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A Description Of The Experiences Perceptions And Attitudes Of Professors And Graduate Students About Teaching And Learning In A Web Enhanced Learning Environment At A Southwest Border Institution
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Book Synopsis A Description of the Experiences, Perceptions, and Attitudes of Professors and Graduate Students about Teaching and Learning in a Web-enhanced Learning Environment at a Southwest Border Institution by : Teresa M. Lao
Download or read book A Description of the Experiences, Perceptions, and Attitudes of Professors and Graduate Students about Teaching and Learning in a Web-enhanced Learning Environment at a Southwest Border Institution written by Teresa M. Lao and published by . This book was released on 2002 with total page 556 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study Exploration of Faculty/Student Perceptions of a New E-Learning Platform Intended to Promote Transformative Learning by : Elisabeth Weinbaum
Download or read book A Case Study Exploration of Faculty/Student Perceptions of a New E-Learning Platform Intended to Promote Transformative Learning written by Elisabeth Weinbaum and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study explores the role of mediation in enhancing transformative learning and in fostering an integrative vision for higher online education. Three different models will be explored: 1) Theoretical mediation models facilitate the development of transformative learning skills. 2) Effective mediation and (aml) technology are both equally needed in online graduate programs.3) Transformative learning (defined as: centrality of experience, critical reflection, and rational discourse) is significant to the learning process. The study also focuses on the potential impact of peer mentors, facilitators, and formative assessment tools (such as Knowledge Checks) in online graduate courses. Retention needs of Institutions of Higher Education are served best when students' motivation can be maintained through continuous connections with at least one instructor and/or one classmate. Empirical studies indicate transformative learning is significant to the learning process. Research suggests ambient intelligence (AML) enhanced by trained, experienced, and effective faculty may foster transformative learning and deepen the relationship between chair, committee members, faculty members, and peers. For the purpose of this study the perception of online faculty on the potential of AML and effective mediation (WICS, SCM) as a vision of 21st century online learning environments will be explored. Insights gained from this study may explain some of the needs and attitudes of online doctoral students and may help online colleges and universities identifying strategies that can address them. Application of this model may improve doctoral students' transformative learning experience in online graduate classes.
Book Synopsis The Differences of Faculty Voices by : Silvia A. Stefan
Download or read book The Differences of Faculty Voices written by Silvia A. Stefan and published by . This book was released on 2016 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The proportion of chief academic leaders who say online learning is critical to their long term strategy is now at 69.1%, the highest it has been for the last 10 years (Allen & Seaman, 2013, p. 4). Likewise, the proportion of institutions reporting online education is not critical to their long-term strategy has dropped to a new low of 11.2% (Allen & Seaman, 2013, p. 4). In spite of the above described facts, often, faculty may have mixed feelings concerning the adoption of e-courses. In an effort to expand upon research, the current investigation examined the views and experience of faculty at several institutions in reference to online education. The focus of this investigation was responses from post-secondary faculty at Youngstown State University (YSU) and other institutions. The survey questions replicated the study conducted by the Babson Survey and Research group, in 2007, titled Online Learning as Strategic Asset (Seamen, 2009) which examined the experiences of college faculty with online education. Also, questions from another study by Lloyd, Byrne, and McCoy, 2012, titled Faculty’s Barriers to Online Education. In addition to examining the views of the faculty, a comparison of results gathered from the study will be conducted, with the results of the survey collected by the Babson Survey Research Group and non-YSU faculty. Results of the study identified faculty’s “perceptions” as well as “perceived barriers” to online education. Resistance to online education is directly related to factors that were developed based on results of the survey. Primary factors include, but not limited to: Perceived Learning, Motivation to Teach Online, Perceived Institutional Support, Online Effort and Experience/Expertise. Secondary factors include, but not limited to: Ambiguous Expectations, Increased Workload, Lack of Faculty/Student Expectations, Lack of University Support, Lack of Student Commitment and Lack of Faculty Input.
