Journal of college teaching and learning最新文献_第5页

A Proposed Astronomy Learning Progression For Remote Telescope Observation 遥测望远镜观测的天文学学习进度建议

Journal of college teaching and learning Pub Date : 2014-09-17 DOI: 10.19030/TLC.V11I4.8857

T. Slater, Andrea C. Burrows, D. French, Richard A. Sanchez, Coty B. Tatge

引用次数: 17

Can The Cognitive Parameters Of College Students With Learning Disabilities Benefit From Using Mahapraan, A Breathing Based Preksha Meditation? 有学习障碍的大学生的认知参数能从Mahapraan(一种基于呼吸的Preksha冥想)中受益吗?

Journal of college teaching and learning Pub Date : 2014-09-17 DOI: 10.19030/TLC.V11I4.8854

S. U. Pragya, Gabriela Córdoba, Joselin Chui, Neelam D Mehta, Paulette Johnson, D. Mehta, Naina Mehta

{"title":"Can The Cognitive Parameters Of College Students With Learning Disabilities Benefit From Using Mahapraan, A Breathing Based Preksha Meditation?","authors":"S. U. Pragya, Gabriela Córdoba, Joselin Chui, Neelam D Mehta, Paulette Johnson, D. Mehta, Naina Mehta","doi":"10.19030/TLC.V11I4.8854","DOIUrl":"https://doi.org/10.19030/TLC.V11I4.8854","url":null,"abstract":"The efficacy of meditation in cognitive improvement is inadequately studied in college students with learning disabilities. Mahapraan, a short technique taught in Preksha Dhyan, is a simple technique that involves repeated deep breathing followed by a long buzzing sound. In this pilot study, we compared cognitive and pulmonary function changes in college students with and without learning disabilities (LD and no-LD respectively). Methods: Following IRB approval, we recruited 6 LD and 9 no-LD students. The students practiced Mahapraan with a trained instructor 3 times a week for 30 minutes. We assessed Connors Continuous Performance Test II, duration of buzzing sound during prolonged expiration, and peak flow using a Peak Flow meter at baseline and at 4 weeks. Results: At baseline, the LD students had poorer cognitive function than the no-LD group. Discrimination power as measured by detectability, and the consistency of reaction showed improvement (p<0.05) in LD group. The no-LD students showed significant increase in speed of response. Both groups showed improvement in the duration of buzzing (10/13, 77%), by an average of 6.8 seconds as well as improvements in Peak Expiratory Flow (11/13, 85%), by an average of 107.5 mls (n.s.). Conclusion: Except for better consistency and improved discrimination in LD from baseline, cognitive tests changes were similar in both groups. We saw improvement in buzzing duration and Peak Expiratory Flow rates in both groups suggesting similar development of technique. Mahapraan shows promise as a simple technique for cognitive improvement and pulmonary function in both LD and no-LD groups.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"5 1","pages":"169-174"},"PeriodicalIF":0.0,"publicationDate":"2014-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91244670","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

Using Humorous Sitcom Clips In Teaching Federal Income Taxes (Funny Things Can Happen On The Way To Filing And Paying Income Taxes) 在联邦所得税教学中使用幽默情景喜剧片段(在申报和缴纳所得税的过程中会发生有趣的事情)

Journal of college teaching and learning Pub Date : 2014-09-17 DOI: 10.19030/TLC.V11I4.8852

H. W. Cecil

引用次数: 2

Impact Of Tactile-Cued Self-Monitoring On Independent Biology Work For Secondary Students With Attention Deficit Hyperactivity Disorder 触觉线索自我监测对注意缺陷多动障碍中学生自主生物作业的影响

Journal of college teaching and learning Pub Date : 2014-09-17 DOI: 10.19030/TLC.V11I4.8856

