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Journal of college teaching and learning最新文献

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Evaluating Student Perceptions Of Course Delivery Platforms 评估学生对课程交付平台的看法
Journal of college teaching and learning Pub Date : 2016-03-31 DOI: 10.19030/TLC.V13I2.9619
Tom Bramorski, M. Madan
{"title":"Evaluating Student Perceptions Of Course Delivery Platforms","authors":"Tom Bramorski, M. Madan","doi":"10.19030/TLC.V13I2.9619","DOIUrl":"https://doi.org/10.19030/TLC.V13I2.9619","url":null,"abstract":"In this paper we evaluate effectiveness of course delivery mode on three dimensions: values, networking opportunities and learning. While students and their future employers are two important customers for the business program, we focus on the perception of students regarding the effectiveness of course delivery mode on program performance. The three dimensions are evaluated based on a questionnaire survey administered to business program students at several universities. We present the results of statistical analysis and draw conclusions based on the results.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"11 1","pages":"29-36"},"PeriodicalIF":0.0,"publicationDate":"2016-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83768095","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
Integrative Approach for a Transformative Freshman-Level STEM Curriculum. 一门具有变革意义的新生级STEM课程的综合方法。
Journal of college teaching and learning Pub Date : 2016-02-01 DOI: 10.19030/tlc.v13i2.9632
Malcolm J D'Souza, Kathleen L Curran, Paul E Olsen, Agashi P Nwogbaga, Stephanie Stotts
{"title":"Integrative Approach for a Transformative Freshman-Level STEM Curriculum.","authors":"Malcolm J D'Souza,&nbsp;Kathleen L Curran,&nbsp;Paul E Olsen,&nbsp;Agashi P Nwogbaga,&nbsp;Stephanie Stotts","doi":"10.19030/tlc.v13i2.9632","DOIUrl":"https://doi.org/10.19030/tlc.v13i2.9632","url":null,"abstract":"<p><p>In 2014 Wesley College adopted a unified undergraduate program of evidence-based high-impact teaching practices. Through foundation and federal and state grant support, the college completely revised its academic core curriculum and strengthened its academic support structures by including a comprehensive early alert system for at-risk students. In this core, science, technology, engineering, and mathematics (STEM) faculty developed fresh manifestations of integrated concept-based introductory courses and revised upper-division STEM courses around student-centered learning. STEM majors can participate in specifically designed paid undergraduate research experiences in directed research elective courses. Such a college-wide multi-tiered approach results in institutional cultural change.</p>","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"13 2","pages":"47-64"},"PeriodicalIF":0.0,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4824183/pdf/nihms762621.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34739924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
Promoting Postformal Thinking In A U.S. History Survey Course: A Problem-Based Approach 在美国历史调查课程中促进后形式思维:以问题为基础的方法
Journal of college teaching and learning Pub Date : 2016-01-12 DOI: 10.19030/TLC.V13I1.9567
Charles T. Wynn, R. S. Mosholder, Carolee A. Larsen
{"title":"Promoting Postformal Thinking In A U.S. History Survey Course: A Problem-Based Approach","authors":"Charles T. Wynn, R. S. Mosholder, Carolee A. Larsen","doi":"10.19030/TLC.V13I1.9567","DOIUrl":"https://doi.org/10.19030/TLC.V13I1.9567","url":null,"abstract":"This article presents a problem-based learning (PBL) model for teaching a college U.S. history survey course (U.S. history since 1890) designed to promote postformal thinking skills and identify and explain thinking systems inherent in adult complex problem-solving. We also present the results of a study in which the outcomes of the PBL model were compared to the outcomes of the same course taught with traditional lecture and discussion. The PBL model was more effective in scaffolding learning so that students recognize and practice postformal thinking dynamics and in facilitating self-reported student perceptions of increased course engagement and content relevance. We offer recommendations for implementing PBL in social science survey courses.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"8 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2016-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84170517","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: 11
Approaches to Learning and Age in Predicting College Students' Academic Achievement. 学习与年龄在预测大学生学业成绩中的作用。
Journal of college teaching and learning Pub Date : 2016-01-12 DOI: 10.19030/TLC.V13I1.9568
B. Çetin
