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learning With MOOCS (LWMOOCS)

作者： Nen-Fu Huang Chia-Chi Chen Jian-Wei Tzeng Tung- Te Fang Chia-An Lee Computer Science National Tsing Hua University Hsinchu Taiwan Center for Teaching and Learning Development National Tsing Hua University Hsinchu Taiwan

ISBN: (纸本)9781538665343

Many students face cognitive overload and conceptual and navigational disorientation in massive open online courses. We used the learning logs of videos, the difficulty of exercises, the discrimination of exercises, and the student's ability, combined with deep learning, to determine the student's familiarity and mastery of video content. We then determined a knowledge node score, which we integrated with a knowledge map. The map could be personalized to recommend videos and exercises according to the knowledge nodes that had a low score. Therefore, students could learn where they needed to improve and adjust their learning accordingly. Moreover, teachers and teaching assistants could observe students' knowledge maps to understand their performance and help them accordingly.

关键词： Videos Computational modeling Correlation Predictive models Education Computer science

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“Designing into the Unknown”: Harnessing the Promise of Flexible Course Design

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Change: The Magazine of Higher learning 2021年第5期53卷 33-40页

作者： Diane E. Boyd Kent Andersen Lew Ludwig Amy E. Jasperson Mary Seawell Metz '58 Executive Director Faculty Development Center and Associate Dean of Faculty Development at Furman University in Greenville South Carolina Senior Lecturer and the Director of leadership programming in The Krulak Institute for Leadership Experiential Learning and Civic Engagement at Birmingham-Southern College in Birmingham Alabama Director for the Center for Learning and Teaching at Denison Dean for Faculty Development and Chair of the Department of Political Science at Rhodes College

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The Curriculum development for Global AGILE Problem-Based learning in Social Entrepreneurship in Global Teams

The Curriculum Development for Global AGILE Problem-Based Le...

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Pacific Neighborhood Consortium Annual Conference and Joint Meetings (PNC)

作者： Tosh Yamamoto Chris Pang Benson Ong Juling Shih Hui-Chun Chu Meilun Shih Center for Teaching and Learning Kansai University Osaka Japan School of Business Management Nanyang Polytechnic University Singapore Department of Information and Learning Technology National University of Tainan Tainan Taiwan Department of Computer Science and Information Management Soochow University Taipei Taiwan Center for Teaching Learning & Development National Taiwan University Taipei Taiwan

This paper deals with a progress report on the execution of the sense making in the curriculum development for global AGILE Problem-Based learning incorporating computational thinking enhanced with ICT, which has been based on the collaborative endeavors between School of Business Management at Nanyang Polytechnic University in Singapore (NPU) and center for teaching and learning at Kansai University (KU), intending to foster the Vision 2020 skills as well as the future work skills defined by Institute of the Future. Although Problem-Based learning has been ubiquitous in the realm of the face-to-face onsite learning environment, the project is based on PBL in which project team members with common interests in entrepreneurship from both universities organize several teams to aim for startup business plans with simulation in the virtual learning environment. The paper will walk readers through the rationale behind such curriculum as well as the entire process of the curriculum development from the initial preparation to the final product including the assessment. The key factors of such curriculum development are elaborated in the conclusion.

关键词： Handheld computers Education Computer science Information management Collaborative work Entrepreneurship

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Better Together: How Faculty development and Assessment Can Join Forces to Improve Student learning

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Change 2019年第5期51卷 46页

作者： Kinzie, Jillian Landy, Kathleen Sorcinelli, Mary Deane Hutchings, Pat Jillian Kinzie is Associate Director of the Center for Postsecondary Research and National Survey of Student Engagement Institute and Senior Scholar with the National Institute for Learning Outcomes Assessment at Indiana University. Kathleen Landy is the Assistant Dean for Teaching & Learning at Queensborough Community College City University of New York. Mary Deane Sorcinelli is Co-Principal Investigator Undergraduate Education STEM Initiative Association of American Universities and a senior fellow with the Institute for Teaching Excellence & Faculty Development University of Massachusetts Amherst. Pat Hutchings is a Senior Scholar with the National Institute for Learning Outcomes Assessment. Her work has focused on student learning outcomes assessment the peer review of teaching the scholarship of teaching and learning and building a campus culture of teaching and learning.

