WorldWideScience

Sample records for k-12 online teaching

  1. Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching

    Science.gov (United States)

    Pulham, Emily B.; Graham, Charles R.; Short, Cecil R.

    2018-01-01

    Although research has explored teacher competencies in K-12 blended and online learning, it has not specified which competencies are appropriate to an online or digital medium, which refer to blending in-person with online experiences, or which are generic--applicable in any teaching modality. This article explores selected K-12 online and blended…

  2. Learning to Teach Online: A Systematic Review of the Literature on K-12 Teacher Preparation for Teaching Online

    Science.gov (United States)

    Moore-Adams, Brianne L.; Jones, W. Monty; Cohen, Jonathan

    2016-01-01

    There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to…

  3. Preparing for Online Teaching: Web-Based Assessment and Communication Skills in K12

    Science.gov (United States)

    DeNisco, Alison

    2013-01-01

    Students are doing less hand-raising and more clicking as online classes become increasingly popular in K12 instruction, both in combination with brick-and-mortar classrooms and in independent full-time virtual schools. With online instruction comes a change in the nature of teaching, communicating with, and assessing students. As schools move to…

  4. Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

    Science.gov (United States)

    Quiroz, René E.; Ritter, Nicola L.; Li, Yun; Newton, Rhonda C.; Palkar, Trupti

    2016-01-01

    The number of online courses, programs, and schools are growing exponentially in K-12 education. Given the unique nature of online courses and the distinct skills necessary to create a quality online course, it is essential that effective professional development be provided for teachers designing online courses. Online courses need to be of the…

  5. Approaching K-12 Online Education in Pennsylvania

    Science.gov (United States)

    Vadell, Kathryn

    2013-01-01

    The purpose of this study is to determine how K-12 schools are addressing the need to accommodate online learners in Pennsylvania. It is built upon a review of literature focusing on educational legislation, the personalization of online learning and online learning solutions. The study posed 21 questions utilizing a mixed methods approach to…

  6. Retaining K-12 Online Teachers: A Predictive Model for K-12 Online Teacher Turnover

    Science.gov (United States)

    Larkin, Ingle M.; Lokey-Vega, Anissa; Brantley-Dias, Laurie

    2018-01-01

    The purpose of this study was to measure and explore factors influencing K-12 online teachers' turnover intentions, with job satisfaction and organizational commitment serving as moderating variables. Using Fishbein and Ajzen's Theory of Reasoned Action and Planned Behavior (1975), this study was conducted in public, private, charter, for-profit,…

  7. Investigating the Potential of MOOCs in K-12 Teaching and Learning Environments

    Science.gov (United States)

    Nigh, Jennifer; Pytash, Kristine E.; Ferdig, Richard E.; Merchant, William

    2015-01-01

    The massive open online course (MOOC) is a relatively new concept in K-12 teaching and learning environments. Although significant work has been done with MOOCs since 2008, it has only been recently that MOOCs have been studied with K-12 populations. The purpose of this study was to further examine the motivation of K-12 students enrolled in a…

  8. Keeping Pace with K-12 Online Learning, 2016

    Science.gov (United States)

    Gemin, Butch; Pape, Larry

    2017-01-01

    "Keeping Pace with K-12 Online Learning 2016" marks the thirteenth consecutive year Evergreen has published its annual research of the K-12 education online learning market. The thirteen years of researching, writing and publishing this report represents a time of remarkable change. There has been a constant presence that has become the…

  9. Evaluating the Performance of Online K-12 Schools

    Science.gov (United States)

    Carpenter, Dick; Kafer, Krista; Reeser, Kelly; Shafer, Sheryl

    2015-01-01

    This article examines K-12 online student and school performance across an entire state (Colorado) in the United States through two comparisons. First, state assessment scores of students in online schools are compared to those in traditional brick and mortar schools. Second, the accountability scores of online schools are compared to those of…

  10. Designer Librarian: Embedded in K12 Online Learning

    Science.gov (United States)

    Boyer, Brenda

    2015-01-01

    Over the past two decades, shifts in technology have altered the roles of school librarians in a multitude of ways. New rigorous standards, proliferation of devices, and steady growth of online and blended learning for the K12 market now demand librarians engage with learners in online environments. Taking an instructional design approach is the…

  11. Online System Adoption and K-12 Academic Outcomes

    Science.gov (United States)

    Kimmons, R.

    2015-01-01

    This study seeks to understand the relationship between K-12 online system adoption (e.g., Blackboard, Edmodo, WordPress) and school-level academic achievement ratings. Utilizing a novel approach to data collection via website data extraction and indexing of all school websites in a target state in the United States (n?=?732) and merging these…

  12. Exploring the Effectiveness of Online Education in K-12 Environments

    Science.gov (United States)

    Heafner, Tina L., Ed.; Hartshorne, Richard, Ed.; Petty, Teresa, Ed.

    2015-01-01

    The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines…

  13. The Preparation of Teacher Candidates for K-12 Online Learning Environments: A Case Study

    Science.gov (United States)

    Williams, Nicole V.

    2015-01-01

    The purpose of this study was to determine how teacher education programs may better prepare teacher candidates to teach in K-12 online learning environments. The primary research question addressed was: What specific knowledge, skills, and dispositions should teacher education programs include in their curriculum to better prepare teacher…

  14. Interview with Joe Freidhoff: A Bird's-Eye View of K-12 Online Learning

    Science.gov (United States)

    Pourreau, Leslie

    2015-01-01

    The intent of this article is to introduce long-time "Online Learning" readership to the field of K-12 online learning while also providing direction for the K-12 online learning scholars about where the field is going or should be going in terms of meeting the needs of K-12 stakeholders. Recently an interview was conducted with Dr. Joe…

  15. K-12 Online Learning and the Training Needs for School Psychology Practitioners

    Science.gov (United States)

    Tysinger, P. Dawn; Tysinger, Jeff; Diamanduros, Terry; Kennedy, Kathryn

    2013-01-01

    K-12 online learning is growing at an exponential rate in the United States and around the world. Students and teachers are entering and embracing the K-12 online learning environment. Thus, it becomes imperative for school psychologists to follow. In order to offer the most productive learning environment for all students, the services provided…

  16. Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

    Science.gov (United States)

    Daum, David N.; Woods, Amelia M.

    2015-01-01

    K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…

  17. Workshop Results: Teaching Geoscience to K-12 Teachers

    Science.gov (United States)

    Nahm, A.; Villalobos, J. I.; White, J.; Smith-Konter, B. R.

    2012-12-01

    A workshop for high school and middle school Earth and Space Science (ESS) teachers was held this summer (2012) as part of an ongoing collaboration between the University of Texas at El Paso (UTEP) and El Paso Community College (EPCC) Departments of Geological Sciences. This collaborative effort aims to build local Earth science literacy and educational support for the geosciences. Sixteen teachers from three school districts from El Paso and southern New Mexico area participated in the workshop, consisting of middle school, high school, early college high school, and dual credit faculty. The majority of the teachers had little to no experience teaching geoscience, thus this workshop provided an introduction to basic geologic concepts to teachers with broad backgrounds, which will result in the introduction of geoscience to many new students each year. The workshop's goal was to provide hands-on activities illustrating basic geologic and scientific concepts currently used in introductory geology labs/lectures at both EPCC and UTEP to help engage pre-college students. Activities chosen for the workshop were an introduction to Google Earth for use in the classroom, relative age dating and stratigraphy using volcanoes, plate tectonics utilizing the jigsaw pedagogy, and the scientific method as a think-pair-share activity. All activities where designed to be low cost and materials were provided for instructors to take back to their institutions. A list of online resources for teaching materials was also distributed. Before each activity, a short pre-test was given to the participants to gauge their level of knowledge on the subjects. At the end of the workshop, participants were given a post-test, which tested the knowledge gain made by participating in the workshop. In all cases, more correct answers were chosen in the post-test than the individual activity pre-tests, indicating that knowledge of the subjects was gained. The participants enjoyed participating in these

  18. Commercially Available or Home-Grown: A Cost-Effectiveness Analysis of K-12 Online Courses

    Science.gov (United States)

    Proffitt, Susan

    2014-01-01

    Online learning in K-12 education is becoming a familiar option for students. By the end of 2011, all 50 states and the District of Columbia offered some form of online learning as an option for some students (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). Online courses are appealing to students for a variety of reasons. The five most common…

  19. K-12 Online Teacher Beliefs: Relationships among Intelligence, Confidence, Teacher-Student Interactions, and Student Outcomes

    Science.gov (United States)

    Vander Ploeg, Guadalupe

    2012-01-01

    The vigorous expansion of online learning in K-12 education is a recent change to the conceptualization of schooling that has been occurring for more than 10 years. However, methods used for recruiting, hiring, and preparing online teachers have not been altered beyond the current federal standard defined by No Child Left Behind of Highly…

  20. Teaching History with Museums: Strategies for K-12 Social Studies

    Science.gov (United States)

    Marcus, Alan; Stoddard, Jeremy; Woodward, Walter W.

    2011-01-01

    "Teaching History with Museums" provides an introduction and overview of the rich pedagogical power of museums. In this comprehensive textbook, the authors show how museums offer a sophisticated understanding of the past and develop habits of mind in ways that are not easily duplicated in the classroom. Using engaging cases to illustrate…

  1. An Examination of Dropout Rates for Hispanic or Latino Students Enrolled in Online K-12 Schools

    Science.gov (United States)

    Corry, Michael; Dardick, William; Stella, Julie

    2017-01-01

    As the number of online K-12 educational offerings continues to grow it is important to better understand key indicators of success for students enrolled in these classes. One of those indicators is student dropout rates. This is particularly important for Hispanic or Latino students who traditionally have high dropout rates. The purpose of this…

  2. Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting

    Science.gov (United States)

    Larkin, Ingle M.; Brantley-Dias, Laurie; Lokey-Vega, Anissa

    2016-01-01

    The purpose of this study was to measure and explore factors influencing K-12 online teachers' job satisfaction, organizational commitment, and turnover intentions. Using Maslow's Hierarchy of Needs (1954), Herzberg's Two-Factor Theory of Satisfaction (1959, 1968), Meyer and Allen's measure of Organizational Commitment (1997), and Fishbein and…

  3. Keeping Pace with K-12 Online & Blended Learning: An Annual Review of Policy and Practice. 10 Year Anniversary Issue

    Science.gov (United States)

    Watson, John; Murin, Amy; Vashaw, Lauren; Gemin, Butch; Rapp, Chris

    2013-01-01

    "Keeping Pace with K-12 Online & Blended Learning" (2013), the 10th in a series of annual reports that began in 2004, examines the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. In this 10th…

  4. Integrating Emerging Technologies in Teaching Ugandan Traditional Dances in K-12 Schools in New York City

    Science.gov (United States)

    Mabingo, Alfdaniels

    2015-01-01

    Schools in New York City have made attempts to embrace and support the strand of "making connections", which is laid out in the New York City Department of Dance blueprint for teaching and learning in dance for grades PreK-12. Accordingly, some schools have integrated Ugandan traditional dances into the dance curriculum, and dance…

  5. Teaching and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms

    Science.gov (United States)

    Grant, Michael M.; Tamim, Suha; Brown, Dorian B.; Sweeney, Joseph P.; Ferguson, Fatima K.; Jones, Lakavious B.

