scholarly journals Self Explanation For Effective Learning In Engineering Chemistry: An Exploratory Study For Incoming Freshmen

2020 ◽  
Author(s):  
Dan Cernusca ◽  
Ioan Gelu Ionas ◽  
Harvest Collier
Keyword(s):  
Exploratory Study ◽  
Effective Learning ◽  
Incoming Freshmen

scholarly journals An exploratory study of freshman attrition from an Appalachian physiology program

2021 ◽  
Vol 45 (3) ◽  
pp. 501-510
Author(s):  
Miriam Leary ◽  
Randy Bryner
Keyword(s):  
Exploratory Study ◽  
Exercise Physiology ◽  
Qualitative Interviews ◽  
College Attendance ◽  
Lower Grade ◽  
Academic Preparedness ◽  
Grade Point ◽  
First Semester ◽  
Incoming Freshmen ◽  
And Performance

Appalachia has low rates of college attendance and graduation, but relevant data investigating student attrition from physiology majors in this region are lacking. This exploratory study examined freshman attrition from an undergraduate exercise physiology program in Appalachia with the goal of identifying potential strategies for improving retention across similar programs in this underserved region. Questionnaires were administered at the beginning and end of the fall semester to freshman ( n = 247) and students transferring out of the major [Transferred group (T); n = 50] by the end of their first semester were compared against those that remained [Retained group (R); n = 190]. The Transferred group was invited to participate in qualitative interviews. Fewer Transferred students reported feeling underprepared in academic preparedness skills, but more reported feeling underprepared in math. At the end of the semester, more in the Transferred group reported doing worse than expected in math and in getting good grades and had a lower grade point average (R: 3.27 ± 0.05; T: 2.62 ± 0.15; P < 0.01). More in the Transferred group were first-generation (FG) college students (R: 17%; T: 30%). Transferred FG had lower academic preparation and performance and more financial need than Retained FG. In interviews ( n = 35), most students expressed a change in career goals and many noted the academic rigor of the program, while academic advising, faculty, and the major received generally positive praise. This study identified several factors that would allow for early identification of incoming freshmen at risk for attrition and proposes strategies for improving retention within Appalachian physiology programs.

scholarly journals A mediação de diálogos com heterogeneidade de linguagens entre Formadores de Professores e o processo de construção de um aplicativo móvel para o Ensino de Química / Mediation Dialogues with Heterogeneity of Language among Teacher Trainers and the Process of Construction of an Application for the Teaching of Chemistry

2016 ◽  
Vol 3 (1) ◽  
pp. 1-11
Author(s):  
Otávio Torreão Vasconcelos Gaião ◽  
Liliane Da Silva Coelho Jacon ◽  
Ana Carolina Garcia de Oliveira ◽  
Irene Cristina De Mello
Keyword(s):  
Mobile Devices ◽  
Exploratory Study ◽  
Chemistry Laboratory ◽  
The Internet ◽  
Teaching Career ◽  
Chemistry Students ◽  
Effective Learning ◽  
New Ideas ◽  
Science And Education ◽  
Under Construction

ABSTRACTThe possibility to access and produce information using mobile devices connected to the Internet and wireless connection is revolutionizing the functioning of various institutions, among them, the school. Nevertheless, the arrival of this technology requires teacher's skills, as it challenges them to rethink their way of teaching for effective learning. This article presents partial results of an exploratory study, based on Bakhtin's theoretical framework, who aimed at analyzing the “pluridirecionadas” languages of interaction between a professor for Chemistry students who are aiming for a teaching career and a research professor of computer science and education, to discuss and reflect on the use of mobile devices in chemical education. These meeting enabled the emergence of new ideas and presents an application (under construction) called “Virtual Chemistry Laboratory” which simulates chemical experiments focusing on precipitation reactions in the study of stoichiometric ratio.RESUMOA possibilidade de acessar e produzir informações utilizando dispositivos móveis com acesso à Internet e conexão sem fio está revolucionando o funcionamento de diversas instituições, entre elas, a escola. No entanto, a chegada dessa tecnologia exige habilidades do professor, desafiando-o a reformular a sua prática de ensino para uma efetiva aprendizagem. Este artigo apresenta os resultados parciais de uma pesquisa exploratória, baseada nos pressupostos teóricos de Bakhtin, que teve por objetivo analisar as linguagens pluridirecionadas da interação dialógica entre uma formadora de professores de química e uma pesquisadora de informática e educação, visando discutir e refletir sobre o emprego da mobilidade na educação química. Estes encontros possibilitaram a emersão de novas ideias e, decorrente destas reflexões, apre-senta um aplicativo (em fase de construção) intitulado “Laboratório Virtual de Química” que simula a realização de expe-rimentos químicos focando reações de precipitação no estudo das relações estequiométricas. Contacto principal: [email protected]

