Adopting Active Learning Classroom (ALC) Technology and Overcoming Barriers: A Faculty Development Intervention Model for Technology-Enhanced Learning Spaces

The goal of this study was to understand how instructors use technology, and what challenges they face, but also to increase the participants’ understanding of Active Learning Classroom (ALCs) technologies as it applies to their teaching by applying action research methodologies. This study also seeks to lay a foundation for additional research on ALCs, education technology, and the needs of instructors in terms of faculty development in technology. This study investigates a group of 13 faculty members in multiple disciplines teaching in ALCs. Thus far, research on the impact of technology-enriched learning environments like Active Learning Classrooms has typically centered around student learning (Beichner et al., 2007; Frazee, Hughes, & Frazee, 2014; Morrone, Ouimet, Siering, & Arthur, 2014). Less attention has been paid to the faculty development needed for instructors to properly take advantage of these environments The research study addresses three questions: First, how and, for what purposes, do faculty use technology in the ALC? Second, what technology adoption factors and barriers were experienced by instructors in an Active Learning Classroom? Third, using Kolb’s experiential learning theory (1984, 2014), how does a semester-long faculty development intervention program impact instructors’ adoption of Active Learning Classroom technologies? Results indicated that the most frequently used technologies were those that were familiar from traditional (technology-equipped) lecture spaces that faculty had used. Faculty were most comfortable with content delivery tools such as instructor laptops connected to the LCD TVs, the instructor podium, and whiteboards. Additionally, technology adoption factors and barriers to adoption were identified, including time, ease of use, equipment availability, institutional classroom support, peer support, and instructor comfort levels with technology and troubleshooting. Through action research, the newest Active Learning Classroom instructors received the most hands-on training on the classroom hardware during consultations, and the exposure to classroom technologies and troubleshooting tips via an experiential learning framework allowed them to better understand the podium interface, document camera and wall-buttons while having an opportunity to reflect on their teaching

The Active And Interactive Thinking Learning Research In Flip Education

In 2014 a total of 183 schools and 40 high schools participating in the experiment, the schools are in the Tablet PC as a learning tool, application-oriented learning and teaching strategies topics flipped learning, so that students in the teacher\u27s guide concept after active exploration program, in peer under the cooperative learning deepen CBC. After the rise of the majority of primary and secondary schools flipped classroom teacher began groping flip-teaching philosophy, the domestic schools have been put into digital teaching become common trend, there is a period of systematic research in schools to promote the use of the Internet and action vehicles, auxiliary in teaching of information technology equipment, emphasizes active learning, enhance learning interaction between teachers and learners understand and factors influencing teaching effectiveness, so with this initiative (active) and interactive (interactive) flip teaching experiment program

Exploring the Experiences and Needs of Faculty When Implementing Active Learning at a Public Southeastern Regional University: A Mixed-Methods Approach

The purpose of this action research was to identify participant experiences and needs of faculty when teaching in the active learning classrooms at a public regional southeastern university. This study aimed to determine what were the experiences of faculty members who have taught in the active learning classrooms, what were the experiences of students who have taken a course in the active learning classrooms, and what are the faculty development, classroom technology, and technical support needs of faculty members who have taught in such classrooms. With the five-year Federal grant cycle ending in 2019, the university needs to create a formal process to train faculty members in teaching active learning strategies and preparing them to utilize the active learning classrooms built. Such activities and research being done at this institution is consistent with other institutions reporting on how active learning classrooms were constructed and how they created faculty development programs for appropriate active learning instruction in active learning classrooms. To answer the research questions, explanatory sequential mixed methods were executed that included sending a quantitative survey and conducting qualitative focus groups with participants chosen through purposive sampling. The results of this study indicated overall agreement in the active learning strategies being implemented, the technology experiences within the active learning classrooms, and overall experiences. For strategies implemented, faculty and students both agreed that more collaborative activities were being implemented while faculty struggled to implement independentbased active learning activities and traditional assessment strategies. While participants felt there was adequate technology support, faculty felt that more troubleshooting training was needed and students felt more hands-on exposure is needed prior to starting classroom activities. Overall, faculty overwhelming disagreed that the active learning classroom experience was a waste of time while students were mixed on their active learning classroom experience. Recommendations given to academic affairs administrators include providing prefaculty development observation activities to allow perspective participants to see the benefits and challenges of teaching in active learning classrooms, address the individual assessment issues related to academic integrity, and training faculty members on how to implement active learning strategies when in traditional or online course environments. Recommendations given to information technology administrators include utilizing the technology usefulness results as a way to better allocate technology funds, initiate conversations with academic affairs administrators to standardize active learning classrooms that provide basic rudimentary furniture and technology features, and assist in orientating students to the new active learning classrooms by creating technology tutorials

Smart Classroom Technology: Instructional Effectiveness and Faculty and Student Satisfaction

