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Beyond student perceptions: Issues of interaction, presence, and performance in an online course
- Journal of Asynchronous Learning Networks
, 2002
"... The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and extent of the interaction and its effects on student performance. Much of the research is based on student perceptions of the qual ..."
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Cited by 193 (0 self)
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The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and extent of the interaction and its effects on student performance. Much of the research is based on student perceptions of the quality and quantity of their interactions and how much they have learned in an online course. The purpose of this study is to examine performance in an online course in relationship to student interaction and sense of presence in the course. Data on multiple independent (measures of interaction and presence) and dependent (measures of performance) variables were collected and subjected to analysis. An attempt was made to go beyond typical institutional performance measures such as grades and withdrawal rates and to examine measures specifically related to course objectives.
How does distance education compare with classroom instruction? A meta-analysis of the empirical literature
- Review of Educational Research
, 2004
"... A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures an ..."
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Cited by 123 (1 self)
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A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and that many perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction, while effect sizes for asynchronous applications favored DE. However, significant heterogeneity remained in each subset.
Teaching Economics to Undergraduates
- Journal of Economic Literature
, 1997
"... The articles that appear in this issue were initially presented at a conference on ..."
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Cited by 90 (3 self)
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The articles that appear in this issue were initially presented at a conference on
Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence
- The Journal of Higher Education
, 2008
"... JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms ..."
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Cited by 80 (3 self)
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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
Faculty do matter: The role of college faculty in student learning and engagement
- Research in Higher Education
, 2005
"... This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage stude ..."
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Cited by 73 (0 self)
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This study uses two national data sets to explore the relationship between faculty practices and student engagement. Our findings suggest that students report higher levels of engagement and learning at institutions where faculty members use active and collaborative learning techniques, engage students in experiences, emphasize higher-order cognitive activities in the classroom, interact with students, challenge students academically, and value enriching educational experiences. In general, faculty at liberal arts colleges are the most likely to engage their students. 3 Faculty Do Matter: The Role of College Faculty in Student Learning and Engagement The quality and value of an undergraduate education in the past decade received, and continues to receive, scrutiny by various stakeholders associated with the higher education community. Much of the energy surrounding the undergraduate experience and student learning was placed on the two major responsibilities of faculty, teaching and research (Fairweather, 1996, 2002; Marsh & Hattie, 2002). The regulation of time allocated to these two roles was
The effect of Twitter on college student engagement and grades
- Journal of Computer Assisted Learning
, 2011
"... Abstract Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to deter-mine if u ..."
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Cited by 69 (5 self)
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Abstract Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to deter-mine if using Twitter – the microblogging and social networking platform most amenable to ongoing, public dialogue – for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.
Software Abstractions
, 2006
"... We give an algorithm that with high probability properly learns random monotone t(n)-term DNF under the uniform distribution on the Boolean cube {0, 1} n. For any polynomially bounded function t(n) ≤ poly(n) the algorithm runs in time poly(n, 1/ɛ) and with high probability outputs an ɛ-accurate mon ..."
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Cited by 55 (2 self)
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We give an algorithm that with high probability properly learns random monotone t(n)-term DNF under the uniform distribution on the Boolean cube {0, 1} n. For any polynomially bounded function t(n) ≤ poly(n) the algorithm runs in time poly(n, 1/ɛ) and with high probability outputs an ɛ-accurate monotone DNF hypothesis. This is the first algorithm that can learn monotone DNF of arbitrary polynomial size in a reasonable average-case model of learning from random examples only.
Developing the Scholarship of Teaching in Higher Education 187
, 1999
"... ABSTRACT There is an international debate about the development of the scholarship of teaching. It is argued here that the scholarship of teaching needs to be developed within the context of the culture of the disciplines in which it is applied. The scholarship of teaching involves engagement with r ..."
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Cited by 46 (1 self)
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ABSTRACT There is an international debate about the development of the scholarship of teaching. It is argued here that the scholarship of teaching needs to be developed within the context of the culture of the disciplines in which it is applied. The scholarship of teaching involves engagement with research into teaching and learning, critical re ¯ ection of practice, and communication and dissemination about the practice of one ’ s subject. This provides a challenging agenda for the development of subject-based teaching. Implementing this agenda includes applying the principles of good practice in the disciplines; developing the status of teaching; developing the complementary nature of teaching and research; and undertaking discipline-based pedagogic research. The paper is illustrated with particular reference to the discipline of geography. Despite an increasing number of articles and books on teaching-scholar-ship published in recent years the notion of teaching-scholarship re-mains an elusive yet intriguing concept. (Kreber, 1999, p. 323)
Being (dis)engaged in educationally purposeful activities: The influences of student and institutional characteristics. Research in Higher Education,43(5
, 2002
"... The self-reported experiences of 50,883 undergraduates at 123 institutions were analyzed using a multinomial hierarchical model to identify individual and institutional characteristics associated with varying levels of student engagement in educationally purposeful activities. Parental education and ..."
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Cited by 40 (3 self)
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The self-reported experiences of 50,883 undergraduates at 123 institutions were analyzed using a multinomial hierarchical model to identify individual and institutional characteristics associated with varying levels of student engagement in educationally purposeful activities. Parental education and student academic preparation were positively associated with higher levels of engagement. White students were generally less engaged than students from other racial and ethnic groups whereas men were more likely to be either disengaged or highly engaged compared with women. Students at public institutions and research universities were less engaged than their counterparts at private colleges and other institutional types. Individual student perceptions of certain aspects of the institutional environment affected engagement in complicated ways. KEY WORDS: educational disengagement; educational engagement; college student; multinomial hierarchical model.
