Colleges and universities have seen considerable enrollment growth in online courses during the past decade. However, online modalities are not optimal for all subject areas or students. There is growing interest in hybrid, blended, and flipped instruction as a way to incorporate the best of different delivery methods. This study investigates and identifies student preferences for both face-to-face and online learning. Participants were undergraduate students from a mix of freshman, junior, and senior level courses. An open response instrument was used to allow broad insights into students' responses without biasing or limiting the feedback. Results suggest that the most positive impact with face-to-face learning is interaction through class discussions, group projects and other types of active learning. Females responded more positively than male students to interactivity in face-to-face classes. The data further indicates the most positive impact with online learning experiences is the class structure that supports flexibility, organization, and clear expectations. Nontraditional students reported more positively than traditional students about the benefits of flexible classes with clear course structures. This report should be of interest to educators who wish to take a research-based, student-centric, data-driven approach to the design of flipped or hybrid classrooms.

G a m i n g t e c h n i q u e s t o i m p r o v e t h e t e a m -f o r m a t i o n p r o c e s sJ e f f B u t t e r f ie ld a n d N o r m a n P e n d e g r a f t Problem solving with teams Process losses in work groupsInformation Decision Preferences Alternatives Figure 3. Decision components Establishing a chain of communication Information preferences and alternatives

This report presents an approach to teaching and learning programming that emphasizes logic and design while minimizing the distraction from hardware‐specific issues in an effort to reduce some of the traditional impediments that have hindered female students in beginning computer‐ programming classes. This paper also introduces Visual‐One, a learning tool which utilizes flowcharts to emphasize patterns of logic and design, abstracts out the details of different hardware, and supports a broad range of programming and problem‐solving activities. Visual‐One is able to execute the graphical representation of a logical solution, providing students with the immediate feedback that is typically only available with traditional high‐level programming languages. The paper reports the results of an empirical study that demonstrates an increase in performance for both female and male students, while also reducing the differences in achievement between males and females. This paper concludes with a discussion of implications and future directions of this research effort.

One of the ways that people show they are listening is by repeating part of what the prior speaker just said. This practice allows listeners to establish recipiency in a way that is specific, providing the speaker with moment-by-moment feedback on the recipient's understanding as well as giving a "go-ahead" signal. This paper uses Conversation Analysis (CA) to explore the interactional practice of repetition as recipiency. The data are taken from video recordings of L2 users of English in paired and small group discussions. The analysis provides suggestions for how this practice can help encourage language learning in conversation settings. 相手が言ったことの一部を繰り返すことは相手の言っていることを聴いているということを示 す方法の一つである。 相手の発話を繰り返すことにより聞き手は自分が相手の言うことを理解し ており、 それを承認している、 さらに続けられたしということを刻々とフィードバックしていること になるのである。 このようにして聞き手は相手の言うことを受容 (recipiency) することになるわけ である。 本研究は会話分析 (Conversational Analysis) を分析方法として使用し、 繰り返しによる 受容 (receipt through repetition) の構造を明らかにする。 英語学習者がグループ活動を行ってい る際の会話をビデオに録画したものをデータとして使用した。 会話での繰り返しが話し手と聞き 手相互の共通理解を生みだし、 言語学習をサポートする経過が明らかにされた。

No abstract