Journal articles on the topic 'Enhanced learning opportunities'
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Teresevičienė, Margarita, Elena Trepulė, and Airina Volungevičienė. "Didactical Opportunities and Dilemmas of Technology Enhanced Learning." Pedagogika 128, no. 4 (December 20, 2017): 175–92. http://dx.doi.org/10.15823/p.2017.62.
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The purpose of this research is to identify the didactical characteristics of Technology Enhanced Learning (TEL) and to reveal the main opportunities and dilemmas of TEL didactical solutions in different types of organizations. Didactical characteristics of TEL such as measurable learning outcomes, interactivity, flexibility, experimentation, use of open educational resources (OER) as well as a need for social participation are studied and discussed. Quantitative research method was used to compare didactical characteristics of TEL used for training purposes of employees and teachers in a community, vocational education and training (VET) and business organizations and reveal main opportunities and dilemmas in organising of learning process. Research revealed that a variety of learning methods are used to enhance active learning and that open education resources are used while learning (free access of textbooks, documents, video material), that TEL focuses on practically used teaching/learning outcomes and that TEL curriculum structure creates possibilities for flexible learning and enhances learner mutual cooperation. Problematic areas appeared to be the following: use of technology enhanced assessment and self-assessment tools, clarity of workload.
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Mitchell, G. J. "Practice Applications: Technology-Enhanced Learning Opportunities." Nursing Science Quarterly 12, no. 3 (July 1, 1999): 2l. http://dx.doi.org/10.1177/08943189922106864.
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Pearson, Brian J., Kimberly Moore, and James Barrett. "Cooperative Learning to Enhance Horticulture Skills and Raise Funds for Professional Development." HortTechnology 27, no. 4 (August 2017): 455–57. http://dx.doi.org/10.21273/horttech03345-17.
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Increased global trade coupled with diversified employment opportunities have generated demand for college graduates to possess enhanced interpersonal and foreign communication skills and a well-developed understanding of foreign culture. Horticultural employment opportunities also require students to possess a mastery of horticultural theory with an established record of direct, hands-on experience. Despite these needs, financial limitations of students and academic departments coupled with a lack of available opportunities may restrict students from developing these critical skills. Through development of cooperative learning programs, students have an opportunity to master and refine their horticultural skills while simultaneously raising funds, which are allocated for professional development including an international learning program. This article provides a successful overview of a student-based cooperative learning program that enhances student learning opportunities.
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Mozelius, Peter, Sebastian Bader, Jimmy Jaldemark, Patrik Urbansson, and Alexis Engström. "Educational Development - Challenges, Opportunities, Tools and Techniques." European Conference on e-Learning 21, no. 1 (October 21, 2022): 264–71. http://dx.doi.org/10.34190/ecel.21.1.626.
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: As pointed out by many researchers, the ongoing pandemic has been a catalyst for educational development. With the increasing need for reskilling and lifelong learning, the current model of technology-enhanced learning needs updating, and so does also the university programmes for bachelor's and master's students. This study is based on an online brainstorming session and submitted development plans in the HEaD (Higher Education and Digitalisation) project, a five-year initiative for technology-enhanced educational development. HEaD is a development project aimed at supporting university teachers to work with research and development in the field of technology-enhanced and lifelong learning. As the research strategy, an action research approach was used, with the purpose of improving the educational process where authors also have the roles of teachers and facilitators. The aim of the study is to describe and discuss pilot project members' perceptions of challenges, opportunities, tools and techniques in higher education development. Data gathered from workshop discussion summaries and project plans were thematically analysed. Ideas from the workshop sessions were written down and saved with the use of the digital notice board Padlet. Results from the thematic analysis have been grouped into the four predefined categories of challenges, opportunities, tools and techniques. Findings show that course participants and project members have interesting ideas that have the potential to reinforce the current educational model at the university. Several tools and techniques that could support synchronous as well as asynchronous online learning will be tested and evaluated. Both the workshop summaries and the project plans show a high degree of creativity, but on the other hand, the method descriptions were scarce and would need improvement. The conclusion is that the project has had a good start if seen as development, but that there is a need for improvement and more input to achieve the intended core idea of research and development.
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Kanchana, Dr S., Dr S. Patchainayagi, and Dr S. Rajkumar. "EMPOWERING STUDENTS TO BECOME EFFECTIVE LEARNERS THROUGH ACTIVITY BASED LEARNING." Humanities & Social Sciences Reviews 7, no. 5 (September 18, 2019): 57–62. http://dx.doi.org/10.18510/hssr.2019.757.
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Purpose of the study: Activity based learning helps students to learn actively in classroom and it also provides ample scope for experimental learning. Students are to be provided opportunities and optimum learning environment to explore their knowledge and skills. It would broaden the understanding of concepts and theories in their core premises. It enhances the learning process and the students as active learners.
Methodology: Interactive learning strategies are categorized as individual learning and group learning strategies. Individual activities may include flipped learning, polling answers and questions. Group activities include pair and share strategy, inspire and initiate scenarios.
Main Findings: Interactive learning strategies, E-Learning and M-Learning are preferred modes for the students, promotes the cognitive level of the learners, achieved learning objectives. It is essential to suggest and design innovative learning practices.
Implications: Higher education institutions and even schools are using various enhanced interactive learning practices, educational apps and M-Learning techniques. These activities enhance the student engagement in the classroom. By implementing activity based learning practices, learners become investigators and strive to make best real time decisions for different scenarios.
Novelty/Originality of this study: Enhanced learning strategies promotes cooperative learning and efficient for large group of learners.
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Moumoutzis, Nektarios, Yiannis Sifakis, Stavros Christodoulakis, Desislava Paneva-Marinova, and Lilia Pavolva. "Performative Framework and Case Study for Technology-Enhanced Learning Communities." Informatics and Automation 20, no. 4 (August 3, 2021): 905–39. http://dx.doi.org/10.15622/ia.20.4.6.
