The International Journal for the Scholarship of Teaching and Learning最新文献_第9页

Building Connections Through Contextualized Learning in an Undergraduate Course on Scientific and Mathematical Literacy 通过情境化学习在本科科学与数学素养课程中建立联系

The International Journal for the Scholarship of Teaching and Learning Pub Date : 2015-01-30 DOI: 10.20429/IJSOTL.2015.090111

M. Rathburn

引用次数: 9

Does Mechanism Matter? Student Recall of Electronic versus Handwritten Feedback 机制重要吗?学生对电子反馈和手写反馈的回忆

The International Journal for the Scholarship of Teaching and Learning Pub Date : 2015-01-30 DOI: 10.20429/IJSOTL.2015.090107

Megan E Osterbur, E. Hammer, E. Hammer

{"title":"Does Mechanism Matter? Student Recall of Electronic versus Handwritten Feedback","authors":"Megan E Osterbur, E. Hammer, E. Hammer","doi":"10.20429/IJSOTL.2015.090107","DOIUrl":"https://doi.org/10.20429/IJSOTL.2015.090107","url":null,"abstract":"Student consumption and recall of feedback are necessary preconditions of successful formative assessment. Drawing on Sadler’s (1998) definition of formative assessment as that which is intended to accelerate learning and improve performance through the providing of feedback, we examine how the mechanism of transmission may impact student retention of feedback content. We proceed from the premise that such retention is necessary for feedback to function as a component of formative assessment. Although researchers have written extensively on best practices in feedback content (e.g., Nicol & Macfarlane-Dick, 2006) and student and instructor attitudes toward electronic feedback versus handwritten feedback (e.g., Thomson, 2008), comparatively little research addresses whether the form of feedback influences student consumption and retention. Our research found that whereas students who preferred or received handwritten feedback recall more feedback (quantity), those who actually received electronic feedback recall comments more accurately (quality). We encourage instructors to working with either format to adhere to accepted standards for good feedback practice.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122282763","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: 2

Showing Up is Half the Battle: Assessing Different Contextualized Learning Tools to Increase the Performance in Introductory Computer Science Courses 出勤是成功的一半:评估不同情境化学习工具以提高计算机科学入门课程的表现

The International Journal for the Scholarship of Teaching and Learning Pub Date : 2015-01-30 DOI: 10.20429/IJSOTL.2015.090110

Christine Rolka, Anja Remshagen

引用次数: 4

"Leave Me and My Facebook Alone!" Understanding College Students' Relationship with Facebook and its Use for Academic Purposes “离我和我的Facebook远点!”了解大学生与Facebook的关系及其学术用途

The International Journal for the Scholarship of Teaching and Learning Pub Date : 2015-01-30 DOI: 10.20429/IJSOTL.2015.090108

Hilary J. Gettman, V. Cortijo

引用次数: 32

Content, Affective, and Behavioral Challenges to Learning: Students’ Experiences Learning Statistics 学习的内容、情感和行为挑战:学生经验学习统计

The International Journal for the Scholarship of Teaching and Learning Pub Date : 2014-07-30 DOI: 10.20429/IJSOTL.2014.080206

April L. McGrath

引用次数: 16

Employing Concept Mapping as a Pre-writing Strategy to Help EFL Learners Better Generate Argumentative Compositions 运用概念映射作为写作前策略帮助英语学习者更好地创作议论文

The International Journal for the Scholarship of Teaching and Learning Pub Date : 2014-07-30 DOI: 10.20429/IJSOTL.2014.080210

I. Al-Shaer

{"title":"Employing Concept Mapping as a Pre-writing Strategy to Help EFL Learners Better Generate Argumentative Compositions","authors":"I. Al-Shaer","doi":"10.20429/IJSOTL.2014.080210","DOIUrl":"https://doi.org/10.20429/IJSOTL.2014.080210","url":null,"abstract":"Abstract The purpose of this research was to examine the impact of employing concept mapping at a pre-writing stageon English as a foreign language (EFL) students' ability to generate better argumentative essays. Thirty-eightparticipants were randomly assigned to two groups participating in Writing II course at Al-Quds OpenUniversity (QOU). Both groups had the same teacher. The control group received instruction as required inthe textbook only, and the experimental group were additionally required to construct concept maps at thepre-writing stage and compose essays based on the constructed maps. All participants were required to sit forpre- and post-tests to track their writing performance before and after the experimental group took a tutorialon how to create concept maps. After the implementation of the intervention, comparison of the students’mean scores of the pre- and post-tests showed a statistically significant improvement in the experimentalstudents’ ability to generate better argumentative essays in terms of point of view, unity and coherence,development, organization, and thinking. The results highlight the effectiveness of employing conceptmapping as a focused instructional strategy at the pre-writing stage in developing EFL students’ writing skill.Pedagogical implications for using concept mapping in EFL writing classes are considered.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128844709","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: 34

Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant. 调查教师发展和学习的跨国合作:使学习具有文化相关性的论点。

The International Journal for the Scholarship of Teaching and Learning Pub Date : 2014-07-30 DOI: 10.20429/IJSOTL.2014.080217

{"title":"Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant.","authors":"","doi":"10.20429/IJSOTL.2014.080217","DOIUrl":"https://doi.org/10.20429/IJSOTL.2014.080217","url":null,"abstract":"Professional development offered to higher education faculty is meant to enhance pedagogy and improve practice. Inspired by a transnational partnership in Southeast Asia, this study aimed to discover how teacher education faculty perceived faculty development offered to them by university partnership colleagues from the United States. Survey findings indicate that certain faculty development strategies improved teaching and assessment practices and enhanced self-reflection. However, evidence also showed some negative faculty perceptions in relation to the US partner’s methodologies, and qualitative responses indicated a lack of relevancy to the Southeastern Asia context. Furthermore, negative correlations were found between faculty development workshops and teacher education faculty teaching subject area endorsement content and their praxis. Very little has been written on the impact of teacher educator professional development offered by transnational academic partnerships. Universities involved as transnational partners must be flexible, culturally sensitive and determine together areas of priority and relevance as a definition of success for partnership effectiveness.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2014-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123828346","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: 10

Let’s Talk! Facilitating a Faculty Learning Community Using a Critical Friends Group Approach 让我们谈谈!使用关键的朋友小组方法促进教师学习社区

The International Journal for the Scholarship of Teaching and Learning Pub Date : 2014-07-30 DOI: 10.20429/IJSOTL.2014.080209

引用次数: 5

Disentangling The Effects Of Student Attitudes and Behaviors On Academic Performance 学生态度和行为对学习成绩的影响

The International Journal for the Scholarship of Teaching and Learning Pub Date : 2014-07-30 DOI: 10.20429/IJSOTL.2014.080207

Susan Janssen, Maureen O’Brien

引用次数: 12

Time Efficiency, Written Feedback, and Student Achievement in Inquiry-Oriented Biology Labs 探究性生物实验室的时间效率、书面反馈与学生成绩

The International Journal for the Scholarship of Teaching and Learning Pub Date : 2014-07-30 DOI: 10.20429/IJSOTL.2014.080215

John M. Basey, Anastasia P. Maines, C. D. Francis

引用次数: 4