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Robert Braathe

Extensive Reading vs Skills Building in an EFL Context - 0 views

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    Excerpt: Reading has been taught by the translation procedure in EFL situations such as Japan. But today there is a trend towards the use of ESL-type "skills building" text books and procedures and, to a much lesser extent, towards extensive reading. There is a considerable difference between these two procedures, not only for teachers and learners. but aiso for the allocation of institutional resources. Despite this. there is little useful research comparing them. This paper examines previous research on extensive reading. and then describes an experiment comparing the improvement of reading comprehension by Japanese college freshmen taught by either a skills-based or extensive reading procedure. The results suggest that extensive reading may be at least as effective as skills-building. with the important advantage that it is more interesting: for the learners.
Maria Guadron

Pedagogy, Andragogy, Heutagogy compared - 1 views

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    Chat comparing pedagogy, andragogy, heutagoty by Lindy McKeown.
Alicia Fernandez

LindyMac's Blog » Pedagogy, Andragogy, Heutagogy compared - 0 views

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    Good chart comparing pedagogy, andragogy and heutagogy
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    Good chart comparing pedagogy, andragogy and heutagogy
b malczyk

Comparing Face-to-Face and Electronic Discussion - 0 views

  • study tested that claim by comparing equality of student participation in two modes: face-to-face discussion and electronic discussion
  • findings showed a tendency toward more equal participation in computer mode
Hedy Lowenheim

Women and Wealth » Insights » Capital Acumen Online - 1 views

  • A GROWING ECONOMIC FORCE The statistics are telling. Today, women account for nearly half of the overall labor force (compared with just over 38% in 1970).1 More than 10 million businesses, or 30% of all privately held firms, are owned by women.2 Women are also managers and senior business leaders; in fact, more than 43% of women are in management roles and 24% are in senior leadership positions. They constitute more than a third of all physicians and surgeons, and nearly a third of attorneys.3
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    Excellent statistics for my divorce/widowhood module. "Widowhood: Many married women will outlive their spouses. On average, women live seven years longer than their male counterparts, and women aged 65 and over are three times as likely as men of the same age to lose a spouse (44% compared with 14%).
Francisca Capponi

comparing-student-performance-in-different-delivery-methods.pdf (application/pdf Object) - 0 views

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    online vs face to face vs blended
Alicia Fernandez

Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Ad... - 0 views

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    This study investigates the counter-intuitive observation that older students tend to thrive better than younger students in online classes. We use a variety of measures to compare performance and attitudes of undergraduates and continuing adult professionals in separate but nearly identical class sections led by the same instructor at a US university during the same nine-month study period. Findings are consistent with theoretical predictions about differences in readiness of younger and older adults for elf-directed learning experiences. Results also suggest that online educators should be proactive in stimulating younger students' participation in class discussions, and should find ways to evaluate explicitly the tacit learning that online discussion can foster.
Danielle Melia

EBSCOhost: Online Education Forum: Part Two - Teaching Online Versus Teaching Conventi... - 0 views

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    This is the second in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forma." This paper deals with the question: How is teaching online different from conventional teaching? By comparing these differences along several dimensions, a set of recommended practices for online teaching emerges. This article examines issues such as online course organization and planning, teaching guidelines and constraints, relationships between students and teacher, lectures versus tutorials, and assessment of student performance. A transition is underway. The same networking and computing technology that has revolutionised global commerce, and many other facets of modem life, is now being targeted at education. Partnering the Internet with modern course management systems makes it possible for universities to offer online courscwork on a global basis. The critical task that lies ahead is to create and disseminate curricula of high quality online that students can embrace and educators can sustain. The overall objective of JISE's Online Education Forum is to examine the realities of college and university online teaching, and the processes of education using today's information technologies. The issues and insights discussed in this forum will provide educators with important tools and the understanding needed to embrace the world of online education. Reprinted by permission of the publisher.
Catherine Strattner