Book Synopsis Exploring Graduate Students' Perceptions of Using Social Media in Education Coursework by : Kimberly Holiday Udeh
Download or read book Exploring Graduate Students' Perceptions of Using Social Media in Education Coursework written by Kimberly Holiday Udeh and published by . This book was released on 2019 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined social media in graduate coursework and provides insight into how faculty and higher education administrators can strategically incorporate social media into graduate school coursework. Moreover, this study bridges an existing literature gap regarding graduate students' perceptions of social media use and its impact on their learning. Several research studies have linked the use of social media with improved academic performance; however, the role of social media as a pedagogical tool to support learning through academic engagement and collaboration in graduate education coursework needs further exploration. Millennials and post-millennials (ages 18-42) quickly embrace and adopt new technology, and most are either in graduate school or will be in the future. Higher education can use such tools, including social media, to connect more academically with their students, who are frequently on these platforms. Conducted over a one-month period, this cross-sectional study empirically examined the perceptions, attitudes, and experiences that graduate students hold about the pedagogical use of social media to support learning, academic engagement, and academic performance. An online quantitative survey collected data on 1,212 students enrolled in graduate courses in one university's School of Education. The survey results confirmed that social media was a useful pedagogical tool in graduate coursework to support academic performance and collaboration among students. While results partially supported that using social media in graduate coursework improved collaboration among students, it did not fully support improved collaboration between students and their professors. This study included a single discipline at a single institution; future research would benefit from a more robust study that included multiple disciplines or multiple institutions. Keywords: graduate education coursework; social media; pedagogical tool; academic performance; learning
Book Synopsis Culturally Responsive Teaching by : Geneva Gay
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Book Synopsis Interpersonal Relationships in Education: From Theory to Practice by : David Zandvliet
Download or read book Interpersonal Relationships in Education: From Theory to Practice written by David Zandvliet and published by Springer. This book was released on 2014-08-07 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together recent research on interpersonal relationships in education from a variety of perspectives including research from Europe, North America and Australia. The work clearly demonstrates that positive teacher-student relationships can contribute to student learning in classrooms of various types. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, at the school level, teacher learning thrives when there are positive and mentoring interrelationships among professional colleagues. Work on this book began with a series of formative presentations at the second International Conference on Interpersonal Relationships in Education (ICIRE 2012) held in Vancouver, Canada, an event that included among others, keynote addresses by David Berliner, Andrew Martin and Mieke Brekelmans. Further collaboration and peer review by the editorial team resulted in the collection of original research that this book comprises. The volume (while eclectic) demonstrates how constructive learning environment relationships can be developed and sustained in a variety of settings. Chapter contributions come from a range of fields including educational and social psychology, teacher and school effectiveness research, communication and language studies, and a variety of related fields. Together, they cover the important influence of the relationships of teachers with individual students, relationships among peers, and the relationships between teachers and their professional colleagues.
Book Synopsis Successful Graduate Students' Perceptions of Characteristics of Online Learning Environments by : Jian Su
Download or read book Successful Graduate Students' Perceptions of Characteristics of Online Learning Environments written by Jian Su and published by . This book was released on 2016 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine issues related to online graduate course effectiveness, and graduate student perceptions of characteristics of online learning environments and their effectiveness, and to explore the relationship between graduate student perceptions and student success in online courses. The research methodology employed was that of survey research, using the Graduate Student Online Learning Environment Survey instrument, targeted at graduate students enrolled in online courses at the University of Tennessee in Knoxville. A total of 238 graduate students participated in this study. Findings revealed that approximately 87.4% of graduate students reported positive online learning experiences. Participants identified themselves as highly self-directed learners. Several critical individual characteristics including marital status, employment status, student status, future enrollment planning, enrollment in online programs, and number of online courses played a moderating role in online graduate students' online course learning. However, based on the data from this study, no relationships were found among levels of age, gender, race/ethnicity, and previous online course experience and graduate students' online course learning perceptions. Only a small portion (3.4%) of graduate students who responded to the survey reported online course non-completion in the fall semester of 2014.
Book Synopsis Fostering Effective Student Communication in Online Graduate Courses by : Scheg, Abigail G.
Download or read book Fostering Effective Student Communication in Online Graduate Courses written by Scheg, Abigail G. and published by IGI Global. This book was released on 2017-08-11 with total page 387 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keeping students engaged and receptive to learning can, at times, be a challenge. However, by implementing new pedagogical methods and tools, instructors can strengthen the drive to learn among their students. Fostering Effective Student Communication in Online Graduate Courses is a pivotal reference source for the latest research findings on the novel techniques and strategies for nurturing communication between students and faculty in virtual learning environments. Featuring extensive coverage on relevant areas such as collaborative work, academic advising, and student retention, this publication is an ideal resource for educators across all disciplines and levels, as well as educational administrators.
