Does increasing communication through visual learning environments enhance student perceptions of lecturers?

The current study was conducted in an effort to examine whether increased levels of communication using visual learning environments (VLEs) alters student perceptions of lecturers. Eighty-six MSc students in Computing Science participated by using She and Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ). In addition to using the questionnaire, data from the electronic class site were used to make assessments about the quality and quantity of communication. Two types of classrooms were evaluated: a) a control condition in which the lecturer did not alter any communication aspect of the module, and b) the experimental condition in which the lecturer posted weekly discussion topics. Significant differences were found by cultural background and gender of the students. The bulletin board postings in the experimental condition were more heavily content-based than the control condition ones. The consistency in discussion topic of the experimental condition postings, both bulletin board and email, were more fluid than in the control condition

Does increasing communication through virtual learning environments enhance student perceptions of lecturers?

The current study was conducted in an effort to examine whether increased levels of communication using visual learning environments (VLEs) alters student perceptions of lecturers. Eighty-six MSc students in Computing Science participated by using She and Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ). In addition to using the questionnaire, data from the electronic class site were used to make assessments about the quality and quantity of communication. Two types of classrooms were evaluated: a) a control condition in which the lecturer did not alter any communication aspect of the module, and b) the experimental condition in which the lecturer posted weekly discussion topics. Significant differences were found by cultural background and gender of the students. The bulletin board postings in the experimental condition were more heavily content-based than the control condition ones. The consistency in discussion topic of the experimental condition postings, both bulletin board and email, were more fluid than in the control condition

Effects of a One-To-One Computer Environment on Student Academic Achievement

A gap exists in current research due to a lack of studies that explore the effect of schoolwide one-to-one computer implementations on academic achievement. The purpose of this study was to determine the effect a one-to-one computing environment had on student academic achievement means of middle school students in rural Nevada. This quantitative, non-experimental study used a causal-comparative design and analysis of academic achievement archival data from the 2015–2016, the year before implementation; 2016–2017, the first year of one-to-one implementation; and 2017–2018, the second year of implementation. Two research questions guided this study: RQ1. Is there a significant difference in mean scores on end-of-year grade point averages comprised of semester grades in math, English, social studies, and science between middle school students who participated in a one-to-one computing environment and those that did not? and, RQ2. Is there a significant difference in mean scores on the Nevada Smarter Balanced Assessment Consortium (SBAC) Math and English Language Arts/Literacy Summative Tests between middle school students who participated in a one-to-one computing environment and those that did not? This study was conducted at a rural middle school with a total sample population of 1,344 students between the two years of study. The data showed that a one-to-one computing environment had no significant effect on students’ end-of-year grade point average means comprised of semester grades in math, English, social studies, and science. The results of this study call for further research into the effect a one-to-one computing environment has on academic achievement means, especially student GPA means

Effects of a One-To-One Computer Environment on Student Academic Achievement

A gap exists in current research due to a lack of studies that explore the effect of schoolwide one-to-one computer implementations on academic achievement. The purpose of this study was to determine the effect a one-to-one computing environment had on student academic achievement means of middle school students in rural Nevada. This quantitative, non-experimental study used a causal-comparative design and analysis of academic achievement archival data from the 2015–2016, the year before implementation; 2016–2017, the first year of one-to-one implementation; and 2017–2018, the second year of implementation. Two research questions guided this study: RQ1. Is there a significant difference in mean scores on end-of-year grade point averages comprised of semester grades in math, English, social studies, and science between middle school students who participated in a one-to-one computing environment and those that did not? and, RQ2. Is there a significant difference in mean scores on the Nevada Smarter Balanced Assessment Consortium (SBAC) Math and English Language Arts/Literacy Summative Tests between middle school students who participated in a one-to-one computing environment and those that did not? This study was conducted at a rural middle school with a total sample population of 1,344 students between the two years of study. The data showed that a one-to-one computing environment had no significant effect on students’ end-of-year grade point average means comprised of semester grades in math, English, social studies, and science. The results of this study call for further research into the effect a one-to-one computing environment has on academic achievement means, especially student GPA means

Making the most of computers : an investigation of the attitudes and opinions of students and teachers concerning the use of computers for the instruction of students with special learning needs.