    2015-01-01

    While ownership of mobile computing devices, such as cellphones, smartphones, and tablet computers, has been rapid, the adoption of these devices in K-12 classrooms has been measured. Some schools and individual teachers have integrated mobile devices to support teaching and learning. The purpose of this qualitative research was to describe the…

  6. The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

    Science.gov (United States)

    Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

    2013-12-01

    The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

  7. A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-10-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.

  8. Narratives from the Online Frontier: A K-12 Student's Experience in an Online Learning Environment

    Science.gov (United States)

    Barbour, Michael; Siko, Jason; Sumara, JaCinda; Simuel-Everage, Kaye

    2012-01-01

    Despite a large increase in the number of students enrolled in online courses, published research on student experiences in these environments is minimal. This article reports the narrative analysis of a series of interviews conducted with a female student at a brick-and-mortar school enrolled in a single virtual school course. Her narratives…

  9. Online Assessment, Measurement and Evaluation Case Studies from Higher Education, K-12 and Corporate

    Directory of Open Access Journals (Sweden)

    Reviewed by Dr. Adnan BOYACI

    2006-01-01

    Full Text Available With the revolution occurred in communication technologies at the beginning of 1990’s, network technologies have emerged as the challenging parameters accelerating improvements of instructional technologies. Online classrooms and management of them appeared as a new domain which necessitates a new paradigm different from the classical ones. User and instructor friendly learning context and management systems (LCMS have brought new approaches, techniques and tools for the assessment and measurement processes. These approaches, techniques and tools embedded in LCMS have redefined not only the way teachers teach but also students learn. WebCT, Blackboard and eCollege and many others as the online instructional environments have provided new opportunities to construct a coherent instructional system which has never been used as a unique environment any before. Assessment and measurement have been redefined within this framework. The successes of assessment and measurement methodologies or system inevitably depend on conceptualization and then implementation to different educational settings.

  10. Integrating Online GIS into the K-12 Curricula: Lessons from the Development of a Collaborative GIS in Michigan

    Science.gov (United States)

    Henry, Paul; Semple, Hugh

    2012-01-01

    GIS has shown promise in Project Based Learning (PBL) environments, but many obstacles exist in its integration into school curriculums. This article discusses the development and utilization of an online GIS tool that was created to illustrate that the perceptual gap between relevance and ease of use of GIS software can be bridged at the K-12

  11. Improving the K-12 Online Course Design Review Process: Experts Weigh in on iNACOL National Standards for Quality Online Courses

    Science.gov (United States)

    Adelstein, David; Barbour, Michael K.

    2017-01-01

    Within the K-12 online learning environment there are a variety of standards that designers can utilize when creating online courses. To date, the only research-based standards available are proprietary in manner. As such, many jurisdictions have begun adopting online course design standards from the leading advocacy organization, which that have…

  12. 3-D Teaching of Climate Change: An innovative professional learning model for K-12 teachers

    Science.gov (United States)

    Stapleton, M.; Wolfson, J.; Sezen-Barrie, A.

    2017-12-01

    In spite of the presumed controversy over the evidence for climate change, the recently released Next Generation Science Standards (NGSS) for K-12 include a focus on climate literacy and explicitly use the term `climate change.' In addition to the increased focus on climate change, the NGSS are also built upon a new three dimensional framework for teaching and learning science. Three dimensional learning has students engaging in scientific and engineering practices (Dimension 1), while using crosscutting concepts (Dimension 2) to explore and explain natural phenomena using disciplinary core ideas (Dimension 3). The adoption of these new standards in many states across the nation has created a critical need for on-going professional learning as in-service science educators begin to implement both climate change instruction and three dimensional teaching and learning in their classrooms. In response to this need, we developed an innovative professional learning model for preparing teachers to effectively integrate climate change into their new curriculum and engage students in three dimensional learning. Our professional learning model utilized ideas that have emerged from recent science education research and include: a) formative assessment probes for three dimensional learning that monitor students' progress; b) collaboration with scientists with expertise in climate science to understand the domain specific ways of doing science; and c) development of a community of practice for in-service teachers to provide feedback to each other on their implementation. In this poster presentation, we will provide details on the development of this professional learning model and discuss the affordances and challenges of implementing this type of professional learning experience.

  13. K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

    Science.gov (United States)

    Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark

    2017-01-01

    A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level…

  14. Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle

    Science.gov (United States)

    2015-08-03

    AND SUBTITLE Mobile STEMship Discovery Center: K-12 Aerospace-Based Science, Technology, Engineering, and Mathematics (STEM) Mobile Teaching Vehicle...Center program to be able to expose Science Technology, Engineering and Mathematics (STEM) space-inspired science centers for DC Metro beltway schools

  15. The landscape of PreK-12 engineering online resources for teachers: global trends

    OpenAIRE

    Bagiati, Aikaterini; Evangelou, Demetra; Magana, Alejandra; Kaloustian, Garene; Zhu, Jiabin; Yoon, So Yoon

    2014-01-01

    Background: The newly formed discipline of engineering education is addressing the need to (a) enhance STEM education for precollege students and (b) identify optimum ways to introduce engineering content starting, perhaps, from the early ages. Introducing engineering at the Prekindergarten through 12th grade (PreK-12) education level requires significant changes in teacher preparation and support. It highlights the need for developing developmentally appropriate content knowledge and ped...

  16. Universal Design for Learning: Scanning for Alignment in K-12 Blended and Fully Online Learning Materials

    Science.gov (United States)

    Basham, James D.; Smith, Sean J.; Satter, Allyson L.

    2016-01-01

    In the process of evaluating online learning products for accessibility, researchers in the Center on Online Learning and Students with Disabilities concluded that most often consultation guides and assessment tools were useful in determining sensory accessibility but did not extend to critical aspects of learning within the Universal Design for…

  17. Preparing Special Educators for the K-12 Online Learning Environment: A Survey of Teacher Educators

    Science.gov (United States)

    Smith, Sean J.; Basham, James; Rice, Mary F.; Carter, Richard A., Jr.

    2016-01-01

    Pioneering research studies in teacher preparation in online settings have taken place, yet little to no work has been done specifically focused on teacher preparation for special education and learners with disabilities. In the present study, researchers from the Center on Online Learning and Students with Disabilities conducted a web-based…

  18. Keeping Pace with K-12 Online & Blended Learning: An Annual Review of Policy and Practice, 2013

    Science.gov (United States)

    Watson, John; Murin, Amy; Vashaw, Lauren; Gemin, Butch; Rapp, Chris

    2013-01-01

    This is the 10th annual "Keeping Pace" report. "Keeping Pace" has several goals: (1) add to the body of knowledge about online education policy and practice, and make recommendations for advances; (2) serve as a reference source for information about programs and policies across the country, both for policymakers and…

  19. Participative Teaching with Mobile Devices and Social Networks for K-12 Children

    Directory of Open Access Journals (Sweden)

    Livia Stefan

    2016-08-01

    Full Text Available This article details a set of participatory pedagogical experiments conducted within a research grant PN II IDEI (”Time Maps. Real communities, virtual worlds, experimented pasts” performed with the purpose of helping rural communities in identifying their cultural heritage andtransmitting it to the younger generations by means of modern IT technologies, including web 2.0. In a Danubian rural community, several points of archaeological interest (POIs were identified, which were then included in a geographic Augmented Reality application for smartphones and tablets. Subsequently, the geographic data were collected from the archaeological site by the K-12 children, under the coordination of an academic staff member of the National University of Arts in Bucharest, and stored on their devices using Google Maps. The augmented information provided onthe site was annotated and shared with other K-12 children, through different social networks sites (SNS and content postings. This first stage experiment was extended to the development of a social learning environment complementary to the educational site (www.timemaps.net to support thetransmission of several traditional technologies (textile, ceramic, glass in a collaborative manner. We consider that our experiments can significantly increase the visibility of the information pertaining to the identity of target places and communities among the younger generation. A mobile-learning paradigm, in combination with web 2.0 technologies, was the support for a distributed and low-cost platform for communication and collaboration. Social networks linked thearchaeological heritage and the academic research with the larger community of rural K-12 children. The article analyzes this platform as a solution for creating, collecting and sharingeducational content, and presents conclusions on using social media for effective blended learning and transmittal of the cultural heritage.

  20. Framework for online teaching

    DEFF Research Database (Denmark)

    Strobel, Bjarne W.

    2014-01-01

    The following framework for online teaching is a guidance to inspire you on how to to use e-learning in your teaching. Maybe you want to make a whole online course (distance learning) or maybe you want to use e-learning as a part of a course (blended learning). If you want to go further or have...

  1. The Development of Stereotype-Free Teaching Materials for the K-12 Levels. A Selected and Annotated List of Bibliographies on Latin American Studies for Teachers K-12.

    Science.gov (United States)

    Woods, Richard D.

    This document contains suggestions and materials for developing stereotype-free teaching materials. The paper is divided into five parts: (1) introduction, (2) bibliographies, (3) proverbs, (4) Spanish names, and (5) Spanish loan words. The introduction outlines 17 suggestions for developing units on cultural enrichment. Multiple resources for…

  2. Learning and Teaching with Web 2.0 Applications in Saudi K-12 Schools

    Science.gov (United States)

    Bingimlas, Khalid Abdullah

    2017-01-01

    This study aims to understand teachers' perspectives of the use of Web 2.0 applications in learning and teaching and to explore the barriers to their use. The sample of this study involved teachers from primary, middle, and secondary schools in the Kharj region. The total sample consisted of 352 teachers. A quantitative survey instrument was…

  3. Mathematics teaching and learning in K-12 equity and professional development

    CERN Document Server

    Foote, M

    2010-01-01

    The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked questions of the effectiveness of current mathematics teaching practices for meeting the needs of these students.

  4. Teaching Financial Literacy in K-12 Schools: A Survey of Teacher Beliefs and Knowledge

    Science.gov (United States)

    Otter, Dan

    2010-01-01

    The purpose of this study was to learn teacher attitudes and beliefs about teaching personal finance, as well as teacher understanding of a few core personal finance concepts. The population consisted of 1,120 classroom teachers from two public school districts in two states. The research questions were: (a) What are teacher attitudes and beliefs…

  5. Linking the watershed to the schoolshed: teaching sustainable development in K-12 with the Chester RIver Watershed Observatory

    Science.gov (United States)

    Trembanis, A. C.; Levin, D.; Seidel, J.

    2012-12-01

    The Chester River has been the subject of ongoing scientific studies in response to both the Clean Water Act and the EPA's Chesapeake Bay Program initiatives. The Upper, Middle, and Lower Chester are on the Maryland Department of Environment's list of "impaired waters". The Chester River Watershed (CRW) Observatory is lead by the Center for Environment & Society at Washington College. Eight clusters representing 22 public and private K-12 schools in the CRW provide the sampling sites distributed throughout the watershed. Weather stations will be installed at these sites allowing monitoring of the watershed's microclimate. Each cluster will be assigned a Basic Observation Buoy (BOB), an easy to assemble inexpensive buoy platform for real-time water column and atmospheric condition measurements. The BOBs are fitted with a data sonde to collect similar data parameters (e.g. salinity, temperature) as the main stem Chesapeake Bay buoys do. These assets will be deployed and the data transmitted to the Chester River Geographic Information System site for archival and visual display. Curriculum already developed for the Chesapeake Bay Interpretive Buoy System by the NOAA Chesapeake Bay Office will be adapted to the Chester River Watershed. Social issues of water sustainability will be introduced using the Watershed Game (Northland NEMO ®). During 2011 NOAA's Chesapeake Bay Office completed curriculum projects including Chesapeake Exploration, Build-a-Buoy (BaBs) and Basic Observation Buoys (BOBs). These engaging projects utilize authentic data and hands-on activities to demonstrate the tools scientists use to understand system interactions in the Bay. Chesapeake Exploration is a collection of online activities that provides teachers and students with unprecedented access to Bay data. Students are guided through a series of tasks that explore topics related to the interrelation between watersheds, land-use, weather, water quality, and living resources. The BaBs and BOBs

  6. Higher Education: The Online Teaching and Learning Experience

    Science.gov (United States)

    Barr, Betty A.; Miller, Sonya F.