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This paper employs the overarching concept of communities to express the social contexts within which human creativity is exercised and learning happens. With the advent of digital technologies, these social contexts, the communities we engage in, change radically. The new landscape brought about by digital technologies is characterized by new qualities, new opportunities for action, new community affordances. The term onlife is adopted from the Onlife Manifesto and used to distinguish the new kind of communities brought about by the modern digital technologies, the onlife communities. Design principles are presented to foster such communities and support their members. These principles constitute a framework that emphasizes the concept of performativity, i.e. knowledge is based on human performance and actions done within certain social contexts, rather than development of conceptual representations. To demonstrate the use of the framework and the corresponding principles, the paper presents how they can be used to analyze, evaluate and reframe a concrete system addressing creativity and learning in the field of cultural heritage (history teaching and learning). One of the most significant results is the adoption of principles that facilitate students’ engagement in rich learning experiences moving from the role of end-user towards the role of expert-user with the support of so called maieuta-designers. The result of this process is the use of the studied software not only to consume ready-made content but the creation of new, student generated content, offering new learning opportunities to the students. As the evaluation shows, these new learning opportunities enable students to develop a deeper understanding of the topics studied.
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Strambi, Antonella. "Learners’ perceptions of a web-enhanced learning environment." Australian Review of Applied Linguistics. Series S 18 (January 1, 2004): 81–96. http://dx.doi.org/10.1075/aralss.18.06str.
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This article presents the results of a longitudinal study on the perceptions of a Web-enhanced learning environment by a group of beginning-level students of Italian. A Website was specially designed and implemented as a complement to the existing syllabus, in order to enhance interactivity, variety, and authenticity of materials and tasks, as well as flexibility and learner control. The aim of the study is to ascertain whether the introduction of computing technology can promote learners’ positive attitudes, as suggested in much of the current literature on Computer-Assisted Language Learning. Quantitative and qualitative data collected from a variety of sources confirm that the introduction of computing technology can contribute to learners’ positive perceptions of the opportunities offered by their learning environment. However, a few drawbacks are also identified which suggest that the introduction of Web-enhanced learning in itself cannot be expected to promote and sustain learners’ positive attitudes and motivation in the long term, and that more research is needed to explore effective ways of using Web-based materials, particularly at introductory levels of competence in the target language.
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Cooner, Tarsem Singh. "Preparing for ICT enhanced practice learning opportunities in 2010—a speculative view." Social Work Education 23, no. 6 (December 2004): 731–44. http://dx.doi.org/10.1080/0261547042000294509.
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Kiley, Margaret, and Jim Cumming. "Enhanced learning pathways and support for coursework master's students: challenges and opportunities." Higher Education Research & Development 34, no. 1 (July 22, 2014): 105–16. http://dx.doi.org/10.1080/07294360.2014.934335.
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Kleinhans, Kelly A., and Sharon B. Hart. "Administration: Opportunities for Enhanced Clinical Experience Through Regional Stewardship." Perspectives on Administration and Supervision 22, no. 2 (July 2012): 64–70. http://dx.doi.org/10.1044/aas22.2.64.
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Understanding the community in which one practices is equally important to the clinical skills and applications of knowledge acquired by a graduate student in speech-language pathology in clinical settings. Shifting political and economic landscapes that are the backdrop for service delivery necessitate that university supervisors help students recognize the influence of local and state community issues. In this article, the authors explain how a service-learning model was used to create a regional outreach activity to benefit stakeholders of a university speech and hearing clinic and members of the regional communities. Specifically, the clinical experience was designed to prepare Kentucky citizens to meet the unique needs of children with Down syndrome and their families.
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Brame, Cynthia J., and Rachel Biel. "Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses." CBE—Life Sciences Education 14, no. 2 (June 2015): es4. http://dx.doi.org/10.1187/cbe.14-11-0208.
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Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research.
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Chad, Paul. "The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students." Journal of Marketing Education 34, no. 2 (July 2, 2012): 128–39. http://dx.doi.org/10.1177/0273475312450388.
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Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to enhance student engagement and improve teamwork and, hence, overcome the typical problems faced by educators. This case study examines the first-time use of TBL in a postgraduate marketing subject at an Australian university. The results indicate that the TBL innovation has a positive influence on student engagement and offers opportunities to assist learning. The study concludes that TBL is an effective teaching process enabling educators to offer students enhanced and stimulating learning experiences. The case study contributes to the marketing education literature by assessing the first-time TBL experience of students and educator. Key issues addressed are student engagement, opportunities for learning, and the benefits of teamwork in preparing students for the workforce. Significantly, the research also offers practical advice for marketing educators desirous of developing and implementing effective and engaging pedagogy via TBL.
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Berglas-Shapiro, Tali, Bat-Sheva Eylon, and Zahava Scherz. "A Technology-Enhanced Intervention for Self-Regulated Learning in Science." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (April 2017): 1–26. http://dx.doi.org/10.1177/016146811711901301.
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This article describes the development of a technology-enhanced self-regulated learning (Te-SRL) environment designed to foster students’ SRL of complex science topics. The environment consists of three components, one of which is a specially designed computerized system that offers students a choice between different types of scaffolding and encourages them to make multiple choices regarding the paths that they take when planning their learning. We describe a three-year mixed-methods study aimed at observing learners’ use of SRL processes when learning in the Te-SRL environment. This article focuses on nine case studies that were selected from 630 seventh-grade students who participated in the study. Data were obtained from assessment tasks, self-evaluation forms, think-aloud protocols, and interviews; data were traced from the computerized system. The findings suggest that students can improve over time in regulating their learning and in utilizing learning skills in a computerized system when provided with opportunities to practice, along with scaffolding. Many students, however, did not take full advantage of these scaffolding opportunities and seemed to lack the high-level skills needed for seeking information on the Internet. These findings underscore the importance of developing a culture of learning with technology-enhanced learning environments and scaffolding SRL in such environments.
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Rooney, Pauline. "Facilitating Online Continuing Professional Development Opportunities in Technology-Enhanced Learning: the TELTA approach." International Journal of Advanced Corporate Learning (iJAC) 8, no. 4 (December 30, 2015): 39. http://dx.doi.org/10.3991/ijac.v8i4.5308.
