Search results for: Students
Page 5/5 49 items
Perceptions of Graduate Students on the Use of Web-based Instruction in Special Education Personnel Preparation
This study examined the perceptions of graduate students on the use of Web-based instruction in preparing special education personnel. Findings supported Web-based instruction as a convenient way for students to pursue their education. Furthermore findings indicated that Web-based courses with increased structure and organization resulted in improved learning outcomes. Finally, technological problems and a lack of user-friendly technology jeopardize the effectiveness of Web-based instruction.
Updated: Nov. 10, 2008
Research suggests that at least half of all students enrolled in online courses are not course completers. Obviously, increasing the percentage of program completers in the distance learning environment is essential. This article details a proven and comprehensive system to achieve this objective, using the authors' experiences at Purdue University Calumet in Hammond, Indiana, as a framework.
Updated: Nov. 09, 2008
Building Effectiveness in Teaching through Targeted Evaluation and Response: Connecting Evaluation to Teaching Improvement in Higher Education
This article describes the development of a model for integrating student evaluation of teaching results with academic development opportunities. The model is described in new ways that take into account theoretical and practical developments in both fields.
Updated: Nov. 03, 2008
Effectiveness of Personal Interaction in a Learner-Centered Paradigm Distance Education Class Based on Student Satisfaction
This study examined relationships between students’ perceptions of course-related interaction and their course satisfaction within the learner-centered paradigm in distance education. A Students’ Perceived Interaction Survey (SPIS) instrument was developed to examine nine separate hypotheses about the nature of course-related interaction. It concluded that student-instructor personal interaction, student-student personal interaction, and student-content interaction, along with students’ perceptions of WebCT features and gender were predictors of course satisfaction.
Updated: Nov. 02, 2008
This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school.Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences.Results of the study have implications for policy makers, researchers, and practitioners, especially those interested in bridging the digital divide in education.
Updated: Nov. 02, 2008
This article argues that student voice and the active engagement of students in shaping their own educational experience are integral to the development of effective work-related learning (WRL) programmes.Student voice was accessed using an innovative form of group interview incorporating an Ishikawa, or fishbone tool. The data was collected in four English school and college settings. The findings identify 10 factors that students see as being critical if the benefits of WRL are to be secured .
Updated: Oct. 05, 2008
The article explored social studies teachers of student-centered instruction. Semi-structured interviewed were conducted. The results showed that the participants had positive attitudes toward learner-centered instruction which they believed has the potential to make instruction engaging, enjoyable, involving, challenging, and relevant to students' learning.
Updated: Sep. 11, 2008
The study involved identifying student behaviors leading to teachers' stress, and the types of teachers' behaviors which involve student behavior leading to student stress. Student teachers were tested utilizing a questionnaire and a survey. Results show student lack of effort in a class, and students coming in with lessons unprepared resulted in teachers stress. However, few significant correlations were obtained when student behavior and teacher behavior data were provided by different sources.
Updated: Jun. 10, 2008
Transitioning from Students to Professionals: Using a Writing Across The Curriculum Model to Scaffold Portfolio Development
This qualitative action research study was designed to explore the effects of incorporating writing workshops built on Writing Across the Curriculum (WAC) principles into the initial portfolio process required of students during their first semester in an undergraduate middle-grades teacher-education program. Findings indicate that the students approached the portfolio requirement from a consumer perspective and that writing anxiety was a major obstacle.
Updated: Mar. 02, 2008