    2013-01-01

    Globally, higher education, as well as K-12, utilizes online teaching to ensure that a wide array of learning opportunities are available for students in a highly competitive technological arena. The most significant influence in education in recent years is the increase and recognition of private for-profit adult distance and online education…

  7. The Iowa K-12 Climate Science Education Initiative: a comprehensive approach to meeting in-service teachers' stated needs for teaching climate literacy with NGSS

    Science.gov (United States)

    Stanier, C. O.; Spak, S.; Neal, T. A.; Herder, S.; Malek, A.; Miller, Z.

    2017-12-01

    The Iowa Board of Education voted unanimously in 2015 to adopt NGSS performance standards. The CGRER - College of Education Iowa K-12 Climate Science Education Initiative was established in 2016 to work directly with Iowa inservice teachers to provide what teachers need most to teach climate literacy and climate science content through investigational learning aligned with NGSS. Here we present teachers' requests for teaching climate with NGSS, and an approach to provide resources for place-based authentic inquiry on climate, developed, tested, and refined in partnership with inservice and preservice teachers. A survey of inservice middle school and high school science teachers was conducted at the 2016 Iowa Council of Teachers of Mathematics/Iowa Academy of Sciences - Iowa Science Teaching Section Fall Conference and online in fall 2016. Participants (n=383) were asked about their prior experience and education, the resources they use and need, their level of comfort in teaching climate science, perceived barriers, and how they address potential controversy. Teachers indicated preference for professional development on climate content and complete curricula packaged with lessons and interactive models aligned to Iowa standards, as well as training on instructional strategies to enhance students' ability to interpret scientific evidence. We identify trends in responses by teaching experience, climate content knowledge and its source, grade level, and urban and rural districts. Less than 20% of respondents reported controversy or negativity in teaching climate to date, and a majority were comfortable teaching climate science and climate change, with equal confidence in teaching climate and other STEM content through investigational activities. We present an approach and materials to meet these stated needs, created and tested in collaboration with Iowa teachers. We combine professional development and modular curricula with bundled standards, concepts, models, data

  8. Increasing participation in the Earth sciences through engagement of K-12 educators in Earth system science analysis, inquiry and problem- based learning and teaching

    Science.gov (United States)

    Burrell, S.

    2012-12-01

    Given low course enrollment in geoscience courses, retention in undergraduate geoscience courses, and granting of BA and advanced degrees in the Earth sciences an effective strategy to increase participation in this field is necessary. In response, as K-12 education is a conduit to college education and the future workforce, Earth science education at the K-12 level was targeted with the development of teacher professional development around Earth system science, inquiry and problem-based learning. An NSF, NOAA and NASA funded effort through the Institute for Global Environmental Strategies led to the development of the Earth System Science Educational Alliance (ESSEA) and dissemination of interdisciplinary Earth science content modules accessible to the public and educators. These modules formed the basis for two teacher workshops, two graduate level courses for in-service teachers and two university course for undergraduate teacher candidates. Data from all three models will be presented with emphasis on the teacher workshop. Essential components of the workshop model include: teaching and modeling Earth system science analysis; teacher development of interdisciplinary, problem-based academic units for implementation in the classroom; teacher collaboration; daily workshop evaluations; classroom observations; follow-up collaborative meetings/think tanks; and the building of an on-line professional community for continued communication and exchange of best practices. Preliminary data indicate increased understanding of Earth system science, proficiency with Earth system science analysis, and renewed interest in innovative delivery of content amongst teachers. Teacher-participants reported increased student engagement in learning with the implementation of problem-based investigations in Earth science and Earth system science thinking in the classroom, however, increased enthusiasm of the teacher acted as a contributing factor. Teacher feedback on open

  9. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    Science.gov (United States)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  10. Teaching Biblical Studies Online

    Science.gov (United States)

    Delamarter, Stephen; Gravett, Sandra L.; Ulrich, Daniel W.; Nysse, Richard W.; Polaski, Sandra Hack

    2011-01-01

    In this edited transcript of a panel at the Society of Biblical Literature (November 23, 2009, Boston, Massachusetts), five Bible scholars give brief presentations on various challenges and opportunities encountered when teaching academic biblical studies courses online in both undergraduate and theological education contexts. Each presentation is…

  11. Impact of National Physical Activity and Health Guidelines and Documents on Research on Teaching K-12 Physical Education in U.S.A.

    Science.gov (United States)

    Li, Weidong; Xiang, Ping; Gao, Zan; Shen, Bo; Yin, Zhihua; Kong, Qingtao

    2016-01-01

    Purpose: This study examined the impact of published national physical activity (PA) and health guidelines, documents, and initiatives on the evolution of research on teaching K-12 physical education (PE) in U.S.A. from 1996 to October 2013. Methods: A total of 262 peer-reviewed, data-based journal articles meeting our inclusion and exclusion…

  12. Teaching GUI-Programming Concepts to Prospective K12 ICT Teachers: MIT App Inventor as an Alternative to Text-Based Languages

    Science.gov (United States)

    Mihci, Can; Ozdener Donmez, Nesrin

    2017-01-01

    The purpose of this research is to investigate the short and long-term effects of using GUI-oriented visual Blocks-Based Programming languages (BBL) as a 2nd tier tool when teaching programming to prospective K12 ICT teachers. In a mixed-method approach, the effect on academic success as well as the impact on professional opinions and preferences…

  13. Expanding the Role of Maryland Community Colleges in K-12 Teacher Preparation: Benefits and Costs of Implementing the Associate of Arts in Teaching (AAT) Degree

    Science.gov (United States)

    Frank, Jennifer Vest

    2012-01-01

    This study uses benefit-cost analysis to compare three alternative scenarios for implementing the Associate of Arts in Teaching (AAT) degree in Maryland community colleges. The first policy scenario is that community colleges retain their traditional role in K-12 teacher preparation by providing lower-division transfer courses and programs for…

  14. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    Directory of Open Access Journals (Sweden)

    Anthony Milanowski

    2003-12-01

    Full Text Available In an exploratory study (Note 1 of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An annual starting salary 45% above the local average would attract 48% of the sophomore students and 37% of the juniors. Focus group results suggested that low pay was an important reason for not considering K-12 teaching, but that perceived job demands and abilities and interests were also important reasons for not being attracted to a teaching career.

  15. Teaching and Learning about Complex Systems in K-12 Science Education: A Review of Empirical Studies 1995-2015

    Science.gov (United States)

    Yoon, Susan A.; Goh, Sao-Ee; Park, Miyoung

    2018-01-01

    The study of complex systems has been highlighted in recent science education policy in the United States and has been the subject of important real-world scientific investigation. Because of this, research on complex systems in K-12 science education has shown a marked increase over the past two decades. In this systematic review, we analyzed 75…

  16. The Effect of Participation in Professional Development on Perceived Change in Teaching Practice by Minnesota K-12 Physical Education Teachers

    Science.gov (United States)

    Sertich, Sally Krause

    2013-01-01

    This study used a conceptual framework of professional development theory to identify characteristics of effective learning activities specific to 259 Minnesota K-12 public school physical education and developmental adapted physical education (PE/DAPE) teachers during 2012-2013. Study results confirmed that as PE/DAPE teacher participation in…

  17. Teaching Decolonial Sounds on the Margins: Reflections on a K-12 Teacher Workshop Covering Black & Brown Musical Transculturation in Texas

    Science.gov (United States)

    Cervantes, Marco Antonio

    2015-01-01

    To demonstrate the significance of cultural crossings in Texas and how cultural exchanges can inform teachers and students in the areas of history, fine arts, geography, and social studies, the author constructed a Summer 2013 teacher workshop for Texas K-12 teachers through the Smithsonian Affiliated Institute of Texan Cultures. The author…

  18. A Review of Computer Science Resources for Learning and Teaching with K-12 Computing Curricula: An Australian Case Study

    Science.gov (United States)

    Falkner, Katrina; Vivian, Rebecca

    2015-01-01

    To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age…

  19. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    OpenAIRE

    Anthony Milanowski

    2003-01-01

    In an exploratory study (Note 1) of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An ann...

  20. How Does Skype, as an Online Communication Software Tool, Contribute to K-12 Administrators' Level of Self-Efficacy?

    Science.gov (United States)

    Kiriakidis, Peter

    2012-01-01

    How does Skype, as an online communication tool, contribute to school and district administrators' reported level of self-efficacy? A sample of n = 39 participants of which 22 were school administrators and 17 were district administrators was purposefully selected to use Skype in their offices with a webcam and microphone to communicate with other…

  1. Classifying K-12 Blended Learning

    Science.gov (United States)

    Staker, Heather; Horn, Michael B.

    2012-01-01

    The growth of online learning in the K-12 sector is occurring both remotely through virtual schools and on campuses through blended learning. In emerging fields, definitions are important because they create a shared language that enables people to talk about the new phenomena. The blended-learning taxonomy and definitions presented in this paper…

  2. The Delicate Balance between Research, Teaching and Outreach: A Case Study of Physicists in K-12 Education

    Science.gov (United States)

    Leslie-Pelecky, Diandra

    2003-04-01

    Recent calls from a variety of sectors including some funding agencies and professional societies encourage physicists to take a more active interest in the education of K-12 students and their teachers. Although there are a broad range of possible activities, finding time to participate is always a challenge for the researcher. How does the busy physicist ensure that the time devoted to education or outreach activities produces meaningful results without adversely affecting his or her research program? Project Fulcrum, a NSF-funded program that teams science and math graduate students at the University of Nebraska-Lincoln with 4th -8th grade teachers in the Lincoln Public Schools, presents a case study of how research scientists can be meaningfully involved with K-12 education. Project Fulcrum's preliminary results indicate that the impact scientists have in the classroom goes far beyond providing expertise in physics, and turns out to be very different than originally anticipated. There are a wide variety of models for involvement in education and outreach that cover a broad span of time and energy commitments. Careful project choice, establishing administrative infrastructure, collaborating with other departments and colleges, and involving colleagues can optimize the impact-made-to-time-spent ratio. Challenges such as project evaluation, overcoming the negative attitudes of some physicists towards anything not related to research, and ensuring that participants get appropriate credit for their efforts will also be discussed. The conclusion will address the personal and professional rewards of involvement in education and outreach. This work is funded by the National Science Foundation (NSF-DGE0086358). The author wishes to acknowledge the contributions of co-PIs G. Buck, S. Kirby, R. Kirby and P. Dussault, and all of the Project Fulcrum Fellows and Teachers.

