Group items tagged

Your learning styles have more influence than you may realize. Your preferred styles guide the way you learn. They also change the way you internally represent experiences, the way you recall information, and even the words you choose. We explore more of these features in this chapter.Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style.

Interaction alone, however, is insufficient to create a positive social dynamic in the online classroom.

Research demonstrates that the integration of verbal and non-verbal immediacy communication behaviors lets instructors move from mere interaction to authentic intimacy and interpersonal closeness.

an instructor’s understanding of interaction and immediacy dynamics will affect the nature and quality of communication in the online learning environment.

Procedural knowledge is knowing how to do something; it involves making discriminations, understanding concepts, and applying rules that govern relationships and often includes motor skills and cognitive strategies

Declarative knowledge is knowing that something is the case

Problem solving may involve domain-specific strategies, suggesting that different strategies are employed when solving problems in different content a

A learning disabled student …

Use these appropriate strategies with learning disabled students:

Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.

According to Vygotsky (1978), much important learning by the child occurs through social interaction with a skillful tutor. The tutor may model behaviors and/or provide verbal instructions for the child. Vygotsky refers to this as co-operative or collaborative dialogue. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalizes the information, using it to guide or regulate their own performance.

The more knowledgeable other (MKO) is somewhat self-explanatory; it refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. 

This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner.

Research has shown that online communication lends itself to self-disclosure (Joinson, 2001; McKenna & Bargh, 2000; Tidwell & Walther, 2002; Wallace, 1999). Because of the relative anonymity that online interactions may offer, the risks of self-disclosure may be greatly reduced, and disclosers should be much less fearful of potential condemnation or rejection (McKenna & Bargh, 1998, 2000).

serve the purpose of personal expression well and represent an ideal medium for self-disclosure.

Previous studies have shown that bloggers overall are fairly young.

Facebook has begun to transform the way in which individuals perceive relationship development and interpersonal reactions, namely through self-disclosure.

A self-disclosure is any message or interaction between individuals that communicates information about oneself to others

Uncertainty reduction is the exchange of information between individuals that allows one to form impressions of others and make sense of social situations

teachers as significant othersprovide oral feedback as environmental reinforcement that plays a crucial role inthe development of students’ self-concept

understanding how feedback relates to academicoutcomes

Collins, Brown, and Holum suggested we adopt a model of cognitive apprenticeship as a teaching strategy.  This model encourages teachers and students to verbalize their thinking in order for the student to recognize gaps and to be brought to a more expert level of thinking. 

Modeling – This method requires the teacher to perform a task and to allow the student to observe and to build a mental model of the processes required to complete that task. Coaching – This method requires the student to perform a task while the teacher provides hints, feedback, and reminders to bring their performance closer to an expert performance. Scaffolding – This method requires the teacher to provide supports for the student to perform the task.  As the task is repeated and mastered less supports are provided to the student. Articulation – This method requires the teacher to pull out the student’s problem-solving processes through inquiry or by the student assuming the role of a critic to a set of activities. Reflection – This method requires the student to compare their own problem-solving processes with that of an expert. Exploration – This method requires the teacher to cultivate an environment of problem-solving independent of the expert

cautions that humor online takes a more conscious effort, one that is more planned and deliberate than the traditional spontaneous moment one might experience in a face-to-face course. Since there are no verbal cues or facial expressions, the right word said at the right time are vital to success. The danger, of course, for both faculty and students, is misinterpretation.

Soap is generally a sodium salt of fatty acids.

The result of adding different metal salts to a burning reaction mixture of potassium chlorate and sucrose.

burning mixture of potassium