Exploring Higher Agency Roles for Learning with Educational Technology and Multimedia

2018 ◽  
Vol 62 (1) ◽  
pp. 2074-2078
Author(s):  
Rod D. Roscoe ◽  
Kyrsten Novak ◽  
Amanda King ◽  
Melissa M. Patchan
Keyword(s):  
Educational Technology ◽  
Exploratory Study ◽  
Self Regulation ◽  
Cognitive Engagement ◽  
Theoretical Background ◽  
Educational Technologies ◽  
Multimedia Content ◽  
Effective Learning ◽  
Automated Support

Educational technologies with multimedia content can support effective learning, but these outcomes are moderated by learners’ level of cognitive engagement or self-regulation. As a way to encourage deeper cognitive engagement without redesigning or redeveloping software (e.g., building more prompts, scaffolds, or automated support), this study investigates changing the role of the student user. Specifically, this research considers how instituting a “designer” or “teacher” role may inspire better engagement and learning than the default “learner” role. We present the theoretical background, design, and results of an exploratory study of this hypothesis with college students learning about cohesion in writing.

Universities' Point of View to Introduce Mobile Devices in their Classrooms

2016 ◽  
pp. 297-317
Author(s):  
Victoria M. Cardullo ◽  
LeNessa L. Clark
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Exploratory Study ◽  
Point Of View ◽  
Integration Process ◽  
Teacher Instruction ◽  
Diverse Learning ◽  
Incoming Freshmen ◽  
Enhance Student Learning

This qualitative study examined the implementation and integration of a common mobile platform in multiple diverse learning environments in higher education. This exploratory study sought to understand how the use of iPads supported student learning and teacher instruction. In addition, the researchers identified the necessity of a strong infrastructure and professional development both, which are crucial in the implementation and integration process. The population consisted of incoming freshmen who range between 17-21 years of age in a southern region in Alabama. A constant comparative and taxonomy analysis was employed in efforts to provide themes and codes to organize and analyze the data derived from focus groups, interviews, surveys, and observations. The data revealed that students believed the iPad provided support to enhance student learning. Participants' perceived the iPad device as portable, convenient and easy to use.

Universities' Point of View to Introduce Mobile Devices in their Classrooms

2020 ◽  
pp. 277-297
Author(s):  
Victoria M. Cardullo ◽  
LeNessa L. Clark
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Environments ◽  
Exploratory Study ◽  
Point Of View ◽  
Integration Process ◽  
Teacher Instruction ◽  
Diverse Learning ◽  
Incoming Freshmen ◽  
Enhance Student Learning

This qualitative study examined the implementation and integration of a common mobile platform in multiple diverse learning environments in higher education. This exploratory study sought to understand how the use of iPads supported student learning and teacher instruction. In addition, the researchers identified the necessity of a strong infrastructure and professional development both, which are crucial in the implementation and integration process. The population consisted of incoming freshmen who range between 17-21 years of age in a southern region in Alabama. A constant comparative and taxonomy analysis was employed in efforts to provide themes and codes to organize and analyze the data derived from focus groups, interviews, surveys, and observations. The data revealed that students believed the iPad provided support to enhance student learning. Participants' perceived the iPad device as portable, convenient and easy to use.

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

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