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Student Use (student + use)
Selected AbstractsStudent use of computer-assisted learning (CAL) and effects on learning outcomesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2003Craig Zimitat Abstract This article reports on a qualitative evaluation of student use of a computer-assisted learning (CAL) program and associated learning outcomes. Learning outcomes were classified by analysis of examination scripts using the Structure of Observed Learning Outcomes (SOLO) taxonomy, and individuals were interviewed to uncover aspects of their learning processes while using the CAL program. All students were aware of the "design for learning" features of the CAL program, although not all students were able to take advantage of these because of their own note-taking practices. Verbatim or excessive note-taking was associated with surface learning outcomes, while summarizing or personal note-taking and engagement with the program was associated with deep learning outcomes. Other factors affecting learning outcomes included students' perceptions of the role of the program, social elements of the learning environment, and a lack of distinction between major and minor issues in the content. [source] Students' use of the energy model to account for changes in physical systemsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2008Nicos Papadouris Abstract The aim of this study is to explore the ways in which students, aged 11,14 years, account for certain changes in physical systems and the extent to which they draw on an energy model as a common framework for explaining changes observed in diverse systems. Data were combined from two sources: interviews with 20 individuals and an open-ended questionnaire that was administered to 240 students (121 upper elementary school students and 119 middle school students). We observed a wealth of approaches ranging from accounts of energy transfer and transformation to responses identifying specific objects or processes as the cause of changes. The findings also provide evidence that students do not seem to appreciate the transphenomenological and unifying nature of energy. Students' thinking was influenced by various conceptual difficulties that are compounded by traditional science teaching; for instance, students tended to confuse energy with force or electric current. In addition, the comparison between the responses from middle school students and those of elementary school students demonstrates that science teaching and maturation appeared to have a negligible influence on whether students had constructed a coherent energy model, which they could use consistently to account for changes in certain physical systems. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 444,469, 2008 [source] Higher Education Classroom Fail to Meet Needs of Faculty and StudentsJOURNAL OF INTERIOR DESIGN, Issue 2 2000Lennie Scott-Webber Ph.D. OBJECTIVES: The objectives of this study were (1) to determine differences between faculty and student opinions about university classrooms when the User's Environmental Interaction Framework (UEIF) model's quadrants were considered together, (2) to determine the positive, negative, and different effects between these populations within each UEIF quadrant, and (3) to determine faculty and student use. RESEARCH DESIGN: The User's Environmental Framework (UEIF) guided the research at a large university. This framework has four quadrants: environmental/value dimensions, and behavioral/internal responses, prox-emics concepts, and interactional influences. The study had two parts: (1) a 48-question questionnaire, and (2) behavioral observations surveying both faculty and students (120 subjects) who used 15 general purpose classrooms. ANALYSIS: Stepwise Discriminant Analysis determined which subset of questions best separates student from faculty responses. Canonical Discriminant Analysis further explained relationships. KEY FINDINGS: Return rate was 67% and four observations of each classroom were conducted. Faculty and students agreed on the majority of the items. Subjects felt lighting, air quality, maintenance, equipment, and general comfort were adequate. There was a lack of commitment to the classrooms and subjects had little desire to stay in these rooms. Faculty and students disagreed on 10 questions. Faculty felt the classrooms did not convey a positive experience relating to noise control, seating flexibility, and lacked provision for social interaction. Students found signage inadequate and felt classrooms were uninspiring, nonanticipatory, and lacking symbolic meaning. Behavioral observations supported these concerns. CONCLUSION: Results indicate that general purpose classrooms on this campus do not meet all needs of faculty or students. Problem areas can be addressed through thoughtful knowledge-based interior design solutions. "I have to use a lecture format because I can't change the seating around to include group discussion." "I have to send students out into the hallway if I want to utilize a team approach in my teaching, because the seating is fixed." "I have to move the furniture at the front of the room out of my way as it looks like a used furniture store." "Technology is not integrated, nor easily accessible. It is provided ad hoc, and looks it." [source] Learning at the nanoscale: The impact of students' use of remote microscopy on concepts of viruses, scale, and microscopyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2003M. Gail Jones The rapid pace of development is bringing advanced technologies to the World Wide Web (WWW), and, as a result, schools have access to new tools for science investigations. In this exploratory study, we investigated how an educational experience organized around students' use of a WWW-controllable atomic force microscope (AFM) influenced students' understandings of viruses. The context for the study was a weeklong unit on viruses for two high school biology classes which incorporated student use of the WWW controllable AFM. We also investigated how the haptic (involving kinesthetics and touch) experiences afforded by this tool might influence students' knowledge of viruses, microscopy, and nanometer scale. Fifty students from two high school biology classes participated in a series of instructional activities and pre- and postassessments (knowledge test, opinion questionnaire, and interviews). Results showed that students' understandings of microscale, virus morphology, and dimensionality changed as a result of the experiences. Students' conceptions moved from a two-dimensional textbook-like image of a virus to a three-dimensional image of an adenovirus. The results of this preliminary study suggest that the use of the technology as a tool for learning about morphology of materials too small to see may be beneficial. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 303,322, 2003 [source] Student use of computer-assisted learning (CAL) and effects on learning outcomesBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 2 2003Craig Zimitat Abstract This article reports on a qualitative evaluation of student use of a computer-assisted learning (CAL) program and associated learning outcomes. Learning outcomes were classified by analysis of examination scripts using the Structure of Observed Learning Outcomes (SOLO) taxonomy, and individuals were interviewed to uncover aspects of their learning processes while using the CAL program. All students were aware of the "design for learning" features of the CAL program, although not all students were able to take advantage of these because of their own note-taking practices. Verbatim or excessive note-taking was associated with surface learning outcomes, while summarizing or personal note-taking and engagement with the program was associated with deep learning outcomes. Other factors affecting learning outcomes included students' perceptions of the role of the program, social elements of the learning environment, and a lack of distinction between major and minor issues in the content. [source] Plant protoplast isolation , a practical approachBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2000V. Prasad A method for the isolation of plant protoplasts is presented that uses inexpensive sources of enzymes. It is suitable for student use in Biotechnology. [source] Examining Drivers of Course Performance: An Exploratory Examination of an Introductory CIS Applications CourseDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2006Rhonda A. Syler ABSTRACT The accelerating diffusion of broadband Internet access provides many opportunities for the development of pedagogically robust Web-based instruction (WBI). While the supporting technology infrastructure of broadband disseminates, the attention of academic researchers focuses upon issues such as the drivers of student usage of WBI. Specifically, the research presented herein examined the impact of WBI on a student's aggregate course performance. We hypothesized that learning independence (LI) is a determinate factor in a student's use of WBI. In this study, we employed structural equation modeling techniques to examine the data and assess the direct and indirect effects of LI on WBI usage. The subjects, students in an introductory Computer Information Systems applications course, used a Web-based tutorial program for skills instruction. The findings of this study suggest that WBI usage has a significant impact on a student's course performance. Despite its plausibility, the effect of LI on WBI usage was not significant. However, we did conclude that two of the second order factors of the LI construct have a direct effect on a student's performance in the course. [source] | ||||||||||