{"title":"Approaches to Learning and Age in Predicting College Students' Academic Achievement.","authors":"B. Çetin","doi":"10.19030/TLC.V13I1.9568","DOIUrl":"https://doi.org/10.19030/TLC.V13I1.9568","url":null,"abstract":"The aim of this study is to determine whether the approaches to learning and age are significantly correlated to grade point average (GPA) in early childhood education students. In addition, another purpose of this study is to determine whether approaches to learning and age predicted students’ GPAs in the Early Childhood Education Department.  The sampling of the study consists of 166 students in total (158 female and 8 male; 86 junior and 80 senior) who studied at Georgia Southern University in the United States of America College of Education, Teaching and Learning Department’s Early Childhood Education program. The research model is a prediction study. The data in this study was collected using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and a personal information form. The findings were as follow: there was a positive relationship between students’ GPAs and the deep approach. There was a negative relationship between GPAs and the surface approach. There was no significant relationship between GPAs and approaches to the total score of learning. While there were no significant relationships between students’ ages and deep motivation and surface motivation strategies, an association was found between age and approaches to total scores of learning total . The approaches to total score of learning were not significant predictors of GPA.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"44 1","pages":"21-28"},"PeriodicalIF":0.0,"publicationDate":"2016-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85713077","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: 18
Flipping The Classroom: Turning An Instructional Methods Course Upside Down 翻转课堂:翻转教学方法课程
Journal of college teaching and learning Pub Date : 2015-10-06 DOI: 10.19030/TLC.V12I4.9461
D. Marks
{"title":"Flipping The Classroom: Turning An Instructional Methods Course Upside Down","authors":"D. Marks","doi":"10.19030/TLC.V12I4.9461","DOIUrl":"https://doi.org/10.19030/TLC.V12I4.9461","url":null,"abstract":"Higher education and teacher education in particular are entering a time of transformation. With major forces like shifting demographics, new technologies, and the move from an industrial to an information society, teacher educators need not only to prepare teachers for new ways of teaching, but also must adopt and model best practices for these new teaching methods. This study examines how several key strategies from Flipped Classroom theory can be adapted to an instructional methods course. Findings show that with careful curriculum design, both content and methods learning objectives can be taught and mastered with Flipped Classroom methods.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"130 1","pages":"241-248"},"PeriodicalIF":0.0,"publicationDate":"2015-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73221824","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: 20
Online Instructors as Thinking Advisors: A Model for Online Learner Adaptation. 作为思维顾问的网络教师:一种在线学习者适应模式。
Journal of college teaching and learning Pub Date : 2015-06-30 DOI: 10.19030/TLC.V12I3.9308
Christopher Benedetti
{"title":"Online Instructors as Thinking Advisors: A Model for Online Learner Adaptation.","authors":"Christopher Benedetti","doi":"10.19030/TLC.V12I3.9308","DOIUrl":"https://doi.org/10.19030/TLC.V12I3.9308","url":null,"abstract":"This article examines the characteristics and challenges of online instruction and presents a model for improving learner adaptation in an online classroom. Instruction in an online classroom presents many challenges, including learner individualization. Individual differences in learning styles and preferences are often not considered in the development and delivery of online course content. Online instructors also struggle with engaging students within the generalized environment of an online classroom, which is a consequence of the lack of learner individualization. One way to individualize the learning experience in an online classroom is to appeal to students’ learning characteristics and preferences, which include learning styles, navigation behaviors, and social and environmental factors. Utilizing these characteristics and preferences, the online instructor and student can work together on a process of online learner adaption. The process includes three main components that incorporate the identified characteristics and preferences: identifying the lens, creating the map, and delivering the tool. To facilitate the process of online learner adaption, the instructor serves as a thinking advisor, assisting the students in identifying their own learning styles and preferences and how they can be adapted to optimize learning in the online classroom.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"48 1","pages":"171-176"},"PeriodicalIF":0.0,"publicationDate":"2015-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81711579","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: 5
Can Group Discussions And Individualized Assignments Help More Students Succeed In Developmental Mathematics 小组讨论和个性化作业能帮助更多学生在发展性数学上取得成功吗
Journal of college teaching and learning Pub Date : 2015-06-30 DOI: 10.19030/TLC.V12I3.9312
Reem Jaafar
