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Descriptors:
Student Teachers; Learning Strategies; Pretests Posttests; Lecture Method; Teaching Methods; Case Method (Teaching Technique); Preservice Teacher Education; Comparative Analysis

Abstract:
This paper investigates dynamics in approaches to learning within different learning environments. Two quasi-experimental studies were conducted with first-year student teachers (N[subscript Study 1] = 496, N[subscript Study 2] = 1098) studying a child development course. Data collection was carried out using a pre-test/post-test design by means of the Approaches to Learning and Studying Inventory. Study 1 compared a lecture-based learning environment with a student-centred learning environment. Results were opposite to the premise that student-centred instruction deepened student learning. Instead, the latter pushed students towards a surface approach. Study 2 investigated whether mixed learning environments consisting of lectures and case-based learning could enhance students' approaches to learning, compared to learning environments in which either lectures or case-based learning were used. Results showed that the deep and strategic approach decreased in the lecture-based, the case-based and the alternated learning environment, in which lectures and case-based learning were used by turns, while they remained the same in the gradually implemented case-based learning environment. With respect to the surface approach, the strongest decrease was found in the latter learning environment. In conclusion, this paper shows the added value of gradually implementing case-based learning. Nevertheless, it remains difficult to enhance the deep approach, monitoring studying, organised studying and effort management. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Physiology; Anatomy; Biology; Concept Mapping; Undergraduate Students; Course Content; Models; Lecture Method; Pretests Posttests; Foreign Countries; Comparative Analysis; Control Groups; Experimental Groups; Higher Education; Computers; Evaluation; College Students; Computer Uses in Education; Computer Assisted Instruction; Feedback (Response)

Abstract:
The aim of this study is to compare the effectiveness of models of programmed instruction and conventional (informative-illustrative) expository teaching in terms of fulfilling the aims of the course "Human anatomy and physiology" which is included in the physiology programme and designed for undergraduate students majoring in biology education at the Faculty of Biology, University of Belgrade. For this purpose, a model of a pedagogical experiment with parallel groups of students was applied. One group was presented the course content through programmed instruction, with the help of computers and programmed materials, which included the elaboration of concept maps. The second group was presented the same content through expository (informative-illustrative) instruction, the traditional lecturing model. In terms of quantity and quality of knowledge acquired by students in the tested teaching field, the experimental model of programmed instruction was more effective. (Contains 2 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Distance Education; Electronic Learning; Online Courses; Social Networks; Internet; Web 2.0 Technologies; Structural Equation Models; Technology Uses in Education; Technology Integration; Educational Technology; Instructional Effectiveness; Electronic Publishing; Lecture Method; Nonverbal Communication; Video Technology; Documentation; Social Influences

Abstract:
To explore the integration of education processes into social media, we tested an initial model of student learning via interactive web tools and theorized three sources of influence: interpersonal, intrapersonal, and masspersonal. Three-hundred thirty-seven students observed an online lecture and then completed a series of scales. Structural equation modeling supported several individual hypotheses and partially supported the overall model. Findings indicated that instructor credibility has a significant positive effect on content area knowledge, whereas social identification with online colearners has a negative effect on learning outcomes. Findings are discussed with respect to both theoretical and practical implications of the integration of interactive media as a classroom resource. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Undergraduate Study; Economic Factors; Lecture Method; Family Income; Study Habits; Attendance; Prediction; Policy Formation; Personality Traits; Occupational Aspiration; Futures (of Society); Student Behavior

Abstract:
Undergraduate study behaviours, principally lecture attendance and additional study, are shown to predict better student achievement by many researchers. Despite this, there is not much evidence on the determinants of these behaviours. This is the first paper to explore the determinants of study behaviours across multiple subject areas; and is the first to incorporate students' noncognitive traits into such a model; that the authors are aware of. This enables the formation of policy that can improve academic achievement by encouraging study behaviour. The results show that students' noncognitive traits, in particular conscientiousness and future-orientation, are important determinants of lecture attendance and additional study hours. In fact, there is very little that explains undergraduate study behaviour besides noncognitive traits. Standard economic factors, such as family income, financial aid and parental transfers, are not predictive of study behaviours. Some comments are provided on a potential behavioural economics approach to encouraging study behaviours. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade Point Average; Business Administration Education; Incidence; Marketing; Metacognition; Cognitive Ability; College Students; Student Surveys; Student Attitudes; Synchronous Communication; Telecommunications; Lecture Method

Abstract:
This exploratory study looks at the phenomena of texting in a marketing education context. It outlines the difficulties of multitasking within two metacognitive models of learning and sets the stage for further research on the effects of texting within class. Students in marketing classes in two different universities were surveyed. They received an average of 37 texts per day and initiated about 16. More than 90% of the respondents reported receiving texts while in class and 86% reported texting someone from class. Even though students believed they could follow a lecture and text at the same time, respondents who did text within marketing classes received lower grades. Contrary to other research, texting frequency was generally unrelated to GPA. Implications for both pedagogical issues and research in marketing education are discussed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Style; Foreign Countries; Asians; International Trade; Undergraduate Students; Notetaking; Business Administration Education; Academic Achievement; Surveys; English (Second Language); Second Language Learning; Student Projects; Role Playing; Comparative Analysis; Lecture Method; College Faculty; Cultural Differences; Foreign Students