This study investigated the attitudes and opinions of students and teachers regarding the use of computers with students having special learning needs. Using a quasi-experimental design with three non-equivalent groups, within and between subjects effects were studied using a survey instrument and follow-up interviews. The students and teachers at three school sites, consisting of students in grades 5 through 13, participated in pre and post-test surveys. One site served as the experimental group, while the other two were control groups. The experimental condition consisted of the installation of a campus-wide computer network for use by all students and teachers at the experimental site. The survey consisted of demographic questions as well as 26 pre-test and 27 post-test questions. A 19 item scale measured participants\u27 general attitudes about computers in schools. A four item scale measured participants\u27 attitudes about the use of computers by students with special needs. Two items served as independent outcome measures of participants\u27 attitudes about students\u27 and teachers\u27 comfort level and worry about computer use. Twelve follow-up interviews were conducted with two students and two teachers from each school. The interviews focused on having participants discuss their attitudes and opinions about the use of computers in special education. The survey data were analyzed using analysis of variance, multiple regression, and repeated measures procedures. The interviews were evaluated using Glaser and Straus\u27 Grounded Theory methods. Results from the surveys showed that there was no correlation between the experimental condition and changes in students\u27 and teachers\u27 attitudes and opinions about computer use in special education. These data also showed that the most significant variables related to students\u27 and teachers\u27 attitudes and opinions were variables related to past experience using computers as well as their school affiliation. The interview data supported the survey results and showed that how the interview participants had used computers in the past related to their current attitudes, opinions. Taken together, these data suggest that schools can shape the computer-related attitudes and opinions of students and teachers. Recommendations include providing students and teachers with regular access to computer uses that are embedded in curricular activities

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Serious Toys: Teaching Computer Science Concepts to Pre-Collegiate Students

Advancements in science and engineering have driven innovation in the United States for more than two centuries. The last several decades have brought to the forefront the importance of such innovation to our domestic and global economies. To continue to succeed in this information-based, technologically advanced society, we must ensure that the next generation of students are developing computational thinking skills beyond what was acceptable in past years. Computational thinking represents a collection of structured problem solving skills that cross-cut educational disciplines. There is significant future value in introducing these skills as early as practical in students\u27 academic careers. Over the past four years, we have developed, piloted, and evaluated a series of outreach modules designed to introduce fundamental computing concepts to young learners. Each module is based on a small embedded device a \u27serious toy\u27 designed to simultaneously engage visual, auditory, and kinesthetic learners through lectures, visual demonstrations, and hands-on activities. We have piloted these modules with more than 770 students, and the evaluation results show that the program is having a positive impact. The evaluation instruments for our pilots consist of pre- and post-attitudinal surveys and pre- and post-quizzes. The surveys are designed to assess student attitudes toward computer science and student self-efficacy with respect to the material covered. The quizzes are designed to assess students\u27 content understanding. In this dissertation, we describe the modules and associated serious toys. We also describe the module evaluation methods, the pilot groups, and the results for each pilot study

Toward Using Games to Teach Fundamental Computer Science Concepts

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. We present an investigation where computer games are used to teach two fundamental computer science concepts: boolean expressions and recursion. The games are intended to teach the concepts and not how to implement them in a programming language. For this investigation, two computer games were created. One is designed to teach basic boolean expressions and operators and the other to teach fundamental concepts of recursion. We describe the design and implementation of both games. We evaluate the effectiveness of these games using before and after surveys. The surveys were designed to ascertain basic understanding, attitudes and beliefs regarding the concepts. The boolean game was evaluated with local high school students and students in a college level introductory computer science course. The recursion game was evaluated with students in a college level introductory computer science course. We present the analysis of the collected survey information for both games. This analysis shows a significant positive change in student attitude towards recursion and modest gains in student learning outcomes for both topics