C. Morrison, D. McDougall, R. Black, Margaret E. King‐Sears

{"title":"Impact Of Tactile-Cued Self-Monitoring On Independent Biology Work For Secondary Students With Attention Deficit Hyperactivity Disorder","authors":"C. Morrison, D. McDougall, R. Black, Margaret E. King‐Sears","doi":"10.19030/TLC.V11I4.8856","DOIUrl":"https://doi.org/10.19030/TLC.V11I4.8856","url":null,"abstract":"Results from a multiple baseline with changing conditions design across high school students with Attention Deficit Hyperactivity Disorder (ADHD) indicated that the students increased the percentage of independent work they completed in their general education biology class after learning tactile-cued self-monitoring. Students maintained high percentages for completed work when the rate of tactile cues was faded from 1 per minute to 1 every 5 minutes, as well as when all tactile cues were withdrawn during a short-term maintenance phase. Moreover, the students increased their correctly completed work from percentages substantially lower than the mean of their classmates to percentages that matched and surpassed the mean of their classmates. Qualitative data indicated that the participants and their co-teachers approved of the tactile-cued self-monitoring procedures. Results confirm and extend prior research findings that students improve performance during independent tasks after learning how to use tactile-cued selfmonitoring and that students maintain improvements when the tactile cues are systematically faded. Although this research was conducted in a secondary school setting, the method also could be applied to higher education. Postsecondary disability resource center personnel might consider MotivAider use for students with ADHD and other disabilities that affect the capacity to stay on task.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"17 1","pages":"181-196"},"PeriodicalIF":0.0,"publicationDate":"2014-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90795872","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

Advancing Scholarship, Team Building, and Collaboration in a Hybrid Doctoral Program in Educational Leadership. 在教育领导的混合博士课程中推进奖学金，团队建设和协作。

Journal of college teaching and learning Pub Date : 2014-09-17 DOI: 10.19030/TLC.V11I4.8855

Barbara D. Holmes, M. Trimble, Dietrich Morrison-Danner

引用次数: 7

E-Learning and Instructional Management System Based on Local Computer Networks and Internet. 基于本地计算机网络和Internet的电子学习与教学管理系统。

Journal of college teaching and learning Pub Date : 2014-07-16 DOI: 10.19030/TLC.V11I3.8758

H. Khazaal, Riyadh A. Abbas, Basim M. Abdulridha, M. Karam, H. Aglan

{"title":"E-Learning and Instructional Management System Based on Local Computer Networks and Internet.","authors":"H. Khazaal, Riyadh A. Abbas, Basim M. Abdulridha, M. Karam, H. Aglan","doi":"10.19030/TLC.V11I3.8758","DOIUrl":"https://doi.org/10.19030/TLC.V11I3.8758","url":null,"abstract":"This article describes the educational efforts invested at Wasit University (WU), in Wasit, Iraq, in order to make WU the first university in that country to implement campus-wide e-learning, which is essential for any country aiming for progress through the essential goal of “Education For All”; e-learning being economic, far-reaching, and relatively simple to implement. These efforts have materialized in an integral e-system that performs and manages a complete educational process that can be used by any educational organization (schools, colleges, or continuing education centers) in a highly flexible, reliable, and secure manner. The e-learning management system architecture consists of three layers: user’s interface layer, middle layer, and server layer. The user interface layer is composed of four modules: user interface module, teacher module, student module, and administrator module. Each module has several sub-modules that are described in detail throughout the paper. Our proposed e-learning system has been successfully tested on some courses in the Electrical Engineering Department at WU. Our primary objective is to implement it department-wide, evaluate it, and refine it. Once satisfactory and efficient, the goal is to expand its use throughout WU, and eventually to all other institutions of learning in Iraq.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"48 1","pages":"115-134"},"PeriodicalIF":0.0,"publicationDate":"2014-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83744033","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: 3

Can Universities Encourage Students' Continued Motivation For Knowledge Sharing And How Can This Help Organizations? 大学能否鼓励学生继续分享知识?这对组织有何帮助?

