become a dominant goal in the translation classroom: translation didactics is being developed in a learner-, situation- and experience-based direction, following constructivist and participatory teaching philosophies. However, the explicit use of situated approaches has, so far, not been the centre of attention in translation theory teaching and research training. As a consequence, translation theory often remains unconnected to the skills learned and topics tackled in language-specific translation teaching and the challenges experienced in real-life translation practice. This article reports on the results of an exploratory action research project into the teaching of academic research skills in translation studies at Master’s level. The goal of the project is to develop and test possibilities for employing situated learning in translation research training. The situatedness perspective has a double relevance for the teaching project: the students are involved in an authentic, ongoing research project, and the object of the research project itself deals with authentic translation processes at the workplace. Thus, the project has the potential to improve the expertise of the students as both researchers and reflective practitioners. PMID:27499805

  13. Promoting the development of professional identity of gerontologists: an academic/experiential learning model.

    PubMed

    Gendron, Tracey L; Myers, Barbara J; Pelco, Lynn E; Welleford, E Ayn

    2013-01-01

    Graduate education in gerontology has an essential role in providing the foundational knowledge required to work with a diverse aging population. It can also play an essential role in promoting best-practice approaches for the development of professional identity as a gerontologist. The primary goal of this study was to determine what factors predict the professional identity and career path of gerontologists. In addition, the study explored how experiential learning influenced professional identity for newcomers to the field and for those experienced in an aging-related field ("professional incumbents"). Graduates (N = 146) of Association for Gerontology in Higher Education-affiliated graduate programs participated. Professional identity as a gerontologist was predicted by length of time in the field, age, satisfaction with coworkers, and satisfaction with opportunities for advancement. Experiential learning contributed to professional identity in important but different ways for newcomers to the field and for professional incumbents. The inclusion of an academic/experiential learning model within graduate gerontology programs promotes the development of professional identity and career path for all graduate students. PMID:23383630

  14. Assessment of learning styles of undergraduate medical students using the VARK questionnaire and the influence of sex and academic performance.

    PubMed

    Urval, Rathnakar P; Kamath, Ashwin; Ullal, Sheetal; Shenoy, Ashok K; Shenoy, Nandita; Udupa, Laxminarayana A

    2014-09-01

    While there are several tools to study learning styles of students, the visual-aural-read/write-kinesthetic (VARK) questionnaire is a simple, freely available, easy to administer tool that encourages students to describe their behavior in a manner they can identify with and accept. The aim is to understand the preferred sensory modality (or modalities) of students for learning. Teachers can use this knowledge to facilitate student learning. Moreover, students themselves can use this knowledge to change their learning habits. Five hundred undergraduate students belonging to two consecutive batches in their second year of undergraduate medical training were invited to participate in the exercise. Consenting students (415 students, 83%) were administered a printed form of version 7.0 of the VARK questionnaire. Besides the questionnaire, we also collected demographic data, academic performance data (marks obtained in 10th and 12th grades and last university examination), and self-perceived learning style preferences. The majority of students in our study had multiple learning preferences (68.7%). The predominant sensory modality of learning was aural (45.5%) and kinesthetic (33.1%). The learning style preference was not influenced by either sex or previous academic performance. Although we use a combination of teaching methods, there has not been an active effort to determine whether these adequately address the different types of learners. We hope these data will help us better our course contents and make learning a more fruitful experience. PMID:25179610

  15. Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.

    PubMed

    Schonfeld, David J; Adams, Ryan E; Fredstrom, Bridget K; Weissberg, Roger P; Gilman, Richard; Voyce, Charlene; Tomlin, Ricarda; Speese-Linehan, Dee

    2015-09-01

    This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article. PMID:25485463

  16. College students' role models, learning style preferences, and academic achievement in collaborative teaching: absolute versus relativistic thinking.

    PubMed

    Chiou, Wen-Bin

    2008-01-01

    Based on the perspective of postformal operations, this study investigated whether college students' role models (technical teachers vs. lecturing teachers) and preferred learning styles (experience-driven mode vs. theory-driven mode) in collaborative teaching courses would be moderated by their cognitive development (absolute thinking vs. relativistic thinking) and examine whether academic achievement of students would be contingent upon their preferred learning styles. Two hundred forty-four college students who have taken the technical courses with collaborative teaching participated in this study. The results showed that those participants with absolute thinking perceived the modeling advantage of technical teachers was greater than that of lecturing teachers, preferred the experience-driven mode over the theory-driven mode, and displayed differential academic achievement between technical courses and general courses. On the other hand, the students with relativistic thinking revealed no difference in perceived modeling advantage of role models, learning styles preferences, and academic achievement between two categories of courses. In addition, this research indicates that college students' preferred learning styles would interact with course category (technical courses vs. general courses) to display differential academic achievement. Implications and future directions are discussed. PMID:18447085

  17. Relations between the Development of Future Time Perspective in Three Life Domains, Investment in Learning, and Academic Achievement

    ERIC Educational Resources Information Center

    Peetsma, Thea; van der Veen, Ineke

    2011-01-01

    Relations between the development of future time perspectives in three life domains (i.e., school and professional career, social relations, and leisure time) and changes in students' investment in learning and academic achievement were examined in this study. Participants were 584 students in the first and 584 in the second year of the lower…

  18. Evidence-Based Narratives to Reconcile Teaching Practices in Academic Disciplines with the Scholarship of Teaching and Learning

    ERIC Educational Resources Information Center

    Quinnell, Rosanne; Russell, Carol; Thompson, Rachel; Marshall, Nancy; Cowley, Jill

    2010-01-01

    Connecting discipline scholars with the scholarship of teaching and learning (SoTL) is accepted as an essential part of professional academic practice across the higher education sector irrespective of discipline. To connect meaningfully with teaching practice, SoTL needs to be translated by the discipline scholar and narratives related to the…

  19. Advanced Placement (AP) Social Studies Teachers' Use of Academic Course Blogs as a Supplemental Resource for Student Learning

    ERIC Educational Resources Information Center

    Alper, Seth M.

    2013-01-01

    This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The…

  20. Assessment Preferences of Preservice Teachers: Analysis According to Academic Level and Relationship with Learning Styles and Motivational Orientation

    ERIC Educational Resources Information Center

    Garcia-Ros, Rafael; Perez-Gonzalez, Francisco

    2011-01-01

    This study analyze the preferences of preservice teachers about different assessment procedures, and the relationship of these preferences with the students' academic levels, learning styles and motivational orientations. The participants were 248 students in the Teaching degree program (124 first-year students and 124 in their third-year). The…

  1. A Study on the Efficacy of Project-Based Learning Approach on Social Studies Education: Conceptual Achievement and Academic Motivation

    ERIC Educational Resources Information Center

    Ilter, Ilhan

    2014-01-01

    In this research, an experimental study was carried out in social studies 4th grade students to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre- and posttest) was used in…

  2. Structure and Agency in Learning: A Critical Realist Theory of the Development of Capacity to Reflect on Academic Practice

    ERIC Educational Resources Information Center

    Kahn, Peter; Qualter, Anne; Young, Richard

    2012-01-01

    Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby…

  3. Typical Intellectual Engagement, Big Five Personality Traits, Approaches to Learning and Cognitive Ability Predictors of Academic Performance

    ERIC Educational Resources Information Center

    Furnham, Adrian; Monsen, Jeremy; Ahmetoglu, Gorkan

    2009-01-01

    Background: Both ability (measured by power tests) and non-ability (measured by preference tests) individual difference measures predict academic school outcomes. These include fluid as well as crystalized intelligence, personality traits, and learning styles. This paper examines the incremental validity of five psychometric tests and the sex and…