Numerous designs, practices, stakeholders, and technology options make it difficult for higher education institutions to find direction and established standards for classroom construction and remodeling projects. Different models of technology-enhanced classrooms are being adopted as various managers, integrators, and architects develop new classroom spaces. A planning process, standardized classroom model, and effective support structure will be valuable elements in meeting the needs of faculty and students. The goal was to establish a best practices classroom model to meet the needs of community college faculty, students, and technology support personnel. Information collected from community colleges was used to determine the state of installed classroom technology that includes standard practices, policies and procedures, stakeholder involvement, ongoing budget and equipment replacement, and technical support. Community college faculty and students provided data related to the effectiveness of and their satisfaction with different technology classroom models. A case study approach was employed. The cases included two different electronic classroom models (Model 1: remodel of rooms in existing buildings in 2004 and Model 2: new building construction in 1995). Data were collected from faculty and students related to the effectiveness of and their satisfaction with the particular environment. Background information on classroom design, standards, technology integration, and support was gathered from other community colleges to be included as part of the foundation provided by the review of literature. These data, together with the local data, were used to develop a classroom standards document. Faculty and student data were used to determine the effectiveness of the technology components, room and system design, and overall integration of technology in the electronic classroom. Faculty and students reported a high level of satisfaction with the electronic classrooms as well as a perceived high level of instructional effectiveness. Some design considerations related to screen placement and lighting control were raised by both populations. There were no other significant differences between the two classroom models used in the investigation. Faculty and student preferences were incorporated into the classroom standards document developed at the conclusion of the research. Community college instructional support personnel reported a fairly consistent basic model for their electronic classrooms. The use of any form of standards document was rare. A team approach to planning, design, installation and support was widely used

Towards a teacher-centric approach for multi-touch surfaces in classrooms

The potential of tabletops to enable simultaneous interaction and face-to-face collaboration can provide novel learning opportunities. Despite significant research in the area of collaborative learning around tabletops, little attention has been paid to the integration of multi-touch surfaces into classroom layouts and how to employ this technology to facilitate teacher-learner dialogue and teacher-led activities across multi-touch surfaces. While most existing techniques focus on the collaboration between learners, this work aims to gain a better understanding of practical challenges that need to be considered when integrating multi-touch surfaces into classrooms. It presents a multi-touch interaction technique, called TablePortal, which enables teachers to manage and monitor collaborative learning on students' tables. Early observations of using the proposed technique within a novel classroom consisting of networked

AAL platform with a “de facto” standard communication interface (TICO): Training in home control in special education

Framed within a long-term cooperation between university and special education teachers, training in alternative communication skills and home control was realized using the “TICO” interface, a communication panel editor extensively used in special education schools. From a technological view we follow AAL technology trends by integrating a successful interface in a heterogeneous services AAL platform, focusing on a functional view. Educationally, a very flexible interface in line with communication training allows dynamic adjustment of complexity, enhanced by an accessible mindset and virtual elements significance already in use, offers specific interaction feedback, adapts to the evolving needs and capacities and improves the personal autonomy and self-confidence of children at school and home. TICO-home-control was installed during the last school year in the library of a special education school to study adaptations and training strategies to enhance the autonomy opportunities of its pupils. The methodology involved a case study and structured and semi-structured observations. Five children, considered unable to use commercial home control systems were trained obtaining good results in enabling them to use an open home control system. Moreover this AAL platform has proved efficient in training children in previous cognitive steps like virtual representation and cause-effect interaction

Competency Based Learning in Hospitality Education and Its Impact on Future Leadership Skills

In the past five years, hospitality educational programs have seen a distinct decline in enrollment from year to year (Oakley, 2016). Upon reflection of this decline, there could be many reasons, which caused a consecutive downward trajectory regarding enrollment. First, individuals are finding that a formal degree is not required for entry-level positions in the hospitality industry. Second, people are utilizing technology and videos to substitute for formal education and are finding success in the entry-level hiring process. Third, this generation does not see the value in formal education for entry-level employment. True as that might be, trends have shown that these individuals forego formal education completely and immediately enter into the workforce (Hersh, 2015). However, these individuals work for a short period of time and discover that promotion is not attainable since they lack the proper skill-set essential for leadership roles. Brownell and Chung (2001) argued that hospitality curriculum may not be offering the right knowledge and skills to individuals seeking future work and that a change must be made in higher education to address the issue. Perhaps the notion is that individuals need more than technical skills in order to succeed in their careers. If this statement is true, then putting forth changes to the curriculum in order to fill gaps in education is the first step to accomplishment. This paper examines whether competency based learning (CBL) in higher education is predictive of leadership outcomes in the hospitality industry. Within the higher education framework, competency based learning focuses on theory supported skill development and the application of concepts in scenario-based and problem-based assessments. More importantly, competency based learning emphasizes student advancement via demonstrated mastery of competencies that are specific, measureable and are learning objectives that empower students. In addition, the student learning outcomes stress competencies that include application and creation of knowledge along with the development of important skills and dispositions. Finally, CBL allows students to learn skills vital to leadership success in the hospitality industry

H88-0230. Hope College Libraries. Records, 1880-[ongoing]. 17.00 linear ft. PARTIALLY RESTRICTED

Two business days required for collection retrieval – please contact archivist. Records from Graves, Van Zoeren, and Van Wylen Libraries. Collection contains annual reports; biographical files on past directors like Magdalene De Pree, Margaret Gibbs, Robert S. Grant, David P. Jensen, and Kelly Jacobsma; materials relating to everyday operation of the library, including Van Zoeren Library plans, circulation, archives, grant applications, GRAULs, library studies, statistical reports and policies, collection development program proposal, long range plans, “Library Liaison” publication, and staff meeting minutes; “Hope College Libraries Long Range Plans,” (1978) by Harry Boonstra; two typewritten studies “OMS (Office of Management Studies of the Association of Research Libraries) Self Study, Hope College Libraries, August, 1981”; “Hope College Library Program, February 1984,” by Harry Boonstra, Librarian; Library Catalogue, 1902; Library Catalog Supplement, 1902-1915; Library Circulation Records, 1902-1976, 1902, 1903, 1905-1906, 1907, 1966-1976; Book Accessions Record Book, 1907-1915; Department Accessions Record Book, 1915-1939; Library Gifts Record Books (2), 1903-1904, 1939-1949; Congressional Gifts Receipt Book, ca. 1870