Transforming American Education: Learning Powered by Technology

Peters, Michael A.; Araya, Daniel

doi:10.2304/elea.2011.8.2.102

Cited by 64 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They can use the two as a powerful combination of learning tools, in line with previous findings, recommending the use of simulations as a supplement to traditional teaching methods ( de Jong et al, 2013 ; Wang et al, 2014 ; Makransky et al, 2016b ). Furthermore, the findings provide support for the current move toward more technology based learning methods ( Peters and Araya, 2011 ), and are an empirical extension of previous evidence supporting the learning gains from virtual learning simulations (e.g., Bonde et al, 2014 ; Makransky et al, 2016a , b ).…”

Section: Discussionsupporting

confidence: 76%

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

Thisgaard

Makransky

2017

Front. Psychol.

View full text Add to dashboard Cite

The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student’s interest in and goals toward STEM related careers.

show abstract

Section: Discussionsupporting

confidence: 76%

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

Thisgaard

Makransky

2017

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…On average 76.7% always do their own work more than what is assigned from their superiors, because distrust of the team will be able to do the job well. 4) an open indicator of accepting the thoughts of others can be seen that on average 68.3% stated that every task was enough to be guided by what was believed to be true, regardless of the advice of friends. On average 90% said they would always imitate friends who were seen as good when carrying out tasks.…”

Section: Resultsmentioning

confidence: 99%

“…The quality of education is one of the national problems that often changes in all fields [3], [4]. Education and learning are required to account for their duties, which are required to carry out effective, efficient learning and follow the direction of the times [5]- [7].…”

Section: Introductionmentioning

confidence: 99%

“…In general education, staff has diverse academic qualifications and competencies. This condition has an impact on the quality of the services it provides as well as on the level of integrity [20], the speed of adapting to technological developments [4] to adapting to leadership performance. Therefore the level of integrity and professionalism level of education personnel is considered important to be improved [21].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Construction Integrity and Professionalism of Education Personnel

Warsono¹,

Sarmini²,

Nadiroh³

2018

Proceedings of the 1st International Conference on Social Sciences (ICSS 2018)

View full text Add to dashboard Cite

Education personnel are Human Resources who have an important role to support the performance of academics, who are obliged to provide academic services. In carrying out its duties, can not be separated from the existence of interdependence and even the relationship between one unit to another unit. This paper aims to find out the level of understanding of integrity and professionalism level of education personnel. The method in this study is exploratory study. The subjects taken were the head of subdivision at Universitas Negeri Surabaya (UNESA). Data collection techniques used are kusioner. The result of this research is that the integrity and professionalism of the education personnel at UNESA has been functionally good, but structurally there still needs to be improvement. So it is necessary to have various training courses to support the quality of the performance of all parties and it is considered important.

show abstract

“…In theory, teaching students to become professional educators can be accomplished in the higher-education classroom, but without authentic opportunities to practice highleverage skills, pre-service teachers enter their first year ill-prepared (Robbins & Searby, 2013). Fortunately, teaching and learning in higher-education classrooms can be enhanced through the use of innovative technology, which has been shown to prepare students to navigate more adeptly in real-world situations (Peters & Araya, 2011). Immersive simulation is one such technological enhancement.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Immersive Simulation on Targeted Collaboration Skills among Undergraduates in Special Education

Robbins

Gilbert

Chumney

et al. 2019

TLI

View full text Add to dashboard Cite

The use of immersive simulation as a pedagogical tool has great potential for making a significant impact on student learning in higher education. In this study, the effect of immersive simulation was evaluated for a cohort of undergraduate special education majors. The investigation aimed to determine whether facilitating an immersive co-planning simulation would have an impact on targeted collaboration skills, and also whether vicarious observational learning would occur for students who observed the simulation. Pre-service teachers in special education were evaluated by their peers on their ability to demonstrate knowledge of (1) co-teaching and co-planning, (2) professional communication, and (3) supports for students with disabilities. The results indicate that they did a better job of facilitating a co-planning session after having first practiced doing so via immersive simulation during a previous class session. It was also discovered that vicarious observational learning during immersive simulation positively impacted performance.

show abstract

Transforming American Education: Learning Powered by Technology

Cited by 64 publications

References 0 publications

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

Virtual Learning Simulations in High School: Effects on Cognitive and Non-cognitive Outcomes and Implications on the Development of STEM Academic and Career Choice

Construction Integrity and Professionalism of Education Personnel

The Effects of Immersive Simulation on Targeted Collaboration Skills among Undergraduates in Special Education

Contact Info

Product

Resources

About