Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation

Student Engagement in a Team-Based Capstone Course: A Comparison of What Students Do and What Instructors Value

“…Additionally, no specific data is available regarding the psychometric properties of CLASSE. However, according to Carle, Jaffee, and Miller (2009), the limited between-survey differences (NSSE and CLASSE) should result in acceptable reliability coefficients (α = 0.85 to 0.90) (Kuh, 2001). NSSE and CLASSE have both been recognized as nationally-normed and standardized instruments whose response process, content, conceptual, concurrent, predictive, known groups, and consequential validity has been extensively tested.…”

The Use of ICT in School Guidance: Attitudes and Practices of Guidance Counselors in Metro Manila, the Philippines

“…Utilized systematically, ICT can enhance students' academic achievement (Carle et al 2009;Christmann and Badgett 2003) and critical thinking skills (McMahon 2009;Ng'ambi and Johnston 2006), assist teachers in teachingrelated activities (Lewis 2003;Samuelsson 2006) and classroom and workload management Other reasons for the limited practice of ICT in education in this context have been the lack of coordination between private and public technology initiatives, and limited exposure to ICT by education practitioners (including guidance counselors) during their pre-service and in-service periods (Rodrigo 2001(Rodrigo , 2003.…”

Exploring Learning & Teaching in Higher Education

“…For example, the quantitative and qualitative analyses of Cann Benefits and drawbacks of podcasting Campbell (2005) Podcasting involves a massive decline in students' on-campus class attendance Read (2005) The main use of podcasting by students is to review the most important parts of on-campus sessions Smith et al (2005) The benefit of podcasts is only significant when students are involved in their creation Brittain et al (2006) Podcasts are a better tool for course content review, not for first-time study, than are textbooks Abt and Barry (2007) The use of podcasting provides little quantitative benefit over more traditional materials; however, podcasting can be useful in the development of generic skills if students are involved in its development Brown and Green (2007) Students mainly listen to podcasts through their computers or laptops Cann (2007) Podcasting is not popular enough among students; therefore, its benefit is not significant Deal (2007) Podcasts based on the dissemination of on-campus classes do not have significant utility for students Fernandez (2007) Podcasting involves a massive decrease in on-campus attendance by students Students always download podcasts immediately before examinations instead of doing so periodically throughout the course Kurtz et al (2007) The use of podcasting can improve students' results on final projects Malan (2007) Students are enthusiastic regarding the use of podcasting; however, the use of podcasts by enrolled students provides little benefit in the learning process but becomes significant for those who cannot attend class or are not enrolled Stolen (2007) Podcasting offers the option to learn when students have the time and ability to do so Evans (2008) Students are more receptive to podcasts than to more traditional materials, such as textbooks Carle et al (2009) The use of podcasting for storing and distributing class discussions improves the feedback that they receive Fernandez et al (2009) The combination of different kinds of teaching materials (auditory, visual, and kinesthetic materials) allows students to improve and enhance their learning process The use of podcasts increases the sense of proximity between teachers and students, increasing students' motivation Lazarri (2009) The benefit of podcast use is only significant when students are involved in its creation Podcasts based on the dissemination of on-campus sessions have residual value The results of podcasting are different when applied to full-time and part-time students (continued) (2007) showed that podcasting is not sufficiently widespread among the majority of students; for this reason, it has not become popular among them, and they may reject it. For example, the quantitative and qualitative analyses of Cann Benefits and drawbacks of podcasting …”