A Comparison of Students' Achievement and Attitudes between Constructivist and Traditional Classroom Environments in Thailand Vocational Electronics Programs

2004 ◽  
Vol 29 (2) ◽  
pp. 133-153 ◽  
Author(s):  
Kurt H. Becker ◽  
Somchai Maunsaiyat
Keyword(s):  
Traditional Classroom ◽  
Classroom Environments

Using Social Media to Support Presentation Skill Development in Traditional Classroom Environments

2017 ◽  
Vol 29 (3) ◽  
pp. 68-91 ◽  
Author(s):  
Paul M. Di Gangi ◽  
Samuel H. Goh ◽  
Carmen C. Lewis
Keyword(s):  
Social Media ◽  
Student Perceptions ◽  
Skill Development ◽  
Traditional Classroom ◽  
Future Research ◽  
Classroom Environments ◽  
Learning Tool ◽  
Face To Face ◽  
Use Of Social Media ◽  
Presentation Skill

Social media has become widely adopted in both society and business. However, the academy has been slow to leverage social media as a learning tool. The purpose of this study is twofold. First, this study explores student perceptions about the use of social media in face-to-face classroom environments. Second, this study examines how social media, as a learning tool, supports presentation skill development. Using a proprietary social media application, we conducted a sequential mixed method study using students enrolled in undergraduate introductory information systems courses that included a student presentation project. One hundred seventy-seven students responded to a survey based on a facilitator and inhibitor model of social media use and an open-ended questionnaire to understand how social media impacts presentation skill development. The implications of the results from this study are discussed along with directions for future research.

scholarly journals The Six Learnings of Second Life: a Framework for Designing Curricular Interventions In-world

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Kenneth Lim
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Traditional Classroom ◽  
Classroom Environments ◽  
Pedagogical Strategy ◽  
Planning And Design ◽  
Design Of Learning Environments ◽  
Technological University ◽  
Curricular Interventions ◽  
Learning Interventions

Editor’s CornerThe six learnings of Second Life:A framework for designing curricular interventions in-worldBy Kenneth Y T Lim, Nanyang Technological University, SingaporeIn this paper, a framework for facilitating effective and targeted planning and design of learning environments within Second Life and other similar virtual worlds and environments will be shared. A possible scenario faced by school-leaders and teachers, with respect to thinking about incorporating virtual worlds as a complementary pedagogical strategy alongside traditional classroom environments is first described and then the Six Learnings framework will then be elaborated upon, including its use discussed as a metric against which such learning interventions can be planned and subsequently evaluated.

Cultural Inclusivity in Online Learning

2015 ◽  
pp. 76-88 ◽  
Author(s):  
Karen L. Milheim
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Cultural Difference ◽  
Traditional Classroom ◽  
Online Course ◽  
Classroom Environments ◽  
Student Group ◽  
Effective Learning ◽  
Cultural Inclusion ◽  
Inclusive Learning

This chapter addresses the complexities of building an effective learning environment in light of a diverse, multicultural student group. Existing research focuses on how to foster learning in traditional classroom environments, comprised of students from varied cultures and backgrounds. Yet, little is known about what strategies towards cultural inclusion are effective in an online learning environment. This chapter discusses the influence of cultural difference in online learning and provides ways courses can be more inclusive. This chapter is beneficial for instructors, course designers, and administrators who want to learn more about how to foster a culturally inclusive learning environment in online course settings.

Online Accounting Education versus In-Class Delivery: Does Course Level Matter?

2012 ◽  
Vol 28 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Clement C. Chen ◽  
Keith T. Jones ◽  
Keith A. Moreland
Keyword(s):  
Traditional Classroom ◽  
Accounting Education ◽  
Data Availability ◽  
Financial Accounting ◽  
Online Course ◽  
Delivery Mode ◽  
Classroom Environments ◽  
Face To Face ◽  
Accounting Courses ◽  
Class Meetings

ABSTRACT: This study examines whether the effectiveness of online accounting education relative to traditional in-class delivery depends upon the level of the course. Students enrolled in principles and advanced cost/managerial and in advanced financial accounting courses were surveyed regarding their perceptions on several dimensions. The results suggest that the course level is important when assessing whether it is advisable to offer online accounting courses. In advanced courses, the outcomes examined were significantly more favorable for traditional classroom environments than for online, while the delivery mode was not important in principles courses when controlling for other variables. The results also provide further support for the notion that blended learning, i.e., offering a few on-campus class meetings for a predominately online course, may be desirable regardless of course level, but that course level is potentially important when deciding upon the mix of face-to-face versus online instruction. Data Availability: Available upon request.