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Information and communication technologies are fundamentally changing the way we live our lives. However, despite these huge societal changes, it is widely recognised that the potential of ICTs for enhancing teaching and learning has not yet been capitalised on in higher education, with traditional pedagogical methods still predominating. However it is crucial that educators are receptive to the potential of ICTs and that they have a sound understanding of this potential and how to capitalise on it. TELTA (Technology-Enhanced Learning, Teaching and Assessment) is a fully online eight-week course offered by the Dublin Institute of Technology which aims to address these issues by giving participants the opportunity to immerse themselves in existing and emerging learning technologies. This paper provides a case study of the TELTA approach, exploring key areas including target audience, module goals, underpinning pedagogical framework, assessment methodologies, technologies utilised and future plans for further developing the initiative.
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Naqvi, Samia, and Rahma Al Mahrooqi. "ICT and Language Learning." Journal of Cases on Information Technology 18, no. 1 (January 2016): 49–64. http://dx.doi.org/10.4018/jcit.2016010104.
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Technology-enriched classrooms have been claimed to produce enhanced learning opportunities for foreign language students. These technologies can be integrated into language teaching and learning inside the classroom or used for independent learning by students outside it. This study involves the use of digital-videos in Middle Eastern English as a Foreign Language (EFL) classrooms. It attempts to explore if using technology creatively in language teaching has the potential to enhance communication skills and other sub-skills in EFL classes. Omani EFL students, working in small groups, created commercials for products they chose to design and promote using digital videos. These were then presented to the class while each group was responsible for collaboratively writing a report the presentation of a commercial product and wrote about their experiences. Using data collected mainly from student questionnaires, this article reports on this experience from the points of view of students.
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Ikawati, Listiana. "PRE-SERVICE TEACHERS’ EXPLORATION ON TECHNOLOGY-ENHANCED LANGUAGE LEARNING (TELL): OPPORTUNITIES AND CHALLENGES." IJEE (Indonesian Journal of English Education) 9, no. 2 (December 29, 2022): 266–88. http://dx.doi.org/10.15408/ijee.v9i2.27944.
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ABSTRACTThe availability of various technological devices to support language learning which are considered as TELL is worthy of being explored by teachers. This research is intended to understand the views of pre-service teachers about the opportunities and challenges in their exploration of TELL. A sequential explanatory mixed methods design was used to obtain data from 34 pre-service English teachers previously studying TELL course in the fifth semester. In the first phase of the study, the participants were involved in a survey to obtain their general perspectives on TELL exploration. A subsequent phase involved 5 participants joining semi-structured interviews to clarify the data from the first phase. The finding of the study indicates that the opportunities for TELL exploration for pre-service teachers are contributed by the benefits of TELL. In contrast, though undoubtedly necessary, TELL exploration was challenged by some factors, including its basic ICT requirement; its costly features and training; and teachers’ lack of experience, competence, and resources to access technology. Considering the needs, opportunities, and challenges, language teacher education should boost more exposure to TELL for pre-service teachers through TELL exploration in formal training and encourage them to keep developing their professionalism through informal training and other relevant sources on TELL. ABSTRAKKetersediaan berbagai perangkat teknologi untuk mendukung pembelajaran Bahasa yang dianggap sebagai TELL layak untuk dieksplorasi oleh para guru. Penelitian ini dimaksudkan untuk memahami pandangan calon guru tentang peluang dan tantangan dalam eksplorasi mereka terhadap TELL. Desain sequential explanatory mixed methods digunakan untuk memperoleh data dari 34 calon guru yang sebelumnya mempelajari mata kuliah TELL di semester 5. Pada fase pertama penelitian, peserta dilibatkan dalam sebuah survey untuk memperoleh perskpektif umum mereka tentang eksplorasi TELL. Tahap selanjutnya melibatkan 5 peserta yang mengikuti wawancara semi terstruktur untuk memperjelas data pada tahap pertama. Hasil penelitian menunjukkan bahwa peluang explorasi TELL bagi calon guru berasal dari manfaat TELL. Sebaliknya, meskipun sangat diperlukan, eksplorasi TELL terhambat oleh beberapa faktor, termasuk persyaratan TIK dasar TELL, fitur dan pelatihan TELL yang mahal, dan kurangnya pengalaman, kompetensi, dan sumber daya guru untuk mengakses teknologi. Mempertimbangkan kebutuhan, peluang dan tantangan tersebut, pendidikan guru bahasa harus mendorong lebih banyak paparan TELL bagi calon guru melalui eksplorasi TELL dalam pelatihan formal dan mendorong mereka untuk terus mengembangkan profesionalisme melalui pelatihan informal dan sumber relevan lainnya tentang TELL.How to Cite: Ikawati, L.(2022). Pre-Service Teachers’ Exploration on Technology-Enhanced Language Learning (TELL): Opportunities and Challenges. IJEE (Indonesian Journal of English Education), 9(2), 266-288-210. doi:10.15408/ijee.v9i2.27944
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Powar, Kanhaiya P., and Sharad D. Patil. "Promoting Technology-Enhanced Project-Based Learning through Application of 3D Printing Technology for Mechanical Engineering Education." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 292–98. http://dx.doi.org/10.16920/jeet/2022/v35is1/22042.
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3D printing is a progressively developing technology under umbrella of industrial revolution 4.0 for rapid prototyping and end-use applications. 3D printing technology is nowadays used in all sectors including automotive, civil, agriculture, medical, aerospace, art and jewelry, and education too. In this work, 3D printing technology is employed as a technology-enhanced tool in engineering education in combination with project-based learning for third-year undergraduates. The combined technology-enhanced project-based learning strategy was used to 3D print components of internal combustion engines to enhance students' comprehension of the fundamentals of internal combustion engines. The activity resulted in improvement in the performance of students in the examination (5.15% improvement in CO attainment and more than 10% improvement in all modes of written examination) as well as professional skill development promoting multidisciplinary learning opportunities and lifelong learning. Keywords—3D printing; engineering education; IR4.0; project-based learning; technology-enhanced active learning. JEET Category—Choose one: Research, Practice, or Op-Ed. (Please note, Op-Eds are by invite only. Refer to the Paper Submission and Review Guidelines for more details.)
