Research Annotations

Records: 239

Surveying Student Perspectives of Quality: Value of QM rubric items

Penny Ralston-Berg

APA Citation

Ralston-Berg, P. (2014). Surveying student perspectives of quality: Value of QM rubric items. Internet Learning, 3(1), 11.

Annotation

Presents the results of the survey on student perspectives of quality.
No discussion is provided.

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The Experience of Three Flipped Classrooms in an Urban University: An exploration of design principles

Min Kyu Kim     So Mi Kim     Otto Khera     Joan Getman

Annotation

This study deploys the theory-driven analytic framework−Revised Community of Inquiry (RCOI) (Garrison, Anderson, & Archer, 2000, Shea & Bidjerano, 2010, Shea et al., 2012, Swan et al., 2012) – by first investigating the impact of the flipped classroom approach on three participating classrooms as a means of eliciting a model that is able to guide the elaboration of design principles. This study aimed to investigate participants’ perceived values of the flipped
classrooms with respect to . . . the RCOI components and to elaborate a design framework from
which design principles for the flipped classrooms could be specified. Mixed-Methods study, Overall students were satisfied with the flipped classroom activities, with many agreeing
that the class time interaction was helpful to their understanding of course concepts. Students
perceived that the flipped classroom activities were more student-oriented than traditional class
activities (mean=3.7 out of 4)

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The Web at 25 in the US

Susannah Fox     Lee Rainie

APA Citation

Fox, S., & Rainie, H. (2014). The Web at 25 in the US. Pew Research Center [Internet & American Life Project].

Annotation

The year 2014 marked the 25th-year anniversary of the World Wide Web. Since 1995, the Pew Research Center has recorded the exponential growth of internet use in our everyday lives. This report (N=857) summarizes (1) Adoption: 87% of American adults use the internet. Adult ownership of cellphone has grown from 53% in 2000 to 90% in 2014. (2) Impact: 53% of internet users state internet would be very hard to give up. Moreover, about 60% of them said internet is essential for job-related reasons. . . . (3)Online social climate: 76% of internet users said they had been treated kindly on the internet.

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“U-Pace” Instruction: Improving student success by integrating content mastery and amplified assistance

D. M. Reddy     H. M. Pfeiffer     R. Fleming     K. A. Ports     L. E. Pedrick     J. L. Barnack-Tavlaris     R. A. Swain     D. L. Jirovec     A. M. Helion     R. A. Swain

APA Citation

Reddy, D. M., Pfeiffer, H. M., Fleming, R., Ports, K. A., Pedrick, L. E., Barnack-Tavlaris, J. L., Swain, R. A, Jirovec, D.L., Helion, A.M. and Swain, R.A. (2013). “U-Pace” instruction: Improving student success by integrating content mastery and amplified assistance. Journal of Asynchronous Learning Networks, 17(1), 147-154.

Annotation

U-Pace is an online, behavioral-based pedagogical tool that teaches students habits to succeed in college. The program is personalized to individual students and focuses on students’ strengths and motivations. When the system was compared to face-to-face traditional instruction, U-Pace instruction was found to be reduce the achievement gap between “disadvantaged” students and increase overall student performance. Disadvantaged students also increased their rate of content mastery. Areas of . . . increased student abilities included many desirable skills for future employers including: time management, sense of achievement, and study skills, and self-control of learning process.

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College Student Choice among Electronic and Printed Textbook Options

Dmitriy V. Chulkov     Jason VanAlstine

APA Citation

Chulkov, D. V., & VanAlstine, J. (2013). College student choice among electronic and printed textbook options. Journal of Education for Business, 88:4, 216-222.

Annotation

This study looks at what factors lead to students choosing eBooks or traditional paper, physical books. Using OLS, the researchers found that ease of use and ease of purchasing were factors in what kind of class material students chose to utilize for class. It is also important to note that students’ ability to keep their text book after completion of the class was not statistically significant (sample was 57% non-discipline majors) but being able to effectively use the textbook to learn was . . . important. Cost was also an important factor when considering whether to buy a physical book or eBook. No difference was found within demographic groups, technological abilities, or academic performance.
This study has some generalizability as it had a high response rate (90%), however, some caution should be taken when considering that the study only looks at 9 sections of introduction courses. Based on their results, the researchers suggest that universities provide different formats for textbooks and allow students to choose the best fit for them.