  3. K-12 Education

    Science.gov (United States)

    products laboratories publications nisee b.i.p. members education FAQs links education Education Program Internships K-12 Education Contact the PEER Education Program PEER's Educational Affiliates Student Design Competition Student Leadership Council Classes and Other Educational Activities Site Map Search K-12 Education

  4. Lessons Learned from Professional Development Workshops on Using GIS to Teach Geography and History in the K-12 Classroom

    Science.gov (United States)

    Tabor, Lisa K.; Harrington, John A., Jr.

    2014-01-01

    The brain perceives, recognizes, interprets, comprehends, appreciates, and remembers experiences that are both text and non-text or verbal and nonverbal. This article discusses Dual- encoding as a proven method of teaching that increases student learning retention and incorporates multiple learning styles. Students learn both subjects better when…

  5. Integrating NASA Dryden Research Endeavors into the Teaching-Learning of Mathematics in the K-12 Classroom via the WWW

    Science.gov (United States)

    Ward, Robin A.

    2002-01-01

    The primary goal of this project was to continue populating the currently existing web site developed in 1998 in conjunction with the NASA Dryden Flight Research Center and California Polytechnic State University, with more mathematics lesson plans and activities that K-12 teachers, students, home-schoolers, and parents could access. All of the activities, while demonstrating some mathematical topic, also showcase the research endeavors of the NASA Dryden Flight Research Center. The website is located at: http://daniel.calpoly.edu/dfrc/Robin. The secondary goal of this project was to share the web-based activities with educators at various conferences and workshops. To address the primary goal of this project, over the past year, several new activities were posted on the web site and some of the existing activities were enhanced to contain more video clips, photos, and materials for teachers. To address the project's secondary goal, the web-based activities were showcased at several conferences and workshops. Additionally, in order to measure and assess the outreach impact of the web site, a link to the web site hitbox.com was established in April 2001, which allowed for the collection of traffic statistics against the web site (such as the domains of visitors, the frequency of visitors to this web site, etc.) Provided is a description of some of the newly created activities posted on the web site during the project period of 2001-2002, followed by a description of the conferences and workshops at which some of the web-based activities were showcased. Next is a brief summary of the web site's traffic statistics demonstrating its worldwide educational impact, followed by a listing of some of the awards and accolades the web site has received.

  6. Understanding Incivility in Online Teaching

    Science.gov (United States)

    Galbraith, Michael W.; Jones, Melanie S.

    2010-01-01

    This article addresses the issue of incivility in online teaching and learning. Incivility is defined within the context of face-to-face and online learning environments. Certain acts of incivility are explored as well as methods for prevention and reduction. Because academic dishonesty is becoming more prevalent, cheating and plagiarism are…

  7. Place Based STEM: Leveraging Local Resources to Engage K-12 Teachers in Teaching Integrated STEM and for Addressing the Local STEM Pipeline

    Energy Technology Data Exchange (ETDEWEB)

    Dr. Louis Nadelson; Anne Louise Seifert; Meagan McKinney

    2014-06-01

    Business, industry, parks, nature settings, government infrastructure, and people, can be invaluable resources for connecting STEM curriculum within context which results in conditions ideal for promoting purposeful learning of authentic STEM content. Thus, community-based STEM resources offer ideal context for teaching STEM content. A benefit of focusing teacher attention on these contextual, content aligned resources is that they are in every community; making place-based STEM education a possibility, regardless of the location of STEM teaching and learning. Further, associating STEM teaching and learning with local resources addresses workforce development and the STEM pipeline by exposing students to STEM careers and applications in their local communities. The desire to align STEM teaching and learning with local STEM related resources guided the design of our week-long integrated STEM K-12 teacher professional development (PD) program, i-STEM. We have completed four years of our i-STEM PD program and have made place-based STEM a major emphasis of our curriculum. This report focuses on the data collected in the fourth year of our program. Our week-long i-STEM PD served over 425 educators last summer (2013), providing them with in depth theme-based integrated STEM short courses which were limited to an average of 15 participants and whole group plenary sessions focused around placed based integrated STEM, inquiry, engineering design, standards and practices of Common Core and 21st Century skills. This state wide PD was distributed in five Idaho community colleges and took place over two weeks. The STEM short courses included topics on engineering for sustainability, using engineering to spark interest in STEM, municipal water systems, health, agriculture, food safety, mining, forestry, energy, and others. Integral to these short courses were field trips designed to connect the K-12 educators to the resources in their local communities that could be leveraged

  8. The use of Global Positioning System units and ArcGIS Online to engage K-12 Students in Research Being Done in their Local Communities

    Science.gov (United States)

    Butcher, C. E.; Sparrow, E. B.; Clucas, T.

    2015-12-01

    Incorporating K-12 students in scientific research processes and opportunities in their communities is a great way to bridge the gap between research and education and to start building science research capacity at an early age. One goal of the Experimental Program to Stimulate Competitive Research (EPSCoR) Alaska Adapting to Changing Environments project is to engage the local community in the research as well as to share results with the people. By giving K-12 students Global Positioning System (GPS) units, and allowing them to collect and map their own data, they are being exposed to some of the research methods being used by scientists in the Alaska ACE project. This hands-on, minds-on method has been successfully used in formal education settings such as a Junior High School classroom in Nuiqsut, Alaska as well as in informal education settings such as summer camps in Barrow, Alaska and Kenai, Alaska. The students progress from mapping by hand to collecting location data with their GPS units and cameras, and imputing this information into ArcGIS Online to create map products. The data collected were from sites ranging from important places in the community to sites visited during summer camps, with students reflecting on data and site significance. Collecting data, using technology, and creating map products contribute to science skills and practices students need to conduct research of their own and to understand research being done around them. The goal of this education outreach implementation is to bring students closer to the research, understand the process of science, and have the students continue to collect data and contribute to research in their communities. Support provided for this work from the Alaska EPSCoR NSF Award #OIA-1208927 and the state of Alaska is gratefully acknowledged.

  9. Education for a Green and Resilient Economy: An Educator Framework for Teaching Climate and Energy Literacy for K-12 Teachers Across the Curriculum

    Science.gov (United States)

    Niepold, F., III; Ledley, T. S.; Lockwood, J.; Youngman, E.; Manning, C. L. B.; Sullivan, S. M.

    2015-12-01

    The U.S. is embarking on a major transition to a green and resilient economy, a monumental change requiring all sectors and segments of the population to pull together. Transforming our nation's economic, energy, and environmental systems to in this way will require a sustained level of expertise, innovation, and cooperative effort unseen since the 1940s to meet the challenges involved. Education can - and must - help people understand the true connections, the linkages and interdependencies, between the environment, our energy sources and the economy which underpin and form the very foundation of the concept of a green and resilient economy. To produce such a literate future workforce and citizenry, the United States will need to make major new investments in our educational systems. Teachers across the nation are helping to increase science-based understanding and awareness of current and future climate change, enhancing climate and energy literacy in K-12 classrooms, on college and university campuses. There has been tremendous progress to date, but there is still more work to be done. The new academic standards in mathematics and science (the Common Core State Standards in Mathematics and the Next Generation Science Standards (NGSS)) represent a sea change from the nation's previous sets of standards. Addressing these standards in the currently over 40 percent of the nation's classrooms that have adopted or adapted the NGSS will demand that we prepare new and current teachers, who can effectively address the interdisciplinary nature of climate change and societal responses. To address this opportunity and need a collaboration between NOAA, TERC and CIRES has been established to develop an Educator Framework for Teaching Climate and Energy Literacy for K-12 teachers across the curriculum based on the NRC Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. This collaboration is developing an effective way to frame the use of

  10. Pedagogical Principles in Online Teaching

    DEFF Research Database (Denmark)

    Beckmann, Suzanne C.; Uth Thomsen, Thyra; von Wallpach, Sylvia

    of the seven pedagogical principles that govern the teaching at our university. We also present a case study that illustrates how both opportunities and challenges were met in two “first-mover” fully online courses during Fall 2014. The experiences from this case study are discussed in terms of to what extent...... they met the pedagogical principles and observations unrelated to the pedagogical principle are shared....

  11. How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

    Directory of Open Access Journals (Sweden)

    Fuyu Shimomura

    2016-02-01

    Full Text Available Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation. This paper compares and contrasts the diversity issues in K-12 school settings in both countries, and explores potential approaches to improve the accommodation of diversity in K-12 schools.

  12. The State of Wiki Usage in U.S. K-12 Schools: Leveraging Web 2.0 Data Warehouses to Study Quality and Equality in Online Learning Environments

    Science.gov (United States)

    Reich, Blair Justin Fire

    2012-01-01

    In the first part of this dissertation, I document wiki usage in U.S. K-12 settings by analyzing data on a representative sample drawn from a population of nearly 180,000 wikis. My research group, which I lead and managed, measured the opportunities wikis provide for students to develop 21st century skills such as expert thinking, complex…

  13. The State of Wiki Usage in U.S. K-12 Schools: Leveraging Web 2.0 Data Warehouses to Assess Quality and Equity in Online Learning Environments

    Science.gov (United States)

    Reich, Justin; Murnane, Richard; Willett, John

    2012-01-01

    To document wiki usage in U.S. K-12 settings, this study examined a representative sample drawn from a population of nearly 180,000 wikis. The authors measured the opportunities wikis provide for students to develop 21st-century skills such as expert thinking, complex communication, and new media literacy. The authors found four types of wiki…

  14. Technology Integration in K-12 Science Classrooms: An Analysis of Barriers and Implications

    Science.gov (United States)

    Hechter, Richard P.; Vermette, Laurie Anne

    2013-01-01

    This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers…

  15. Cisco Networking Academy: Next-Generation Assessments and Their Implications for K-12 Education

    Science.gov (United States)

    Liu, Meredith

    2014-01-01

    To illuminate the possibilities for next-generation assessments in K-12 schools, this case study profiles the Cisco Networking Academy, which creates comprehensive online training curriculum to teach networking skills. Since 1997, the Cisco Networking Academy has served more than five million high school and college students and now delivers…

  16. Crafting an Approach to Online Teaching

    Science.gov (United States)

    Meyer, Paul

    2013-01-01

    Online teaching is in its adolescence and needs to mature in order to overcome some of its growing pains to reach its potential in the field of education. Reflecting upon the author's first three years teaching online, he notes practices and commitments that could help instructors better participate in and facilitate lifelong learning for…

  17. Schooling Teachers, Schooling Ourselves: Insights and Reflections from Teaching K-12 Teachers How to Use Hip-Hop to Educate Students

    Science.gov (United States)

    Irby, Decoteau J.; Hall, H. Bernard; Hill, Marc L.

    2013-01-01

    Hip-hop-based education (HHBE) research analyzes how hip-hop culture is used to produce favorable educational outcomes. Despite its richness, the work reveals little about how to prepare practicing K-12 teachers to use HHBE toward the critical ends reflected in extant HHBE literature. In this article, we challenge many tacit assumptions of HHBE…

  18. Barriers to Teaching Introductory Physical Geography Online

    Science.gov (United States)

    Ritter, Michael E.

    2012-01-01

    Learning geography online is becoming an option for more students but not without controversy. Issues of faculty resources, logistics, professional recognition, and pedagogical concerns are cited as barriers to teaching online. Offering introductory physical geography online presents special challenges. As a general education course, an…

  19. How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

    OpenAIRE

    Fuyu Shimomura

    2016-01-01

    Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation. This paper compares and contrasts the div...