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Douglas, Scott, William R. Falcão, and Gordon A. Bloom. "Career Development and Learning Pathways of Paralympic Coaches With a Disability." Adapted Physical Activity Quarterly 35, no. 1 (January 1, 2018): 93–110. http://dx.doi.org/10.1123/apaq.2017-0010.
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The purpose of this study was to gain an understanding of the career development and learning pathways of Paralympic head coaches who previously competed as Paralympic athletes. Each coach participated in a semistructured interview. A thematic analysis of the data revealed three higher order themes, which were called becoming a coach, learning to coach, and lifelong learning and teaching. Across these themes, participants discussed interactions with other coaches and athletes with a disability, learning from mentors and coaching clinics, as well as limited formal educational opportunities they experienced transitioning from athlete to head coach. The findings revealed that they acquired most of their knowledge from a combination of knowledge gained as athletes and informal sources, including trial and error. They also stressed the need for enhanced recruiting of parasport coaches and parasport coach education opportunities that would enhance programs for athletes with physical disabilities, from grassroots to Paralympic levels.
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Fassbinder, Aracele Garcia de Oliveira, and Ellen Francine Barbosa. "A contribution to the process of designing for learning in Massive Open Online Courses (MOOCs)." Tecnologias, Sociedade e Conhecimento 5, no. 1 (December 20, 2021): 120–24. http://dx.doi.org/10.20396/tsc.v5i1.14722.
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Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning.
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Sissons, Helen, and Danni Mulrennan. "Technology-enhanced learning in designing for uncertainty." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 11, 2022): 42–43. http://dx.doi.org/10.24135/pjtel.v4i1.137.
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In this talk, we discuss the affordances of digital technologies to facilitate student-determined learning when delivering practical or ‘hands-on’ courses. We also examine the constraints that affect the learner experience when courses designed for face-to-face classes suddenly move online.
We use a case study of how a practical multimedia undergraduate journalism paper was moved from face-to-face to online delivery mid-way through the semester after an outbreak of Covid-19 in New Zealand led to a sudden imposition of a level-4 lockdown in 2021.
The case study demonstrates how the delivery of courses designed within a heutagogical frame work can successfully be adapted at a time of crisis while maintaining the learning outcomes required. Our experience provides empirical discussion points on teaching a practiced-based activity such as journalism, where restricted mobility can in fact lead to student-initiated opportunities for growth rather than being a hindrance.
Our approach from the start of the academic year was to develop our students’ digital capabilities and guide them towards being agents of their own learning (Hase & Kenyon, 2007; Blaschke & Hase, 2019). We were aware that the situation with the Covid-19 outbreak was evolving in New Zealand, and government instructions could require our university to move courses online at short notice. Therefore, this case study should not be considered as a pure example of “emergency remote teaching” (Hodges et al. 2020).
The design took a social constructivist approach (Lockey, Conaghan, Bland & Astin, 2020; Vygotsky, 1930-34/1978) that included experiential learning and reflection to increase students’ independence and preparedness. It then built on this using connectivism principles (Siemens, 2004) to link the individual to the class, including employing collaborative peer learning.
Our planning took account of less successful attempts to engage students online (Cowie & Sakui, 2019) as well as the lessons we learned during the lockdown in 2020. We considered student engagement, student access to the required technologies and their level of digital competence would be our greatest challenges (Greenhow & Lewin, 2021).
Learning strategies we employed included mirroring the culture and emerging practices professional journalists were applying under Covid-19 lockdown. Strategies were developed in an online classroom environment that fostered expert-like thinking that enabled student-determined activities, founded upon small group collaborations and play-based learning. We encouraged a high level of flexibility in our student-lecturer interactions, and regular discussions around wellness evolved organically. We found students sought increased opportunities to engage with others, as many students were away from home and without a social support system.
When designing the course, we conceptualised our role as “designers of learning experiences” (Cochrane & Munn, 2020, p. 2). Hence we modelled emerging journalistic practices through the increased application of social media technologies, and embedded critical analysis via peer review in a way that achieved a higher level of engagement among the students than had been experienced in previous journalism papers. Practical outcomes included the production of weekly multimedia news bulletins \modelling broadcasting industry newscasts that were published on a purpose-built website, and student e-portfolios supported by multimedia exegeses.
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Chatti, Mohamed Amine, Anna Lea Dyckhoff, Ulrik Schroeder, and Hendrik Thüs. "Forschungsfeld Learning Analytics." i-com 11, no. 1 (March 1, 2012): 22–25. http://dx.doi.org/10.1524/icom.2012.0007.
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Summary Learning analytics has attracted a great deal of attention in technology enhanced learning (TEL) in recent years as educational institutions and researchers are increasingly seeing the potential that learning analytics has to support the learning process. Learning analytics has been identified as a possible key future trend in learning and teaching (Johnson et al., 2011). Analytics can be a powerful tool to support learning. There are, however, a number of issues that need to be addressed before starting analytics projects. In this paper, we identify various challenges and research opportunities in the emerging area of learning analytics.
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Hartono, Hartono, Elok Widiyati, and Choiril Anwar. "Group work in Zoom breakout rooms to enhance English-speaking self-efficacy for active learning activities." Studies in English Language and Education 10, no. 1 (January 31, 2023): 137–54. http://dx.doi.org/10.24815/siele.v10i1.26021.
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The study aimed at analyzing the effectiveness of assigning students to work in groups using Zoom breakout rooms to enhance their speaking self-efficacy to participate in active learning activities in an online learning context. Thirty-six students of Diploma 3 of the Accounting Program attending English for Accounting course were purposively selected as the respondents of the study. The data were collected using a three-part questionnaire distributed electronically using Google Forms. The validity and reliability of the questionnaire were measured using Pearson correlation and Cronbach Alpha. The students reported that their sources of English-speaking self-efficacy were enhanced as they had opportunities to develop both mastery and vicarious experience of English speaking, received social persuasion in the form of encouragement and motivation from one another, and experienced lower speaking anxiety. The teaching strategy enhanced the students’ English-speaking self-efficacy to participate in active learning activities to a moderate level. From being quiet and passive, they gradually transformed into active learners who could ask questions, chair discussions, answer questions, defend arguments, etc. It can be concluded that a group work in Zoom breakout rooms facilitated active learning activities as the students experienced opportunities to enhance English-speaking self-efficacy. There was a significant positive correlation between the use of group work in Zoom breakout rooms and students’ self-efficacy to participate in active learning activities. Implications and limitations of this current study are presented, and suggestions for further studies are offered.
