Predictors of Success in Large Enrollment Introductory Courses: An Examination of the Impact of Learning Communities and Virtual Learning Resources on Student Success in an Introductory Level Sociology Course

2002 ◽  
Vol 30 (1) ◽  
pp. 80 ◽  
Author(s):  
Tracy L. Dietz
Keyword(s):  
Student Success ◽  
Learning Communities ◽  
Virtual Learning ◽  
Learning Resources ◽  
Predictors Of Success ◽  
Introductory Courses ◽  
Large Enrollment ◽  
The Impact

scholarly journals Building Virtual Learning Communities

2008 ◽  
pp. 185-209
Author(s):  
Naomi Augar ◽  
Ruth Raitman ◽  
Elicia Lanham ◽  
Wanlei Zhou
Keyword(s):  
Distance Education ◽  
Learning Communities ◽  
Case Studies ◽  
Emerging Technologies ◽  
Virtual Learning ◽  
Cultural Groups ◽  
Related Literature ◽  
Video Lectures ◽  
Enabling Technologies ◽  
The Impact

This chapter introduces the concept of virtual learning communities and discusses and further enhances the theory and definitions presented in related literature. A model comprising four criteria essential to virtual learning communities is presented and discussed in detail. Theory and case studies relating to the impact of virtual learning communities on distance education and students from diverse cultural groups are also examined. In addition, this chapter investigates the enabling technologies and facilitation that is required to build virtual learning communities. Other case studies are used to illustrate the process of building virtual learning communities. Emerging technologies such as wikis and video lectures are also analysed to determine the effects they have on building and sustaining effective virtual learning communities.

scholarly journals Coworking spaces and virtual learning communities in Social Networks: Case Study of #ElClaustroDeIG on Instagram

Aula Abierta ◽  
2021 ◽  
Vol 50 (1) ◽  
pp. 453-464
Author(s):  
Raquel Gómez-Martínez ◽  
Luis M. Romero-Rodríguez
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Learning Communities ◽  
Preschool Education ◽  
Virtual Learning ◽  
Ideal Space ◽  
Good Practices ◽  
Patterns Of Use ◽  
The Impact

Social networks are consolidated as spaces for the exchange of valuable content. It is not surprising to find spaces for the exchange of good teaching practices in virtual learning communities, so the objective of this study is to analyze, through the case study of #ElClaustrodeIG on Instagram, the educational content focused on teaching that is shared for the Ibero-American community in Spanish, as well as the analysis of the users who share their experiences and good practices in this social network. In order to do this, content analysis is first carried out, through an analysis sheet to 300 posts and a questionnaire is applied to 130 users of this hashtag on Instagram in order to analyze their patterns of use, their interests and motivations, their training in ICT and social networks, as well as the impact that the use of this social network has on their professional development and the gratification they expect. The results show that most of the publications are about good practices for primary and preschool education while most of the users think that Instagram is an ideal space for non-formal learning, applying in the classrooms many of the good practices shared in this coworking space. 

scholarly journals Building Virtual Learning Communities

2010 ◽  
pp. 192-215 ◽  
Author(s):  
Naomi Augar ◽  
Ruth Raitman ◽  
Elicia Lanham ◽  
Wanlei Zhou
Keyword(s):  
Distance Education ◽  
Learning Communities ◽  
Case Studies ◽  
Emerging Technologies ◽  
Virtual Learning ◽  
Cultural Groups ◽  
Related Literature ◽  
Video Lectures ◽  
Enabling Technologies ◽  
The Impact

This chapter introduces the concept of virtual learning communities and discusses and further enhances the theory and definitions presented in related literature. A model comprising four criteria essential to virtual learning communities is presented and discussed in detail. Theory and case studies relating to the impact of virtual learning communities on distance education and students from diverse cultural groups are also examined. In addition, this chapter investigates the enabling technologies and facilitation that is required to build virtual learning communities. Other case studies are used to illustrate the process of building virtual learning communities. Emerging technologies such as Wikis and video lectures are also analysed to determine the effects they have on building and sustaining effective virtual learning communities.

scholarly journals Building Virtual Learning Communities

2006 ◽  
pp. 72-100 ◽  
Author(s):  
Naomi Augar ◽  
Ruth Raitman ◽  
Elicia Lanham ◽  
Wanlei Zhou
Keyword(s):  
Distance Education ◽  
Learning Communities ◽  
Case Studies ◽  
Emerging Technologies ◽  
Virtual Learning ◽  
Cultural Groups ◽  
Related Literature ◽  
Video Lectures ◽  
Enabling Technologies ◽  
The Impact

This chapter introduces the concept of virtual learning communities and discusses and further enhances the theory and definitions presented in related literature. A model comprising four criteria essential to virtual learning communities is presented and discussed in detail. Theory and case studies relating to the impact of virtual learning communities on distance education and students from diverse cultural groups are also examined. In addition, this chapter investigates the enabling technologies and facilitation that is required to build virtual learning communities. Other case studies are used to illustrate the process of building virtual learning communities. Emerging technologies such as wikis and video lectures are also analysed to determine the effects they have on building and sustaining effective virtual learning communities.

scholarly journals Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

2017 ◽  
Vol 16 (1) ◽  
pp. ar7 ◽  
Author(s):  
Xiaoying Xu ◽  
Jennifer E. Lewis ◽  
Jennifer Loertscher ◽  
Vicky Minderhout ◽  
Heather L. Tienson
Keyword(s):  
Hydrogen Bonding ◽  
Student Performance ◽  
Bond Energy ◽  
Multiple Choice ◽  
Instructional Interventions ◽  
Student Responses ◽  
Large Classes ◽  
Instructional Effect ◽  
Large Enrollment ◽  
The Impact

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts—hydrogen bonding, bond energy, and pKa—were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept.

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