A5055399485- Higher Education Learning Practices
- Higher Education and Employability
- Gender and Technology in Education
- Teaching and Learning Programming
- Collaborative Teaching and Inclusion
- Evaluation of Teaching Practices
- Innovative Teaching Methods
- Experimental Learning in Engineering
- Competency Development and Evaluation
- Innovative Teaching and Learning Methods
- Engineering Education and Curriculum Development
- Second Language Learning and Teaching
Oklahoma City University
2012
Abstract This study investigated the impact of collaborative and individualized student response system‐based instruction on learner motivation, metacognition, concept transfer in a large‐enrolment undergraduate science course. Participants group responded to conceptual questions, discussed their responses small groups, provided revised question (peer [PI]). A comparison (IRs) same questions. Results motivation measure revealed drop confidence for students both groups. may be explained by...
The study sought to establish the kind of computer prior knowledge (CPK) students in a teacher training collegepossessed before enrolling with college. It also analyzed differences students’ cognitive and affectiveoutputs their studies between CPK those without it. Participants were 168 studentsfrom teachers’ college (males = 63; females 105; average age 31; SD =6, 74). Data collected using astructured survey questionnaire. statistically SPSS determine instudents’ perceived self–efficacy...
In many parts of the world, co-teaching has been used as an alternative to lone-teaching approaches. Co-teaching entails collaboration two or more teachers in planning, delivery, and evaluation instruction. Given its flexible nature, widely a variety educational contexts. While research extensively dealt with contexts little is known about that brings together expatriate local ones settings where both collaborate enhance implementation competence-based curriculum (CBC) goals. This study...