scholarly journals Class blogs as a teaching tool to promote writing and student interaction

2014 ◽  
Vol 30 (4) ◽  
Author(s):  
Miriam Sullivan ◽  
Nancy Longnecker
Keyword(s):  
Student Perceptions ◽  
Science Communication ◽  
Perceived Value ◽  
Student Interaction ◽  
Student Writing ◽  
Teaching Tool ◽  
Whole Class ◽  
Class Interaction

<p>Blogs are a useful teaching tool for improving student writing and increasing class interaction. However, most studies have looked at individual blogs rather than blogs maintained by a whole class. We introduced assignments involving participation in class blogs to four science communication classes with enrolments of between 15 and 36 students. We administered paper-based surveys to obtain student perceptions of the value of the blogging assignment. Based on feedback in semester one, we increased commenting requirements and spent more time integrating the blog with coursework in semester two. In semester two, students had significantly improved perceptions of the blog assignments. The most commonly cited benefit by students in both semesters was that the blog helped to improve their writing. Most enjoyed the opportunity to have increased intellectual exchange with other students and the majority agreed that knowing other students read the blog motivated them to write better. Students disliked being forced to comment and they felt that they benefited just from reading other students’ posts. However, we recommend that weekly commenting should be mandatory, as this increased involvement and perceived value of the assignment.</p><p> </p>

Crossword Puzzles: Active Learning in Undergraduate Pathology and Medical Education

2009 ◽  
Vol 133 (9) ◽  
pp. 1457-1462
Author(s):  
Anurag Saxena ◽  
Raenelle Nesbitt ◽  
Punam Pahwa ◽  
Sheryl Mills
Keyword(s):  
Student Perceptions ◽  
Small Groups ◽  
Time Frame ◽  
Teaching Tool ◽  
Internet Resource ◽  
Cooperative Groups ◽  
Key Concepts ◽  
Second Year ◽  
Peer Teachers ◽  
Short Time

Abstract Context.—Second-year medical students are introduced to many new terms and concepts in a short time frame in the hematology system and the neoplasia section of the undergraduate pathology course. It is a challenge to provide adequate practice and necessary repetition to reinforce key concepts. Objective.—To determine student perceptions of the usefulness of crosswords as a quick and effective way to reinforce essential concepts and vocabulary. Design.—Crosswords with ensured content validity built on a free Internet resource were completed by the students in collaborative and cooperative groups of 6 to 7 with a reward for the first group to successfully complete the puzzle. Student perceptions of the value of crosswords for their learning were examined in 2003 (39 students) with a survey of yes or no responses and in 2004 (41 students) with a survey using questions with a 5-point Likert scale. Results.—Many students (37 of 39 in 2003 and 24 of 41 in 2004) indicated that crosswords were useful and contributed to their learning. Specifically, crosswords were found to be useful for identifying key concepts and vocabulary and for their collaborative and competitive aspects. Written and informal comments indicated student enthusiasm for and a desire to participate in more of these exercises. Students have transferred this review strategy to other classes and the peer teachers have expressed an interest in it as an adjunct teaching tool. Conclusions.—The judicious use of crosswords was useful for near transfer content and provided an opportunity to discuss and recall essential concepts, think critically, and collaborate in small groups.

The Effect of Diversity Climate on Institutional Affiliation/Pride and Intentions to Stay and Graduate: A Comparison of Latinx and Non-Latinx White Students

2020 ◽  
Vol 20 (1) ◽  
pp. 91-111
Author(s):  
Monica C. Gavino ◽  
Ekundayo Akinlade
Keyword(s):  
Student Perceptions ◽  
White Students ◽  
Perceived Value ◽  
Climate Factors ◽  
Diversity Climate ◽  
Institutional Affiliation ◽  
Interracial Interactions ◽  
Hispanic Serving Institution ◽  
Faculty And Staff ◽  
Hispanic Serving

This study analyzed student perceptions of diversity climate factors in a Hispanic Serving Institution (HSI). The climate of respect, perceived value of diversity on campus, and interracial interactions with faculty and staff were explored to determine their effects on institutional affiliation/pride and intentions to remain and graduate. Results indicated that the three factors of diversity climate affect institutional affiliation/pride and intentions to stay and graduate for Latinx students.