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Hardré, Patricia L., Mark A. Nanny, Shaida Morales, Regina Kenton, Laura Lewis, Shichen Guo, Qianuyun Peng, and Hui Xu. "Rural Teachers Learning Bioanalytical Engineering." International Journal of Designs for Learning 11, no. 1 (November 12, 2019): 31–40. http://dx.doi.org/10.14434/ijdl.v11i1.22862.
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Professional development opportunities provide teachers with enhanced learning experiences, deeper subject knowledge, and improvement of their teaching practices, all for the goal of increasing student achievement (Nelson, 2009). Unfortunately, most rural teachers have much less access to professional development opportunities compared to their urban and suburban peers (Hardré, P.L., et al., 2014). A Research Experience for Teachers (RET ), which is a National Science Foundation (NSF) funded program, was created for rural high school math and science teachers in collaboration with the University of Oklahoma and the Center for Bioanalysis. As participants, teachers applied and were accepted to participate in a seven-week summer research experience to connect bioanalytical engineering and their research experiences into their classrooms and to stimulate their students’ critical thinking skills. The following narrative and analysis chronicle the teams’ design, development and learning experience in redesigning the seven-week professional development for rural science and math teachers.
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Rambe, Patient. "Social Media-Enhanced Phones for Productive Learning of South African Postgraduate Students." International Journal of Mobile and Blended Learning 4, no. 2 (April 2012): 49–66. http://dx.doi.org/10.4018/jmbl.2012040104.
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Despite growing interest in knowledge sharing processes in informal spaces, there is a paucity of research on technology-mediated learning in these spaces. Yet the surge in student use of Social Media-enabled phones presents tremendous opportunities for augmenting learning in privileged, authoritative spaces. This study investigated the potential of Facebook-enabled mobiles to leverage learning in informal learning environments. Third Space Theory illuminated understanding of how students draw on potentially contradictory, multiple “funds of knowledge” in their meaning making and discourses. Twenty six students were interviewed to explore how they exchanged learning resources and collaborated on academic matters. Findings suggest that student appropriation of Facebook-enhanced phones enhances social learning, hones digital literacies, and affords the co-production of knowledge in learning communities. Paradoxically, these educational gains are undermined by the disruptive nature of Social Media and student ambivalence about the blurring of academic (professional) and social divides that creates complex, ‘collapsed contexts.’
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Yeadon-Lee, Annie. "Reflective vicarious learning (RVL) as an enhancement for action learning." Journal of Management Development 37, no. 4 (May 14, 2018): 363–71. http://dx.doi.org/10.1108/jmd-11-2017-0348.
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Purpose A fundamental assumption within action learning is that learning only occurs through participation, reflection and action. Revans maintains that individuals will fail to understand the “how” of an experience until they have experienced it for themselves, i.e. “learned by doing”. The purpose of this paper is to postulate that Revans’ second phase of action learning, the reflection phase can, in situations where participation is not possible, be enhanced through reflective vicarious learning (RVL) or learning from the behaviour of others. Design/methodology/approach This paper adopts a desk research approach review of the literature. Findings The authors maintain that Revans’ concept of “learning by doing” in the context of the goldfish bowl exercise can enhance an individual’s insight through RVL or learning from the behaviour of others. Research limitations/implications The paper is limited in some respects as it focusses on the viewpoint of the author coupled with the literature. Future research could explore participant voices to add an extra dimension to the work. Practical implications In terms of utility for others, this paper is useful for developing an understanding of the differing learning opportunities that RVL and action learning combined can offer. As such, it has meaning for action learning facilitators, set members, academics and educational consultants. Originality/value This papers originality is that it seeks to enhance Revans’ proposition by illustrating how RVL in the second phase of action learning can enhance an individual’s learning in situations where participation is not possible.
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Fleischmann, Katja. "A paradigm shift in studio pedagogy during pandemic times: An international perspective on challenges and opportunities teaching design online." Journal of Design, Business & Society 8, no. 2 (December 1, 2022): 247–72. http://dx.doi.org/10.1386/dbs_00042_1.
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This study advances the debate over the role of technology-enhanced teaching in the practice-based design studio. Framed by the exigencies of the early stages of the COVID-19 pandemic, a detailed survey and follow-up interviews illuminate the transformative experiences among 90 experienced design educators from seven countries. At the heart of this study is the question: where did design educators succeed in trying to approximate a physical studio using online technologies and where did technology-enhanced teaching fall short? Content analysis of qualitative data and reflective remarks provide a window into what educators see as the concrete pedagogical challenges and opportunities they have encountered. Their responses are analysed using the four major characteristics of the practice-based design studio: dialogical learning, the critique, studio culture and studio class size. The results clearly demonstrate that the social aspects of the physical studio with its informal learning opportunities are difficult to replicate online and dialogical learning could not be effectively established online unless classes were smaller. There were also positive responses, particularly using online collaboration platforms for online critiques. Design educators can now prototype a new studio pedagogy that incorporates online elements that potentially enhance the learning and teaching experience in the physical design studio, while rejecting those that do not work for their domain.
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Keengwe, Jared, David Georgina, and Patrick Wachira. "Faculty Training Strategies to Enhance Pedagogy-Technology Integration." International Journal of Information and Communication Technology Education 6, no. 3 (July 2010): 1–10. http://dx.doi.org/10.4018/jicte.2010070101.