  20. Examining the Extent and Nature of Online Learning in American K-12 Education: The Research Initiatives of the Alfred P. Sloan Foundation

    Science.gov (United States)

    Picciano, Anthony G.; Seaman, Jeff; Shea, Peter; Swan, Karen

    2012-01-01

    In 1992, the Alfred P. Sloan Foundation began its "Anytime, Anyplace Learning Program", the purpose of which was to explore educational alternatives for people who wanted to pursue an education via Internet technology. Part of this grant activity was a research award to the Babson College Survey Research Group to examine online learning in…

  1. Instructor Time Requirements to Develop and Teach Online Courses

    Science.gov (United States)

    Freeman, Lee A.

    2015-01-01

    How much time does it take to teach an online course? Does teaching online take more or less time than teaching face-to-face? Instructors, department chairs, deans, and program administrators have long believed that teaching online is more time-consuming than teaching face-to-face. Many research studies and practitioner articles indicate…

  2. Teaching Math Online: Current Practices in Turkey

    Science.gov (United States)

    Akdemir, Omur

    2011-01-01

    Changing nature of student population, developments in technology, and insufficient number of traditional universities have made online courses popular around the globe. This study was designed to investigate the current practices of teaching mathematics online in Turkish Universities through a qualitative inquiry. The snowball sampling method was…

  3. Teaching Dance with Online Course Management Systems

    Science.gov (United States)

    Colombi, Erika; Knosp, Suzanne

    2017-01-01

    As a result of easier access to and functionality of the Internet, online course management systems (CMSs) began to be developed in the mid-1990s. These technological tools were created to fill a need in the growing field of teaching through online courses.Most notable of these course tools are Blackboard (2015) and Desire2Learn (1999). Both of…

  4. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2016-01-01

    business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online...... rather than independent form of teaching and learning. Finally, the challenges and dilemmas that surfaced as a consequence of the alignment of the online format and the pedagogical principles are discussed...

  5. Digital Learning in California's K-12 Schools. Just the Facts

    Science.gov (United States)

    Gao, Niu

    2015-01-01

    This fact page briefly discusses the following facts on digital learning in California's K-12: (1) As California implements new tests in its K-12 schools, technology infrastructure is a key concern; (2) Many districts are confident that they had enough bandwidth for online field tests; (3) Digital learning will require significantly greater…

  6. Involving Practicing Scientists in K-12 Science Teacher Professional Development

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

    The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

  7. Teaching Oral English Online - Through Skype (VOIP

    Directory of Open Access Journals (Sweden)

    James Neil Coburn

    2010-05-01

    Full Text Available This article presents an action research study focusing on the online teaching of English conversation using VOIP (Voice Over Internet Protocol in an unusual and challenging international online context. Information elicited from interviews with eight Conversation Facilitators shows how conversation assignments need to be designed in order to facilitate interaction patterns conducive to language learning. A range of skills and qualities likely to lead to ''best practice'' emerge from two interviews which are analysed in more detail. Some implications for the use of audio conferencing for the development of oral proficiency in foreign language teaching are also suggested.

  8. Collaborative on-line teaching

    DEFF Research Database (Denmark)

    Levinsen, Karin

    2007-01-01

      It is often stressed that the pedagogic models and approaches of Collaborative Online Learning support learners' shared knowledge building within collaborating groups of learners, the individual construction of knowledge as well as the formation of an ongoing learning Community of Practice...... exclude students from participating in the learning Community of Practice. Conclusively, the case study identifies slowly emerging tendencies that may be detected and observed at earlier stages, thus pointing to areas requiring awareness in online learning environments....

  9. Online Resources for Teaching Shakespeare. ERIC Digest.

    Science.gov (United States)

    Stoicheva, Mila

    To assist educators in effectively teaching the works of such a critical author as William Shakespeare, this Digest identifies and describes some of the most significant and useful online resources. The digest notes that the sites were chosen on the basis of their technical excellence, purpose, content, authorship, and general usefulness for…

  10. Online Instructors: Andragogical or Pedagogical Teaching?

    Science.gov (United States)

    Wang, Victor C. X.; Kania-Gosche, Beth

    2011-01-01

    This study investigates the andragogical and pedagogical teaching philosophies of online instructors at the California State University, Long Beach in the Spring Semester of 2010. Drawing from reflective adult education theory, this article proposes a new model for this reflective adult education theory. It is either the helping relationship…

  11. What it means to teach online

    Science.gov (United States)

    Hubbard, Abigail

    1998-08-01

    Teaching online has emerged as a growth area in higher education. Before rushing into this market, it is important to understand some of the implications for faculty, students, administrators, and the educational institutions themselves. New roles and responsibilities emerge for each stakeholder, and important institutional policy issues must be addressed and resolved.

  12. The Effects of Using Online Concordancers on Teaching Grammar

    Science.gov (United States)

    Türkmen, Yasemin; Aydin, Selami

    2016-01-01

    Studies conducted so far have mainly focused on the effects of online concordancers on teaching vocabulary, while there is a lack of research focusing on the effects of online concordancers on teaching and learning grammar. Thus, this study aims to review the studies on the effects of online concordancers on teaching and learning grammar and how…

  13. Online Teaching and Biblical Studies

    Science.gov (United States)

    Ascough, Richard; Barreto, Eric D.; Birch, Bruce C.; Pilarski, Ahida Calderón; Reese, Ruth Anne

    2018-01-01

    This Forum emerges from a session initiated by the Professional Development Committee at the 2017 conference of the Society of Biblical Literature in Boston. A panel of five Bible scholars, from both theological education and undergraduate contexts, provide brief descriptions and analyses of a specific course they have taught online. They describe…

  14. Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching

    Science.gov (United States)

    De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

    2018-01-01

    To date, teacher perceptions of online language teaching have attracted very little attention. However, these perceptions may influence decisions regarding instructional design, teaching practices and eventually the learning experience. Furthermore, teacher perceptions can contribute to the design of teacher training programs. This study provides…

  15. The Metamorphosis by K. (12)

    CERN Multimedia

    CERN Bulletin

    2012-01-01

    In the last issue of the Bulletin we reported on the first run of the new NA62 experiment. In this issue, we go behind the scenes to take a look at the production of the experiment's new kaon beam.   The start of the K12 beam line as seen during the installation of the shielding. 10-2, 10-3, 10-4, 10-5, 10-6 mbar… send in the protons! Since Thursday 1 November, the P42 beam line of the SPS has once again been sending protons to the beryllium target to produce the K12 kaon beam line eagerly awaited by the NA62 collaboration. This was no trivial matter! The first step was to clear the decks by dismantling the entire H10 beam line and NA60 experiment, as well as most of the NA48 experiment - representing some 1000 tonnes of equipment in total! Next came the complete renovation of the infrastructure, which dated back to 1979. The operation called on the expertise of virtually all branches of the EN and GS departments, as well as the Radiation Protection group: from ...

  16. The Experience of Teaching Online in Nursing Education.

    Science.gov (United States)

    Gazza, Elizabeth A

    2017-06-01

    Online education has become a key instructional delivery method in nursing education; however, limited understanding exists about what it is like to teach online. The aim of this study was to uncover the experience of teaching online in nursing education. The sample for this phenomenological study included 14 nursing faculty who completed at least 50% of their teaching workload assignment in fully online courses in baccalaureate, master's, or doctoral nursing programs. Data were collected through the use of a demographic questionnaire and personal interviews. Four themes emerged from the data: (a) Looking at a Lot of Moving Parts, (b) Always Learning New Things, (c) Going Back and Forth, and (d) Time Is a Blessing and a Curse. Online teaching in nursing education differs from traditional classroom teaching in a variety of ways. Policies and guidelines that govern faculty teaching should encompass the identified intricacies of online teaching. [J Nurs Educ. 2017;56(6):343-349.]. Copyright 2017, SLACK Incorporated.

  17. Online Learning and Teaching in Higher Education, a book review

    OpenAIRE

    Sancho Vinuesa, Teresa

    2008-01-01

    Peer-reviewed Online Learning and Teaching in Higher Education provides a very interesting overview of theory and practice in online learning and teaching for higher education. In fact, authors focus on how technology can be applied to learning and what is the role of online learning in higher education policy and practice.

  18. Satisfaction with Online Teaching Videos: A Quantitative Approach

    Science.gov (United States)

    Meseguer-Martinez, Angel; Ros-Galvez, Alejandro; Rosa-Garcia, Alfonso

    2017-01-01

    We analyse the factors that determine the number of clicks on the "Like" button in online teaching videos, with a sample of teaching videos in the area of Microeconomics across Spanish-speaking countries. The results show that users prefer short online teaching videos. Moreover, some features of the videos have a significant impact on…

  19. Engineering Education in K-12 Schools

    Science.gov (United States)

    Spence, Anne

    2013-03-01

    Engineers rely on physicists as well as other scientists and mathematicians to explain the world in which we live. Engineers take this knowledge of the world and use it to create the world that never was. The teaching of physics and other sciences as well as mathematics is critical to maintaining our national workforce. Science and mathematics education are inherently different, however, from engineering education. Engineering educators seek to enable students to develop the habits of mind critical for innovation. Through understanding of the engineering design process and how it differs from the scientific method, students can apply problem and project based learning to solve the challenges facing society today. In this talk, I will discuss the elements critical to a solid K-12 engineering education that integrates science and mathematics to solve challenges throughout the world.

  20. Scientists Involved in K-12 Education

    Science.gov (United States)

    Robigou, V.

    2004-12-01

    The publication of countless reports documenting the dismal state of science education in the 1980s, and the Third International Mathematics and Science Study (TIMMS) report (1996) called for a wider involvement of the scientific community in K-12 education and outreach. Improving science education will not happen without the collaboration of educators and scientists working in a coordinated manner and it requires a long-term, continuous effort. To contribute effectively to K-12 education all scientists should refer to the National Science Education Standards, a set of policies that guide the development of curriculum and assessment. Ocean scientists can also specifically refer to the COSEE recommendations (www.cosee.org) that led to the creation of seven regional Centers for Ocean Sciences Education Excellence. Scientists can get involved in K-12 education in a multitude of ways. They should select projects that will accommodate time away from their research and teaching obligations, their talent, and their interest but also contribute to the education reform. A few examples of effective involvement are: 1) collaborating with colleagues in a school of education that can lead to better education of all students and future teachers, 2) acting as a resource for a national program or a local science fair, 3) serving on the advisory board of a program that develops educational material, 4) speaking out at professional meetings about the value of scientists' involvement in education, 5) speaking enthusiastically about the teaching profession. Improving science education in addition to research can seem a large, overwhelming task for scientists. As a result, focusing on projects that will fit the scientist's needs as well as benefit the science reform is of prime importance. It takes an enormous amount of work and financial and personnel resources to start a new program with measurable impact on students. So, finding the right opportunity is a priority, and stepping

  1. K-12 Local Network (LAN) Design Guide

    National Research Council Canada - National Science Library

    Horton, Cody

    1998-01-01

    ...) educators preparing to design and implement LANs in K-12 schools and libraries. Data was collected during the implementation of LANs in K-12 schools of the Monterey Peninsula Uniform School District (MPUSD...

