The Effectiveness of Collaborative Story Building and Telling in Facilitating Group Cohesion in a College Classroom Setting

2011 ◽  
Vol 61 (4) ◽  
pp. 502-517 ◽  
Author(s):  
Thomas W. Treadwell ◽  
Emily E. Reisch ◽  
Letitia E. Travaglini ◽  
V. K. Kumar
Keyword(s):  
Group Cohesion ◽  
College Classroom ◽  
Classroom Setting ◽  
Story Building

Group Cohesion Via Collaborative Story Building

2010 ◽  
Author(s):  
Letitia Travaglini ◽  
Christine Seaver ◽  
Tara Lynn ◽  
Tom Treadwell
Keyword(s):  
Group Cohesion ◽  
Story Building

Facilitating Group Cohesion Through Collaborative Story Building and Telling

2009 ◽  
Author(s):  
Thomas W. Treadwell ◽  
Emily E. Reisch ◽  
Letitia E. Travaglini ◽  
V.K. Kumar
Keyword(s):  
Group Cohesion ◽  
Story Building

Increased Energy Expenditure in a Modified Versus Traditional College Classroom Setting

2016 ◽  
Vol 48 ◽  
pp. 766
Author(s):  
Jeffrey M. Janot ◽  
Allison Stone ◽  
Liza Malley ◽  
Shannon Doherty ◽  
Melanie Meister ◽  
...  
Keyword(s):  
Energy Expenditure ◽  
College Classroom ◽  
Classroom Setting

scholarly journals Application of Interactive Autonomous Learning Mode to Teach College English Writing

2017 ◽  
Vol 5 (5) ◽  
pp. 128-150
Author(s):  
Jixin Liu ◽  
Xiaoting Li
Keyword(s):  
Writing Instruction ◽  
Writing Process ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
College Classroom ◽  
Classroom Setting ◽  
Individual Activity ◽  
College English ◽  
English Writing ◽  
Writing Competence

Writing is usually considered as an individual activity, emphasizing the result instead of the process in which students undergo to reach the final goal. However, writing process is of great importance to the students. In the writing process, they can develop writing competence and learner autonomy through interaction. Thus, this thesis intends to demonstrate the effectiveness of applying Interactive Autonomous Learning Mode to writing instruction in college classroom setting.

Back to the “wall”: How to use Facebook in the college classroom

First Monday ◽  
2011 ◽  
Author(s):  
Caroline Lego Muñoz ◽  
Terri Towner
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Social Networking ◽  
Social Network Sites ◽  
College Classroom ◽  
The Internet ◽  
Classroom Setting ◽  
Advantages And Disadvantages ◽  
Course Integration

The evolving world of the Internet — blogs, podcasts, wikis, social networks — offers instructors and students radically new ways to research, communicate, and learn. Integrating these Internet tools into the college classroom, however, is not an easy task. Therefore, the purpose of this article is to examine the role of social networking in education and demonstrate how social network sites (SNS) can be used in a college classroom setting. To do this, existing research relating to SNS and education is discussed, and the primary advantages and disadvantages of using SNS in the classroom are explored. Most importantly, specific instructions and guidelines to follow when implementing SNS (i.e., Facebook) within the college classroom are provided. Specifically, we show that multiple types of Facebook course integration options are available to instructors. It is concluded that SNS, such as Facebook, can be appropriately and effectively used in an academic setting if proper guidelines are established and implemented.

scholarly journals Intelligent Tutoring in a Non-Traditional College Classroom Setting

2012 ◽  
Vol 2 (2) ◽  
pp. 1-7
Author(s):  
Elizabeth Arnott-Hill ◽  
Peter Hastings ◽  
David Allbritton
Keyword(s):  
Intelligent Tutoring ◽  
College Classroom ◽  
Classroom Setting

Why Speech-Language Clinicians Should Be in the Classroom

1991 ◽  
Vol 22 (4) ◽  
pp. 277-277 ◽  
Author(s):  
Sharon L. Wadle
Keyword(s):  
Individual Differences ◽  
Task Analysis ◽  
Regular Classroom ◽  
Classroom Setting ◽  
Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Augmentative And Alternative Communication ◽  
Classroom Community ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Classroom Setting ◽  
Alternative Communication ◽  
Structured Interviews ◽  
Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

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