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Developing a Pedagogy of Mutuality in a Capability Approach: Teachers’ experiences of using the Open Educational Resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme

Patricia Murphy     Freda Wolfenden

APA Citation

Murphy, P., & Wolfenden, F. (2013). Developing a pedagogy of mutuality in a capability approach: Teachers’ experiences of using the open educational resources (OER) of the teacher education in Sub-Saharan Africa (TESSA) Programme. International Journal of Educational Development, 33(3), 263-271.

Annotation

The Tessa (teacher education in sub Saharan Africa) program aims to improve teacher education at scale by developing open educational resources (OER) that allow sustainable and locally managed pedagogical change in higher education institution and schools. The article offers research approach to understanding pedagogical change that recognizes the dialectical relationship between national policies and institutional structures and practices, and the consequent impact of these on teachers' . . . practice and pupil's learning.
It is extending an experience of quality education to all pupils is the central aim of the global free primary education policy adopted across countries in sub-Saharan Africa. The realization of this policy is, dependent on the quality of teachers and recent reports have highlighted the key role of teach education in shifting modes of interaction in African schools to those which more fully support pupils learning.
In summary, it makes clear that curriculum and assessment reform is a necessary condition for change but not an effective mechanism for it. Teachers education programs can drive pedagogical change in schools and sustain it and at the same time begin to influence policy response to pedagogical change.

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Discovering Statistics Using IBM SPSS Statistics

A. Field

APA Citation

Field, A. (2013). Discovering statistics using IBM SPSS statistics. sage.

Annotation

Not available

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Do mobile technologies reshape speaking, writing, or reading?

Naomi S. Baron

APA Citation

Baron, N. S. (2013). Do mobile technologies reshape speaking, writing, or reading?. Mobile Media & Communication, 1(1), 134-140.

Annotation

Baron suggests several research questions regarding mobile technologies and its potential influence on speech, writing and reading. Speech : the influence of electronically-mediated language (e.g. text message) on spoken language is well-established. Future research should focus on cellphone users’ perception of phone call in public as problematic. Writing : although typewriters increased volume of writings, emergence of mobile device decreased length of the writings. Reading: most of the . . . research on on-screen text and cognitive understandings of the text are conducted using data from United States. non-U.S. context deserve more attention. For example, a research showed that consumers’ interest in eBook was much higher in India (24%) compared to Japan (8%) and France (5%)

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eTextbook Access, Usage, and Beliefs

A. deNoyelles     R. Seilhamer

APA Citation

Denoyelles, A., & Seilhamer, R. (2013). eTextbook access, usage, and beliefs: implications for adoption in higher education. Journal of Applied Research in Higher Education, 5(2), 189-201.

Annotation

This research is inspired by the need for additional information on understanding how instructors and students are utilizing eBooks to transform their learning environment. Specifically, this study looks at a university where there is no institution-wide push for eBook use, a research area that is missing from the literature.
Using a university-wide survey (n = 933) – most of whom are undergraduates (86%) and female (69%), the researchers find that eBooks usage is lower than institutions with . . . eBook initiatives. Further, instructional and learning features are not being used by instructors or students, hampering the effectiveness of eBooks’ benefits. As such, it is suggested that additional professional development be given to educate individuals on how to properly utilize eBooks. However, because there are fewer individuals opting to purchase eBooks compared to traditional physical books, if universities believe eBooks hold additional value compared to physical books, then campus-wide initiatives should be sought after.

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Factors Influencing Students’ Likelihood to Purchase Electronic Textbooks

R. W. Stone     L. Baker-Eveleth

APA Citation

Stone, R. W., & Baker-Eveleth, L. (2013). Factors influencing students’ likelihood to purchase electronic textbooks. Interdisciplinary Journal of E-Learning and Learning Objects, 9, 89-103.

Annotation

Looking at a sample of 529 students, this study seeks to find out what motivates students’ reasons for purchasing e-text. Focusing on business and retail modeled theories of consumer purchasing, the study finds that students are more likely to purchase e-text’s if they find the content useful, easy to use, and are aroused (interested and stimulated) by the e-text. Perceived value and effort of finding lower priced textbooks did not affect students’ likeness of buying an e-text. Findings mirrored . . . those of Falc (2013) in both significant variables for and against purchasing e-texts. However, the present study is more generalizable as it surveyed students across the university compared to Falc’s study of looking at just public speaking students.
Ultimately, the researchers suggest that if faculty want students to use e-texts, then faculty need to educate students on e-texts’ benefits. Likewise, e-text creators have the responsibility to make their products attractive and user-friendly for students who are hesitant to adapt the new technology.

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