Getting all students to high levels of achievement is what matters most. Many campuses today are working hard to develop a clearer and more integrated, collective approach to this goal. This takes leadership, resources, good data, a willingness to try new things, and, above all, a sense of purpose--working toward shared goals for student success. This article explores an emerging and especially promising case of such convergence, as leaders of faculty development efforts and the assessment of student learning outcomes explore new possibilities for collaboration

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learning from Pell-Eligible engineering students' class standpoint 122

Learning from Pell-Eligible engineering students' class stan...

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2015 122nd ASEE Annual Conference and Exposition

作者： Carrigan, Coleen Riskin, Eve A. Borgford-Parnell, Jim L. Mody-Pan, Priti N. Wiggin, Dawn Cunningham, Sonya Department of Gender Race Culture Science and Technology Cal Poly San Luis Obispo United States EE Department University of Washington United States Center for Engineering Learning and Teaching University of Washington United States University of Washington Center for Workforce Development United States University of Washington College of Engineering United States University of Washington United States

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Team-based learning

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New Directions for teaching and learning 2011年第128期2011卷 41-51页

作者： Michaelsen, Larry K. Sweet, Michael University of Central Missouri University of Oklahoma United States Instructional Development for the Center of Teaching and Learning University of Texas United States

In this chapter, we examine the relationship between the best practices of evidence-based teaching and the principles that constitute team-based learning. © 2011 Wiley Periodicals, Inc., A Wiley Company.

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Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda

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Discover Education 2024年第1期3卷 1-13页

作者： Nkundabakura, Pheneas Nsengimana, Theophile Uwamariya, Eugenie Nyirahabimana, Pascasie Nkurunziza, Jean Baptiste Mukamwambali, Concilie Dushimimana, Jean Claude Batamuliza, Jane Byukusenge, Celine Iyamuremye, Aloys University of Rwanda College of Education (UR-CE) P.O. Box. 55 Kayonza Rwamagana Rwanda Rwanda Quality Basic Education For Human Capital Development (RQBEHCD) Project Kayonza Rwanda African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) Kayonza Rwanda Rwanda Basic Education Board (REB) Kigali Rwanda

This research aimed to determine the influence of Continuous Professional development (CPD) training offered by Rwanda Quality Basic education for Capital Human development Project (RQBEHCD) sub-component 1.2 on upper primary teachers’ Pedagogical Content Knowledge (PCK) in mathematics and science, and elementary technology (SET) subjects. The study adopted an explanatory sequential design to collect and analyze data. Quantitative data were collected from Mathematics and SET achievement tests while qualitative data were collected from semi-structured interview. Quantitative data were collected from 290 participants including 166 male and 124 female teachers. On the other side, the qualitative data were collected from 20 teachers including 12 males and 8 females selected randomly. Descriptive and inferential statistics (repeated measures Analysis of Variance were used to analyze quantitative data while interpretive and thematic analysis were used to analyze qualitative data. The results found high statistical significance in mean scores of mathematics teachers between pre and post-test, with a p < 0.001, medium learning gain of 0.37, and an effect size of 0.450. However, there were no significant differences found between male and female teachers (p > 0.05). Likewise, SET teacher's results showed a significant difference in mean score between pre and post-test with p < 0.01, learning gain of 0.20, and effect size of 0.432 but no significant difference was found between male and female teachers (p > 0.05). In addition, the qualitative results indicated that the CPD program enhanced engagement, interest, confidence, and self-efficacy in teaching Mathematics and Science. Thus, we recommended that the CPD program should be done nationwide to maintain teachers’ PCK in mathematics and science. © The Author(s) 2024.