Abstract:
More than 45,000 international students are now studying for bachelor programs in The Netherlands. The number of Asian students increased dramatically in the past decade. The current research aims at examining the differences between Western European and Asian students' perceptual learning styles, and exploring the relationships between students' learning styles and their academic achievements in international business (IB) study. One hundred and seventy-two students from a Dutch university participated in the survey research. Western European students significantly outperformed Asian students in academic performances. Significant differences in learning styles were also found between Western Europeans and Asian students in English, second language, business subjects, and group project learning. Besides, in comparison with Asian students, Western European students preferred to learn from hearing words, taking notes of lectures, and getting involved in some classroom experiences such as role-playing. They may benefit more from lecture-based subjects than Asian students. Based on the findings, practical recommendations are offered for instructors in international higher education. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Depression (Psychology); Guidance; Child Rearing; Lecture Method; Mothers; Knowledge Level; Discipline; Experiential Learning; Stress Variables; Parent Attitudes; Child Behavior; Teaching Methods

Abstract:
This study examined which method is most effective in supporting parents to use positive guidance techniques, a lecture-based only parent training series or a lecture-based plus hands-on parent training series. Maternal characteristics of depression, stress level, and attitudes towards positive guidance were explored as possible moderators. In this sample of 49 mother-child dyads, results indicated that the cognitive understanding of the use of positive guidance over time of the participants in the lecture-based only versus the lecture-based plus hands-on groups did not significantly differ. However, both groups improved in their cognitive understanding of positive guidance over time. Results also indicated that the behavioral use of positive guidance over time of the participants in both groups significantly differed. Further investigation revealed that, although the two groups did not differ in their behavioral use of positive guidance before the program, the lecture-based plus hands-on group improved over time whereas the lecture-based only group did not. Depression, stress level, and attitudes towards positive guidance did not moderate the effects of being in either group on participants' behavioral use of positive guidance. Findings showed that all participants gained a better understanding of effective parenting techniques, but a hands-on component in parent training programs may be necessary for parents to incorporate these strategies into their parenting behaviors. The results have implications for early childhood professionals working with parents to address children's behavior issues, as well as for the design of parent-support programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Case Method (Teaching Technique); Lecture Method; Learning Processes; Student Teachers; Pretests Posttests; Content Analysis

Abstract:
Previous research has shown the difficulty of enhancing students' approaches to learning, in particular the deep approach, through student-centred teaching methods such as problem- and case-based learning. This study investigates whether mixed instructional methods combining case-based learning and lectures have the power to enhance students' approaches to learning, compared to instructional methods using either case-based learning or lectures. A quasi-experimental research was set up using a pre-/post-test design. Participants were 1,098 first-year student teachers taking a course on child development. Statistical analysis showed that students in a gradually implemented case-based setting, in which lectures gradually made way for case-based learning, scored significantly higher on the scales organised studying and effort management and significantly lower on the surface approach, compared to students in a completely case-based setting. Therefore, students in a gradually implemented case-based setting worked in a better organised way and spent more effort and concentration than students who experienced only case-based learning. Nevertheless, the gradually implemented case-based setting did not encourage students to apply deep approaches that aimed at understanding. Quantitative content analysis revealed that students in the gradually implemented case-based setting especially appreciated the variation in teaching methods and the specific combination of lectures and case-based learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
United States History; Course Descriptions; Class Activities; Learning Activities; Schemata (Cognition); Newspapers; Social Environment; Reading Assignments; Lecture Method; Writing Assignments; Primary Sources; Holistic Approach; Student Attitudes; Attitude Change; Teaching Methods; Feedback (Response); History Instruction; College Instruction

Abstract:
As a graduate instructor for HIST 152: United States Since 1877, the author structures the entire course around the motif of the newspaper. She models her curriculum after the newspaper both visually and symbolically and uses it as a theme throughout the class. The newspaper is not a gimmick or cliche, but rather a recurring stylistic theme, an instructional tool, a topic for historical discussion, and a prolific source for reading assignments. She has incorporated aspects of the newspaper into her syllabus design, lecture titles, "PowerPoint" presentation layout and images, lecture topics, classroom activities, and reading and writing assignments. The newspaper motif helps many students better connect to the course material and recognize that history is real--historical events happened to real people in a real place and time in the past. The newspaper motif resonates very well with students. According to student feedback, course observations, and evaluations, her syllabus approach is engaging and effective, and she plans to use it again many times in the future. She is connecting with a large number of students, positively influencing their perceptions of history, and making class fun, interesting, and relevant for them without sacrificing quality content and instruction. She will definitely continue to modify and improve this course structure as she teaches the history survey throughout her career. She wants to hone the method and explore the opportunities it affords. The motif of the newspaper could be used in many nineteenth- and twentieth-century history courses. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Online Courses; Community Colleges; College Faculty; Teacher Student Relationship; Academic Achievement; Educational Technology; Technology Uses in Education; Case Studies; Introductory Courses; Chemistry; Science Instruction; Lecture Method; Homework; Discussion Groups; Laboratory Experiments

Abstract:
Student outcomes in online courses trail considerably behind those in face-to-face courses. In order to gain insight into why this might be, the Community College Research Center (CCRC) undertook a series of studies that examined 23 high-demand, entry-level online courses at two community colleges in one state. CCRC researchers observed the online courses, reviewed course materials, and interviewed course instructors as well as 46 students who were enrolled in at least one of the courses. Together, these studies shed light on the fact that it is important for online instructors to actively and visibly engage with students in the teaching and learning process--perhaps with even greater intentionality than in face-to-face courses. In interviews, online students said that they placed a high value on interaction with their instructors, and a quantitative analysis indicates that higher levels of interpersonal interaction were correlated with better student performance in online courses. Drawing on research, this guide discusses how instructors can increase their presence in online courses in ways that may contribute to improved student retention and performance. It also describes a case study of a course in which the instructor used some basic interactive technologies to create a meaningful instructor presence. (Contains 12 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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