“Immediacy is a perception of physical or psychological closeness” (Richmond, 2002, p. 65). It
Teacher Immediacy | Teaching and Learning Matters* - 0 views
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If students like you, you are probably using immediacy behaviors, as immediacy in part determines power and liking (affect) of students for their teachers.
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Teacher immediacy correlates with affective learning outcomes (attitudes, beliefs and values toward learning) and (slightly) with cognitive learning outcomes (recognition, recall, understanding content).
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Adult Learning - Emerging Perspectives on Learning, Teaching and Technology#Andragogy#A... - 0 views
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The use of learner-centered instruction, especially self-directed learning, means trainers will need to create better ways to include opportunities for reflection, clarification, and guidance
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Professional development of facilitators of adults should promote dialogue, reflection, and quality. The integrative approach to professional development involves key elements (Lawler, 2003).
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Learning-Centered Syllabi - 0 views
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Learning-Centered Syllabi Workshop
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Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
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students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
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Ali's blog - 3 views
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Hi Ali, You need to still tag and categorize before leaving this class! Category would be for this post Module 3. Tags are important because this helps people read your posts for the information. Your tags for this blog are incorrect. Tags are like keywords. What tags do you think this blog should have?
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Faculty eCommons Learning Analytics: Aligning Course and Module Objectives » ... - 0 views
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ust as with course-level objectives, your module-level objectives need to specify how students will demonstrate that they achieved the objective. Typically, this involves an action verb within the language of the objective. (See Bloom’s Taxonomy-Action Verbs Requiring Cognitive Outcomes for action verb examples.)
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you will be able
JOLT - Journal of Online Learning and Teaching - 0 views
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The transformation from the traditional Face-to-Face (FTF) classroom mode to new delivery methods and platforms (correspondence, Internet-online, one-way, two-way audio and video) collectively known as Distance Education (DE), led some experts so far as to predict that the ‘residential based model,’ that is, students attending classes at prearranged times and locations, will disappear in the near future (Blustain, Goldstein & Lozier, 1999; Drucker, 1997 as cited in O’Malley, 1999). It is beyond doubt that distance education has progressed in concept and practice (to encompass where applicable) from an “anywhere” to an “anytime” to an “any pace” delivery method.
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Overall, 70% of the studies had a positive effect size (see Figure 1), demonstrating that DL students outperformed their traditional counterparts. Note – there is a clear upward trend of higher positive ES per period across time from 63% to 84%
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Eduventures (a reputable Boston based research and consulting group in higher education) forecasts there were nearly 2.2 million U.S. students enrolled in fully online higher education programs in 2009, or about 12.1% of all students enrolled in university level degree-granting institutions that year by these estimates. This share is up significantly from approximately 1.3% in the 2000-2001 academic school year.
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