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One of the unprecedented benefits of campus-wide distance learning strategies has been the incorporation of more technology-based pedagogy into traditional classrooms, thus, increasing faculty and student teaching and learning opportunities. This “hybrid” or “blended” teaching has emerged largely due to a desire to widen access to educational opportunities, continuing education, and university resources (Curran, 2004; Garrison & Kanuka, 2004). However, a major challenge to this technologically enhanced pedagogy has been the training of higher education faculty. This article focuses on faculty technology literacy, the implementation of technology into traditional faculty pedagogy, and the need for effective faculty training to enhance appropriate technology integration into classroom instruction (Keengwe, 2007). In this paper, the authors recommend two tier training as a possible strategy to technology integration training challenges that instructors face in their pedagogical practices.
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Peña, Joslenne, Benjamin V. Hanrahan, Mary Beth Rosson, and Carmen Cole. "After-Hours Learning." ACM Transactions on Computing Education 21, no. 2 (June 2021): 1–31. http://dx.doi.org/10.1145/3446964.
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Many initiatives have focused on attracting girls and young women (K-12 or college) to computer science education. However, professional women who never learned to program have been largely ignored, despite the fact that such individuals may have many opportunities to benefit from enhanced skills and attitudes about computer programming. To provide a convenient learning space for this population, we created and evaluated the impacts of a nine-week web development workshop that was carefully designed to be both comfortable and engaging for this population. In this article, we report how the professionals’ attitudes and skills grew over the course of the workshop and how they now expect to integrate these skills and attitudes into their everyday lives.
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Singaram, Veena S., and Dumisa A. N. Sofika. "“Growing as a Stronger Clinician in Adverse Conditions”—A Snapshot of Clinical Training during COVID-19." Education Sciences 12, no. 3 (February 24, 2022): 156. http://dx.doi.org/10.3390/educsci12030156.
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Transformative learning theory has been recommended as a pedagogy of uncertainty for accommodating new beliefs that enable humans to thrive amid the challenges and complexity of our world. As higher education institutions embrace new roles and responsibilities, few studies have focused on how the disruptions caused by COVID-19 may facilitate formative learning experiences. This study explored how registrars responded to the challenges facing clinical training during the first wave of COVID-19, and how the impact of these disruptions prompted personal and professional development. Registrars completed an online qualitative SWOT (strengths, weaknesses, opportunities, and threats) analysis of their training experiences during the COVID-19 pandemic. Data were thematically analysed. Four hundred and five responses were received from 54 registrars. Themes related to challenges included mental distress, resource constraints, and compromised and inadequate training. Themes related to strengths and opportunities included new learning experiences, resilience, coping strategies, and enhanced graduate competencies related to leadership, collaboration, communication, and health advocacy. The disruptive and disorienting elements of COVID-19, although situated in chaos, aggravating the constraints of training in under-resourced settings, also provided unexpected learning opportunities. These findings highlight the transformative potential of disrupted learning contexts and the need for responsive curricular to enhance graduate competencies, adaptability, and resilience.
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Winstone, Naomi, and Lynne Millward. "Reframing perceptions of the lecture from challenges to opportunities: Embedding active learning and formative assessment into the teaching of large classes." Psychology Teaching Review 18, no. 2 (2012): 31–41. http://dx.doi.org/10.53841/bpsptr.2012.18.2.31.
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Teaching and assessing large classes can be reframed from focusing on overcoming difficulties with large classes, to seeking the unique educational opportunities provided by such learning environments. We discuss data and examples illustrating how active learning and formative assessment can be successfully embedded into the teaching of large groups. Students evaluated these approaches favourably, and recognised that their own learning was enhanced through being active participants in lectures and having opportunities to receive feedback on their understanding within lectures. Furthermore, the experiences of teaching staff using these techniques were found to be largely positive, demonstrating awareness of the benefits for students as well as benefits for their own engagement and development. These data suggest that if we find the unique opportunities for learning afforded by large groups, the lecture has the potential to become a powerful learning environment.
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Cummings, Katrina P., Belinda J. Hardin, and Hedda Meadan. "Understanding Parental Engagement in Early Learning Opportunities for Families in Rural Communities." Rural Special Education Quarterly 36, no. 3 (July 6, 2017): 116–27. http://dx.doi.org/10.1177/8756870517717951.
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Understanding the contexts in which young children develop is essential for promoting positive outcomes. In this study, the researchers used focus groups to investigate the perspectives of 14 parents across rural North Carolina concerning ecocultural features that enhanced or prevented sustained engagement with their infants and toddlers with disabilities or delays. Parents perceived ecocultural features as having either a positive influence or no influence on their engagement. They also reported actively making accommodations to interrupt potential barriers to engagement. Results highlight the adaptive capacities of families in rural communities and delineate community resources that might contribute to sustainable intervention practices.
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Kendrick, Christiane. "Raising the Self-Esteem of on Artistically Talented Student in the Regular Classroom." Gifted Child Today 21, no. 4 (July 1998): 22–29. http://dx.doi.org/10.1177/107621759802100408.
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This case study shows how art raises self-esteem in students and how art programs offer opportunities for students to be identified for gifted and talented programs. Programs offering nurturance, guidance, and challenges are needed in gifted and talented students’ lives. Without opportunities for enhanced learning, we fail to educate children to their greatest potentials.
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Causin, Gina Fe, and Chay Runnels. "Student Perceptions of Engagement in a Mandatory Programatic Service Learning." Events and Tourism Review 1, no. 1 (December 29, 2018): 46–52. http://dx.doi.org/10.18060/22776.
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Service learning opportunities in the hospitality industry are particularly important for students seeking to work in the meeting and event planning industry. The study examined whether the service learning assignment: (1) personally benefitted the student; (2) benefitted the sponsoring organization; (3) student’s participation enhanced the visibility of the hospitality program; (3) where beneficial to the student’s career goals; and (5) increased the student’s awareness of community issue or events. The results indicated compulsory service learning assignments have benefitted the students personally and career wise. In addition, it benefitted the sponsoring organization as well as enhanced the visibility of the hospitality program.
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Seo, Mi-Suk. "Multimodally Enhanced Opportunities for Language Learning: Gestures Used in Word Search Sequences in ESL Tutoring." Journal of Language Teaching and Research 12, no. 1 (January 1, 2021): 44. http://dx.doi.org/10.17507/jltr.1201.05.
