Being there with others

Goodwin, Kate; Vetere, Frank; Kennedy, Gregor

doi:10.1145/1952222.1952291

Cited by 4 publications

(3 citation statements)

References 10 publications

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“…In some graduate or undergraduate university courses, they are totally explained based on the course book lectures without extra resources, which make the understanding of the topic in some cases a difficult and tedious task. Therefore, this GUI is proposed as a helpful easy to use tool for teachers and students as an informal learning resource [16] by emulating the interference of two waves in an interferometric setup and by observing the time evolution of a polarized wave, allowing the user to change some important parameters such as the OPD and the wavelength of the light source regarding to the interference simulation; and the phase difference and amplitude of the components of a travelling wave concerning to the polarization simulation.…”

Section: General Conclusion and Remarksmentioning

confidence: 99%

Visualizing the phenomena of wave interference, phase-shifting and polarization by interactive computer simulations

Rivera-Ortega¹,

Dirckx²

2015

Eur. J. Phys.

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In this manuscript a computer based simulation is proposed for teaching concepts of interference of light (under the scheme of a Michelson interferometer), phase-shifting and polarization states. The user can change some parameters of the interfering waves, such as their amplitude and phase difference in order to graphically represent the polarization state of a simulated travelling wave. Regarding to the interference simulation, the user is able to change the wavelength and type of the interfering waves by selecting combinations between planar and Gaussian profiles, as well as the optical path difference by translating or tilting one of the two mirrors in the interferometer setup, all of this via a graphical user interface (GUI) designed in MATLAB. A theoretical introduction and simulation results for each phenomenon will be shown. Due to the simulation characteristics, this GUI can be a very good nonformal learning resource.

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Section: General Conclusion and Remarksmentioning

confidence: 99%

Visualizing the phenomena of wave interference, phase-shifting and polarization by interactive computer simulations

Rivera-Ortega¹,

Dirckx²

2015

Eur. J. Phys.

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“…Out-of-class learning environments, which are increasingly emphasized in education (Goodwin et al, 2010), have also influenced the research and practices related to education and training in Türkiye in recent years. It can be said that out-of-class learning environments have become more prominent within the framework of the constructivist approach based on the curricula updated and put into practice in 2005 in Türkiye (Karslı & Kurt, 2022).…”

Section: Introductionmentioning

confidence: 99%

Social Studies in Out-of-Class Learning Environments: A study on Teacher Candidates’ Views and Awareness

Adalar,

Kılıç,

Subaşı

2023

IJELS

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This research aimed to investigate the awareness of out-of-class learning environments that can be utilized in social studies courses among both social studies teacher candidates and primary school teacher candidates. Social studies, with its interdisciplinary nature, has the potential to provide a wide array of out-of-class learning opportunities, and we aimed to explore this aspect. In pursuit of this objective, we sought to evaluate the extent of teacher candidates’ familiarity with these learning environments and their ability to establish connections between these settings and the content of the social studies course. In our research we used the descriptive case study which is one of the types of qualitative research methods. In this context, we carried out the qualitative data collection process within the framework of the interview technique through a ‘semi-structured interview form’ for the participating teacher candidates. We analyzed all the collected data using descriptive analysis. As a result of our analyses, we found that teacher candidates from both programs who had taken this course were able to identify a wide range of out-of-class learning environments and that the most common examples they mentioned were ‘museums, libraries, schoolyard, canteens and historical sites/places, excursions and laboratories’. However, we found that both groups had relative difficulty in associating these learning environments with the social studies curriculum and content. When we assessed whether this finding indicated a difference in the extent of the teacher candidates’ own branches and the course hours they had taken, we found that the examples of association of the teacher candidates with less social studies field education were far behind the examples of the social studies teacher candidates. Another significant finding from the research is that the teacher candidates were more capable of offering robust examples of associations related to out-of-class in-school learning environments compared to those associated with out-of-school learning environments.

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“…Social networking, as a major aspect of social media, has become an integral part of the lives of college students (Jones and Fox, 2009;Matney and Borland, 2009) with Facebook being the most popular (Junco et al, 2011). A number of studies have focused on the role it might play in higher education suggesting the benefits associated with its use and indicating that it is a promising instructional tool (Grosseck et al, 2011;Mazman and Usluel, 2010;Goodwin et al, 2010). Despite these benefits, both faculty and students have expressed concern about its use in the classroom (Moran, et al, 2011;Roblyer et al, 2010;Kirschner and Karpinski, 2010;Bair and Bair, 2011).…”

Section: Introductionmentioning

confidence: 99%

Acceptability of Social Media Use in Out-of-Class Faculty-Student Engagement

Strader

Reed

Suh

et al. 2016

International Journal of Cyber Ethics in Education

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In this exploratory study, higher education faculty perceptions regarding acceptability of social media use for out-of-class student engagement are identified. Hypotheses are developed and tested using a survey to address the impact of factors such as awareness, faculty/student relationship status, gender, academic discipline, and rank on faculty attitudes toward out-of-class social media use for student engagement. Findings indicate that faculty members are aware of social media, but use varies. Overall, they do not view social media as an important part of out-of-class engagement, but it is viewed as more acceptable for engagement with former students. In addition, faculty from Marketing and Communications disciplines and Associate/Full Professors perceive social media use to be more acceptable for student engagement when compared with their colleagues from other disciplines and lower ranks. Implications and conclusions are discussed for development of university social media usage policies and directions for future research.

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Being there with others

Cited by 4 publications

References 10 publications

Visualizing the phenomena of wave interference, phase-shifting and polarization by interactive computer simulations

Visualizing the phenomena of wave interference, phase-shifting and polarization by interactive computer simulations

Social Studies in Out-of-Class Learning Environments: A study on Teacher Candidates’ Views and Awareness

Acceptability of Social Media Use in Out-of-Class Faculty-Student Engagement

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