The Evolving Classroom: A Study of Traditional and Technology-Based Instruction in a STEM Classroom

Devlin, Timothy J.; Feldhaus, Charles; Bentrem, Kristin M.

doi:10.21061/jte.v25i1.a.3

Cited by 21 publications

(11 citation statements)

References 10 publications

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“…Also, as Carlson [51] suggests, millennials consume and learn from a wide variety of media, often simultaneously. Similarly, other authors believe that there is substantial evidence that incorporating technology of any kind in the traditional classroom as an instructional tool enhances student learning and educational outcomes [52]. This mixed-methods model is advantageous to action teachers because it "can result in well-validated and substantiated findings" [53] (pp.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching

et al. 2019

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The main aim of this study was to evaluate the effectiveness of using mobile apps combined with traditional methods for teaching sustainability and corporate social responsibility (CSR) to undergraduate students. Although previous papers stated the importance of apps, they showed no conclusive results, and there are few studies analyzing their importance in management training, and particularly in sustainability management. To achieve our main goal, drawing upon the action learning system, we designed and implemented several training sessions combining traditional methods and apps. The effectiveness of teaching methods was assessed with two surveys (pre- and post-training) with questions about sustainable consumption, lifestyle, and CSR management. The results demonstrate that students found this type of learning beneficial, showing an increase in their commitment to social and environmental issues. These findings underline the potential for apps in teaching sustainability at undergraduate levels in combination with more traditional methods.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching

et al. 2019

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“…Inclusion of students with disabilities in STEM education is accomplished through activities and lessons which highlight students’ abilities and learning processes (Basham & Marino, 2013). Student-friendly computer programming software, such as Cherp or Blockly (Sullivan & Heffernan, 2016), allows young students to problem solve, create code, and learn basic STEM skills through an accessible medium (Devlin, Feldhaus, & Bentrem, 2013; Lottero-Perdue, Lovelidge, & Bowling, 2010).…”

Section: Introductionmentioning

confidence: 99%

Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities

Taylor

2018

J Spec Educ

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Researchers suggest students in early elementary grade levels are active learners and creators and need to be exposed to science, technology, engineering, and mathematics (STEM) curriculum. The need for student understanding in STEM curriculum is well-documented, and positive results in robotics and computer programming are leading researchers and policy makers to introduce new standards in education. The purpose of this single-case design study is to research the potential for PreK-1st grade students with intellectual disabilities (ID) to learn skills in computer programming through explicit instruction, concrete manipulatives, and tangible interfaces. Students were assessed through baseline, treatment, and generalization phases. The students with ID were found to successfully program the robot, following explicit instruction, although they had difficulty generalizing skills to tablet application. Discussion of results, future research, and limitations is provided.

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“…Studies have recently and increasingly included the quantifiable benefits of using learning technology in post‐secondary settings, such as increased levels of student “soft” and “hard” measures of student learning. Soft or indirect measures of student learning include reported satisfaction 4 and self‐reported levels of student engagement, 5 – 7 motivation, 8 and interest 9 . Even though self‐reported student engagement may provide some sense of the impact of teaching, it in no way captures the three types of student engagement: affective, behavioral, and cognitive 10 .…”

mentioning

confidence: 99%

Assessing the Impact of Voice‐Over Screen‐Captured Presentations Delivered Online on Dental Students’ Learning

Schönwetter

Gareau-Wilson

Cunha

et al. 2016

Journal of Dental Education

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The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture. Extraneous variables thought to impact student learning were controlled by the use of baseline measures as well as random assignment of second-year dental students to one of two teaching conditions: voice-over screencaptured presentation delivered online and the traditional classroom lecture. A total of 28 students enrolled in the preclinical course in endodontics at a Canadian dental school participated in the study, 14 in each of the two teaching conditions. The results showed that, in most cases, the students who experienced the online lecture had somewhat higher posttest scores and perceived satisfaction levels than those in the face-to-face lecture group, but the differences did not achieve statistical significance except for their long-term recognition test scores. This study found that the students had comparable learning outcomes whether they experienced the face-to-face or the online lecture, but that the online lecture had a more positive impact on their long-term learning. The controls for extraneous variables used in this study suggest ways to improve research into the comparative impact of traditional and innovative teaching methods on student learning outcomes.

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The Evolving Classroom: A Study of Traditional and Technology-Based Instruction in a STEM Classroom

Cited by 21 publications

References 10 publications

Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching

Taking Advantage of Students’ Passion for Apps in Sustainability and CSR Teaching

Computer Programming With Pre-K Through First-Grade Students With Intellectual Disabilities

Assessing the Impact of Voice‐Over Screen‐Captured Presentations Delivered Online on Dental Students’ Learning

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