4,868 research outputs found

    UMSL Bulletin 2023-2024

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    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    Graduate Catalog of Studies, 2023-2024

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    Teacher Perceptions of the Use and Implementation of Online Learning in Secondary Career and Technical Education Programs

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    The Covid-19 pandemic fundamentally altered the course of education and this is no more evident than in the world of Career and Technical Education (CTE). When the education world was thrust into the remote learning environment, CTE instructors were forced to discover ways to provide students in their programs with high-quality learning experiences without the ability to conduct the hands-on learning experiences that are the hallmark of CTE programs. As we have moved into an endemic stage, a significant opportunity exists in finding ways to create improved methods of instruction in CTE programs that provide students with enhance learning experiences and the best way to understand these opportunities is through examining and understanding the experiences of those instructors that have taught CTE prior to, during, and after the Covid-19 pandemic. The purpose of this research is to understand the perceptions of secondary CTE teachers as to the implementation and use of online learning and educational technologies in traditional CTE programs. This qualitative research study utilized teacher interviews, documents, and classroom observations of CTE instructors from a single vocational school district in the Eastern United States. The research has yielded understandings in how CTE instructors can use digital tools to support classroom management as well as instructional strategies in CTE programs. Additionally, the research demonstrates ways that the integration of instructional technologies can support ways to expand experiential learning in CTE programs as well as the need for continual professional development to support the implementation and use of instructional technologies by CTE instructors

    Southern Adventist University Undergraduate Catalog 2022-2023

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    Southern Adventist University\u27s undergraduate catalog for the academic year 2022-2023.https://knowledge.e.southern.edu/undergrad_catalog/1121/thumbnail.jp

    THE RELATIONSHIP BETWEEN FIRST YEAR SEMINAR COURSE MODALITY AND COMMUNITY COLLEGE STUDENT SUCCESS

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    The purpose of this study was to examine the impact of first-year seminar (FYS) course modality on first-semester GPA and second-semester retention of community college students’ system-wide. For many student’s community colleges serve as an affordable option for higher education. The first-year seminar course connects students to the college to create better academic outcomes. With the increase in technology the FYS course is available in three different course modalities; face-to-face, hybrid, and online. Understanding which course modality has the largest academic outcomes of FYS course will present administrators of the benefits of one modality over others. The study investigated academic outcomes of the FYS course by examining course modality at Lone Star Community College (LSC). Findings revealed no statistical differences between full-time enrolled students in any of the course modalities. Part-time students in the face-to-face FYS had higher first-semester GPA’s than those enrolled in the other modalities. Results revealed students in the online FYS course modality were less likely to be retained the second semester. When predicting second-semester retention, enrollment status was a stronger predictor than course modality

    Graduate Council Minutes - February 16, 2023

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    Beliefs of Higher Education Online Faculty Regarding the Integration of Multimedia

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    Integration of multimedia resources in higher education curricula continues to be a concern for today’s teachers, especially in identifying effective, efficient, and engaging resources that provide individualized instruction and meet a variety of learning needs. However, there was a gap in the literature regarding teachers\u27 beliefs about multimedia integration within the context of adult learning in online higher education. The purpose of this basic qualitative study was to explore the benefits and challenges higher education online teachers experienced when integrating multimedia resources into their courses. The research question explored the beliefs of higher education online instructors about their experiences when integrating multimedia resources into higher education courses. Three rounds of faculty interviews were conducted with 10 teachers who worked at private colleges in the western United States to gather teacher feedback. Follow-up interviews supported additional insights, in-depth responses, and final interviews to clarify data and member checking. To effect positive social change in online higher education, findings from this study indicate that effective multimedia integrations increase student engagement, individualize instruction, foster meaningful teaching and learning apprenticeships, and enhance teacher performance, professional development, instructional support, and technical skills. These integrations inform educational stakeholders of the need to create more real-world, authentic learning experiences better suited to adult learners

    University of Windsor Graduate Calendar 2023 Winter

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    https://scholar.uwindsor.ca/universitywindsorgraduatecalendars/1026/thumbnail.jp

    Faculty Attitudes, Preparedness, and Response to Adopting Technology-Enhanced Learning in Troubled Times:A Case Study of Education City’s Higher Education Institutions in Qatar

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    This study investigates faculty members’ attitudes towards adopting technology-enhanced learning tools in their teaching practice as an emergency response to the latest pandemic. It concerns faculty preparedness and response to the imposed suspension of face-to-face classes and the integration of the emergency remote teaching that took place in early March 2020. Underpinned by transformative learning theory, the study collected data from a questionnaire and one-to-one interviews with 13 faculty members teaching at Qatar’s Education City. The study provides insight into faculty’s abilities to adapt their teaching approaches to ensure curriculum continuity in emergency situations. Faculty members were also able to revamp their curricula to provide a variety of learning materials that engage their students, rethink their assessment techniques and tools, and find time to connect with the students, check on their progress as well as their wellbeing. This study contributes to the transformative learning theory by proposing a reversed model that was experienced during the pandemic. Furthermore, although the study is situated in Qatar, it has resonances beyond the Qatari context as it emphasises the need for continuous professional development opportunities for faculty members to acquire, maintain, and improve their online teaching skills for a national online learning strategy. Finally, this study contributes to the field of technology-enhanced learning by rethinking its applicability in light of and beyond the pandemic

    Taking a Collaborative Approach to Our Students’ Research in Education Settings

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    In the United Kingdom (U.K.), all students who are studying for a Bachelor of Arts degree need to complete a piece of independent research in order to gain their “honours” (U.S. “honors”) status. As a university faculty we have very specific ideas about the purpose of this research and the positive impact that we hope that it will have upon the U.K. settings (mainly schools and kindergartens) in which it is carried out, which we discuss in this article. Although our approach would appear successful, this judgement has so far been based upon the evidence of the final, summative project alone. Obtaining a small amount of funding from the university for students to act as co-researchers provided the ideal opportunity to explore the topic further by collecting empirical data from students and settings. Because our original plans for data collection were disrupted by COVID-19, we gained responses through an anonymous survey which enabled frank responses from both students and staff in settings. Although the data collected was, overall, encouraging, it did raise some issues for us, as faculty tutors, to consider. These include the way that we convey the importance of students carrying out their projects independently (that is, without university supervisor intervention) to settings themselves, and how we ensure that the students collaborate with settings at all stages of the project
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