Journal of college teaching and learning Pub Date : 2014-07-16 DOI: 10.19030/TLC.V11I3.8757

Nikki Shoemaker

{"title":"Can Universities Encourage Students' Continued Motivation For Knowledge Sharing And How Can This Help Organizations?","authors":"Nikki Shoemaker","doi":"10.19030/TLC.V11I3.8757","DOIUrl":"https://doi.org/10.19030/TLC.V11I3.8757","url":null,"abstract":"Both practitioners and researchers recognize the increasing importance of knowledge sharing in organizations (Bock, Zmud, Kim, & Lee, 2005; Vera-Muz, Ho, & Chow, 2006). Knowledge sharing influences a firms knowledge creation, organizational learning, performance achievement, growth, and competitive advantage (Bartol & Srivastava, 2002; Bock & Kim, 2002; Vera-Muz et al., 2006). However, an individuals natural tendency is to hoard knowledge rather than to share knowledge (Davenport, 1997; Ruggles, 1998). So, how can knowledge sharing be encouraged? Extrinsic rewards are believed to effectively motivate desired behaviors (Bartol & Locke, 2000). Under certain environmental conditions, extrinsic rewards are also believed to develop a more sustained motivation, called self-determined motivation, for these behaviors (Deci & Ryan, 1991). These ideas raise the following questions: (a) Do extrinsic rewards motivate students to share knowledge? and (b) How can universities encourage individuals to develop the self-determined motivation to take part in desired behaviors such as knowledge sharing? This study investigates the effect of extrinsic rewards on knowledge sharing in a team setting. It also examines whether universities can facilitate individuals continued or self-determined motivation to share knowledge using certain environmental conditions. To examine these questions, I perform an experiment with 113 undergraduate students from accounting and management classes who are working on team projects. Results suggest that specifically rewarding knowledge sharing can increase individuals knowledge-sharing behaviors and, in the right environment, their internalization of the motivation to share knowledge.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"43 1","pages":"99-114"},"PeriodicalIF":0.0,"publicationDate":"2014-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90737116","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: 17

Mathematics And Experiential Learning Are They Compatible 数学和体验式学习相容吗

Journal of college teaching and learning Pub Date : 2014-07-16 DOI: 10.19030/TLC.V11I3.8759

N. Davidovitch, R. Yavich, Nelly Keller

{"title":"Mathematics And Experiential Learning Are They Compatible","authors":"N. Davidovitch, R. Yavich, Nelly Keller","doi":"10.19030/TLC.V11I3.8759","DOIUrl":"https://doi.org/10.19030/TLC.V11I3.8759","url":null,"abstract":"In the process of experiential learning, students acquire skills and values as the consequence of a direct experience. Experiential learning draws on senses, emotions, and cognition and appeals to learners' entire being. Such learning, by nature, enables the development of a variety of capabilities, such as planning, teamwork, coping with stressful situations, responsibility, and leadership. Experiential learning has many different definitions; it is referred to here as a \"sequence of events that include one or more specific study objects requiring active involvement of learners in various stages of the process\" (Walter & Marks, 1981, p. 1). This definition perceives the process of experiential learning as an active practice in which learners leave the conventional situation of mediated learning in favor of unmediated learning through practice. Experiential learning is based mainly on the behavioral-cognitive approach, which contends that change on the cognitive level might occur amidst an experience and project onto behavioral and emotional aspects as well. In the current article, an academic project, Mathematical Debate, which is an integrative part of the strategy and process of experiential learning is presented. The strategy of experiential learning is part of the perception of planning courses guided by a learning-focused approach, which emphasizes the formulation of learning outcomes. Planning a course in a learning-focused approach helps create dialogue between the academic faculty and students and leads to compatibility between the learning outcomes (course goals) and the teaching methods and goals of evaluation. The purpose of this article is to present the need for paradigmatic change and the transition from planning a content-focused course to planning a course that is focused on learning and on the experience of learning. This article shall present a case study of a course in the \"backward design\" method, which is compatible with the learning-focused paradigm. The challenges posed by this method will be discussed as well.","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"89 1","pages":"135-148"},"PeriodicalIF":0.0,"publicationDate":"2014-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75373797","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: 7

VITA Experiential, Service-Learning, Learned Competencies, And Changed Mindsets VITA体验，服务学习，学习能力和改变的心态

Journal of college teaching and learning Pub Date : 2014-04-23 DOI: 10.19030/TLC.V11I2.8545

R. Boneck, Jeffrey N. Barnes, T. Stillman

引用次数: 9

Designing Tasks For Math Modeling In College Algebra: A Critical Review 大学代数中数学建模的设计任务:批判性回顾

Journal of college teaching and learning Pub Date : 2014-04-23 DOI: 10.19030/TLC.V11I2.8546

Susan Staats, D. Robertson

引用次数: 4