Bloom's Taxonomy of Learning Domains - 0 views

  • This taxonomy of learning behaviors can be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes.
  • Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
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    Bloom's Taxonomy and designing/writing objectives, but how do we evaluate how well students employ the higher order thinking skills?
Irene Watts-Politza

A Preliminary Look at the Structural Differences of Higher Education Classroom Communit... - 2 views

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    Study comparing effectiveness of community building practices in the f2f and ALN environments
Joan McCabe

Norm-Referenced Testing and Criterion-Referenced Testing: The Differences in Purpose, C... - 0 views

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    Explains the differences between these two types of tests. Criterion-Referenced tests are based on learning outcomes and the application of knowledge rather than how one student compares with the norm group of students.
b malczyk

Online-Education Trend Will Leave Many Students Behind | TIME Ideas | TIME.com - 0 views

  • could actually widen the learning ga
  • “give everyone access to the world-class education that has so far been available only to a select few
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  • democratize learning
  • although the content is free now, it’s unlikely that it will remain that way for long.
  • schools plan to make a profit
  • omputer-aided instruction will actually widen the gap between the financially and educationally privileged and everyone else, instead of close it.
  •  only 35% of households earning less than $25,000 have broadband access to the Internet, compared with 94% of households with income in excess of $100,000. 
  • only half of black and Latino homes have Internet connections at all, compared with almost 65% of white households.
  • , many blacks and Latinos primarily use their cell phones to access the Internet, a much more expensive and less-than-ideal method for taking part in online education.
  • If we really want to democratize education, finding creative ways to realistically open up colleges to different communities will do more to help than a model that, despite its stated intentions, is more beneficial for students who are already wealthy, academically prepared and highly motivated.
Diana Cary

A Meta-Analysis of Three Types of Interaction Treatments in Distance Education - 0 views

  • student–student (SS), student–teacher (ST), or student–content (SC) interactions
  • A strong association is found between strength and achievement for asynchronous DE courses compared to courses containing mediated synchronous or face-to-face interaction
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    Abstract This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the instructional and/or media conditions designed into DE courses, which are intended to facilitate student-student (SS), student-teacher (ST), or student-content (SC) interactions.
Sue Rappazzo

Teaching at an Internet Distance-----MERLOT - 1 views

  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
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  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
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    Love the step child reference!
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    Have I not struggled with this throughout this course?!
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    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
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    That body language we mentioned in discussions this week in ETAP687
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    MERLOT-Teaching at internet distance
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    module 4 merlot
James Ranni

Piaget's Constructivism - 0 views

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    An interesting article comparing two theories on constructivism
JJ Wagner

University of Florida News - Online classes can save schools money, expand learning tim... - 0 views

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    "Based on a 2008 survey of 20 virtual schools in 14 states, UF researchers found that the average yearly cost of online learning per full-time pupil was about $4,300. This compared with a national average cost per pupil of more than $9,100 for a traditional public school in 2006 (the most recent year in which such data was available). Their cost estimates covered course development and teaching, and administrative and technical expenses. "
Michael Lucatorto

Unshielded Colliders: Poverty and Education - 0 views

  • For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
  • or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
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    For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
Diane Gusa

BENJAMIN BLOOM - 0 views

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    This was taken from Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXX, no. 3, September 2000.
Alicia Fernandez

Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review - 0 views

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    Article reviews evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice. Each theory is compared to theory counterparts in cognitive psychology and cognitive neuro- science that have better empirical support. The article considers possible reasons for the appeal of these 3 theories and concludes with a brief rationale for examining theories of cognition in the light of cognitive neuroscience research findings.
Heather Kurto

From music making to speaking: Engaging the mirror neuron system in autism - 0 views

  • mirror neuron system (MNS)
  • We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
  • Social and communication impairments represent some of the key diagnostic characteristics of autism
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  • Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
  • Research has demonstrated a relationship between joint attention and language development in children with autism.
  • Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
  • The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
  • Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
  • Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
  • It has long been noted that children with autism thoroughly enjoy the process of making and learning music
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
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    Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.
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