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Focusing on word search sequences initiated by ESL learners in conversation tutoring, this study examines how the participants use gestures in order to facilitate language learning as well as mutual understanding. Adopting the methodological framework of Conversation Analysis, it analyzes two particular sequential contexts: (a) when a tutee uses gestures without a candidate solution to her/his word search, directly soliciting the tutor’s co-participation; and (b) when a tutee uses gestures with a candidate solution to her/his word search but there is mismatch between the candidate solution and the accompanying gesture. A fine-grained analysis of the participants’ moment-by-moment verbal and nonverbal actions reveals that gestures create multimodally enhanced opportunities for language learning by allowing the tutor to offer lexical items that are new or unfamiliar to the tutee and/or to provide corrective feedback on the lexical errors. The findings from this study offer implications for the role of gesture in L2 learning and for some of the key concepts in second language acquisition such as output, corrective feedback, and communication strategies.
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Hebert, Edward. "The Effects of Observing a Learning Model (or Two) on Motor Skill Acquisition." Journal of Motor Learning and Development 6, no. 1 (June 1, 2018): 4–17. http://dx.doi.org/10.1123/jmld.2016-0037.
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Modeling, which enhances skill acquisition, is an often-used means of conveying information to learners. While models typically provide a demonstration of correct movements or successful performance, skill acquisition is also enhanced by observing a “learning model,” who practices, receives feedback, and improves. The effect is proposed to be due to the observer engaging in problem-solving, error detection, and strategy evaluation. The purpose of this experiment was to examine the effects of observing one or two learning models in combination with physical practice, and the temporal placement of model observation during physical practice, on the acquisition and retention of a motor skill. College students practiced a 3 × 6 × 3 cup stacking task in groups of three, and had opportunities to observe their peers’ physical practice. Treatment groups differed in the order of observation and physical practice; some participants engaged in physical practice prior to observation, while others observed one or two learning models before practice. Data indicated observation prior to engaging in physical practice enhanced learning. In addition, participants were able to identify strategies they observed that enhanced skill performance. These results support and add to existing research on modeling, and provide insight into the types of cognition that occur during observational learning.
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Akhrif, Ouidad, Chaymae Benfares, Younès El Bouzekri El Idrissi, and Nabil Hmina. "Smart Collaborative Learning." International Journal of Smart Security Technologies 6, no. 2 (July 2019): 52–66. http://dx.doi.org/10.4018/ijsst.2019070103.
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Technologically enhanced learning has shifted from digital resources to smart components to afford more content, support tools, and provide learning guidance that meets a learner's needs and interests by delivering smart university services. Smart interaction is essential in smart university, it is a concept that offers new opportunities and new channels of communication between learners. This communication is reinforced by the concept of collaboration, an important factor for knowledge sharing. The current study concerns team building based on the recommendation of the most appropriate collaborator in order to make groups of learners promoting universal participation of all members of the team. The complexity of this problem requires collaborative filtering algorithms to find the potential collaborators for each learner, taking into account problem-solving as a parameter representing items of the recommendation matrix.
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Clarke, Jenni. "‘Ten brown cones’." Early Years Educator 21, no. 10 (February 2, 2020): S10—S11. http://dx.doi.org/10.12968/eyed.2020.21.10.s10.
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Jenni Clarke provides a guide to how mathematics can be enhanced through in the moment planning, with continuous provision which helps practitioners to identify and extend learning opportunities for all children.
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Taniguchi, Yuta, Takuro Owatari, Tsubasa Minematsu, Fumiya Okubo, and Atsushi Shimada. "Live Sharing of Learning Activities on E-Books for Enhanced Learning in Online Classes." Sustainability 14, no. 12 (June 7, 2022): 6946. http://dx.doi.org/10.3390/su14126946.
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While positive effects of imitating other learners have been reported, the recent increases in the number of online classes have seriously limited opportunities to learn how others are learning. Providing information about others’ learning activities through dashboards could be a solution, but few studies have targeted learning activities on e-textbook systems; it remains unclear what information representations would be useful and how they would affect learning. We developed a dashboard system that enables live sharing of students’ learning activities on e-textbooks. An experiment was conducted applying the dashboard in an online class to evaluate its impact. The results of questionnaires and quizzes were analyzed along with learning activities on the e-textbook system. From the questionnaire results, the most useful feedback types were identified. Regarding the impact on learning, the study found that a higher percentage of students who used the dashboard followed the progress of the class than those who did not. The study also found that students who used the dashboard were more likely to achieve higher quiz scores than those who did not. This study is the first to reveal what specific feedback is useful and to successfully investigate the impact of its use on learning.
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Johnson, Carole E. "Enhancing the Conversational Skills of Children With Hearing Impairment." Language, Speech, and Hearing Services in Schools 28, no. 2 (April 1997): 137–45. http://dx.doi.org/10.1044/0161-1461.2802.137.
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The conversational skills of children with hearing impairment have been found to resemble those of children with learning disabilities and are often inadequate for successful mainstreaming. The pragmatic skills of children with hearing impairment can be enhanced by maximizing the opportunities to practice conversational behaviors in therapy. The purpose of this article is to discuss the use of clinician-designed thematic role-play scenarios during auditory training to enhance the conversational skills of preschool and elementary school children.
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Dror, Itiel, Pascal Schmidt, and Lanty O’connor. "A cognitive perspective on technology enhanced learning in medical training: Great opportunities, pitfalls and challenges." Medical Teacher 33, no. 4 (April 2011): 291–96. http://dx.doi.org/10.3109/0142159x.2011.550970.
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Songer, Nancy Butler. "Exploring Learning Opportunities in Coordinated Network-Enhanced Classrooms: A Case of Kids as Global Scientists." Journal of the Learning Sciences 5, no. 4 (October 1996): 297–327. http://dx.doi.org/10.1207/s15327809jls0504_1.
