2012 Frontiers in Education Conference Proceedings最新文献_第6页

Work in progress: How differences in student motivation characterize differences between engineering disciplines 正在进行的工作:学生动机的差异如何表征工程学科之间的差异

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462358

Adam Kirn, Beshoy Morkos, L. Benson

引用次数: 8

Peer mentoring: Linking the value of a reflective activity to graduate student development 同侪指导:将反思活动的价值与研究生的发展联系起来

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462332

Brook Sattler, Adam R. Carberry, Lauren D. Thomas Quigley

引用次数: 3

Work in progress: Student lab on graphics cards' multi buffer architecture implemented in an FPGA 正在进行的工作:在FPGA中实现图形卡的多缓冲区架构的学生实验室

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462418

D. Samuelsen, O. Graven

引用次数: 0

Work in progress: Extending a LMS with social capabilities: Integrating Moodle into Facebook 正在进行的工作:扩展具有社交功能的LMS:将Moodle集成到Facebook中

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462316

A. Caminero, S. Ros, A. Robles-Gómez, L. Tobarra, Roberto Hernández, R. Pastor, M. Rodríguez-Artacho, E. S. Cristóbal, S. Martín, M. Tawfik

{"title":"Work in progress: Extending a LMS with social capabilities: Integrating Moodle into Facebook","authors":"A. Caminero, S. Ros, A. Robles-Gómez, L. Tobarra, Roberto Hernández, R. Pastor, M. Rodríguez-Artacho, E. S. Cristóbal, S. Martín, M. Tawfik","doi":"10.1109/FIE.2012.6462316","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462316","url":null,"abstract":"Merging a Learning Management System (LMS) and a social network has social advantages for students. Among others, students can show off their achievements among their acquaintances, which in turn improves their social leadership and self-esteem. This is specially true in the case of distance learning, where there are no physical interactions between students, so their student life is totally isolated from their everyday life (e.g. students do not go out together, since they may live in different cities or even countries although they study the same subjects). All these points suggest that the use of social networks for distance teaching has clear advantages that can be harnessed. In order to achieve the aforementioned benefits, we are working on integrating a commonly used LMS, Moodle, into one of the most widely-used social network, Facebook. This integration allows students and faculty to use Facebook as a communication tool that improves the learning process and social life of students in the ways presented before.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126415514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Work in progress: How do first-year engineering students develop as self-directed learners? 正在进行的工作:一年级工程专业学生如何发展成为自主学习者?

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462378

Boris Taratutin, Taylor Lobe, J. Stolk, R. Martello, Katherine C. Chen, Roberta Herter

{"title":"Work in progress: How do first-year engineering students develop as self-directed learners?","authors":"Boris Taratutin, Taylor Lobe, J. Stolk, R. Martello, Katherine C. Chen, Roberta Herter","doi":"10.1109/FIE.2012.6462378","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462378","url":null,"abstract":"Although self-direction is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong, self-directed learners remains unclear. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at two institutions develop as self-directed learners during their first two years of their engineering programs. Preliminary findings indicate that both groups of first-year students make progress as self-directed learners, even after their first semester of college. However, the data indicate marked differences in specific areas of self-directed learner growth at the two institutions. Compared to those at the large public university, students at the small private college report stronger learning goal orientations, help-seeking behaviors, and metacognitive strategy use. We discuss how the learning opportunities and environments may contribute to these differences in learner development.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126515779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Awareness of and receptiveness to active learning strategies among STEM faculty STEM教师对主动学习策略的认识和接受程度

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462327

C. Allendoerfer, Mee Joo Kim, Elizabeth Burpee, Denise M. Wilson, R. Bates

{"title":"Awareness of and receptiveness to active learning strategies among STEM faculty","authors":"C. Allendoerfer, Mee Joo Kim, Elizabeth Burpee, Denise M. Wilson, R. Bates","doi":"10.1109/FIE.2012.6462327","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462327","url":null,"abstract":"Despite strong evidence of the positive impact of active learning strategies, STEM faculty demonstrate a spectrum of receptiveness to incorporating active learning into their classrooms, and for a variety of reasons, engineering classes continue to be dominated by a passive lecture style. This paper draws on data from a four-year study that investigated the use of five social instruction strategies, including active learning. Twenty-four STEM faculty at 4 institutions were interviewed regarding their understanding of and attitudes toward these strategies. This paper focuses on the results of the active learning component of these interviews. Faculty most often interpreted active learning as what students do and viewed self-motivation as a key component of what students think while active learning. These results, while drawn from a small sample population, can nevertheless make an important contribution to understanding why passive learning remains predominant in the STEM classroom. This paper examines how the findings from this study can inform efforts to promote changes in STEM education that would bring more active learning to the classroom.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121617337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

A first look at student motivation resulting from a pass/fail program for first-semester engineering students 第一学期工程专业学生通过/不及格计划后的学生动机

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462266

K. Stanton, T. Siller

引用次数: 2

The effect of interleaving an alternate task during tutoring and testing 在辅导和测试期间交替进行任务的效果

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462517

Amruth N. Kumar

引用次数: 0

Work in progress: Learning flow-of-control with FlipLogic: A game-based approach 正在进行的工作:学习控制流与FlipLogic:基于游戏的方法

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462514

Elham Beheshti, Michael S. Horn

引用次数: 0

Standards-based grading: Preliminary studies to quantify changes in affective and cognitive student behaviors 基于标准的评分:量化学生情感和认知行为变化的初步研究

2012 Frontiers in Education Conference Proceedings Pub Date : 2012-10-03 DOI: 10.1109/FIE.2012.6462211

Adam R. Carberry, M. Siniawski, J. Dionisio

{"title":"Standards-based grading: Preliminary studies to quantify changes in affective and cognitive student behaviors","authors":"Adam R. Carberry, M. Siniawski, J. Dionisio","doi":"10.1109/FIE.2012.6462211","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462211","url":null,"abstract":"Assessing student learning is a key component to education. Most institutions assess learning using a score-based grading system. Such systems use multiple individual assignment scores to produce a cumulative final course grade, which may or may not represent what a student has learned. Standards-based grading offers an alternative that addresses the need to directly assess how well students are developing toward meeting the course objectives. The course objectives are the focal point of the grading system, allowing the instructor to assess students on clearly defined objectives throughout the course. The system assesses how well students become proficient in the course objectives over the duration of the course. This study extends the use of standards-based grading at the K-12 level into the realm of undergraduate science, technology, engineering, and mathematics (STEM) education. Five STEM courses pilot tested the integration of a standards-based grading system to investigate how it impacts affective and cognitive student behaviors. The results suggest that a standards-based grading system increased student domain-specific self-efficacy, was perceived as valuable, and helped students develop more sophisticated beliefs about STEM knowledge.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121053383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16