  2. Professional Development Needs of Online Teachers

    Science.gov (United States)

    Roy, Mamta; Boboc, Marius

    2016-01-01

    Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online…

  3. Continuous Improvement in Online Education: Documenting Teaching Effectiveness in the Online Environment through Observations

    Science.gov (United States)

    Purcell, Jennifer W.; Scott, Heather I.; Mixson-Brookshire, Deborah

    2017-01-01

    Teaching observations are commonly used among educators to document and improve teaching effectiveness. Unfortunately, the necessary protocols and supporting infrastructure are not consistently available for faculty who teach online. This paper presents a brief literature review and reflective narratives of educators representing online education…

  4. Moving beyond Bricks and Mortar: Changing the Conversation on Online Education

    Science.gov (United States)

    Miller, Teresa; Ribble, Michael

    2010-01-01

    Online learning has changed education in many ways. This change was not mandated, but instead filled a need expressed by students. A problem with this shift toward online teaching is that it has happened randomly and irregularly within K-12 systems. Demands from students for online learning at both K-12 and higher education levels have not always…

  5. Transforming K-12 Rural Education through Blended Learning: Teacher Perspectives

    Science.gov (United States)

    Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn

    2014-01-01

    A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…

  6. K-12 STEM Educators and the Inclusive Classroom

    OpenAIRE

    Li, Songze

    2016-01-01

    The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathemat...

  7. Online course design for teaching critical thinking.

    Science.gov (United States)

    Schaber, Patricia; Shanedling, Janet

    2012-01-01

    Teaching critical thinking (CT) skills, a goal in higher education, is seldom considered in the primary design of either classroom or online courses, and is even less frequently measured in student learning. In health professional education, CT along with clinical reasoning skills is essential for the development of clinical practitioners. This study, measuring CT skill development in an online theory course, supports using a cyclical course design to build higher level processes in student thinking. Eighty-six Masters of Occupational Therapy students in four sections of an occupation-based theory course were evaluated on elements in the Paul and Elder CT Model throughout the course and surveyed for their perceptions in their ability to think critically at course completion. Results of this study demonstrated that the online theory course design contributed to improving critical thinking skills and student's perceived CT skill development as applicable to their future professional practice. In a focus group, eight students identified four effective course design features that contributed to their CT skill development: highly structured learning, timely feedback from instructor, repetition of assignments, and active engagement with the material.

  8. Online Educators' Recommendations for Teaching Online: Crowdsourcing in Action

    Science.gov (United States)

    Dunlap, Joanna C.; Lowenthal, Patrick R.

    2018-01-01

    Over the years, online educators have learned a great deal about what works and does not work when designing and facilitating online courses. During the past few years, we have used crowdsourcing to invite experienced online educators to share their recommendations for teaching online. In this article, we describe our use of crowdsourcing to…

  9. What Do Online MBA Professors Have to Say about Online Teaching

    Science.gov (United States)

    Liu, Shijuan; Kim, Kyong-Jee; Bonk, Curtis J.; Magjuka, Richard

    2007-01-01

    Online MBA programs have grown exponentially in recent years. Yet, the prevailing literature indicates that research on online MBA education remains extremely limited. This article summarizes 28 instructor interviews from those teaching online courses in an online MBA program at a Midwestern public university. Instructors were interviewed…

  10. Keeping Pace with K-12 Digital Learning: An Annual Review of Policy and Practice. Eleventh Edition

    Science.gov (United States)

    Watson, John; Pape, Larry; Murin, Amy; Gemin, Butch; Vashaw, Lauren

    2014-01-01

    "Keeping Pace with K-12 Digital Learning" (2014) is the 11th in a series of annual reports that began in 2004 that examine the status of K-12 online education across the country. The report provides an overview of the latest policies, practices, and trends affecting online learning programs across all 50 states. It summarizes that at a…

  11. Exploring Arizona K-12 Virtual Educator Experiences and Perspectives Developing Collaborative Learning Communities

    Science.gov (United States)

    Cross, Deborah Iyron

    2015-01-01

    Arizona Online Instruction (AOI) provided an instructional alternative to nearly fifty thousand K-12 students in Arizona during the 2012-2013 school year. Growth in online education underscores the importance of evolving the role of the K-12 virtual teacher as the human agent (Turvey, 2008) demonstrating social learning theory (Bandura, 1977) by…

  12. Teaching Project Management On-Line: Lessons Learned from MOOCs

    Science.gov (United States)

    Falcao, Rita; Fernandes, Luis

    2016-01-01

    Creating a course for teaching project management online in a full online distance-learning environment was a challenge. Working with adult learners from different continents that want to complete a Master degree was an additional challenge. This paper describes how different MOOCs were used to learn about teaching -(meta) e-learning. MOOCs…

  13. Designing Personalized Online Teaching Professional Development through Self-Assessment

    Science.gov (United States)

    Rhode, Jason; Richter, Stephanie; Miller, Tracy

    2017-01-01

    Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an…

  14. Reframing Pedagogy While Teaching about Teaching Online: A Collaborative Self-Study

    Science.gov (United States)

    Fletcher, Tim; Bullock, Shawn M.

    2015-01-01

    The purpose of this paper is to use collaborative self-study to analyze and describe our experiences of teaching about teaching in a digital, online environment. Data were gathered from reflective journal entries, emails and monthly Skype calls. Our findings indicate that the perceived disembodiment of teaching and learning online affected how we…

  15. NASA-OAI HPCCP K-12 Program

    Science.gov (United States)

    1994-01-01

    The NASA-OAI High Performance Communication and Computing K- 12 School Partnership program has been completed. Cleveland School of the Arts, Empire Computech Center, Grafton Local Schools and the Bug O Nay Ge Shig School have all received network equipment and connections. Each school is working toward integrating computer and communications technology into their classroom curriculum. Cleveland School of the Arts students are creating computer software. Empire Computech Center is a magnet school for technology education at the elementary school level. Grafton Local schools is located in a rural community and is using communications technology to bring to their students some of the same benefits students from suburban and urban areas receive. The Bug O Nay Ge Shig School is located on an Indian Reservation in Cass Lake, MN. The students at this school are using the computer to help them with geological studies. A grant has been issued to the friends of the Nashville Library. Nashville is a small township in Holmes County, Ohio. A community organization has been formed to turn their library into a state of the art Media Center. Their goal is to have a place where rural students can learn about different career options and how to go about pursuing those careers. Taylor High School in Cincinnati, Ohio was added to the schools involved in the Wind Tunnel Project. A mini grant has been awarded to Taylor High School for computer equipment. The computer equipment is utilized in the school's geometry class to computationally design objects which will be tested for their aerodynamic properties in the Barberton Wind Tunnel. The students who create the models can view the test in the wind tunnel via desk top conferencing. Two teachers received stipends for helping with the Regional Summer Computer Workshop. Both teachers were brought in to teach a session within the workshop. They were selected to teach the session based on their expertise in particular software applications.

  16. Teaching Music Online: Changing Pedagogical Approach When Moving to the Online Environment

    Science.gov (United States)

    Johnson, Carol

    2017-01-01

    The development of educational technology has provided platforms for undergraduate music courses to take place in an online environment. While technology is available, this does not mean that all teaching staff are ready for the pedagogical change required to implement teaching online. A transformation of pedagogical practice (that is, to online…

  17. Honoring Thy Self in the Transition to Online Teaching.

    Science.gov (United States)

    Maggio, Lauren A; Daley, Barbara J; Pratt, Daniel D; Torre, Dario M

    2018-05-08

    Increasingly health professions education (HPE) faculty are choosing or being required to transition their face-to-face teaching to online teaching. For many faculty, the online learning environment may represent a new context with unfamiliar technology, changing expectations, and unknown challenges. In this context, faculty members may find themselves teaching in ways that are dissonant with the existing assumptions, beliefs, and views that are central to their pedagogical or teaching identity. This "identity dissonance" may lead to dissatisfaction and frustration for the faculty and potentially suboptimal learning experience for students. In this Perspective, the authors propose that faculty consider using Pratt's five teaching perspectives as a conceptual framework to recognize and mitigate potential identity dissonance as they transition to teaching online. Derived and refined through several years of research, these teaching perspectives are based upon interrelated sets of intentions and beliefs that give direction and justification to faculty members' actions. They have been used in higher education to improve faculty satisfaction, self-reflection capabilities, and faculty development. The authors, therefore, believe that these teaching perspectives hold the potential to assist HPE faculty enhance their teaching and retain their primary teaching identify, even as they shift to online teaching. Doing so may ensure that the components of teaching they enjoy and draw self-efficacy from are still central to their teaching experience. Pratt's teaching perspectives also provide a conceptual framework for creating future faculty development initiatives and conducting research to better understand and improve the experience of transitioning to online teaching.Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a "work of the United States Government" for which copyright protection under Title

  18. Using Scientific Visualizations to Enhance Scientific Thinking In K-12 Geoscience Education

    Science.gov (United States)

    Robeck, E.

    2016-12-01

    The same scientific visualizations, animations, and images that are powerful tools for geoscientists can serve an important role in K-12 geoscience education by encouraging students to communicate in ways that help them develop habits of thought that are similar to those used by scientists. Resources such as those created by NASA's Scientific Visualization Studio (SVS), which are intended to inform researchers and the public about NASA missions, can be used in classrooms to promote thoughtful, engaged learning. Instructional materials that make use of those visualizations have been developed and are being used in K-12 classrooms in ways that demonstrate the vitality of the geosciences. For example, the Center for Geoscience and Society at the American Geosciences Institute (AGI) helped to develop a publication that outlines an inquiry-based approach to introducing students to the interpretation of scientific visualizations, even when they have had little to no prior experience with such media. To facilitate these uses, the SVS team worked with Center staff and others to adapt the visualizations, primarily by removing most of the labels and annotations. Engaging with these visually compelling resources serves as an invitation for students to ask questions, interpret data, draw conclusions, and make use of other processes that are key components of scientific thought. This presentation will share specific resources for K-12 teaching (all of which are available online, from NASA, and/or from AGI), as well as the instructional principles that they incorporate.

  19. Online Communication Tools in Biochemistry Teaching

    Directory of Open Access Journals (Sweden)

    A. O. Ferreira

    2012-05-01

    Full Text Available The  online  communication  tools  enable  new  ways  of  learning, especially  the  forums  in the context of online courses, and the understanding of interactions and collaborations in the  forums  can  improve  them.  The  study  aimed  to  analyze  the  online relationships,  as well  as  obtaining  evidence  of  the  use of  other  learning  tools in  a  biochemistry  subject, focusing on how students use the tool forum and its contribution to learning. The study was  carried  out  from  data  pre  and  post  course  questionnaires  as  well  as  log  of environment  access  and  discussion  forum.  The  forums  have  been  restructured  and systematized  for  analysis  and  creating  discursive  flows  between  statements.  The questionnaires showed the central role of forum and wiki for learning,  the importance of interactions, which was highlighted by the forum analysis. The results indicate that one of the ways to improve online biochemistry teaching is to stimulate interactive activities, participatory  moderation  and  pedagogical  support  by  tutors  and  mentors,  also encouraging  and  creating  strategies  to  collaboration  of  students  to  solve problems  and to collaborative knowledge construction.