Students' perceived value of physiology course activities in a Sudanese medical faculty

2012 ◽  
Vol 36 (4) ◽  
pp. 298-301 ◽  
Author(s):  
Lamis Kaddam ◽  
Mustafa Khidir Mustafa Elnimeiri
Keyword(s):  
Student Perceptions ◽  
Perceived Value ◽  
Descriptive Study ◽  
Health Sciences ◽  
Medical Faculty ◽  
Educational Process ◽  
Teacher Involvement ◽  
Academic Activity ◽  
Academic Activities ◽  
Important Activity

The physiology course in our department consists of lectures, laboratory sessions, and tutorials, all of which are teacher centered, as well as student-led seminars. The overall aim of this project was to investigate student perceptions of the value of varying academic activities on their learning of physiology. A faculty-based descriptive study was conducted at the Faculty of Medicine and Health Sciences of Alneelain University (Khartoum, Sudan). Questionnaires (150 total) were distributed to students from the Schools of Medicine, Dentistry, and Physiotherapy; 127 questionnaires were completed and returned. The results showed that 108 students (85%) believed that their absence from different academic activities could affect their performance. Students perceived lectures as the most valuable academic activity (90.7%), whereas seminars presented by students were perceived as the least important activity (18.5%). There was a significant correlation between lectures attendance and their performance in examinations ( P = 0.008). Ninety percent of the students thought that teacher involvement in tutorials was essential and that lectures were useful to understand certain topics. These results showed that in our course, students perceived teacher involvement as a key component of the educational process.

scholarly journals Enhancing Student-Student Online Interaction: Exploring the Study Buddy Peer Review Activity

2016 ◽  
Vol 17 (3) ◽  
Author(s):  
Colin Madland ◽  
Griff Richards
Keyword(s):  
Student Perceptions ◽  
Learning Strategy ◽  
Student Interaction ◽  
Learning Activity ◽  
Depth Of Processing ◽  
Graduate Courses ◽  
Homogeneous Sample ◽  
Peer Reviewing ◽  
The Social

<p>The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be distracting from instead of contributing to academic achievement it was felt important to examine the way peer interaction can contribute to learning in a well-structured collaborative learning activity. This mixed-methods study (n=31) examined both quantitative and qualitative aspects of student perceptions of the study buddy activity. While quantitative findings regarding depth of processing were inconclusive due to the small and homogeneous sample, qualitative analysis showed very high levels of learner support for the activity as well as evidence that the activity encouraged learners to approach their learning with greater depth. 88% of study buddies said they found the activity well worth their time, and would recommend it for other graduate courses. It is thought with greater scaffolding, the quality of buddy feedback might be improved. The few who did not appreciate the activity felt let down by a lack of buddy commitment to the process.</p>

Enhancing student participation in information literacy course based on Rain Classroom: a case study

2019 ◽  
Vol 38 (3) ◽  
pp. 522-536
Author(s):  
Lifeng Han ◽  
Zhenbo Lu
Keyword(s):  
Information Literacy ◽  
Academic Libraries ◽  
Learning Experience ◽  
Student Participation ◽  
Teaching Tool ◽  
Practical Case ◽  
Mixed Method Research ◽  
Content Type ◽  
Class Interaction