关键词： And Engagement CPD Training Pedagogical Content Knowledge Positive impression Self-efficacy Understanding

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Reading Strategies Used by Undergraduate University General Education Courses for Students in US and Qatar

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Reading Psychology 2021年第6期42卷 663-679页

作者： Alkhateeb, Haitham M. Abushihab, Eiman F. Alkhateeb, Rasha H. Alkhateeb, Bataul H. Yale Gordon College of Arts and Sciences University of Baltimore Baltimore MD United States Arabic for Non-Native Speakers Center Qatar University Doha Qatar College of Education Department of Teaching and Learning Policy and Leadership University of Maryland College Park MD United States College of Education and Human Development University of Delaware Newark DE United States

This study assessed the metacognitive awareness of reading strategies of undergraduate university students in US and Qatar in reading academic materials. To achieve this, the participants were administered the Metacognitive Awareness of Reading Strategies Inventory (MARSI). The inventory consists of three groups of reading strategies, namely global reading strategies, problem-solving strategies, and support reading strategies. It was given to 127 students (mean age = 21.03 years) in US and 134 students (mean age = 19.78 years) in Qatar enrolled in university general education courses. Descriptive statistics was applied in the data analysis. US and Qatar students were overall highly aware of metacognitive reading strategies, and the groups of strategies that were most used were problem-solving strategies, followed by global reading strategies, and then support reading strategies. The five strategies with the highest use were problem-solving strategies. © 2021 Taylor & Francis Group, LLC.

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Beyond multiple choice exams: Using computerized lexical analysis to understand students' conceptual reasoning in STEM disciplines

Beyond multiple choice exams: Using computerized lexical ana...

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39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009

作者： Urban-Lurain, Mark Moscarella, Rosa A. Haudek, Kevin C. Giese, Emma Sibley, Duncan F. Merrill, John E. Instructional Technology Research and Development Division of Science and Mathematics Education Michigan State University United States Division of Science and Mathematics Education Michigan State University United States Center for Research on College Science Teaching and Learning Michigan State University United States Bioscience Program Michigan State University United States

ISBN: (纸本)9781424447152

Constructed response questions - in which students must use their own language in order to explain a phenomenon - create more meaningful opportunities for instructors to identify their students' learning obstacles than multiple choice questions. However, the realities of typical large-enrollment undergraduate classes restrict the options faculty have for moving towards more learner-focused instruction. We are exploring the use of computerized lexical analysis of students' writing in large enrollment undergraduate biology and geology courses. We have created libraries that categorize student responses with > 90% accuracy. These categories can be used to predict expert ratings of student responses with accuracy approaching inter-rater reliability among expert raters. These techniques also provide insight into students' use of analogical thinking, a fundamental part of scientific modeling. These techniques have potential for improving assessment practices across STEM disciplines. © 2009 IEEE.

关键词： Students

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The effect of age on electronic health literacy: Mixed-method study

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JMIR Human Factors 2019年第2期6卷 e11480页

作者： Hsu, Wan-Chen Center for Teaching and Learning Development National Kaohsiung University of Science and Technology No 415 Jiangong Rd Sanmin Dist Kaohsiung 80778 Taiwan

Background: The world’s internet penetration rate is increasing yearly;approximately 25% of the world’s population are internet users. In Asia, Taiwan has the fifth highest internet usage, and has an internet penetration rate higher than the world average. Electronic health (eHealth) literacy is the ability to read, understand, and utilize Web health information. eHealth literacy is gaining attention worldwide. Objective: This study aimed compare the differences in eHealth literacy between traditional college students (aged between 18 and 22 years) and older adult students (aged between 55 and 72 years). It also summarizes the experiences and performances of these 2 groups in terms of searching online health-related information. Methods: A mixed-method approach was used, including questionnaire surveys and interviews. A total of 208 respondents were interviewed: 65 traditional college students (31.3%) and 143 older adult students (68.7%). The results of the interviews were used to compare the eHealth literacy scores of the 2 groups. Results: There were significant differences in the overall eHealth literacy scores (t₂₀₇=2.98;P=.001) and the functional eHealth literacy dimension (t₂₀₇=12.17;P<.001). The findings showed a significant gap in eHealth literacy between the 2 groups. Most participants believed that online health information could be largely read and understood. However, they were skeptical about the quality of the information and noted that it consisted of either subjective judgments or objective standards. Conclusions: Traditional college students preferred esthetically pleasing health information, whereas older adult students focused on its promotion. Furthermore, the first group often used websites for solving health problems, whereas the second group forwarded health information through communication software. © Wan-Chen Hsu.

关键词： EHealth literacy Intergenerational relations Mixed method Older adult students Traditional college students

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