  20. Evaluating PLATO: postgraduate teaching and learning online.

    Science.gov (United States)

    Brown, Menna; Bullock, Alison

    2014-02-01

      The use of the Internet as a teaching medium has increased rapidly over the last decade. PLATO (postgraduate learning and teaching online) was launched in 2008 by the e-learning unit (ELU) of Wales Deanery. Located within Learning@NHSWales, a Moodle virtual learning environment (VLE), it hosts a wide range of freely available courses and resources tailored to support the education, training and continuing professional development (CPD) needs of health care professionals working across the National Health Service (NHS) Wales. The evaluation aimed to identify the costs and benefits of PLATO, report its value as attributed by users, identify potential cost savings and make recommendations.   Five courses (case studies) were selected, representing the range of available e-learning resources: e-induction; fetal heart monitoring; cervical screening; GP prospective trainers; and tools for trainers. Mixed methods were used: one-to-one qualitative interviews, focus group discussions and surveys explored user views, and identified individual and organisational value.   Qualitative findings identified six key areas of value for users: ELU support and guidance; avoidance of duplication and standardisation; central reference; local control; flexibility for learners; and specific features. Survey results (n=72) indicated 72 per cent of consultants reported that PLATO was easy to access and user friendly. E-learning was rated as 'very/important' for CPD by 79 per cent of respondents. Key challenges were: access, navigation, user concerns, awareness and support.   PLATO supports education and helps deliver UK General Medical Council standards. Future plans should address the suggested recommendations to realise cost savings for NHS Wales and the Wales Deanery. The findings have wider applicability to others developing or using VLEs. © 2014 John Wiley & Sons Ltd.

  1. Research Committee Issues Brief: Examining Communication and Interaction in Online Teaching

    Science.gov (United States)

    Cavanaugh, Cathy; Barbour, Michael; Brown, Regina; Diamond, Daryl; Lowes, Susan; Powell, Allison; Rose, Ray; Scheick, Amy; Scribner, Donna; Van der Molen, Julia

    2009-01-01

    Online teaching is a complex professional practice. In addition to their content knowledge and pedagogical skill, online teachers must be qualified in methods of teaching the content online and have experience in online learning. This document examines some of the aspects of online teaching, specifically those related to communication and…

  2. TEACHING IN ONLINE COURSES: Experiences of Instructional Technology Faculty Members

    Directory of Open Access Journals (Sweden)

    Omur AKDEMIR

    2008-04-01

    Full Text Available The Internet and computer technology have altered the education landscape. Online courses are offered throughout the world. Learning about the experiences of faculty members is important to guide practitioners and administrators. Using qualitative research methodology, this study investigated the experiences of faculty members teaching online courses. A convenience sampling was used to select the instructional technology faculty members to investigate their experiences in online courses. Semi-structured interviews with faculty members teaching online courses were used as the primary source to collect data about the experiences of faculty members in online courses. Results of the study showed that faculty members' interest in using technology and the amount of time available to them for online course design affected the quality of online courses. The findings of this study also indicated that design quality of online courses is affected by the interest of faculty members to use the technology and the time that they can devote to planning, designing, and developing online courses. The poor design of existing online courses, high learning expectations of ndividuals from these courses, and the future of online courses are the concerns of faculty members. Higher education institutions should support workshops and trainings to increase the skills and interests of non-instructional design faculty members to design and develop online courses.

  3. Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

    Directory of Open Access Journals (Sweden)

    Christine Frazer

    2017-01-01

    Full Text Available Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills necessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however, there may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups were formed to uncover how nursing faculty in an online program define and describe teaching effectiveness and quality indicators in an asynchronous online environment. A semistructured interview format guided group discussion. Participants (n=11 included nurse educators from an online university with an average of 15 years of experience teaching in nursing academia and 6 years in an online environment. Teaching effectiveness, indicators of quality, and student success were three categories that emerged from the analysis of data. What materialized from the analysis was an overarching concept of a “dance” that occurs in the online environment. Effective online teachers facilitate, connect, lead, and work in synchrony with students to obtain indicators of quality such as student success, student improvement over time, and student application of knowledge to the professional role.

  4. Effective Pedagogical Practices for Online Teaching: Perception of Experienced Instructors

    Science.gov (United States)

    Bailey, Craig J.; Card, Karen A.

    2009-01-01

    Institutions have focused on providing faculty with technological training to enhance their online teaching, but many online instructors would like to learn more effective pedagogical practices. This phenomenological study determines what experienced, award-winning South Dakota e-learning instructors perceive to be effective pedagogical practices.…

  5. Teaching Multiple Online Sections/Courses: Tactics and Techniques

    Science.gov (United States)

    Bates, Rodger; LaBrecque, Bryan; Fortner, Emily

    2016-01-01

    The challenge of teaching online increases as the number of sections or courses increase in a semester. The tactics and techniques which enrich online instruction in the tradition of quality matters can be modified and adapted to the demands of multiple instructional needs during a semester. This paper addresses time management and instructional…

  6. Using Online Games to Teach Personal Finance Concepts

    Science.gov (United States)

    Huang, Chin-Wen; Hsu, Chun-Pin

    2011-01-01

    This case study explores the use of online games to teach personal finance concepts at the college level. A number of free online games targeting such topics as budgeting and saving, risk and return, consumer credit, financial services, and investments were introduced to the experimental group as homework assignments. Statistical results indicate…

  7. Teacher Perception of Barriers and Benefits in K-12 Technology Usage

    Science.gov (United States)

    Carver, Lin B.

    2016-01-01

    This study explores K-12 teachers' perceptions of the benefits and barriers to technology integration by either teachers or students in K-12 instruction. The sample was composed of 68 students enrolled in online classes in the graduate studies in education department of a small private liberal arts institution in the southeast. Data was collected…

  8. Virtual Schools: The Changing Landscape of K-12 Education in the U.S.

    Science.gov (United States)

    Toppin, Ian N.; Toppin, Sheila M.

    2016-01-01

    Virtual schools are a growing phenomenon in k-12 education. School systems in almost every state in the United States offer some version of fully online or blended education. It is no longer far-fetched to conclude that if the current trend continues, virtual school enrollments will eclipse those of traditional brick-and-mortar k-12 institutions…

  9. Using a Virtual Classroom to Teach Online Mathematics

    Science.gov (United States)

    Lu, Yun

    2011-01-01

    The purpose of this study was to share the author's experience of using the virtual classroom when teaching online mathematics course. Various softwares including MyMathLab and Wimba are introduced and the teaching methods and tips are provided and analyzed. Results show that the use of the virtual classroom enhance the communication in the online…

  10. Applying the Quadratic Usage Framework to Research on K-12 STEM Digital Learning Resources

    Science.gov (United States)

    Luetkemeyer, Jennifer R.

    2016-01-01

    Numerous policymakers have called for K-12 educators to increase their effectiveness by transforming science, technology, engineering, and mathematics (STEM) learning and teaching with digital resources and tools. In this study we outline the significance of studying pressing issues related to use of digital resources in the K-12 environment and…

  11. Teachers' Embodied Presence in Online Teaching Practices

    Science.gov (United States)

    Bolldén, Karin

    2016-01-01

    This study aims to examine teachers' embodiments online. The analysis is based on online ethnographic data from two online courses in higher education settings using different information and communication technologies. The perspective of practice theory and the concepts of being a body, having a body and the instrumental body were used to analyse…

  12. Using an Interdisciplinary Approach to Enhance Climate Literacy for K-12 Teachers

    Science.gov (United States)

    Hanselman, J. A.; Oches, E. A.; Sliko, J.; Wright, L.

    2014-12-01

    The Next Generation Science Standards (2014) will begin to change how K-12 teachers teach science. Using a scaffolding approach, the standards focus on a depth of knowledge across multiple content areas. This philosophy should encourage inquiry-based teaching methods, provided the teacher has both the knowledge and the confidence to teach the content. Although confidence to teach science is high among secondary science (biology, general science, chemistry) teachers, depth of knowledge may be lacking in certain areas, including climate science. To address this issue, a graduate course in climate science (Massachusetts Colleges Online Course of Distinction award winner) was developed to include inquiry-based instruction, connections to current research, and interdisciplinary approaches to teaching science. With the support of the InTeGrate program (SERC) at Carleton College, a module was developed to utilize cli-fi (climate science present in fictional literature) and related climate data. Graduate students gain an appreciation of scientific communication and an understanding of climate data and its connection to societal issues. In addition, the graduate students also gain the ability to connect interdisciplinary concepts for a deeper understanding of climate science and have the opportunity. By the end of the course, the graduate students use the content learned and the examples of pedagogical tools to develop their own activities in his or her classroom.

  13. On-line radiation teaching materials using IT technology

    International Nuclear Information System (INIS)

    Inoue, Hiroyoshi

    2005-01-01

    We developed the on-line radiation teaching materials using the Internet, in order to provide the teaching support materials of atomic power and radiation educations in on-school study, as well as to create the complementary study system in off-school study. The themes of teaching materials were selected from requests by teachers. In the case of an elementary school, the teaching material 'an environmental problem and atomic power' was created as the aggregate of each content for study without boundary between subjects. The teaching material 'medical treatment and radiation' was created for junior high school students to raise the individual knowledge. In the case of a high school, the teaching material nucleus and radiation' was prepared to supplement the physical study of students. The on-line teaching materials were tried to 300 junior high school and high school students, 68% of students answered that the teaching material is effective to understand atomic power and radiation, though 17% answered they were not effective. Although there are problems to prepare IT learning equipments and learning follow-up system in the material, it is suggested that the on-line teaching materials will provide the novel learning system including debates for the study. This method has no limitation of time and place. (author)

  14. How Faculty Learn to Teach Online: What Administrators Need to Know

    Science.gov (United States)

    Schmidt, Steven W.; Tschida, Christina M.; Hodge, Elizabeth M.

    2016-01-01

    Research shows most teachers teach as they were taught. However, distance educators lack a model or benchmark for online teaching because many of them have not taken online courses as students. Indeed, many studies on teaching online point to the importance of training for online instructors. Few studies go into specifics about exactly what that…

  15. Developing and Teaching an Online MBA Marketing Research Class: Implications for Online Learning Effectiveness

    Science.gov (United States)

    Sun, Qin; Ganesh, Gopala

    2014-01-01

    The authors intend to describe the experience of developing and teaching an online marketing research class for master of business administration students. The class has been taught for four fall semesters. Each time, the class also completed an online survey, analyzed the resulting data, and wrote a detailed report for a real client. The course…

  16. Copyright Updates for K-12 Librarians

    Science.gov (United States)

    Johnson, Wendell G.

    2016-01-01

    Copyright concerns continue to bedevil K-12 librarians, who are often called upon to act as the copyright officers in public schools. This article describes recent copyright developments of concern to these librarians in three areas: a recent court case involving a university library, pending legislation supported by ALA, and a regulatory update.…

  17. Energy Retrofit for Aging K-12 Schools.

    Science.gov (United States)

    3D/International, Houston, TX.