  4. The Effect of Mastery Learning Model with Reflective Thinking Activities on Medical Students' Academic Achievement: An Experimental Study

    ERIC Educational Resources Information Center

    Elaldi, Senel

    2016-01-01

    This study aimed to determine the effect of mastery learning model supported with reflective thinking activities on the fifth grade medical students' academic achievement. Mixed methods approach was applied in two samples (n = 64 and n = 6). Quantitative part of the study was based on a pre-test-post-test control group design with an experiment…

  5. The Mediator Effects of Imagination between Learning Environment and Academic Performance: A Comparison between Science and Engineering Majors

    ERIC Educational Resources Information Center

    Hsu, Ming-Chieh; Chiang, Chenwei; Liang, Chaoyun

    2014-01-01

    The purpose of the present study was twofold: (1) to examine the mediator effects of imagination between learning environment and academic performance, and (2) to compare differences between the environment--imagination--performance structural models of science and engineering majors. A survey was administered at eight universities across…

  6. High-Quality 21st Century Community Learning Centers: Academic Achievement among Frequent Participants and Non-Participants

    ERIC Educational Resources Information Center

    Holstead, Jenell; King, Mindy Hightower

    2011-01-01

    This study examined academic differences between students who attended 21st Century Community Learning Center (CCLC) programs frequently (60 or more days) and matched nonattendees during the 2008-2009 school year. Schools included in the study represented only those centers found to be implementing high-quality programming, as measured by a…

  7. Academic Underachievement among Children with Epilepsy: Proportion Exceeding Psychometric Criteria for Learning Disability and Associated Risk Factors

    ERIC Educational Resources Information Center

    Fastenau, Philip S.; Shen, Jianzhao; Dunn, David W.; Austin, Joan K.

    2008-01-01

    This study assessed rates of learning disabilities (LD) by several psychometric definitions in children with epilepsy and identified risk factors. Participants (N = 173, ages 8-15 years) completed IQ screening, academic achievement testing, and structured interviews. Children with significant head injury, chronic physical conditions, or mental…

  8. Effects of Adaptive Training on Working Memory and Academic Achievement of Children with Learning Disabilities: A School-Based Study

    ERIC Educational Resources Information Center

    Cunningham, Rhonda Phillips

    2013-01-01

    Research has suggested many children with learning disabilities (LD) have deficits in working memory (WM) that hinder their academic achievement. Cogmed RM, a computerized intervention, uses adaptive training over 25 sessions and has shown efficacy in improving WM in children with attention deficit hyperactivity disorder (ADHD) and a variety of…

  9. The Impact of Curricular Learning Communities on Furthering the Engagement and Persistence of Academically Underprepared Students at Community Colleges

    ERIC Educational Resources Information Center

    McIntosh, Joshua Grant

    2012-01-01

    This study examined the impact of basic skills curricular learning communities on academically underprepared community college students to determine if participation in such programs significantly contributed to student persistence from year one to year two. The conceptual framework that informed this study was Tinto's (1993) longitudinal…

  10. Relationships between Teachers' Perceived Leadership Style, Students' Learning Style, and Academic Achievement: A Study on High School Students

    ERIC Educational Resources Information Center

    Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent

    2008-01-01

    There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The…

  11. The Effects of a Constructivist Teaching Approach on Student Academic Achievement, Self-Concept, and Learning Strategies

    ERIC Educational Resources Information Center

    Kim, Jong Suk

    2005-01-01

    The effects of a constructivist approach on academic achievement, self-concept and learning strategies, and student preference were investigated. The 76 six graders were divided into two groups. The experimental group was taught using the constructivist approach while the control group was taught using the traditional approach. A total of 40 hours…

  12. Shaping Aspirations, Awareness, Academics, and Action: Outcomes of Summer Enrichment Programs for English-Learning Secondary Students

    ERIC Educational Resources Information Center

    Matthews, Paul H.; Mellom, Paula J.

    2012-01-01

    Mixed-method evaluation of two iterations of month-long summer enrichment programs for English-learning secondary students investigated impacts on participants' beliefs about school and academic achievement, and on actual course choices, test outcomes, and graduation rates. Students (N = 85) from one ethnically diverse, high-poverty high school in…

  13. Longitudinal Analysis of the Role of Perceived Self-Efficacy for Self-Regulated Learning in Academic Continuance and Achievement

    ERIC Educational Resources Information Center

    Caprara, Gian Vittorio; Fida, Roberta; Vecchione, Michele; Del Bove, Giannetta; Vecchio, Giovanni Maria; Barbaranelli, Claudio; Bandura, Albert

    2008-01-01

    The present study examined the developmental course of perceived efficacy for self-regulated learning and its contribution to academic achievement and likelihood of remaining in school in a sample of 412 Italian students (48% males and 52% females ranging in age from 12 to 22 years). Latent growth curve analysis revealed a progressive decline in…

  14. An Examination of the Interrelationships between Self-Esteem, Others' Expectations, Family Support, Learning Approaches and Academic Achievement

    ERIC Educational Resources Information Center

    Roman, Sergio; Cuestas, Pedro J.; Fenollar, Pedro

    2008-01-01

    The current research represents an initial step into the analysis of the effect of self-esteem, others' (peers and teachers) expectations and family support on academic achievement through learning approaches (deep processing, surface processing and effort). Data were gathered from 553 university students from different faculties of a Spanish…

  15. Universal Design for Learning: Preparing Secondary Education Teachers in Training to Increase Academic Accessibility of High School English Learners

    ERIC Educational Resources Information Center

    Lopes-Murphy, Solange

    2012-01-01

    Although the concept of universal design for learning (UDL) is well understood in the world of architecture and in the area of special education, its use to increase the academic performance of high school English learners (ELs) is not widely explored. To reduce this void, this article presents an overview of the UDL concept and its principles,…

  16. Impact of Garden-Based Learning on Academic Outcomes in Schools: Synthesis of Research between 1990 and 2010

    ERIC Educational Resources Information Center

    Williams, Dilafruz R.; Dixon, P. Scott

    2013-01-01

    What is the impact of garden-based learning on academic outcomes in schools? To address this question, findings across 152 articles (1990-2010) were analyzed resulting in 48 studies that met the inclusion criteria for this synthesis. A review template with operational coding framework was developed. The synthesis results showed a preponderance of…

  17. Crafting a New Vision for High School: How States Can Join Academic and Technical Studies to Promote More Powerful Learning

    ERIC Educational Resources Information Center

    Bottoms, Gene; Young, Marna

    2008-01-01

    The authors advocate harnessing the applied teaching strategies of career/technical education (CTE) and infusing them into college-preparatory academics to transform secondary schools into high-performing centers of learning where students are both challenged and engaged. By pursuing this strategy, say the authors, states can help many more…

  18. Assessing the Roles of Student Engagement and Academic Emotions within Middle School Computer- Based Learning in College-Going Pathways

    ERIC Educational Resources Information Center

    San Pedro, Maria Ofelia Z.

    2015-01-01

    This dissertation research focuses on assessing student behavior, academic emotions, and knowledge from a middle school online learning environment, and analyzing their potential effects on decisions about going to college. Using students' longitudinal data ranging from their middle school, to high school, to postsecondary years, I leverage…

  19. Academic Self-Efficacy in the College Classroom: An Examination of Undergraduate Students' Reported Efficacy for Learning Tasks

    ERIC Educational Resources Information Center

    Conner, Timothy W., II; Aagaard, Lola; Skidmore, Ronald L.

    2011-01-01

    Self-efficacy is a personal belief in one's ability to accomplish particular tasks. Academic self-efficacy relates to one's belief in ability to accomplish learning activities. A convenient cluster sample (n = 105) of undergraduate students at a regional university in the midsouth was administered a survey that measured student academic…

  20. Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities

    ERIC Educational Resources Information Center

    DaDeppo, Lisa M. W.

    2009-01-01

    Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of…

  1. College Seniors' Plans for Graduate School: Do Deep Approaches Learning and Holland Academic Environments Matter?

    ERIC Educational Resources Information Center

    Rocconi, Louis M.; Ribera, Amy K.; Nelson Laird, Thomas F.

    2015-01-01

    This study examines the extent to which college seniors' plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors…

  2. Assessing the Effects of Instructor Enthusiasm on Classroom Engagement, Learning Goal Orientation, and Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Zhang, Qin

    2014-01-01

    Enthusiasm is widely regarded as one of the most essential and desirable qualities and characteristics of effective teachers. This study is designed to assess the effects of teacher enthusiasm on student classroom engagement, learning goal orientation, and academic self-efficacy. Participants include 165 college students enrolled in basic…

  3. Links for Academic Learning (LAL): A Conceptual Model for Investigating Alignment of Alternate Assessments Based on Alternate Achievement Standards

    ERIC Educational Resources Information Center

    Flowers, Claudia; Wakeman, Shawnee; Browder, Diane M.; Karvonen, Meagan

    2009-01-01

    This article describes an alignment procedure, called Links for Academic Learning (LAL), for examining the degree of alignment of alternate assessments based on alternate achievement standards (AA-AAS) to grade-level content standards and instruction. Although some of the alignment criteria are similar to those used in general education…

  4. Teaching Strategies and Gender Based Learning Environments: How They Relate to Self-Efficacy, Participatory Behaviors, and Academic Achievement

    ERIC Educational Resources Information Center

    Allen, Debra

    2013-01-01

    This mixed method participatory action research study investigated the relationships of effective teaching strategies and gender based learning environments to pre-adolescent females' self-efficacy of mathematical ability, classroom participatory behaviors, and academic achievement in the area of mathematics. Research-based teaching…

  5. The Nature and Impact of Changes in Home Learning Environment on Development of Language and Academic Skills in Preschool Children

    ERIC Educational Resources Information Center

    Son, Seung-Hee; Morrison, Frederick J.

    2010-01-01

    In this study, we examined changes in the early home learning environment as children approached school entry and whether these changes predicted the development of children's language and academic skills. Findings from a national sample of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development…

  6. Academic Performance and Learning Style Self-Predictions by Second Language Students in an Introductory Biology Course

    ERIC Educational Resources Information Center

    Breckler, Jennifer; Teoh, Chia Shan; Role, Kemi

    2011-01-01

    Academic success in first-year college science coursework can strongly influence future career paths and usually includes a solid performance in introductory biology. We wanted to know whether factors affecting biology student performance might include learning style preferences and one's ability and confidence in self-assessing those learning…

  7. The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use

    ERIC Educational Resources Information Center

    Gurses, Meral Ozkan; Adiguzel, Oktay Cem

    2013-01-01

    This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi…

  8. Academic Workload: The Silent Barrier to the Implementation of Technology-Enhanced Learning Strategies in Higher Education

    ERIC Educational Resources Information Center

    Gregory, Mary Sarah-Jane; Lodge, Jason Michael

    2015-01-01

    The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation--academic teaching staff. This paper aims to highlight…

  9. Personal and Social-Contextual Factors in K-12 Academic Performance: An Integrative Perspective on Student Learning

    ERIC Educational Resources Information Center

    Lee, Jihyun; Shute, Valerie J.

    2010-01-01

    Our extensive literature review in the fields of educational, social, and cognitive psychology has led us to identify about a dozen variables that demonstrate direct empirical links to academic achievement at the K-12 level. Those variables are grouped into four major categories: student engagement, learning strategies, school climate, and…

  10. Knowledge Acquisition or Participation in Communities of Practice? Academics' Metaphors of Teaching and Learning at the University

    ERIC Educational Resources Information Center

    Wegner, Elisabeth; Nückles, Matthias

    2015-01-01

    Learning has been described by two conceptual metaphors: as individual acquisition of knowledge ("acquisition metaphor"), and as an enculturation into a subject community ("participation metaphor"). On the other hand, academics' conceptions of teaching are usually reported to vary between teacher and student orientation. In…

  11. Trust and Work Place Spirituality on Knowledge Sharing Behaviour: Perspective from Non-Academic Staff of Higher Learning Institutions

    ERIC Educational Resources Information Center

    Rahman, Muhammad Sabbir; Osmangani, Aahad M; Daud, Nuraihan Mat; Chowdhury, Abdul Hannan; Hassan, Hasliza

    2015-01-01

    Purpose: This empirical research aims to add value in the existing research on knowledge sharing, investigate the antecedents of knowledge-sharing behaviour by embedding trust and workplace spirituality variable on non-academic staff from higher learning institution in Malaysia. The role of trust, perceived risk and workplace spirituality towards…

  12. The Unique Contribution of Learning Approaches to Academic Performance, after Controlling for IQ and Personality: Are There Gender Differences?

    ERIC Educational Resources Information Center

    Rosander, Pia; Backstrom, Martin

    2012-01-01

    The present study investigated the unique contribution of learning approaches to academic performance, also taking gender differences into account. The participant sample consisted of 476 school pupils (53% girls and 47% boys) from two upper secondary schools in Sweden who completed two self-reported measures related to personality and learning…

  13. Differences between High and Low Academic Achieving University Students in Learning and Study Strategies: A Further Investigation

    ERIC Educational Resources Information Center

    Yip, Michael C. W.

    2009-01-01

    Following up on the general framework of the research study of Yip (2007), this article sets out a similar research question, investigating the differences between high and low academic achieving Hong Kong university students based on their different learning and study strategies. In this study, we recruited 100 university students who pursued…

  14. Exploring the Engineering Student Experience: Findings from the Academic Pathways of People Learning Engineering Survey (APPLES). TR-10-01

    ERIC Educational Resources Information Center

    Sheppard, Sheri; Gilmartin, Shannon; Chen, Helen L.; Donaldson, Krista; Lichtenstein, Gary; Eris, Ozgur; Lande, Micah; Toye, George

    2010-01-01

    This report is based on data from the Academic Pathways of People Learning Engineering Survey (APPLES), administered to engineering students at 21 U.S. engineering colleges and schools in the spring of 2008. The first comprehensive set of analyses completed on the APPLES dataset presented here looks at how engineering students experience their…

  15. More to Say: Analyzing Open-Ended Student Responses to the Academic Pathways of People Learning Engineering Survey. Research Brief

    ERIC Educational Resources Information Center

    Lande, Micah; Parikh, Sarah; Sheppard, Sheri; Toye, George; Chen, Helen; Donaldson, Krista

    2009-01-01

    The Academic Pathways of People Learning Engineering Survey (APPLES2) was administered in Spring 2008 to undergraduate engineering students at 21 American universities. Students took the 10-minute online survey that asked mainly multiple choice questions related to their undergraduate engineering experience. A final optional open-ended question…

  16. A Critical Turn in Higher Education Research: Turning the Critical Lens on the Academic Language and Learning Educator

    ERIC Educational Resources Information Center

    Percy, Alisa Jane

    2015-01-01

    This paper suggests that historical ontology, as one form of reflexive critique, is an instructive research design for making sense of the political and historical constitution of the Academic Language and Learning (ALL) educator in Australian higher education. The ALL educator in this paper refers to those practitioners in the field of ALL, whose…

  17. The impact of Hurricane Rita on an academic institution: lessons learned.

    PubMed

    Beggan, Dominic M

    2010-01-01

    This paper examines the impact of Hurricane Rita on one of the many universities along the Gulf Coast of the United States: Lamar University in Beaumont, Texas. Hurricane Rita, which made landfall between Sabine Pass, Texas, and Johnson's Bayou, Louisiana, on 24 September 2005, is the fourth strongest Atlantic Ocean hurricane on record and the most intense tropical cyclone ever observed in the Gulf of Mexico. This paper assesses the tasks that confronted the administration, faculty, and students of Lamar University in the days and weeks after the event. It concludes that the one factor that will influence more than any other the degree of success after any disaster is whether all levels of the administrative command institutionalise, endorse, promote, and encourage the adopted recovery plan. The research seeks to share valuable insights on the vulnerabilities that academic institutions face during natural disasters and to highlight some of the many lessons learned. PMID:19624700

  18. Top 10 Lessons Learned from Electronic Medical Record Implementation in a Large Academic Medical Center

    PubMed Central

    Rizer, Milisa K.; Kaufman, Beth; Sieck, Cynthia J.; Hefner, Jennifer L.; McAlearney, Ann Scheck

    2015-01-01

    Electronic medical record (EMR) implementation efforts face many challenges, including individual and organizational barriers and concerns about loss of productivity during the process. These issues may be particularly complex in large and diverse settings with multiple specialties providing inpatient and outpatient care. This case report provides an example of a successful EMR implementation that emphasizes the importance of flexibility and adaptability on the part of the implementation team. It also presents the top 10 lessons learned from this EMR implementation in a large midwestern academic medical center. Included are five overarching lessons related to leadership, initial approach, training, support, and optimization as well as five lessons related to the EMR system itself that are particularly important elements of a successful implementation. PMID:26396558

  19. Top 10 Lessons Learned from Electronic Medical Record Implementation in a Large Academic Medical Center.

    PubMed

    Rizer, Milisa K; Kaufman, Beth; Sieck, Cynthia J; Hefner, Jennifer L; McAlearney, Ann Scheck

    2015-01-01

    Electronic medical record (EMR) implementation efforts face many challenges, including individual and organizational barriers and concerns about loss of productivity during the process. These issues may be particularly complex in large and diverse settings with multiple specialties providing inpatient and outpatient care. This case report provides an example of a successful EMR implementation that emphasizes the importance of flexibility and adaptability on the part of the implementation team. It also presents the top 10 lessons learned from this EMR implementation in a large midwestern academic medical center. Included are five overarching lessons related to leadership, initial approach, training, support, and optimization as well as five lessons related to the EMR system itself that are particularly important elements of a successful implementation. PMID:26396558

  20. Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course

    ERIC Educational Resources Information Center

    Zhao, Wei

    2016-01-01

    This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this…

  1. Preparing Academic Medical Centers for the Clinical Learning Environment Review: Alliance of Independent Academic Medical Centers National Initiative IV Outcomes and Evaluation

    PubMed Central

    Wehbe-Janek, Hania; Markova, Tsveti; Polis, Rachael L.; Peters, Marguerite; Liu, Yang

    2016-01-01

    Background: Driven by changes to improve quality in patient care and population health while reducing costs, evolvement of the health system calls for restructuring health professionals' education and aligning it with the healthcare delivery system. In response to these changes, the Accreditation Council for Graduate Medical Education's Clinical Learning Environment Review (CLER) encourages the integration of health system leadership, faculty, and residents in restructuring graduate medical education (GME). Innovative approaches to achieving this restructuring and the CLER objectives are essential. Methods: The Alliance of Independent Academic Medical Centers National Initiative (NI) IV provided a multiinstitutional learning collaborative focused on supporting GME redesign. From October 2013 through March 2015, participants conducted relevant projects, attended onsite meetings, and participated in teleconferences and webinars addressing the CLER areas. Participants shared best practices, resources, and experiences. We designed a pre/post descriptive study to examine outcomes. Results: Thirty-three institutions completed NI IV, and at its conclusion, the majority reported greater CLER readiness compared with baseline. Twenty-two (88.0%) institutions reported that NI IV had a great impact on advancing their efforts in the CLER area of their project focus, and 15 (62.5%) reported a great impact in other CLER focus areas. Opportunities to share progress with other teams and the national group meetings were reported to contribute to teams' success. Conclusion: The NI IV learning collaborative prepared institutions for CLER, suggesting successful integration of the clinical and educational enterprises. We propose that national learning collaboratives of GME-sponsoring health systems enable advancement of their education mission, leading ultimately to better healthcare outcomes. This learning model may be generalizable to newfound programs for academic medical centers

  2. Support for learning goes beyond academic support: Voices of students with Asperger's disorder and attention deficit hyperactivity disorder.

    PubMed

    Bolic Baric, Vedrana; Hellberg, Kristina; Kjellberg, Anette; Hemmingsson, Helena

    2016-02-01

    The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger's disorder and attention deficit hyperactivity disorder and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with 13 young adults aged between 20 and 29 years. A qualitative analysis, based on interpreting people's experiences, was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social, and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with Asperger's disorder and attention deficit hyperactivity disorder. PMID:25911093

  3. 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

  4. Conditions That Promote the Academic Performance of College Students in a Remedial Mathematics Course: Academic Competence, Academic Resilience, and the Learning Environment

    ERIC Educational Resources Information Center

    Foshee, Cecile Mary

    2013-01-01

    Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are…

  5. Optimistic and defensive-pessimist students: differences in their academic motivation and learning strategies.

    PubMed

    Suárez Riveiro, José Manuel

    2014-01-01

    In addition to cognitive and behavioral strategies, students can also use affective-motivational strategies to facilitate their learning process. In this way, the strategies of defensive-pessimism and generation of positive expectations have been widely related to conceptual models of pessimism-optimism. The aim of this study was to describe the use of these strategies in 1753 secondary school students, and to study the motivational and strategic characteristics which differentiated between the student typologies identified as a result of their use. The results indicated a higher use of the generation of positive expectations strategy (optimism) (M = 3.40, SD = .78) than the use of the defensive pessimism strategy (M = 3.00, SD = .78); a positive and significant correlation between the two strategies (r = .372, p = .001); their relationship with adequate academic motivation and with the use of learning strategies. Furthermore, four student typologies were identified based on the use of both strategies. Lastly, we propose a new approach for future work in this line of research. PMID:25011567

  6. The ebb and flow model: a philosophy of organizational learning in the academic health center.

    PubMed

    Dimario, Francis J

    2012-02-01

    Academic health centers (AHCs) have traditionally been a vibrant locale for cutting-edge medical research, androgogic education and innovative clinical care for the most vexing diseases. While these pursuits have coexisted and flourished, the realities of the health-care business environment have demanded reformatting and emulation of a corporate organizational model. This evolution has impacted the core identities of the AHC and challenged individual medical-educators, clinician-scientists and basic science investigators to persist and succeed in this milieu. The AHC has a unique capacity to muster the innate learning drive of these individuals into an organizational mission as it balances the pressures exerted from both the internal and external environments. The AHC as an organization can be viewed as an experimental condition with modifiable variables to which its professionals can react, adapt to, and transform. Organizational learning and change implementation is in essence an experiment in human behavior modification. While all individuals are subject to change, merely assembling them in a single locale determines neither a predictable homogeneous outcome nor the success of their endeavor. This article highlights some of these propositions and offers a philosophical approach to advance the AHC as an organization through the creativity and innovation of its professional ranks. PMID:22670360

  7. Software engineering in medical informatics: the academic hospital as learning environment.

    PubMed

    Prins, H; Cornet, R; van den Berg, F M; van der Togt, R; Abu-Hanna, A

    2002-01-01

    In 2001, the revised course Software Engineering has been implemented in the Medical Informatics curriculum at the Academic Medical Center, Amsterdam. This 13 weeks, full-time course consists of three parts: internship, theory and project. All parts are provided in problem-oriented manner with special attention for relevant skills such as project management, documentation and presentation. During the internship, students observe how health care professionals at several hospital wards work and how information supply is organized. In the theory part, students study concepts and methods of software engineering by means of case descriptions and self-directed learning. During the project, they apply their acquired knowledge to an observed, clinical information problem and complete several stages of the software engineering process. Evaluation by inquiry showed that, compared to other courses, students spent more time, and distributed their time more evenly, during the whole period of the course. In conjunction with theory, a combination of internship and project in a hospital seems to provide a surplus value compared to a practical in a computer laboratory. The integration of software theory, clinical practice and problem-based approach, contributed to the enthusiastic, intensive and realistic way students learned in this important topic that might be chosen as a future profession. PMID:15460769

  8. Neuropsychological Abilities and Academic Gains in Learning Disabled Children: A Follow-up Study over an Academic School Year.

    ERIC Educational Resources Information Center

    Kennard, Betsy D.; Stewart, Sunita M.; Silver, Cheryl H.; Emslie, Graham J.

    2000-01-01

    Learning disabled students (N=22) with documented learning disabilities on standardized tests at beginning and end of one school year were evaluated. Neuropsychological measures were also administered. Subjects demonstrated impairment on neuropsycholgical measures. By the end of the year subjects had improved in written language. Results suggest…

  9. Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

    PubMed

    Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

    2014-03-01

    Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

  10. Beyond Testing: Assessment for Teaching and Learning. Viewpoints. [Booklet and Audio Compact Discs].

    ERIC Educational Resources Information Center

    North Central Regional Educational Lab., Naperville, IL.

    This multimedia package, which contains two audio CDs and a short informative booklet, examines the use of assessment to improve teaching and learning. The booklet contains the essay "Assessment-Driven Reform: A Leadership Approach" (Rhetta L. Detrich with Ed Janus and Sabrina W. M. Laine). It discusses the increasing importance of testing and…

  11. Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

    PubMed

    Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

    2015-01-01

    The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health. PMID:26552201

  12. The Impact of Cooperative and Traditional Learning on the Academic Achievement of Third Grade Students in Selected Rural School Districts in Northeast, South Carolina

    ERIC Educational Resources Information Center

    Johnson, Shawn Lamont L.

    2013-01-01

    This study examined the impact that cooperative learning and traditional learning have on the academic performance of elementary school students in rural school districts. Cooperative learning is considered a typical model that can maximize the effectiveness of constructivism. Slavin (1991, p. 71) completed a synthesis of research on cooperative…

  13. Students' Perceptions of Computer-Based Learning Environments, Their Attitude towards Business Statistics, and Their Academic Achievement: Implications from a UK University

    ERIC Educational Resources Information Center

    Nguyen, ThuyUyen H.; Charity, Ian; Robson, Andrew

    2016-01-01

    This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and…

  14. Living up to Our Students' Expectations--Using Student Voice to Influence the Way Academics Think about Their Undergraduates' Learning and Their Own Teaching

    ERIC Educational Resources Information Center

    Wharton, C. Yvette; Goodwin, Lorna J.; Cameron, Andrea J.

    2014-01-01

    Understanding the student learning experience is essential if Higher Education Institutions (HEI) are to provide an education for the 21st century. This study investigated students' perspectives on their learning experiences and offered undergraduates a chance to influence the way academics think about learning and teaching. Participants were…

  15. 21st century community learning centers--improving the academic performance of at-risk students: a Bronx tale.

    PubMed

    Dodd, Arleen T; Bowen, Lizette M

    2011-01-01

    The authors of this article report on an intervention designed to improve the academic component of an extended after-school program. The agency involved in this intervention was a non-profit community action group (CAG) agency whose mission is to improve the socio-economic well-being of the residents of Upper Manhattan, the Bronx, and New York City. The agency has a staff of 200 that serve high school students. The intervention program was designed to (1) improve the working relationship between teachers, families, and students in the after-school program, (2) develop new and innovative ways to improve the academic curricula of the after-school program, and (3) provide continuous education to stakeholders to the after-school program. Improvements in student performance relating to attendance, academic work, discipline and social behaviors were reported. The intervention reported in this article has the potential of supporting learning and developmental outcomes over time. PMID:21847874

  16. A Comparative Investigation on the Learning Efficacy of Mechatronic Technology Between Academic and Vocational High School Students

    NASA Astrophysics Data System (ADS)

    Jou, Min; Hung, Chen-Kang; Lai, Shih-Hung

    2014-12-01

    Universities in Taiwan can be divided into two major categories of comprehensive universities and technological universities. Students studying engineering majors in comprehensive universities are often recruited from academic high schools while those in technological universities tend to be recruited from vocational high schools. The purpose of this research was to investigate differences in learning efficacy between college students with academic backgrounds and those with vocational backgrounds. Results indicated no significant differences in cognition between the two groups of students. Additionally, students with vocational school backgrounds performed better in comprehension skills compared with those with academic backgrounds and were more able to apply acquired knowledge to practical tasks according to path analysis studies and the Mann-Whitney U test.

  17. Taking Responsibility for Academic Integrity: A Collaborative Teaching and Learning Design

    ERIC Educational Resources Information Center

    East, Julianne; Donnelly, Lisa

    2012-01-01

    La Trobe University, like many Australian universities, states that it values honest academic endeavour (Academic Integrity Policy 2011), and it can provide examples of good teaching practice in the areas of academic integrity, proper acknowledgment and avoiding plagiarism. Rather than relying on the chance that individuals will just develop good…

  18. Team Teaching Verbal, Mathematics, and Learning Skills. Howard University. The Center for Academic Reinforcement.

    ERIC Educational Resources Information Center

    Bartlett, Joan; Byrd, Roland

    Team teaching was used in three undergraduate courses to explore its potential for enhancing students' academic development. The courses were part of a program offered to freshmen with unrealized academic potential through the Howard University (District of Columbia) Center for Academic Reinforcement (CAR). A three-hour block of time was set aside…

  19. Work-Based Learning and Academic Skills. IEE Working Paper No. 15.

    ERIC Educational Resources Information Center

    Hughes, Katherine L.; Moore, David Thornton; Bailey, Thomas R.

    The claim that work-based experience improves students' academic performance was examined through a study of the academic progress of 25 high school and community college student interns employed in various health care workplaces. Data were collected from the following activities: (1) review of the literature on academic reinforcement and academic…

  20. Reflections on Academic Development: What We Can Learn from the South African Experience. Technical Report.

    ERIC Educational Resources Information Center

    Epstein, Ruth

    A study examined academic literacy in high-risk South African students entering postsecondary education, and the relationship of academic literacy to instructional development. Data were gathered in discussions with academic staff at South African universities and technikons and at the University of Saskatchewan. The report begins with background…

  1. Learning in the context of community: The academic experiences of first-year arts and science students in a learning community program

    NASA Astrophysics Data System (ADS)

    Schmidt, Nancy

    2000-10-01

    This study explored the academic experiences of two groups of first-year students in university, one in the arts and one in the science, who participated in a residential-based learning community program. Using qualitative and critical analysis of in-depth student interviews conducted over a fall and winter semester, I constructed their world as implied from their stories and narratives. From this vantage point, I investigated how students as novice learners negotiated their role as learners; the belief systems they brought with them to minimize academic risk; their coping strategies in a 12 week semestered system; and the tacit theories they acquired within their day-to-day educational experiences. A number of themes emerged from the research: students intentionally minimizing faculty contact until they developed 'worthiness'; learning as 'teacher pleasing'; disciplinary learning differences between the arts and sciences students; and a grade orientation that influenced what and how students learned. Within the broader political, ideological, and cultural framework of the university, I identified student patterns of accommodation, resistance, silence and submission in negotiating their roles as learners. By critiquing the academic side of university life as students experienced it and lived it as a community of learners, I exposed the tensions, contradictions, and paradoxes that emerged. I revealed the points of disjuncture that came from competing discourses within the university for these students: the discourse of community, the discourse of collective harmony, and the discourse of the market place.

  2. The Differential Impact of Pre-College and Self-Regulatory Factors on Academic Achievement of University Students with and without Learning Disabilities.

    ERIC Educational Resources Information Center

    Ruban, Lilia; McCoach, D. Betsy; Nora, Amaury

    Even though research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for college students with and without…

  3. Using a Virtual Learning Environment to Develop Academic Writing with First Year Dance Students: Facing the Challenge of Writing through Digital Images

    ERIC Educational Resources Information Center

    Andrews, Ben; Thoms, Victoria

    2008-01-01

    This paper discusses research into the facilitation of academic writing for first year dance students using images, emails and the forum of a Virtual Learning Environment (VLE). Taking place over several weeks in the early part of the academic year and within a core module entitled Personal and Professional Development in the single honours Dance…

  4. Effects of Computer-Based Early-Reading Academic Learning Time on Early-Reading Achievement: A Dose-Response Approach

    ERIC Educational Resources Information Center

    Heuston, Edward Benjamin Hull

    2010-01-01

    Academic learning time (ALT) has long had the theoretical underpinnings sufficient to claim a causal relationship with academic achievement, but to this point empirical evidence has been lacking. This dearth of evidence has existed primarily due to difficulties associated with operationalizing ALT in traditional educational settings. Recent…

  5. Academic Achievement: The Unique Contribution of Self-Efficacy Beliefs in Self-Regulated Learning beyond Intelligence, Personality Traits, and Self-Esteem

    ERIC Educational Resources Information Center

    Zuffiano, Antonio; Alessandri, Guido; Gerbino, Maria; Kanacri, Bernadette Paula Luengo; Di Giunta, Laura; Milioni, Michela; Caprara, Gian Vittorio

    2013-01-01

    The present study examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem. Participants included 170 (87…

  6. Academic Support as a Predictor of Retention to Graduation: New Insights on the Role of Tutoring, Learning Assistance, and Supplemental Instruction

    ERIC Educational Resources Information Center

    Grillo, Michael C.; Leist, Cathy W.

    2013-01-01

    This study seeks to examine the relationship between the long-term use of academic support services such as tutoring, learning assistance, and supplemental instruction and retention to graduation. Little research has been devoted to the relationship between academic support and retention to graduation in both the literatures on retention and…

  7. Development and Testing of a M-Learning System for the Professional Development of Academics through Design-Based Action Research

    ERIC Educational Resources Information Center

    Keskin, Nilgun Ozdamar; Kuzu, Abdullah

    2015-01-01

    In the present study, a mobile learning system for the professional development of academics was developed by design based action research, and the perceptions and experiences of the academics using this system were examined. In the first phase of this design-based action research, the research question was defined. In the second phase, a…

  8. Preliminary Evidence of a Relationship between the Use of Online Learning and Academic Performance in a South African First-Year University Accounting Course

    ERIC Educational Resources Information Center

    Halabi, Abdel K.; Essop, Ahmed; Carmichael, Teresa; Steyn, Blanche

    2014-01-01

    This paper examines the relationship between the use of online learning resources and academic performance in an Accounting 1 course conducted at a South African Higher Education Institution. The study employed a quantitative analysis over three academic years comparing the collection of end of year marks and the time spent online. The results…

  9. Motivation, Self-Regulated Learning Efficacy, and Academic Achievement among International and Domestic Students at an Urban Community College: A Comparison

    ERIC Educational Resources Information Center

    Liao, Hsiang-Ann; Ferdenzi, Anita Cuttita; Edlin, Margot

    2012-01-01

    This study is designed to examine how intrinsic motivation, extrinsic motivation, and self-regulated learning efficacy influence academic achievement of international and domestic community college students. Results show that for both international and domestic students, motivation did not directly affect academic achievement. Self-regulated…

  10. Developmental Diversity in the Academic Language-Learning Experiences of Adult English as a Second or Other Language Learners: A Constructive-Developmental Study

    ERIC Educational Resources Information Center

    Ouellette-Schramm, Jennifer R.

    2016-01-01

    Academic language is a challenging yet increasingly important skill for Adult Basic Education/English as a Second or Other Language learners. Related to academic language learning is an adult's developmental perspective. Developmental perspectives have been shown to vary in adulthood and shape qualitatively distinct ways of reasoning and learning…

  11. Learning Strategy Preferences, Decision-Making Styles, Ways of Knowing, and Cultural Awareness of Members of the National Academic Advising Association

    ERIC Educational Resources Information Center

    Trout, Donna K.

    2009-01-01

    Academic advisors help students with the process of decision making, of making sense of their world, of understanding how they go about learning, and of understanding how to appreciate diversity in their world. If advisors are to help students in these areas, academic advisors should be aware of the cognitive processes of how they make sense of…

  12. Learning about compact binary merger: The interplay between numerical relativity and gravitational-wave astronomy

    SciTech Connect

    Baumgarte, Thomas; Brady, Patrick R.; Creighton, Jolien D E; Lehner, Luis; Pretorius, Frans; DeVoe, Ricky

    2008-04-15

    Activities in data analysis and numerical simulation of gravitational waves have to date largely proceeded independently. In this work we study how waveforms obtained from numerical simulations could be effectively used within the data analysis effort to search for gravitational waves from black hole binaries. To this end we analyze the cross-correlation between different numerical waveforms weighted by the detector's noise. This allow us to propose measures to quantify the accuracy of numerical waveforms for the purpose of data analysis, study how sensitive the analysis is to errors in the waveforms, and propose a way to efficiently encode the waveform's information for its use as a member of the template bank. We estimate that {approx}100 templates (and {approx}10 simulations with different mass ratios) are needed to detect waves from nonspinning binary black holes with total masses in the range 100M{sub {center_dot}}{<=}M{<=}400M{sub {center_dot}} using initial LIGO. Of course, many more simulation runs will be needed to confirm that the correct physics is captured in the numerical evolutions. From this perspective, we also discuss sources of systematic errors in numerical waveform extraction and provide order of magnitude estimates for the computational cost of simulations that could be used to estimate the cost of parameter space surveys. Finally, we discuss what information from near-future numerical simulations of compact binary systems would be most useful for enhancing the detectability of such events with contemporary gravitational-wave detectors and emphasize the role of numerical simulations for the interpretation of eventual gravitational-wave observations.