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Stagias, Ioannis, and Symeon Retalis. "Secondary school students build multiple skills in evaluating business opportunities via technology-enhanced learning activities." Entrepreneurship Education 3, no. 2 (May 1, 2020): 197–214. http://dx.doi.org/10.1007/s41959-020-00026-4.
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Ezeala-Harrison, Fidel. "The Significance of Cyberlearning in Economic Education." Advances in Social Sciences Research Journal 8, no. 7 (July 9, 2021): 26–34. http://dx.doi.org/10.14738/assrj.87.10474.
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We analyze the potentials of web-based and mobile-based digital technology to disseminate, inform, transmit, instruct, and exchange course content in the teaching of economics. Cyberlearning is the use of networked computer technology to enhance the mode of educational content delivery to learners, and involves personal, social, and distributed learning that is mediated by a variety of rapidly evolving computational devices such as computers, tablets, and smart phones, and involving other media such as the Web, and the Cloud. Yet cyberlearning is not only about learning to use computers or to think computationally; social networking has made it clear that the need is much more encompassing, including new modes of collaborating and learning for the full variety of human experiences mediated by networked computing and communications technologies. Educators have continued to search for answers about how new digital tools and environments can be utilized to enhance learning among students of our contemporary “New Age” generation. In the present paper we examine the potentials of cyberlearning and the opportunities it offers for promoting and assessing learning, made possible by new technologies; and how it can help learners to capitalize on those opportunities and the new practices that are made possible by these learning technologies. In particular, we examine ways of using technology for economics education to promote effective learning that result in deep rooted grasping of content, practices, and skills that will ultimately shape attitudes and contribute to enhanced policy and progress in economic matters of society.
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Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (May 13, 2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.
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Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.
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Jago, J., C. Eastwood, K. Kerrisk, and I. Yule. "Precision dairy farming in Australasia: adoption, risks and opportunities." Animal Production Science 53, no. 9 (2013): 907. http://dx.doi.org/10.1071/an12330.
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Dairy farm management has historically been based on the experiential learning and intuitive decision-making skills of the owner-operator. Larger herds and increasingly complex farming systems, combined with the availability of new information technologies, are prompting an evolution to an increasingly data-driven ‘precision dairy’ (PD) management approach. Automation and the collection of fine-scale data on animals and farm resources via precision technologies can facilitate enhanced efficiency and decision making on dairy farms. The proportion of dairy farmers using this approach is relatively small (between 10 and 20% of farmers); however, industry trends suggest a continual increase in the use of precision technologies. Australasian PD farms have reported both positive and negative stories regarding the approach but to date there has been little industry attention or co-ordination in Australia or New Zealand. A series of workshops was held in late 2011 between industry-good representatives, researchers and farmers, from Australia and New Zealand, to discuss the opportunities and risks associated with PD. To take advantage of the emerging PD opportunity the trans-Tasman workshop group suggested five focus areas including: industry-good co-ordination and leadership in precision dairy; working to define the on- and off-farm value of PD; improving the technology available to farmers; integration of PD within farming systems for improved management; and developing learning and training initiatives for farmers and service providers. Action in these focus areas will enable future dairy farmers to implement the PD approach with enhanced confidence and effectiveness.
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Stoltzfus, Jon R., and Julie Libarkin. "Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces." CBE—Life Sciences Education 15, no. 4 (December 2016): ar68. http://dx.doi.org/10.1187/cbe.16-03-0126.
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SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology.
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Stahl, Aimee E., and Lisa Feigenson. "Observing the unexpected enhances infants’ learning and exploration." Science 348, no. 6230 (April 2, 2015): 91–94. http://dx.doi.org/10.1126/science.aaa3799.
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Given the overwhelming quantity of information available from the environment, how do young learners know what to learn about and what to ignore? We found that 11-month-old infants (N = 110) used violations of prior expectations as special opportunities for learning. The infants were shown events that violated expectations about object behavior or events that were nearly identical but did not violate expectations. The sight of an object that violated expectations enhanced learning and promoted information-seeking behaviors; specifically, infants learned more effectively about objects that committed violations, explored those objects more, and engaged in hypothesis-testing behaviors that reflected the particular kind of violation seen. Thus, early in life, expectancy violations offer a wedge into the problem of what to learn.
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Warner, Chantelle, Diane Richardson, and Kristin Lange. "Realizing multiple literacies through game-enhanced pedagogies: Designing learning across discourse levels." Journal of Gaming & Virtual Worlds 11, no. 1 (March 1, 2019): 9–28. http://dx.doi.org/10.1386/jgvw.11.1.9_1.
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One of the primary struggles for scholars and practitioners of instructed foreign languages today is how to best teach language as discourse in all its complexity. Digital games, as massively semiotic ecologies, arguably offer a unique opportunity for language learners to experience that complexity in action. This article provides a model for teaching language as discourse in action through digital games, as a means of presenting language learners with opportunities to experience the complexity of text, genre and discourse. The model integrates three levels of discourse essential to digital gaming: (1) the designs of the games, (2) the interactions between gamers, both those that take part in the gaming platform (such as in-game chats) and those between participants in the classroom and (3) social discourses about gaming.
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Lelean, Helen, and Frances Edwards. "The impact of flipped classrooms in nurse education." Waikato Journal of Education 25 (November 24, 2020): 145–57. http://dx.doi.org/10.15663/wje.v25i0.735.
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Flipped classroom pedagogy is increasingly seen to be useful in the tertiary education sector and has recently been more frequently offered in nursing education. This literature review aims to critically examine empirical published work which reports of the impact of flipped classroom pedagogies on nursing students’ learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach this stress can be reduced.
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Levy, Dawn. "Online, Blended And Technology-Enhanced Learning: Tools To Facilitate Community College Student Success In The Digitally-Driven Workplace." Contemporary Issues in Education Research (CIER) 10, no. 4 (September 29, 2017): 255–62. http://dx.doi.org/10.19030/cier.v10i4.10039.
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Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology-enhanced learning may afford these students. Online learning resources should be viewed as a tremendous value-added benefit for community college students, not only for the content conveyed, but also for fostering the digital readiness, cultivating the professional personas, and encouraging the self-directed learning needed to succeed in the digitally-driven workplace.