165,259 research outputs found
Recommended from our members
A case of web-based collaborative inquiry learning using OpenLearn technologies
We describe and discuss the implementation of âWOPP in Cybercultureâ, an elective discipline of the Erasmus Mundusâ European Master Program on Work, Organization and Personnel Psychology (WOPP), offered by the Faculty of Psychology, University of Coimbra, in 2008. We adopted a web-based collaborative inquiry-learning model supported by UK Open Universityâs OpenLearn technologies: a community-led virtual learning environment based on Moodle called LabSpace, and a knowledge mapping software called Compendium. Rubrics were used to assess studentsâ maps and presentations. To assess studentsâ satisfaction and opinion, at the end of the course we applied an evaluation questionnaire. Results indicate that the implementation of the web-based inquiry-learning model we have proposed was relatively successful and adequate to the learning setting. Rubricsâ scores point to an overall improvement of studentsâ maps and presentations. Reports on studentsâ satisfaction with different aspects of the course were positive. Nevertheless, further investigation on the validity and reliability of the rubrics is required
Joining Forces: Enriching RN to BSN Education with Veteran-Centered Learning
This article highlights the commitment of the American Association of Colleges of Nursing to engage nursing schools to support the Joining Forces initiative by enhancing the education and preparation of the nationâs nurses to care for veterans, service members, and their families. The progress toward meeting the Joining Forces pledge and integrating veteran-centered learning in an online RN to BSN program is described
Perceptions of a Service-Learning Course to Increase Physical Activity in Rural Afterschool Programs
Background: An effective method for promoting physical activity in children is by integrating physical activity into existing programming such as afterschool programs. However, afterschool programs in rural communities may not have access to the type of staff training needed to ensure optimal participation. Innovative methods are needed to train afterschool staff on how to best implement physical activity in rural settings. To address this issue, an online service-learning course was developed in a rural college for students involved in implementing physical activity in local afterschool programs. In this course, students learned methods to promote physical activity in children to maximize the amount of physical activity accumulated during physical activity time. Students then applied these methods when working in the local afterschool programs. The purpose of this study was to explore the experiences of undergraduate students and the afterschool program site supervisors after the completion of a service-learning course.
Methods: Interviews were conducted with undergraduate students in the service learning course (n=5) and with the site supervisors at the afterschool programs (n=2). Additionally, studentsâ written reflections from course assignments were used for data analysis (n=11). Data were analyzed using the process of immersion/crystallization.
Results: Overall, students had a positive experience in the service-learning course. They enjoyed the online format and ability to serve as part of the course requirements. Additionally, students enjoyed learning about how to engage elementary students and the impact socioeconomic status (SES) has on childrenâs health and academic outcomes. Finally, students were surprised with how much time was needed for the planning and logistical requirements of community interventions. Site supervisorsâ perceptions of their experience with the students were mixed. Supervisors felt that most students were positive and were appreciative of their involvement in the afterschool program; however, other students were not as engaged. Supervisors also mentioned the childrenâs responses to the activities were mixed and that children mostly preferred unstructured time.
Discussion: Based on our evaluation thus far we have found that the students felt positively about the format of the course. They liked the online format of receiving information as well as the ability to put this information into action within the community. Future research should explore the experience of the children within the program as well as to objectively determine their levels of physical activity
Using Technology to Develop Preservice Teachers\u27 Reflective Thinking
Developing high-level reflection skills proves troublesome for some preservice teachers. To examine the potential of an online environment for increasing productive reflection, students in three sequential undergraduate education classes responded to regular online prompts. We coded student comments for productive and unproductive reflection, knowledge integration, and analysis of the four aspects of teaching (learners and learning, subject matter knowledge, assessment and instruction ) as described by Davis, Bain, & Harrington (2001). We adapted a scoring approach recommended by Davis & Linn, (2000); Davis (2003) to analyze what aspects of teaching preservice teachers included, emphasized, and integrated when they reflected on their own beliefs about teaching. Discussion examines the utility of online environments for producing productive preservice teacher reflection
Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K-12 (primary and secondary) teacher education
The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Webâbased course for preâservice primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computerâmediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for preâservice primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Webâbased learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Webâbased distance education course for teacher education
Adjustment and Developmental Outcomes of Students Engaged in Service Learning
In an effort to better understand the psychosocial and adjustment processes experienced by college students engaged in service learning, 22 randomly selected reflection journals were content-analyzed from a class of 44 child development students who had been engaged in service learning in a variety settings. Three of the themes that emerged in the journals involved students: feeling awkward during the first visits; feeling uncertain about redirecting children\u27s misbehavior; and having ambivalent feelings when bringing their service learning experiences to an end. The coping mechanisms and resources upon which students draw to successfully grow beyond these initial challenges are discussed, as well as practical suggestions for facilitators of the service learning experience
Creating Quality Integrated and Interdisciplinary Arts Programs
The report offers some reflection on arts integration while examining a diverse group of partnerships and a set of new important tools to aid efforts in improving arts teaching and learning across the classroom
Recommended from our members
The Evolution of Student Engagement: Writing Improves Teaching in Introductory Biology
In response to calls for pedagogical reforms in undergraduate biology courses to decrease student attrition rates and increase active learning, this article describes one faculty memberâs conversion from traditional teaching methods to more engaging forms of practice. Partially told as a narrative, this article illustrates a.) the way many faculty initially learn to teach by modeling the pedagogy from their own undergraduate programs; b.) the kind of support biology faculty may need to break out of traditional molds; c.) how writing can promote active learning; and d.) the impact of reformed pedagogy on student levels of engagement. The latter will be demonstrated through assessment results gathered from student surveys, reflective writing, and focus group interview. Ultimately, the study challenges misunderstandings some faculty might have regarding the value of writing in science classes and offers inspiration, urging critical reflection and persistence
Infusing social emotional learning into the teacher education curriculum
Research supports the importance of policies and interventions to infuse social emotional
curricula in schools. The role of teachers in supporting young childrenâs social and emotional
readiness for classroom learning has been recognized, but instruction in childrenâs well-being
and social emotional competence is a low priority in teacher preparation programs. In this
study we, used qualitative methods to examine whether we could successfully infuse an
undergraduate curriculum and instructional course with social emotional learning content.
The article reports on this effort, and considered the following questions: How can courses
infused with SEL content impact prospective teachersâ views on the overall role of emotions
in the classroom? What is the influence of the course on preservice teachersâ conceptions of
SEL and its association with childrenâs classroom learning and behavior? How can teacher
preparation programs encourage prospective teachers to consider childrenâs social emotional
skills once they enter the classroom as teachers? At course end, the 15 enrolled students
responded to predetermined questions as part of a self-reflection assignment. Using grounded theory methods, three themes were identified from participantsâ reflections, including the connection between SEL and academic learning, shifting from teacher- to student-centered pedagogy, and the desire for continued learning related to SEL. An in-depth examination of these themes revealed that SEL concepts can be successfully infused in an undergraduate course on curriculum and instruction. Implications for teacher training are discussed and future avenues for research are presented.peer-reviewe
- âŠ