  13. The Relationship between Learning Approaches of Prospective Teachers and Their Academic Achievement

    ERIC Educational Resources Information Center

    Gurlen, Eda; Turan, Sevgi; Senemoglu, Nuray

    2013-01-01

    To prepare for future professional challenges, prospective teachers should acquire the capabilities for independent learning. Prospective teachers should know how to learn effectively. In this article, prospective teachers' learning approaches, learning preference and the relationship between learning preference, learning approaches with…

  14. Conceptualizing Criticality as a Guiding Principle for High Quality Academic Service Learning

    ERIC Educational Resources Information Center

    Jones, Angela Lewellyn; Kiser, Pamela M.

    2014-01-01

    Recent service-learning literature proposed a dichotomous framework for understanding service learning as either traditional service learning or critical service learning. Within this proposal, critical service learning is differentiated from traditional service learning as emphasizing social change, working to redistribute power, and seeking to…

  15. Lessons Learned From a Community–Academic Initiative: The Development of a Core Competency–Based Training for Community–Academic Initiative Community Health Workers

    PubMed Central

    Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

    2012-01-01

    Objectives. Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community–academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI–CHW training program. Methods. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results. Results demonstrated that a core competency–based training can successfully affect CHWs’ perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. Conclusions. This program demonstrates that a core competency–based framework coupled with CAI-research–specific skill sessions (1) provides skills that CAI–CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles. PMID:22594730

  16. What Is Business's Social Compact?

    ERIC Educational Resources Information Center

    Avishai, Bernard

    1994-01-01

    Under the "new" social compact, businesses must focus on continuous learning and thus have both an obligation to support teaching and an opportunity to profit from it. Learning organizations must also be teaching organizations. (SK)

  17. Reducing test anxiety and improving academic self-esteem in high school and college students with learning disabilities.

    PubMed

    Wachelka, D; Katz, R C

    1999-09-01

    Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure in otherwise capable students. Because test anxiety is common in older students with learning disabilities (LD), it is surprising that little research has been done on ways to reduce the distress these students experience in test situations. In this study, we used a randomized pretest-posttest control group design to examine the effectiveness of a cognitive-behavioral treatment for reducing test anxiety and improving academic self-esteem in a cohort (N = 27) of high school and college students with learning disabilities (LD). All of the students participated voluntarily. They were enrolled in classes for students with learning problems. Before the study began, they complained of test anxiety and showed an elevated score on the Test Anxiety Inventory (TAI). Eleven students (85%) completed the 8-week long treatment, which consisted of progressive muscle relaxation, guided imagery, self-instruction training, as well as training in study and test-taking skills. Results showed significant improvement in the treated group which was not evident in an untreated control group (N = 16). Compared to the control group, the treated group showed significant reductions in test anxiety on the TAI, as well as improvement in study skills and academic self-esteem as measured by the Survey of Study Habits and Attitudes, and the school scale of the Coopersmith Self-Esteem Inventory. These results extend the generality of similar studies on reducing test anxiety and improving academic self-esteem in younger students. They also suggest that relief from test anxiety can be expected fairly quickly when cognitive-behavioral methods are used. Additional implications and methodological limitations of the study are discussed. PMID:10619543

  18. The Effects of E-Mail Messages in a Distance Learning University on Perceived Academic and Social Support, Academic Satisfaction, and Coping

    ERIC Educational Resources Information Center

    Heiman, Tali

    2008-01-01

    The study examines the effects of e-mail messages on students' perceived social support, academic satisfaction, academic outcomes, and on students' coping modes. E-mails with a social or academic content were submitted by the university academic staff responsible for the courses to the 229 undergraduate students enrolled in an online social…

  19. Towards an Integrated Approach to the Recognition of Professional Competence and Academic Learning

    ERIC Educational Resources Information Center

    Bravenboer, Darryll; Lester, Stan

    2016-01-01

    Purpose: The purpose of this paper is to discuss the benefits of reclaiming the idea of professional competence and challenges fragmented approaches to academic qualification and professional recognition. It is argued that academic programmes that are integrated with the requirements for professional recognition can resolve the potentially…

  20. Multicultural Environments of Academic versus Internship Training Programs: Lessons to Be Learned

    ERIC Educational Resources Information Center

    Peters, Heather J.; Krumm, Angela J.; Gonzales, Rufus R.; Gunter, Kensa K.; Paez, Karen N.; Zygowicz, Sharon D.; Haggins, Kristee L.

    2011-01-01

    Psychology training programs have a responsibility to train multiculturally competent psychologists. Predoctoral interns were surveyed to compare the multicultural environment of academic and internship programs. Internship programs were perceived as more multicultural than were academic programs. Factors contributing to differences are examined,…

  1. The Changing Academic Ecology of Sociology: Learning to Live with More Frogs in the Pond

    ERIC Educational Resources Information Center

    Clark, Robert A.

    2008-01-01

    Sociology exists in a dynamic academic environment that influences how students view and evaluate the discipline. This essay explores the changing academic context of sociology through the author's experience as a professor and department chair over a span of four decades. Increased co-curricular programming, changing student goals, and more…

  2. Effects of Self-Determination Interventions on the Academic Skills of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Konrad, Moira; Fowler, Catherine H.; Walker, Allison R.; Test, David W.; Wood, Wendy M.

    2007-01-01

    Given the importance of both academic and self-determination skills for students with disabilities, it is important to identify efficient ways to deliver instruction in these essential areas. This literature review synthesizes intervention research that has examined the effects of self-determination interventions on academic skills for students…

  3. Articulate--Academic Writing, Refereeing Editing and Publishing Our Work in Learning, Teaching and Educational Development

    ERIC Educational Resources Information Center

    Wisker, Gina

    2013-01-01

    Most work on writing and publication processes focuses on writing support for undergraduates or postgraduates writing in the disciplines, while work on academic identities frequently considers development as a university teacher. This essay consider the reviewing process for academics who write, whether doctoral students, researchers, teachers or…

  4. Challenging Perspectives on Learning and Teaching in the Disciplines: The Academic Voice

    ERIC Educational Resources Information Center

    Krause, Kerri-Lee D.

