How Media Ecologies can Address Diverse Student Needs

@article{Darcy2009HowME,
  title={How Media Ecologies can Address Diverse Student Needs},
  author={Cleora J. D'arcy and Darin M. Eastburn and Bertram C. Bruce},
  journal={College Teaching},
  year={2009},
  volume={57},
  pages={56 - 63}
}
Post-secondary education sees an increasing variety of instructional media and an increasing diversity among learners. The goal of this study was to ascertain whether students of different learning styles, majors, and genders benefited from particular instructional media. Students completed a learning styles inventory and a survey of perceived usefulness of each instructional medium. Qualitative information was collected in student focus groups. All students perceived some of the same… 

Mobile Learning

Despite the proliferation of mobile devices, there is limited awareness of how journalism students are prepared for the evolving nature of the workplace in regard to mobile devices and how journalism

Activating Theory in the Introductory Classroom: Erving Goffman Visits Wisteria Lane

Instructors of large, general education lecture courses face a number of student engagement and learning challenges. In this article, we develop and assess an interactive lecture that introduces a

Learner Satisfaction toward using IRS in Synchronous Sessions of an Online Course

This paper investigated learners' satisfaction toward using instant responses system (IRS) in an online course. A survey was conducted for assessing how IRS's functionalities (feedback, engagement,

Interactive white boards: changing students' attitudes about science

The data attained shows that when an IWB was used to deliver curriculum there was a statistically positive change in students’ attitudes towards science.

The influence of instructional media use on pupils’ mastery of reading and writing in Kiswahili Language in Kinondoni District, Tanzania

*Corresponding Author Email: ngussathe5th@gmail.com The study sought to establish the influence of instructional media use on pupils’ mastery of reading and writing in Kiswahili language in Kinondoni

Nonverbal immediacy behaviors and online student engagement: bringing past instructional research into the present virtual classroom

ABSTRACT Nonverbal immediacy behaviors are underresearched in the online teaching environment. Using social presence theory as a guiding framework, this study explores several online nonverbal

Scholarship of Teaching and Learning (SoTL) Projects in Plant Pathology

All faculties who have teaching responsibilities should endeavour to teach effectively. Some elements of effective teaching include conveying information to students in an organised manner, engaging

Evidence‐Based Clicker Use: Audience Response Systems for Rehabilitation Nurses

With clickers, the knowledge and viewpoints of participants can be instantly graphed and displayed, and pertinent information can be provided in real‐time, which is consistent with clicker research conducted in academic environments.

From resistance to acceptance and use of technology in academia

The phenomenon of faculty’s resistance to use technology in higher education is the focus of this research as a secondary reading of the existing relevant research with the purpose of analyzing

An Analysis of the Effect of Lecture Capture Initiatives on Student-Athletes at an NCAA Division I Institution.

Student-athletes often miss class due to travel and competitions (Diersen, 2005; F. Wiseman, personal communication, September 30, 2010; Hosick, 2010; NCAA On-line, 2008; Rhatigan, 1984). Missing

References

SHOWING 1-10 OF 28 REFERENCES

Implementing Selected Teaching Strategies to Accommodate Different Learning Styles among Students Enrolled in an Introductory Food Science and Human Nutrition course '

We conducted an exploratory, qualitative study of the impact of selected teaching strategies implemented in Introduction Food Science and Human Nutrition, a course with an enrollment of 208

Learning styles and pedagogy in post-16 learning: a systematic and critical review

Learning style instruments are widely used but not enough is known about their reliability and validity and their impact on pedagogy in post-16 learning. This report documents work from a project

Interaction of media, cognition and learning

Contents: R.E. Snow, Foreword. H. Gardner, Foreword. Preface. The Author. Reexamining Educational Research and Conceptions of Media. Characteristics of Symbol Systems. Relationships of Symbol Systems

Learning and Teaching Styles in Engineering Education.

When Linda Silverman and I wrote this paper in 1987, our goal was to offer some insights about teaching and learning based on Dr. Silverman’s expertise in educational psychology and my experience in

The Disappearance of Technology: Toward an Ecological Model of Literacy

Diverse voices have outlined the advantages or disadvantages of technology as they have emerged within classrooms, businesses, communities, and families. Enthusiasts vaunt technological changes,

Gregorc's Cognitive Styles: College Students' Preferences for Teaching Methods and Testing Techniques

This study investigated the preferences of liberal arts students for various teaching methods and testing techniques in relation to their cognitive style. 100 students completed the Gregorc Style

Plants, Pathogens, and People: Extending the Classroom to the Web

Plants, Pathogens, and People is a Web site promoting agricultural awareness via multimedia lectures about plant diseases and online lab activities in which students investigate phenomena. The use of

Cognitive flexibility theory : advanced knowledge acquisition in ill-structured domains

A theoretical orientation for more successful advanced knowledge acquisition in ill-structured domains, cognitive flexibility theory is sketched, which emphasizes the use of multiple mental and pedagogical representations and the need for participatory learning, tutorial guidance, and adjunct support for aiding the management of complexity.

THE CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING.

A: The Carnegie Foundation for the Advancement of Teaching’s current mission is to support needed transformations in American education through tighter connections between teaching practice, evidence of student learning, the communication and use of this evidence, and structured opportunities to build knowledge.