Hyperactivity in Open and Traditional Classroom Environments

1976 ◽  
Vol 10 (3) ◽  
pp. 285-290 ◽  
Author(s):  
Nona M. Flynn ◽  
Judith L. Rapoport
Keyword(s):  
Traditional Classroom ◽  
Classroom Environments

Reporting on the Bully Curriculum

2020 ◽  
Vol 5 (2) ◽  
pp. 24-35
Author(s):  
Jennifer Schneider
Keyword(s):  
Traditional Classroom ◽  
Classroom Environments ◽  
Critical Inquiry ◽  
Online Programs ◽  
Face To Face ◽  
Classroom Space ◽  
Recent Trends ◽  
Reflective Strategies

This essay presents an argument in support of the broad adoption of a critical inquiry and anti-bullying discourse in online and face-to-face classroom spaces worldwide. The author argues in support of moving beyond simple discourse and awareness towards active, intentional, and reflective strategies that all individuals are capable of executing in and outside of the traditional classroom space. The essay explores the reasons underlying this need through a review of historical examples, longstanding challenges, and recent trends and experiences in online programs as well as traditional face-to-face classroom environments.

scholarly journals Issues of teacher professional learning within ‘non-traditional’ classroom environments

2013 ◽  
Vol 16 (3) ◽  
pp. 209-222 ◽  
Author(s):  
Matthew Campbell ◽  
Sue Saltmarsh ◽  
Amy Chapman ◽  
Christopher Drew
Keyword(s):  
Professional Learning ◽  
Traditional Classroom ◽  
Teacher Professional Learning ◽  
Classroom Environments ◽  
Teacher Professional

An Investigation on Course Characteristics that Fit Well with Online Offering

2011 ◽  
pp. 220-229
Author(s):  
Tim Klaus ◽  
Chuleeporn Changchit
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Traditional Classroom ◽  
Retention Rates ◽  
Classroom Environments ◽  
Institutions Of Higher Education ◽  
Course Characteristics ◽  
The Past ◽  
Online Environments ◽  
Online Format

The number of online courses offered by universities as well as the number of students enrolled in these courses has increased greatly over the past few years. Technological advancements currently penetrate society, allowing online courses to be offered efficiently and effectively. However, it has become more apparent that all classes are not as adaptive to an online format as others. Since many institutions of higher education further incorporate online courses into their curriculum, it is important to understand the characteristics of courses that affect students’ preferences for either traditional classroom environments or online environments. Indications of this can be seen in the attrition and retention rates of classes offered online. This study explores the characteristics of courses that affect students’ preferences towards online and traditional classroom settings. These results should help providing guidelines to institutions considering courses for online offer.

How Public Art Can Communicate Chemistry to Diverse Publics

2019 ◽  
Author(s):  
Katherine Anne McInnes ◽  
Alison Veronica Keating ◽  
Bahijja Raimi-Abraham
Keyword(s):  
Chemical Synthesis ◽  
Classroom Environment ◽  
Public Art ◽  
Traditional Classroom ◽  
Classroom Environments ◽  
Diverse Populations ◽  
Teaching Chemistry ◽  
Egyptian Blue ◽  
Chemical Concepts ◽  
Synthetic Pigments

<p>Both chemistry and art have long and intertwined histories, from the chemical synthesis of the first synthetic pigments such as Egyptian blue by ancient artists to the more recent collaboration between nanotechnology and chemistry to produce ‘Vantablack’ the darkest shade of black ever produced. However, it is only in recent years that the utility of art as a vehicle for communicating and teaching chemistry concepts has been identified, although to date this has been largely confined to classroom environments. Public art, such a murals, can function as a means of communicating science to audiences who do not typically engage with such topics as it can merely be stumbled upon by chance rather than having to be actively sought out. In this commentary, the use of art to encourage engagement with and facilitate the teaching of chemical concepts is discussed. In addition to this, the utility of public art to communicate chemistry concepts to diverse populations, outside of the traditional classroom environment, is highlighted. </p>

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