Investigation of the impact of two verbal instruction formats and prior knowledge on student learning in a simulation-based learning environment

2011 ◽  
Vol 19 (4) ◽  
pp. 433-446 ◽  
Author(s):  
Han-Chin Liu ◽  
Hsueh-Hua Chuang
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Prior Knowledge ◽  
Verbal Instruction ◽  
Simulation Based ◽  
The Impact

The impact of a simulation-based learning design project on student learning

2001 ◽  
Vol 44 (4) ◽  
pp. 390-398 ◽  
Author(s):  
G.K.W.K. Chung ◽  
T.C. Harmon ◽  
E.L. Baker
Keyword(s):  
Student Learning ◽  
Learning Design ◽  
Design Project ◽  
Simulation Based ◽  
The Impact

Encouraging and Increasing Student Engagement and Participation in an Online Classroom

2016 ◽  
pp. 426-447
Author(s):  
Kathryn Woods
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environment ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Classroom ◽  
Online Learning Environments ◽  
The Impact

Advances in technology have increased opportunities for students to participate in online courses. While some instructors are beginning their careers teaching only online courses, others are discovering a need to teach sections of courses online after they have enjoyed a long career teaching in a traditional classroom. In either situation, it is important for instructors to recognize that students in online learning environments require the use of different strategies for encouraging engagement and participation in class. In this chapter, the author describes the challenges that students and instructors face specifically in the online learning environment as well as strategies for success, including how to maximize the impact of students' experiences and prior knowledge, using multiple platforms to deliver information, discouraging procrastination, setting clear expectations, encouraging individuality, capitalizing on diversity, and providing and utilizing helpful resources.

scholarly journals Learning from error episodes in dialogue-videos: The influence of prior knowledge

2021 ◽  
pp. 20-32
Author(s):  
Lu Ding ◽  
Katelyn Cooper ◽  
Michelle Stephens ◽  
Michelene Chi ◽  
Sara Brownell
Keyword(s):  
Student Learning ◽  
Prior Knowledge ◽  
Teaching And Learning ◽  
Undergraduate Biology ◽  
Course Content ◽  
University Classrooms ◽  
The Impact ◽  
Lower Performing Students ◽  
Learning From Error ◽  
Improve Student Learning

In laboratory study environments, dialogue-videos, or videos of a tutor and a tutee solving problems together, have been shown to more effectively improve student learning than monologue-videos, or videos of tutors solving problems alone. Yet, few studies have replicated these findings in the context of authentic university classrooms. Here, we investigate the impact of dialogue-videos, and more specifically the effect of errors made by tutees in dialogue-videos, on student learning in the context of an undergraduate biology course. To understand why, we investigated students’ effort spent on watching videos, perceived influence of dialogue-videos, and worksheet completion rates. We found that higher-performing students perceived that they used the dialogue-videos to review content. We also found that higher-performing, but not lower-performing, students learned better from dialogue videos where tutees made errors. We also discuss the complexities of replicating laboratory studies in the classroom and implications of our findings. Implications for practice or policy: Tutee errors can be intentionally included in dialogue-videos to promote student learning. When students lack the necessary prior knowledge, monologue-videos may be more effective in presenting the course content. When using dialogue-videos, instructors can encourage students to collaborate to resolve any confusion in time to maximise the benefit of dialogue-videos in teaching and learning.

scholarly journals Near Peers: Harnessing the power of the populous to enhance the learning environment

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Barry James Ryan
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Bring Your Own Device ◽  
Learning Activity ◽  
Practical Implementation ◽  
Learning Tool ◽  
Data Set ◽  
The Impact

NearPod is a multiplatform e-learning tool that allows students to engage with each other and the lecturer in real time, independent of learning space size or type. This research investigated the impact of NearPod use in two different third level educational settings. The rationale was the practical implementation of key trends in higher education, and enhancing the student learning experience, through the integration of BYOD (Bring Your Own Device) and flipped classroom learning. One aim of this project was to identify if NearPod, could address these trends in a simple, cost effective way. Secondly, the research sought to investigate if embedding engaging technology into the learning environment could enhance the student learning experience and create a truly interactive environment.The impact of NearPod as an interactive learning tool was evaluated in terms of student interaction, engagement and participation through NearPod facilitated synchronous learning activities. Evaluative data were collected in several forms; anonymous questionnaires, academic facilitated discussion fora with purposefully sampled students and a staff reflective diary. The data were qualitatively and quantitatively analysed, leading to a triangulated data set ensuring only valid themes emerged. Overall, the students perceived use of the technology, and the academic’s personal reflective writings, suggested that the learning environment evolved towards a student-orientated, interactive space where the students took ownership for their participation in the learning activity. Students became responsible for constructing their learning ‘product’; created by the students, for the students and, hence, their learning overall.

scholarly journals Creating presence, currency and connection in digital learning with video blogs

2021 ◽  
Author(s):  
Joanne Elliott ◽  
Chie Adachi
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Sense Of Belonging ◽  
Online Course ◽  
Critical Element ◽  
Digital Learning ◽  
Online Students ◽  
Substantial Body ◽  
Teacher Presence ◽  
The Impact

There is a substantial body of work arguing that sense of belonging, connection and interaction is a critical element for students to persist and succeed in learning online. However online students frequently report feeling isolated and disconnected from teachers, peers, and the institution. This paper explores the use of regular, informal video messages to facilitate these connections in a fully online course We argue that such videos can build teacher presence, provide opportunities for sharing feedback, guidance, emerging developments and professional insights, and contribute to a dynamic and engaging learning environment. We share preliminary feedback and reflections on the use of such videos and discuss the next steps in measuring the impact of these videos on student learning and satisfaction.

The Impact of Dynamic Geometry Software on Creating Constructivist Learning Environment

2021 ◽  
pp. 248-265
Author(s):  
Özge Nurlu Üstün
Keyword(s):  
Learning Environment ◽  
Prior Knowledge ◽  
Dynamic Geometry ◽  
Digital Technologies ◽  
Dynamic Geometry Software ◽  
Classroom Learning Environment ◽  
Constructivist Approach ◽  
Constructivist Learning Environment ◽  
The Impact ◽  
Positive Impacts

This chapter aims to review the ways that digital technologies may impact learning geometry. To be more focused, Dynamic Geometry Software (DGS) is investigated as an assistant digital in the classroom for discussing the impact of learning geometry. Particularly, it is discussed whether DGS may have an effect on some knowledge accession skills suggested by constructivists approach. The chapter indicates that DGS has positive impacts on providing a constructivist classroom learning environment. Even though there is much research indicating the positive impacts of DGS in providing an environment shaped by the constructivist approach, some research provides different results. The reasons the results contradict each other could be explained by the prior knowledge, skills, and needs of students; a lack of time for whole class discussions; and insufficiency in the design of DGS applets and worksheets. Therefore, it should be noted that using DGS alone cannot create a learning environment shaped by constructivism.

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