Group items matching

in title, tags, annotations or url

« This paper reports on the use of action research in a case study involving two iterations of an online workshop implemented at two universities in late 2007 and early 2009 to prepare teaching staff for using wikis for student group work and assessment. »

« This article presents the findings of a qualitative evaluation on the effect of a specialised software tool on the efficiency and quality of assignment marking. The software, Lightwork, combines with the Moodle learning management system and provides support through marking rubrics and marker allocations. »

« À l'approche des examens, Impact Campus revient sur le trouble déficitaire de l'attention avec ou sans hyperactivité (TDAH). Pathologie plus ou moins connue des étudiants, Annick Vincent médecin-psychiatre au Centre Médical l'Hétrière à Québec, nous explique comment la reconnaitre et la traiter efficacement. »

«The purpose of this study was to assess the self-efficacy of nursing faculty and students related to their potential use of mobile technology and to ask what implications this technology has for their teaching and learning in practice education contexts. We used a cross-sectional survey design involving students and faculty in two nursing education programs in a western Canadian college. In January, 2011, 121 faculty members and students completed the survey. Results showed a high level of ownership and use of mobile devices among our respondents. The median mobile self-efficacy score was 75 on a scale of 100, indicating that both faculty and students were highly confident in their use of mobile technologies and prepared to engage in mobile learning.»

«Interaction is crucial to student satisfaction in online courses. Adding synchronous components (virtual classroom technologies) to online courses can facilitate interaction. In this study, interaction within a synchronous virtual classroom was investigated by surveying 21 graduate students in an instructional technology program in the southeastern United States. The students were asked about learner-learner, learner-instructor, learner-content, and learner-interface interactions. During an interview, the instructor was asked about strategies to promote these different forms of interaction. In addition, the academic, social, and technical aspects of interactions were examined in three course archives using Schullo's (2005) schema. Participants reported that the Wimba interface was easy to use and that various features, such as text chat and the webcam, facilitated interaction among the students and with the instructor in the virtual classroom. The importance of students' ability to receive immediate feedback and their experience as presenters was highlighted across the various kinds of interaction. The instructor's teaching style and visual presence were instrumental in engaging students with the content. The results suggest that student interaction, and hence learning, was aided by the live communication that occurred through the virtual classroom. This study has implications for those who are considering adopting virtual classroom technologies for their online or blended teaching.»

«The June-July issue of The Teaching Professor newsletter highlights a study in which MBA students were given weighting choices and doing so increased their interest in the course and in taking subsequent courses, as compared with MBA students not given a choice. It would seem sensible to assume that "interest" in a course means more time devoted to study and that should result in more learning. However, in this particular study, the grades of students with choice about assignment weights were virtually identical to the grades of those students without the choice. »

«Geoscience assistant professor Anne Egger took a class as an undergraduate at Yale University that examined how pure science connects to society. Not only did the class draw her in more dramatically than other classes had, it helped determine how she would engage future generations of students. [...] A course module she created, entitled Seismicity and Relative Risk, introduces students to real scientific data from the United States Geological Survey (USGS) and asks them to consider questions in which they have personal interest. Because of its effectiveness at bringing students into the world of real science and leading them to formulate questions stemming from their own curiosity, Egger's module has won the Science Prize for Inquiry-Based Instruction (IBI).

«Faculty members are far less excited by, and more fearful of, the recent growth of online education than are academic technology administrators, according to a new study by Inside Higher Ed and the Babson Survey Research Group. But professors are hardly the luddites many still assume them to be. Nearly half of the 4,564 faculty members surveyed, three-quarters of whom are full-time professors, said the rise of online education excites them more than it frightens them.»

«It doesn't seem surprising that someone who can set goals, visualize paths to achieve them, and summon the motivation to start down those paths would be more likely to succeed than someone who can't do those things. But measuring the potential effect of those characteristics - which together compose the characteristic of "hope" - is starting to become more clear. A growing (but still small) body of research is finding that students with high levels of hope get better grades and graduate at higher rates than those with lower levels, and that the presence of hope in a student is a better predictor of grades and class ranking than standardized test scores.

« Jonathan Golding conducted research on the effectiveness of attendance policies at getting students to come to class, their impact on course evaluations, and, most important, their effect on learning, as measured by course grades. A review of the literature allowed him to integrate his findings with those of others and offer some overall assessments and conclusions that serve to update our understanding of this widely used instructional policy. »

« L'un des défis à surmonter dans la formation à distance est la procrastination (tendance à « renvoyer à demain »), qui touche bon nombre d'apprenants. »

« This paper analyses the role of "disruptive" innovative technologies in higher education. In this country and elsewhere, Higher Education Institutions (HEIs) have invested significant sums in learning technologies, with Virtual Learning Environments (VLEs) being more or less universal, but these technologies have not been universally adopted and used by students and staff. Instead, other technologies not owned or controlled by HEIs are widely used to support learning and teaching. According to Christensen's theory of Disruptive Innovation, these disruptive technologies are not designed explicitly to support learning and teaching in higher education, but have educational potential. »

« Les Services à la vie étudiante (SVE) de l'UQAM ont préparé une Trousse d'aide pour le retour en classe, laquelle est téléchargeable en format pdf à partir de leur site web. Cette trousse se veut un répertoire d'outils efficaces pour faciliter le retour en classe. »

"Cinq conseils pour impressionner l'auditoire et tirer le maximum de votre exposé."

« Le professeur et sociologue Paul Bélanger, du Département d'éducation et formation spécialisées, observe depuis plus de 30 ans l'évolution de l'éducation des adultes et s'intéresse à toutes les formes d'apprentissage «postscolaire». »

« L'objectif principal de cet article est de questionner ces relations entre la recherche en éducation et la profession enseignante. Tout en défendant la thèse « professionnalisante » selon laquelle la profession doit être ancrée dans la recherche en éducation, nous tenterons de mettre en évidence à la fois les obstacles à une telle orientation mais aussi certaines perspectives nouvelles et prometteuses qu'elle ouvre. »

« Les conclusions de son étude sont étonnantes, et le constat est sans équivoque : l'étudiant universitaire qui se fait donner de mauvaises notes est de 10 à 19 fois plus susceptible de formuler des commentaires négatifs, voir hostiles à l'endroit de son professeur, en plus de lui attribuer une cote médiocre. »

« La presse grand public et éducative parle beaucoup du plagiat universitaire et dans le monde artistique, à cause des implications de cette pratique sur l'avenir de ceux qui l'adoptent, et parce que le plagiat à grande échelle met en cause la crédibilité de l'institution universitaire. »

25 février 2013 - « Les difficultés en lecture, en écriture et en mathématiques dès la première année du primaire sont un indicateur de risque de décrochage scolaire au secondaire. C'est ce qui ressort de l'étude réalisée par des chercheurs du Groupe de recherche sur les environnements scolaires (GRES) de l'Université de Montréal et rendue publique récemment par l'Institut de la statistique du Québec (ISQ). »