Purpose Student participation has been an important issue for information literacy (IL) teachings. The purpose of this paper is to promote active student participation in IL courses with Rain Classroom, an intelligent teaching tool. Design/methodology/approach Using mixed method research, the paper presents a practical case study of the author’s experiences with Rain Classroom to improve teaching and learning of IL. Findings The study shows that Rain Classroom helps implement problem-based learning, promote student participation in class interaction and optimize learning experience, which facilitates a shift of the IL course from passive to active learning. Research limitations/implications It is known that university public courses have large class sizes (more than 50 students per class), and, therefore, class interaction is difficult to organize. So this is a big issue for the researchers to study. Practical implications The proposed Rain Classroom is a free teaching tool and can be used in other academic libraries to enhance active student participation in IL lessons. Social implications The paper includes implications for improving interaction in large-size conference or trainings using Rain Classroom. Originality/value The existing literature has not traced the reports on using the Rain Classroom to enhance student participation in IL courses in academic libraries. This paper intends to fill this gap and share practical methods and experiences, deepening the application research of Rain Classroom.

scholarly journals UPAYA GURU DALAM MEMBANGUN INTERAKSI SISWA MELALUI METODE BELAJAR SAMBIL BERMAIN [TEACHER'S EFFORTS IN BUILDING STUDENT INTERACTION USING A GAME BASED LEARNING METHOD]

2020 ◽  
Vol 3 (2) ◽  
pp. 146
Author(s):  
Ananda Wini Rosarian ◽  
Kurnia Putri Sepdikasari Dirgantoro
Keyword(s):  
Educational Games ◽  
Student Interaction ◽  
Learning Objectives ◽  
Learning Method ◽  
Game Based Learning ◽  
Learning Methods ◽  
Innovative Learning ◽  
Class Interaction ◽  
Bahasa Indonesia

<p>Interaction that occurs in the classroom involves interaction between the teacher and students as well as students and students. One form of class interaction is communication. Communication that is continuously intertwined can also form relationships. A comfortable and pleasant classroom atmosphere is a hope for all class members so that learning objectives can be achieved and can form the class as a shalom community. During the practicum, the writer found that there was no interaction between grade 10 science-track students due to students' individualist attitudes. The teacher as an artist strives and plays a role in creating a pleasant classroom atmosphere through innovative learning methods. Therefore, the writing of this writing aims to find out if the method of learning while playing can build student interaction. The method of learning while playing is one of the innovative, creative, and beneficial learning methods used to increase student interaction and support the achievement of learning objectives. Based on the results of a survey of grade 10 science-track students and mentor feedback, the method of learning while playing using the "Snakes and Ladders" game was proven to be able to increase interaction and relationships between students. However, to see an increase in student interaction consistently, it cannot be measured through one application, but requires a longer time or process. In its application, the teacher also needs to pay attention to the types of educational games used to apply the learning method while playing.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Interaksi yang yang terjadi di dalam kelas melibatkan interaksi antara guru dan siswa maupun siswa dengan siswa. Salah satu bentuk interaksi kelas yaitu adanya komunikasi. Komunikasi yang secara terus menerus terjalin juga dapat membentuk relasi. Suasana kelas yang nyaman dan menyenangkan menjadi harapan bagi seluruh anggota kelas agar tujuan pembelajaran dapat tercapai serta dapat membentuk kelas sebagai komunitas <em>shalom.</em> Dalam masa praktikumnya, penulis mendapati tidak adanya interaksi yang terjalin di antara siswa kelas X-IPA disebabkan oleh sikap individualis siswa. Guru sebagai seorang seniman berupaya dan berperan untuk menciptakan suasana kelas yang menyenangkan melalui metode pembelajaran yang inovatif. Oleh sebab itu, tulisan ini bertujuan untuk mengetahui bahwa metode belajar sambil bermain dapat membangun interaksi siswa. Metode belajar sambil bermain merupakan salah satu metode pembelajaran yang inovatif, kreatif, dan bermanfaat untuk meningkatkan interaksi siswa serta menunjang tercapainya tujuan pembelajaran. Berdasarkan hasil survei terhadap siswa kelas X-IPA dan <em>feedback </em>mentor, metode belajar sambil bermain dengan menggunakan media permainan ular tangga terbukti dapat meningkatkan interaksi serta relasi antar siswa. Namun untuk melihat adanya peningkatan interaksi siswa secara konsisten, tidak dapat diukur melalui satu kali penerapan, namun membutuhkan waktu atau proses yang lebih lama. Dalam penerapannya, guru juga perlu memerhatikan jenis permainan edukatif yang digunakan untuk menerapkan metode belajar sambil bermain.</p>

scholarly journals Studiare l’apprendimento linguistico interculturale come pratica discorsiva e interazionale