Book Synopsis Student and Faculty Opinions on the Impact of Web-enhanced Courses on the Educational Experience at Alabama Community Colleges by : Audrey Bandy Smallwood
Download or read book Student and Faculty Opinions on the Impact of Web-enhanced Courses on the Educational Experience at Alabama Community Colleges written by Audrey Bandy Smallwood and published by . This book was released on 2010 with total page 413 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study examined the perceptions of Alabama community college students and faculty toward Web-enhanced courses and the impact of these courses on the educational experience as defined by Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education, an empirically based model. Secondarily, the study sought to determine if specific personal characteristics of each group influenced those perceptions. Findings indicate that the overwhelming majority of both students and instructors perceive Web-enhanced instruction to have a positive impact on the educational experience despite the fact that many instructors failed to utilize course management system tools that are designed to engage students in the learning process and to promote active learning (i.e., discussion boards, chat rooms, quizzes), favoring instead those tools designed to facilitate class management (e.g., announcements, posting syllabi, etc.). Moreover, the results of the study revealed that instructors continue to embrace the lecture as one of the primary teaching strategies employed in the classroom even though this strategy has been proven to disengage the learner from the learning process. Although the influence of identified student and instructor characteristics were less definitive and harder to explain within the context of the seven vectors, findings suggest that for students, race/ethnicity, enrollment status, and hours of computer use more broadly influenced their opinions in terms of the seven vectors and, in some cases, were predictors of their opinions. Likewise, hours spent participating in professional development activities and interacting with students broadly influenced instructor opinions.
Book Synopsis Identifying the Attitudes of Rowan University's College of Education Graduate Students Towards Web-enhanced Courses and the Use of WEBCT by : Kathy J. Cyliax
Download or read book Identifying the Attitudes of Rowan University's College of Education Graduate Students Towards Web-enhanced Courses and the Use of WEBCT written by Kathy J. Cyliax and published by . This book was released on 2003 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Other People's Children by : Lisa D. Delpit
Download or read book Other People's Children written by Lisa D. Delpit and published by The New Press. This book was released on 2006 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: An updated edition of the award-winning analysis of the role of race in the classroom features a new author introduction and framing essays by Herbert Kohl and Charles Payne, in an account that shares ideas about how teachers can function as "cultural transmitters" in contemporary schools and communicate more effectively to overcome race-related academic challenges. Original.
Book Synopsis Talk Matters by : Eraldine S. Williams-Shakespeare
Download or read book Talk Matters written by Eraldine S. Williams-Shakespeare and published by . This book was released on 2018 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study provides a rich quantitative and qualitative exploration of firsthand information on graduate students experience and perception of the design for a variety of learner-learner activities and their value in contributing to their learning in online courses. These perceptions provide support for improvements to the way opportunities for learner-learner interaction are developed and managed in the online environment.
Book Synopsis Faculty Perceptions of Accessibility and Quality of College Graduate Programs Offered Via Internet by : Joseph Turney Baxter
Download or read book Faculty Perceptions of Accessibility and Quality of College Graduate Programs Offered Via Internet written by Joseph Turney Baxter and published by . This book was released on 1997 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Faculty's Perceptions of Online Education by : Maha Telmesani
Download or read book Faculty's Perceptions of Online Education written by Maha Telmesani and published by . This book was released on 2010 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis is designed to provide a qualitative description of university instructors' experiences, attitudes and perceptions of online learning in an effort to better design online courses that meet the needs of both teaching instructors and learning students. The purpose of this study is to investigate the perceptions of instructors regarding the advantages and challenges they face in online delivery of coursework compared to their experiences in the face-to-face delivery. The participants in the study are eight instructors, not necessarily at professorial rank, who work for a public Canadian university and teach students using in both face-to-face and online courses. An inductive, qualitative methodology was used in this study. In depth interviews with the eight participating instructors were conducted, transcribed, and analyzed for themes in which the instructors related to online teaching and learning. Suggestions for improving distance education courses based on the participating instructors' perceptions of their own teaching experiences are offered.