    2014-01-01

    This article reports on a study of academic staff perspectives on disciplinary communities and skill development in disciplinary contexts. Fifty-five academic staff were interviewed across eight disciplines in four Australian universities. Responses of historians and mathematicians are the focus of this article. A socio-constructivist framework…

  5. The Two and a Half Learning Model: A Consequence of Academic Dishonesty

    ERIC Educational Resources Information Center

    Sahin, Mehmet

    2016-01-01

    Academic dishonesty has been regarded as a problem but not a visible and declared one in every type of educational setting from elementary school to graduate level all over the world. Dishonesty or misconduct in the academic realm covers plagiarism, fabrication, deception, cheating, bribery, sabotage, professorial misconduct and impersonation.…

  6. The Relationship among Parental Involvement, Learning, and Academic Achievement: A Cultural Perspective

    ERIC Educational Resources Information Center

    Conant, Alison

    2013-01-01

    The goal of this QUAN-qual mixed methods study was to investigate how parents from various ethnicities and socioeconomic status construct their expectations of academic achievement and the impact these expectations have on academic success for the student. Data was gathered by using The Parent Survey of Family and Community Involvement in the…

  7. Online Learning and Post-Secondary Expectations: Bridging the Gap from Academic Leaders to Instructors

    ERIC Educational Resources Information Center

    Muldrow, Marian

    2014-01-01

    The purpose of this study is to explore the leadership gap that exists between instructors and academic leadership that prohibits students from being successful in online courses, which is the result of academic leaders who inadequately prepare faculty. This is a leadership gap because programs should be established by the administrators to ensure…

  8. The "Truth" of Academic Development: How Did It Get to Be about "Teaching and Learning"?

    ERIC Educational Resources Information Center

    Barrow, Mark; Grant, Barbara

    2012-01-01

    The nature of academic development in contemporary universities has been a recent focus in the literature. Highlighting the diversity of practices that exist under its name, "academic development" has been described by some as an ambiguous project and a fragmented field, while others suggest a more coherent project, pointing out a near universal…

  9. Techniques of Learning: Self-Modification of Academic Behavior--Trainer's Manual.

    ERIC Educational Resources Information Center

    Zimmerman, Jeff; Handfield, Victoria

    The concept and training procedures of a university-based, student-operated program designed to help other students in the area of academic effectiveness is described in this training manual. The manual offers the guidelines for training peer counselors in the techniques of individual academic counseling, group leadership skills in a co-leadership…

  10. Interacting and Learning Together: Factors Influencing Preservice Teachers' Perceptions of Academic Wiki Use

    ERIC Educational Resources Information Center

    Israel, Maya; Moshirnia, Andrew

    2012-01-01

    Academic wikis hold promise in supporting preservice teachers' collaborative interactions in online contexts. Nonetheless, little is written in either technology or teacher education literature about facilitating wiki use and instruction within teacher education. This study investigated the use of an academic wiki within a technology teacher…

  11. When Earning Is Beneficial for Learning: The Relation of Employment and Leisure Activities to Academic Outcomes

    ERIC Educational Resources Information Center

    Derous, Eva; Ryan, Ann Marie

    2008-01-01

    The present study investigates the joint effect of the quantity and quality of out-of-school activities (i.e., employment and leisure) on academic outcomes (i.e., well-being, study attitude, and academic performance) among 230 undergraduates. A series of hierarchical regression analyses show that spending too much time in both employment and…

  12. Academic Self-Handicapping: The Role of Self-Concept Clarity and Students' Learning Strategies

    ERIC Educational Resources Information Center

    Thomas, Cathy R.; Gadbois, Shannon A.

    2007-01-01

    Background: Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. Aims: This study…

  13. Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children

    ERIC Educational Resources Information Center

    Cheung, Cecilia S.; McBride-Chang, Catherine

    2008-01-01

    A measure of academic parenting practices was developed through parent and teacher interviews and subsequently administered to 91 Hong Kong Chinese fifth graders, who also rated their mothers' restrictiveness and concern, school motivation, and self-perceived academic competence. Children's actual school grades were obtained from school records.…

  14. Examining the Academic Counseling Courses as a Support Service in Distance Learning

    ERIC Educational Resources Information Center

    Cekerol, Kamil; Bozkaya, Mujgan

    2010-01-01

    Academic counseling courses, in which learner support is provided in a face-to-face environment, maintain their importance and continuity since the beginning of the distance education system in Anadolu University. Academic counseling courses, which are carried out by getting support from various universities, are conducted by bringing the…

  15. Comparison of Students' Perceptions of Their Teaching-Learning Environments in Three Professional Academic Disciplines: A Valuable Tool for Quality Enhancement

    ERIC Educational Resources Information Center

    Haarala-Muhonen, Anne; Ruohoniemi, Mirja; Katajavuori, Nina; Lindblom-Ylanne, Sari

    2011-01-01

    The present study explored differences in students' perceptions of their teaching-learning environments in three professional academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire. A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary…

  16. From Expectations to Experiences: Using a Structural Typology to Understand First-Year Student Outcomes in Academically Based Living-Learning Communities

    ERIC Educational Resources Information Center

    Wawrzynski, Matthew R.; Jessup-Anger, Jody E.

    2010-01-01

    This longitudinal study investigated to what extent noncognitive variables (e.g., expectations for college) and the college environment (i.e., academically based living-learning communities) influence students' college experience. This research goes beyond grouping all living-learning students into one category, which has dominated much of the…

  17. Academic Procrastination among College Students with Learning Disabilities: The Role of Positive and Negative Self-Oriented Perfectionism in Terms of Gender, Specialty and Grade

    ERIC Educational Resources Information Center

    Mohammed, Adel Abdulla; Sherit, Asharaf Mohammed A.; Eissa, Mourad Ali; Mostafa, Amaal Ahmed

    2013-01-01

    The purpose of this study was three folds: to explore whether there were relationship between academic procrastination and positive and negative self-oriented perfectionism of college students with learning disabilities, the extent to which positive and negative self-oriented perfectionism of college students with learning disabilities predicts…

  18. Major lessons learned from a nationally-based community-academic partnership: addressing sibling adjustment to childhood cancer.

    PubMed

    Long, Kristin A; Goldish, Melanie; Lown, E Anne; Ostrowski, Nancy L; Alderfer, Melissa A; Marsland, Anna L; Ring, Sandra; Skala, Suzanne; Ewing, Linda J

    2015-03-01

    Prolonged, intensive treatment protocols for childhood cancer disrupt family routines and daily functioning, with effects extending to all family members. Despite their unique needs, siblings of children with cancer receive limited attention from community organizations and researchers. Community-academic partnerships may foster research that effectively assesses and addresses siblings' unmet needs. In this article, "community" refers to siblings of children with cancer who participate in SuperSibs!, a national nonprofit organization for siblings of children with cancer. This article (a) describes a replicable model for successful community-academic partnerships: the Sibling Research Advisory Board (SRAB) and (b) articulates "lessons learned" from this partnership, including documenting the ability to recruit a representative sample through a community organization. Lessons emerged from an iterative process of discussion and revision that involved all SRAB members. This case study describes approaches to overcoming practical obstacles in community-partnered research planning and implementation. To meet the common goals of identifying and addressing unmet sibling needs, SRAB partners learned to establish a common language, identify each team member's unique expertise, and acknowledge differences in approach (e.g., methodology, pace of accomplishment) between research and community service. SRAB's ability to recruit a representative sample was achieved through close collaboration with SuperSibs! and implementation of active recruitment strategies to overcome barriers to research participation. Protection of community member privacy was emphasized alongside methodological rigor. Community-academic partnerships enable research with high-need, hard-to-access populations. Proactively identifying and addressing common pitfalls of community-academic partnerships promotes community engagement and acceptability and facilitates high-quality research. PMID:25581558

  19. Understanding Student Learning in Context: Relationships between University Students' Social Identity, Approaches to Learning, and Academic Performance

    ERIC Educational Resources Information Center

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele

    2011-01-01

    This research focuses on understanding how socio-psychological dimensions such as student social identity and student perceptions of their learning community affect learning at university. To do this, it integrates ideas from phenomenographic research into student learning with ideas from research on social identity. In two studies (N = 110, and N…

  20. Adult Compacts.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    This bulletin focuses on adult compacts, three-way agreements among employers, potential employees, and trainers to provide the right kind of quality training to meet the employers' requirements. Part 1 is an executive summary of a report of the Adult Compacts Project, which studied three adult compacts in Birmingham and Loughborough, England, and…