{"title":"Can Group Discussions And Individualized Assignments Help More Students Succeed In Developmental Mathematics","authors":"Reem Jaafar","doi":"10.19030/TLC.V12I3.9312","DOIUrl":"https://doi.org/10.19030/TLC.V12I3.9312","url":null,"abstract":"Students taking developmental mathematics courses resist attempting word problems when they are presented to them. Although word problems can help students contextualize learning, develop better understanding of the concepts and apply world knowledge, they constitute an impediment to students’ progress in developmental mathematics courses. A two-semester study on the first developmental mathematics course at LaGuardia Community College shows that students perform better at word problems when they have been discussed in groups with their peers prior to the homework. Moreover, when assigned word problems without a class discussion, students perform better when these problems are individualized based on their areas of interest.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"9 1","pages":"209-222"},"PeriodicalIF":0.0,"publicationDate":"2015-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91253195","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: 4
Faculty Perceptions Of Moving A Face-To-Face Course To Online Instruction 教师对将面对面课程转变为在线教学的看法
Journal of college teaching and learning Pub Date : 2015-06-30 DOI: 10.19030/TLC.V12I3.9315
K. Chiasson, Katherine L. Terras, Kathy Smart
{"title":"Faculty Perceptions Of Moving A Face-To-Face Course To Online Instruction","authors":"K. Chiasson, Katherine L. Terras, Kathy Smart","doi":"10.19030/TLC.V12I3.9315","DOIUrl":"https://doi.org/10.19030/TLC.V12I3.9315","url":null,"abstract":"This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom. The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes emerged from the data. The themes addressed technological support received during online course development, time commitment of faculty, role of faculty member, instructional strategies used within the online course, adjustment of teaching in an online course, synchronous versus asynchronous instruction, faculty member confidence, and control. We drew three conclusions from faculty members’ experiences and perceptions.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"172 1","pages":"231-240"},"PeriodicalIF":0.0,"publicationDate":"2015-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79504506","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: 89
Virtual to Reality: Teaching Mathematics and Aerospace Concepts to Undergraduates Using Unmanned Aerial Systems and Flight Simulation Software. 从虚拟到现实:利用无人机系统和飞行模拟软件向大学生教授数学和航空航天概念。
Journal of college teaching and learning Pub Date : 2015-06-30 DOI: 10.19030/TLC.V12I3.9342
C. Aji, M. J. Khan
{"title":"Virtual to Reality: Teaching Mathematics and Aerospace Concepts to Undergraduates Using Unmanned Aerial Systems and Flight Simulation Software.","authors":"C. Aji, M. J. Khan","doi":"10.19030/TLC.V12I3.9342","DOIUrl":"https://doi.org/10.19030/TLC.V12I3.9342","url":null,"abstract":"Student engagement is an essential element for learning. Active learning has been consistently shown to increase student engagement and hence learning. Hands-on activities are one of the many active learning approaches. These activities vary from structured laboratory experiments on one end of the spectrum to virtual gaming environments and to for example building a solar car on the other end. Active learning has also been credited for developing critical thinking skills that promote metacognition. We have used virtual and real environments to promote student engagement and provide opportunities for developing a deeper understanding of science, technology, engineering, and mathematics (STEM) concepts. Several learning modules have been developed utilizing Unmanned Aerial Systems (UAS) with autonomous flight capabilities and a flight simulation environment . In this paper we explain three modules. Based on a survey, students reported positve impact of these modules and of the opportunity to assemble the UAS.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"101 1","pages":"177-188"},"PeriodicalIF":0.0,"publicationDate":"2015-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80799297","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: 13
Students Initial Knowledge State And Test Design: Towards A Valid And Reliable Test Instrument 学生初始知识状态与测试设计:迈向有效可靠的测试仪器
Journal of college teaching and learning Pub Date : 2015-06-30 DOI: 10.19030/TLC.V12I3.9310
Antonio Roland I. CoPo
{"title":"Students Initial Knowledge State And Test Design: Towards A Valid And Reliable Test Instrument","authors":"Antonio Roland I. CoPo","doi":"10.19030/TLC.V12I3.9310","DOIUrl":"https://doi.org/10.19030/TLC.V12I3.9310","url":null,"abstract":"Designing a good test instrument involves specifications, test construction, validation, try-out, analysis and revision. The initial knowledge state of forty (40) tertiary students enrolled in Business Statistics course was determined and the same test instrument undergoes validation. The designed test instrument did not only reveal the baseline knowledge of the students, but also notes strengths, weakness and defects of the test instrument through the analysis of the test scores. Analysis of the test instrument revealed that it is reliable and valid. The item analysis result guided the researcher in improving the test items resulting to a better overall test.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"56 1","pages":"189-194"},"PeriodicalIF":0.0,"publicationDate":"2015-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90979653","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
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