2018 ◽  
Author(s):  
Claudia Borghetti
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Linguistic Analysis ◽  
Student Interaction ◽  
Discursive Practice ◽  
Intercultural Learning ◽  
Theoretical Part ◽  
Definition Of ◽  
Class Interaction ◽  
Interactional Features

This paper focuses on intercultural language learning and on the methods to study it. The discussion is divided into two parts. In the first theoretical part, intercultural language learning is defined as a linguistic and discursive practice, according to a non-essentialist approach. In the second methodological part, the paper overviews the limited number of studies which, coherently with a language-use-based definition of intercultural learning, have employed forms of linguistic analysis to detect traces of such learning in class interaction. Finally the analysis of one extract from a class-based student-student interaction is presented, in order to showcase how different forms of linguistic analysis can be adopted to investigate the discursive and interactional features of intercultural learning.

Student perception on a supplementary multimodal tool for Academic Literacy: A pilot study

2021 ◽  
Vol 53 (2) ◽  
pp. 73-93
Author(s):  
Susan Marais ◽  
Mariska Nel ◽  
Jaco Fourie
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Blended Learning ◽  
Student Perceptions ◽  
South African ◽  
Learning Experience ◽  
Student Perception ◽  
Academic Literacy ◽  
Teaching Tool ◽  
E Learning

In light of the various advantages the e-learning experience could have for students, a blended teaching approach, where instructors make use of e-learning, has become increasingly prominent in higher education institutions. This study, which was conducted at a South African institute of higher education with a diverse and multilingual student population, focusses on student perceptions of theefficacy and accessibility of a multimodal tool called WIReD to supplement the existing academic literacy module. The review of student perceptions was structured around the outcomes for the module unit with which WIReD is intended to blend. In order to determine student perception, a questionnaire using a Likert-scale to measure responses along with open-ended questions, were used. As such, this study firstly examined students’ impressions of the design (overall appearance) and accessibility of WIReD. Secondly, it  investigated the appropriateness of content, especially with regard to the envisaged blend between WIReD and the module contentas taught during lectures and in the workbook. Despite being a pilot study with results based exclusively on student perception, it seems that WIReD can be utilized as a supplementary multimodal tool and that the outcomes thereof blends effectively with the outcomes of the academic literacy module. Keywords: academic literacy; blended learning; e-learning; multimodal teaching tool; student perception; WIReD

Student Perceptions of the Peer Review Process in Student Writing Projects

1997 ◽  
Vol 27 (3) ◽  
pp. 249-263 ◽  
Author(s):  
Mark G. Simkin ◽  
Nari K. Ramarapu
Keyword(s):  
Peer Review ◽  
Student Perceptions ◽  
Review Process ◽  
Peer Review Process ◽  
Student Writing ◽  
Total Quality ◽  
Review System ◽  
Student Views ◽  
Term Papers ◽  
High Degree

The process of academic peer review—i.e., students evaluating each other's work—can help instructors address a host of higher institutional objectives, not the least of which is the total quality management of collegiate teaching. But more is known about this process from the viewpoint of instructors than from the perspective of students. The purpose of this study was to formally examine student views of a specific peer-review system in which undergraduates assigned final grades to each other's term papers. A survey instrument revealed a high degree of comfort with the process, as well as some insights into why a few students were uncomfortable with it.

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