Effective Teaching and Learning in a High‐tech Environment

Koppi, A. J.; Lublin, Jacqueline R.; Chaloupka, Marcel

doi:10.1080/1355800970340402

Cited by 12 publications

(11 citation statements)

References 6 publications

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“…The extent to which technology-mediated learning can facilitate 'effective learning' has recently been explored in this journal by Koppi et al (1997). A website clearly holds considerable advantages for a peer support programme that seeks to reach very large student bodies with very low peer supporter to student ratios.…”

Section: Restrictions On Developing a Peer Support Websitementioning

confidence: 99%

“…As a result the learning process is more passive and controlled than had originally been anticipated. However, we decided that, irrespective of the technical level of interactivity, if the web material involved students in sufficiently stimulating learning activities, they would perceive that activity as a method for developing their own questions and configurations (Koppi et al, 1997) and could be directed to peer support sessions for their further exploration.…”

Section: Learning To Learn On a Non-tutorial Sitementioning

confidence: 99%

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Peer Support on the Web

Baker¹,

Dillon²

1999

Innovations in Education & Training International

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While independent learning is an increasingly important part of university experience, students are often unaware of what it fully involves. Acquiring such an understanding through experiential learning facilitated by student mentors is one channel offered by London Guildhall University Students' Union. This case study considers the reasons for its limited success and the appropriateness of introducing a peer support website to broaden student interest in learning independently. The website, still in its pilot stage, is being developed as an active learning exercise by and for peer supporters. Attendant problems discussed in this paper include: 1. constraints on developing a website for promoting learning and study skills, which is non-tutorial in character; 2. technical constraints, including the absence of dynamic interface scripts; and 3. developing channels for student feedback and further contact. An evaluation of the website by students suggests that its development as a student-led, student-centred forum for independent learning is especially pertinent to the needs of less confident students seeking to improve their academic performance.

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Section: Restrictions On Developing a Peer Support Websitementioning

confidence: 99%

Section: Learning To Learn On a Non-tutorial Sitementioning

confidence: 99%

Peer Support on the Web

Baker¹,

Dillon²

1999

Innovations in Education & Training International

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“…For many students, 2 hours of scheduled laboratory activities, especially those focused on soil classification that require repeated visual observations and memorization, were often not sufficient to complete the assigned tasks. A blended learning approach supported by the Forest Floor online educational resource allowed students to continue the learning process at their own pace, accompanied by system‐guidance scaffolding (Koppi et al, 1997; Muller et al, 2008; Melero et al, 2012). Thus, students were able to engage more deeply with the material, in ways that suit their personal learning styles (Jain and Getis, 2003).…”

Section: Intended Learning Benefits Of the Forest Floor Modulementioning

confidence: 99%

Scaffolding Student Learning: Forest Floor Example

Kržić

Wilson

Hoffman

2018

Natural Sciences Education

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Core Ideas Through instructional scaffolding, students move toward independent learning. The forest floor is an important bridge between aboveground living vegetation and soil. The topic of forest floor is not typically covered in the university curriculum. Instructional scaffolding employs a variety of instructional techniques that move students progressively toward stronger understanding and greater independence in the learning process. The objective of this study was to develop a scaffolding instructional module focused on forest floor for the second‐year Introduction to Soil Science course at the University of British Columbia (UBC), Canada. The scaffolding module included a campus‐based lecture; online multimedia material in the Forest Floor educational resource; campus‐based, instructor‐led demonstrations of forest floor description and classification; campus‐based, collaborative, hands‐on activity; written instructions provided in the laboratory manual; an individual written assignment; and a self‐guided activity (or quest) performed on the university campus aided by a mobile game application. These forms of support were gradually removed as students developed independent learning strategies, culminating in the self‐guided activity that led students to a forest on the university campus to practice their newly developed skills in forest floor description and classification. The scaffolding components were developed to foster intellectual inquiry and analysis, group problem‐solving, and the application of knowledge to complex issues in a real‐life setting. This could serve as a model for future educational design in post‐secondary courses in the natural sciences.

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“…The use of hypertext with direct and associative links gives flexibility to the students' approach to learning. It helps to orientate the student to independence and self-responsibility in learning, a basis for acquiring lifelong learning habits (Koppi, Lublin and Chaloupka, 1997). This site allows browsing, searching and guided discovery.…”

Section: Designmentioning

confidence: 99%