    Successfully retrofitting aging K-12 schools using energy conservation measures (ECM) that can improve the physical plant and reduce energy consumption are explored. Topics explore how certain ECM measures can benefit educational facilities, why retrofitting begun sooner rather than later is important, how to finance the retrofit program, and the…

  18. K-12 Mathematics and the Web

    Science.gov (United States)

    Glazer, Evan

    2005-01-01

    The Web offers numerous learning resources and opportunities for K-12 mathematics education. This paper discusses those resources and opportunities. Discussion includes (a) asynchronous and synchronous communication tools, (b) the use of data sets to make connections between mathematics concepts and real-world applications, and (c) interactive…

  19. Online teaching: "are you there, and do you care?".

    Science.gov (United States)

    Mastel-Smith, Beth; Post, Jerri; Lake, Pamela

    2015-03-01

    Much of nursing education is moving online, and faculty must learn to deliver content and communicate differently. A hybrid model of concept development provided insight into faculty's perceptions and expressions of online caring presence. Phase one of concept development revealed many related concepts. Phase two involved (a) six qualitative interviews with doctoral-prepared nursing faculty who taught 100% online, and (b) Watson's Ten Caritas Processes were revised for application in online nursing education and used as a guide for course review. Four themes emerged from the interview data: (a) online teaching experiences, (b) similarities and differences between online and face-to-face teaching, (c) online presence, and (d) online caring presence. Course review suggested that faculty promoted helping-trusting-caring relationships and addressed individual learning needs. Phase three integrated findings from phases one and two; a comprehensive definition of online caring presence was developed. Recommendations regarding technology and communication skill acquisition and Caritas Process application are suggested. Copyright 2015, SLACK Incorporated.

  20. Teaching Biochemistry Online at Oregon State University

    Science.gov (United States)

    Ahern, Kevin

    2017-01-01

    A strategy for growing online biochemistry courses is presented based on successes in ecampus at Oregon State University. Four free drawing cards were key to the effort--YouTube videos, iTunes U online free course content, an Open Educational Resource textbook--Biochemistry Free and Easy, and a fun set of educational songs known as the Metabolic…

  1. Teaching Accounting Courses Online: One Instructor's Experience

    Science.gov (United States)

    Dusing, Gregory M.; Hosler, Jonathan C.; Ragan, Joseph M.

    2012-01-01

    Accounting programs at colleges and universities across the country are offering more online courses, and in some cases entire degree programs. Given increasing enrollments in online accounting education, it is important that accounting educators become aware of the things that work and the things that don't work when delivering courses over the…

  2. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2016-01-01

    In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian...... business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online...... courses were developed. Based on post-course indepth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated...

  3. A Pedagogical Perspective on Online Teaching

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette; Uth Thomsen, Thyra

    2015-01-01

    business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online......In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian...... courses were developed. Based on post-course in-depth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated...

  4. Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

    Science.gov (United States)

    Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

    2011-12-01

    The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

  5. ONLINE JOURNALISM MEETS THE UNIVERSITY: ideas for teaching and research

    Directory of Open Access Journals (Sweden)

    Ramón Salaverría

    2011-12-01

    Full Text Available During the last decade, the teaching and research on online journalism has become widespread in journalism faculties throughout the world. Such development has brought many undergraduate and graduate courses on the issue, as well as a number of networks of researchers and specialized publications in many countries. Once this initial process is over, it is time to bring the discipline of online journalism to its maturity at the university. For this aim, the author proposes to switch the current training model, which basically shows how to manage digital tools, to another broader one that teaches journalism principles and skills in an online environment. Regarding research, he suggests not to limit it to descriptive studies, but to develop also more analytical works that could better serve both the academic community and the online media professionals.

  6. Online journalism meets the university: ideas for teaching and research

    Directory of Open Access Journals (Sweden)

    Ramón Salaverría

    2011-12-01

    Full Text Available During the last decade, the teaching and research on online journalism has become widespread in journalism faculties throughout the world. Such development has brought many undergraduate and graduate courses on the issue, as well as a number of networks of researchers and specialized publications in many countries. Once this initial process is over, it is time to bring the discipline of online journalism to its maturity at the university. For this aim, the author proposes to switch the current training model, which basically shows how to manage digital tools, to another broader one that teaches journalism principles and skills in an online environment. Regarding research, he suggests not to limit it to descriptive studies, but to develop also more analytical works that could better serve both the academic community and the online media professionals.

  7. Online journalism meets the university: ideas for teaching and research

    OpenAIRE

    Salaverría, R. (Ramón)

    2011-01-01

    During the last decade, the teaching and research on online journalism has become widespread in journalism faculties throughout the world. Such development has brought many undergraduate and graduate courses on the issue, as well as a number of networks of researchers and specialized publications in many countries. Once this initial process is over, it is time to bring the discipline of online journalism to its maturity at the university. For this aim, the author proposes to switch the curren...

  8. Soil Science Society of America - K-12 Outreach

    Science.gov (United States)

    Lindbo, David L.; Loynachan, Tom; Mblia, Monday; Robinson, Clay; Chapman, Susan

    2013-04-01

    The Soil Science Society of America created its K12 Committee in 2006 in part to compliment the Dig It! The Secrets of Soil exhibit that opened in July 2008 at the Smithsonian's Institution's Nation Museum of Natural History (of which SSS was a founding sponsor). The committee's work began quickly with a website designed to provide resources for K12 teachers. The first accomplishments included reviewing and posting links to web based information already available to teachers. These links were sorted by subject and grade level to make it easier for teachers to navigate the web and find what they needed quickly. Several presentations and lessons designed for K12 teachers were also posted at this time. Concurrent with this effort a subcommittee review and organized the national teaching standards to show where soils could fit into the overall K12 curriculum. As the website was being developed another subcommittee developed a soils book (Soil! Get the Inside Scoop, 2008) to further compliment the Dig It! exhibit. This was a new endeavor for SSSA having never worked with the non-academic audience in developing a book. Peer-reviews of this book included not only scientist but also students in order to make sure the book was attractive to them. Once the book was published and the website developed it became clear more outreach was needed. SSSA K12 Committee has attended both the National Science Teachers Association (since 2008) the USA Science and Engineering Festival (since 2010) with exhibits and workshops. It has cooperated and contributed to the American Geologic Institutes' Earth Science Week materials with brochures and lesson plans and with National Association of Conservation Districts by providing peer-review and distribution of materials. The most recent developments from the committee include a web redesign that is more student and teacher friendly, the development of a peer-review system to publish K12 Lesson Plans, and finally the publication of a new soils

  9. Online game-enhanced teaching in game theory

    OpenAIRE

    Badeau-Mahmoud, Sonia; Deloche, Regis; Koscielniak, Thierry

    2014-01-01

    Introducing digital educational games into class lessons can generate engagement, interactivity, and motivation. It can also result in an active participation of the students in the classroom. To achieve this goal, one teaching strategy is to use online digital games in teaching and learning situations. In our case, we wanted to test this strategy in an economics course, especially in a Game Theory lesson. We set up an experiment in two different lessons: the “Economie expérimentale” (...

  10. Digistylus - An Online Information System For Palaeography Teaching and Research

    OpenAIRE

    Cartelli, Antonio; Palma, Marco

    2009-01-01

    This paper starts by describing the experiences the authors recently had with online information systems for teaching and research in palaeography. The study also considers the differences in the students' access to the site "Teaching Materials for Latin Palaeography" when they attended the palaeography courses, as it was usually used in the lectures by one of the authors. With the increase in the quantity of plates (reproducing pages or parts of them from medieval manuscripts) and texts (con...

  11. An Online, Interactive Approach to Teaching Neuroscience to Adolescents

    OpenAIRE

    Miller, Leslie; Moreno, Janette; Willcockson, Irmgard; Smith, Donna; Mayes, Janice

    2006-01-01

    Most of today's students are skilled in instant messaging, Web browsing, online games, and blogs. These have become part of the social landscape and have changed how we learn and where we learn. The question becomes how to harness the attractiveness and ubiquity of electronic venues toward the goal of teaching neuroscience. At the Rice University Center for Technology in Teaching and Learning, a central focus is the creation of innovative materials that appeal to middle school students. A rec...

  12. Stamps, Sarcophagi, and Songs: Teaching World History with Online Resources

    Science.gov (United States)

    Schrum, Kelly

    2012-01-01

    Teaching world history is challenging. In addition to covering the history of the world geographically and chronologically, it is difficult to find high quality, translated materials ready for classroom use. The Roy Rosenzweig Center for History and New Media at George Mason University offers free, online materials, including primary sources,…

  13. Teaching U.S. History Online: Problems and Prospects

    Science.gov (United States)

    Lyons, John F.

    2004-01-01

    The author writes that, while teaching online can be problematic, a history instructor can still create an exciting and interactive learning experience for both teacher and students. To accomplish this, a history instructor needs a large degree of technical knowledge, or at least technical help, good organizational skills, and empathy with the…

  14. Online technology for teaching and learning-gains and losses.

    Science.gov (United States)

    Cann, Alan

    2015-07-01

    This commentary describes recent developments in the use of online technologies, in particular social media and mobile devices, for teaching and learning and considers what has been gained and lost. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  15. The Lived Experience: A Study in Teaching Online

    Science.gov (United States)

    Morgan, Bobbette M.

    2018-01-01

    A researcher with five years' experience of teaching online classes shares what she has seen and experienced while working with her students. Through the evolution of working with Tegrity, Collaborate, and ZOOM the author shares the lived experience. The work of Max van Manen, a phenomenological researcher, serves as the framework. Descriptions…

  16. Collaborative Online Teaching: A Model for Gerontological Social Work Education

    Science.gov (United States)

    Fulton, Amy E.; Walsh, Christine A.; Azulai, Anna; Gulbrandsen, Cari; Tong, Hongmei

    2015-01-01

    Social work students and faculty are increasingly embracing online education and collaborative teaching. Yet models to support these activities have not been adequately developed. This paper describes how a team of instructors developed, delivered, and evaluated an undergraduate gerontological social work course using a collaborative online…

  17. Analysis of Online Quizzes as a Teaching and Assessment Tool

    Science.gov (United States)

    Salas-Morera, Lorenzo; Arauzo-Azofra, Antonio; García-Hernández, Laura

    2012-01-01

    This article deals with the integrated use of online quizzes as a teaching and assessment tool in the general program of the subject Proyectos in the third course of Ingeniero Técnico en Informática de Gestión over five consecutive years. The research undertaken aimed to test quizzes effectiveness on student performance when used, not only as an…

  18. Peer Evaluation of Teaching in an Online Information Literacy Course

    Science.gov (United States)

    Vega García, Susan A.; Stacy-Bates, Kristine K.; Alger, Jeff; Marupova, Rano

    2017-01-01

    This paper reports on the development and implementation of a process of peer evaluation of teaching to assess librarian instruction in a high-enrollment online information literacy course for undergraduates. This paper also traces a shift within libraries from peer coaching to peer evaluation models. One common model for peer evaluation, using…

  19. A Model for Teaching Critical Thinking through Online Searching.

    Science.gov (United States)

    Crane, Beverley; Markowitz, Nancy Lourie

    1994-01-01

    Presents a model that uses online searching to teach critical thinking skills in elementary and secondary education based on Bloom's taxonomy. Three levels of activity are described: analyzing a search statement; defining and clarifying a problem; and focusing an information need. (Contains 13 references.) (LRW)

  20. Faculty Perspectives in the Transition to Online Teaching

    Directory of Open Access Journals (Sweden)

    Lorraine Slater

    2005-01-01

    Full Text Available This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities. This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities.

  1. Teaching Time Investment: Does Online Really Take More Time than Face-to-Face?

    Science.gov (United States)

    Van de Vord, Rebecca; Pogue, Korolyn

    2012-01-01

    Enrollments in online programs are growing, increasing demand for online courses. The perception that teaching online takes more time than teaching face-to-face creates concerns related to faculty workload. To date, the research on teaching time does not provide a clear answer as to the accuracy of this perception. This study was designed to…

  2. Peer Observation, Feedback and Reflection for Development of Practice in Synchronous Online Teaching

    Science.gov (United States)

    Jones, Mark H.; