Cognitive apprenticeship, hybrid learning, and large class instruction

2006 ◽  
Author(s):  
John Mitterer
Keyword(s):  
Large Class ◽  
Hybrid Learning ◽  
Cognitive Apprenticeship ◽  
Class Instruction

Engaging Students in Large Classes through the Use of Blended Learning Instructional Strategies (BLIS)

2014 ◽  
pp. 213-224
Author(s):  
Raymond W. Francis ◽  
Mary Jo Davis ◽  
Jon Humiston
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Student Learning ◽  
Instructional Strategies ◽  
Large Class ◽  
Student Performance ◽  
Effective Teacher ◽  
Faculty Performance ◽  
Large Classes ◽  
Class Instruction

It is not enough to be great at sharing information in a large classroom setting. To be an effective teacher you must be able to meaningfully engage your students with their peers and with the content, and you must do this regardless of class size or content. The issues of teaching effectively in large classroom settings have presented ongoing problems with enormous implications for both student learning and faculty performance. Issues about student engagement with the content, peers, and faculty persistently are discussed with little change in practice. However, the effective infusion of technology targeted through strategies for large-class instruction and management have great potential for increasing student performance. In this chapter, Blended Learning Instructional Strategies (BLIS) are highlighted to effectively address common issues related to teaching and student engagement particularly in large classroom settings.

scholarly journals Engaged: Making Large Classes Feel Small Through Blended Learning Instructional Strategies That Promote Increased Student Performance

2012 ◽  
Vol 9 (2) ◽  
pp. 147-152 ◽  
Author(s):  
Raymond W. Francis
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Instructional Strategies ◽  
Large Class ◽  
Student Performance ◽  
Classroom Setting ◽  
Effective Teacher ◽  
Large Classes ◽  
Change In Practice ◽  
Class Instruction

It is not enough to be great at sharing information in a large classroom setting. To be an effective teacher you must be able to meaningfully engage your students with their peers and with the content. And you must do this regardless of class size or content. The issues of teaching effectively in large classroom settings have presented ongoing problems with enormous implications for both student learning and faculty performance. Issues about student engagement with the content, peers, and faculty persistently are discussed with little change in practice. However, the effective infusion of technology targeted through strategies for large-class instruction and management have great potential for increasing student performance. In this work Blended Learning Instructional Strategies (BLIS) are highlighted to effectively address common issues related to teaching and student engagement in large classroom settings.

Engaging Students in Large Classes Through the Use of Blended Learning Instructional Strategies (BLIS)

2018 ◽  
pp. 306-318
Author(s):  
Raymond W. Francis ◽  
Mary Jo Davis ◽  
Jon Humiston
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Student Learning ◽  
Instructional Strategies ◽  
Large Class ◽  
Student Performance ◽  
Effective Teacher ◽  
Faculty Performance ◽  
Large Classes ◽  
Class Instruction

It is not enough to be great at sharing information in a large classroom setting. To be an effective teacher you must be able to meaningfully engage your students with their peers and with the content, and you must do this regardless of class size or content. The issues of teaching effectively in large classroom settings have presented ongoing problems with enormous implications for both student learning and faculty performance. Issues about student engagement with the content, peers, and faculty persistently are discussed with little change in practice. However, the effective infusion of technology targeted through strategies for large-class instruction and management have great potential for increasing student performance. In this chapter, Blended Learning Instructional Strategies (BLIS) are highlighted to effectively address common issues related to teaching and student engagement particularly in large classroom settings.

Training im Qualitätsmanagement: Eine Interventionsstudie zur Vermittlung von Qualitätswissen und handlungsleitenden Kognitionen

2000 ◽  
Vol 44 (4) ◽  
pp. 192-201 ◽  
Author(s):  
Jeanette Hron ◽  
Kristina Lauche ◽  
Jürgen Schultz-Gambard
Keyword(s):  
Cognitive Apprenticeship

Zusammenfassung. Gegenstand der Untersuchung ist die Frage, wie der individuelle Erwerb von Qualitätswissen und von qualitätsbezogenen Selbstwirksamkeitsüberzeugungen durch bestimmte Modalitäten der Wissensvermittlung so gefördert werden kann, dass Qualitätshandeln verbessert wird. In einem Projekt zur Wirksamkeit unterschiedlicher Vermittlungsformen im Rahmen von Mitarbeiterschulungen zu Qualitätsmanagement konnte nachgewiesen werden, dass eine situativ-adaptive Form der Wissensvermittlung (Cognitive Apprenticeship-Ansatz) im Vergleich zu einer traditionellen, formalen Wissensvermittlung zu einem verbesserten Erwerb von Wissen und zu einer Verbesserung von Qualitätshandeln führt. Eine Moderatorfunktion von domänenspezifischen Selbstwirksamkeitsüberzeugungen zwischen Wissenserwerb und Wissensanwendung, d.h. Qualitätshandeln, konnte teilweise bestätigt werden.

IMPACT OF STUDENT TEAMS ACHIEVEMENT DIVISION BASED ON HYBRID LEARNING AND JIGSAW TOWARD HIGH ORDER THINKING SKILL VOCATIONAL HIGH SCHOOL

2020 ◽  
Vol 4 (3) ◽  
pp. 560
Author(s):  
Arief Rahman Yusuf ◽  
Sandi Kurniawan ◽  
Eddy Sutadji ◽  
Imam Sudjono
Keyword(s):  
High School ◽  
Student Learning ◽  
Hybrid Learning ◽  
Thinking Skills ◽  
High Order ◽  
Learning Activities ◽  
Vocational High School ◽  
Average Value ◽  
Student Teams ◽  
High Order Thinking

The background of the research is the low assessment of high order thinking skills of students due to the conventional methods used by the school. The aims of this study are: (1) how student learning activities when using hybrid learning Student Teams Achievement Division (STAD) and jigsaw, (2) how student learning activities when taught using the direct learning model, and (3) the effect of hybrid learning Student Teams Achievement Division (STAD) and jigsaw towards high order thinking skills. This study used a quasi experimental nonequivalent control group design with the sample of 50 students from a population of vocational high school students in Ponorogo. Data collection techniques used instruments in the form of high order tests and non-test instruments in the form of observation sheets. Data analysis used was independent sample t-test. The results showed: (1) the use of Student Teams Achievement Division (STAD) based on hybrid learning and jigsaw made 28% of students were very active, 28% of students active, and 44% of students quite active in the learning process, this was evidenced by an average value of 70.56, (2) the use of direct learning models in learning made 24% of students quite active, 36% of students less active, and 40% of students passive in the learning process, which can be seen from the acquisition of an average value of 51.52, and (3) there was a significant effect of Student Learning Achievement Division (STAD) based on hybrid learning and jigsaw on students' high order thinking skills.

A Large Class of p-Ary Cyclic Codes and Sequence Families

2010 ◽  
Vol E93-A (11) ◽  
pp. 2272-2277
Author(s):  
Zhengchun ZHOU ◽  
Xiaohu TANG ◽  
Udaya PARAMPALLI
Keyword(s):  
Large Class ◽  
Cyclic Codes
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