The acceptability of the distance seminars appeared to be influenced by the instructor's personality and teaching style in facilitating interaction, the seminar subject, the residents' comfort level in dealing with this technology, and the sequence for interaction vs observation. Further development of recorded seminars with live follow-up discussions has the potential to supplement instruction in graduate orthodontic programs and help with the impending shortage of experienced full-time orthodontic faculty.
Studies have documented the contribution of vocabulary knowledge in second language acquisition and have shown the benefits of repetition, creating context, and the use of multimodal instruction across visual and verbal modalities. This study examined instructional strategies used to teach French vocabulary in an inclusive, prekindergarten foreign language exploratory (FLEX) program using data from observations, videorecordings, and assessments of student learning. Results showed that students of all ability levels were able to learn French vocabulary, although students’ scores varied across the three classrooms. Assessment results were highest in the classroom in which students received the most opportunities for repetition, engagement, and use of language in context where meaning was constructed through a community of practice. Implications of this study highlight the importance of the teacher and student engagement and the role of meaningful input.
Simulation and immersive virtual environments area growth areas but there is scarce evidence of this technology being utilized in the field of educational leadership or in school leadership preparation programs. Scenario simulation offers a compelling approach to leadership development, especially because it can be designed to address specific dimensions of leadership. Internally constructed scenario simulations can be used to engage participants' in strategic leadership learning experiences using interactive dialogue and feedback. In this article, the authors describe the development of scenario simulations for use in a specific virtual environment, TeachLivE™ (TLE). The use of customized scenarios has the potential to provide a robust learning experience providing the scenario designer is both a scholar and practitioner in the simulated scenario's domain; is clear on the scenario's purpose; constructs scenarios that engage both the avatar and the aspiring administrator; and generates the opportunities and actions that align with the scenario's purpose.
Students within this study followed the ICSDR (Identify, Conceptualize/Connect, Storyboard, Develop, Review/Reflect /Revise) development model to create digital video, as a personalized and active learning assignment. The participants, graduate students in education, indicated that following the ICSDR framework for student authored video guided their video creation process, resulting in focus for their ideas, and increasing motivation to learn more about their content. Finally, the participants indicated that creating a digital video was an authentic and personalized learning experience that fostered personal choice and voice and peer collaboration. Evidence from the qualitative study supports students following a development framework for video creation.
There is continued debate about the changing and varied nature of first year courses in American higher education institutions. Therefore more current research is needed to inform faculty and institutions as to the important areas of focus for teaching and learning in first year courses. This study is one possible approach to easily determine student “gains” as described by measured improvements in the selected areas. The purpose of this paper was to examine the observed gains of first year experience course students as measured by the College Student Success Factor Index (CSFI). The CSFI pretest and posttest was administered in the summer 2013 and summer 2014 semesters. The ten success indices of the CSFI were measured and gains were observed. The summer 2013 course taught as it had always been taught without focus on targeted factors of success. A curricular intervention was introduced into the summer 2014 course that includes the ten indices in the course learning assignments and outcomes. Possible differences or “gains” in learning will be described and includes implications for first year teaching and program design in colleges and universities.
As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards sustaining inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty (n = 116) attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) online survey instrument. A Pearson product moment correlation confirmed a statistically significant correlation between faculty attitudes and actions towards inclusive teaching practices. Next, a multivariate analyses of variance (MANOVA) affirmed statistically significant differences between faculty attitudes and actions towards inclusive teaching practices based on gender. The implications of this research and future research recommendations are offered.
Utilizing a pretest-posttest quasi-experimental research design, this study investigated the impacts of participation in a First-Year Seminar (FYS) course on student learning attitudes and behaviors. Using the sample of 1,231 freshmen students in a large, public, research university in the Southeast, the study examined if FYS participation promoted students learning attitudes and behaviors in the following ten areas: responsibility, competition, task-planning, expectation, wellness, time-management, college involvement, family involvement, precision, and persistence. Additionally, the study tested for the differences in changes of students learning attitudes and behaviors among five student populations enrolled in the seminar: first-time in college, summer bridge, international, out-of-state, and teacher pre-professionals. Hotelling's T2 test revealed statistically significant differences in learning attitudes and behaviors between pre and posttests for each of the 10 measured factors, while a two-way mixed design MANOVA indicated that changes in students’ learning attitudes and behaviors were not significantly different for any of the factors depending on the subgroup. The lack of between-group differences demonstrated that the FYS course participation was equally beneficial for students from all populations examined in the study.
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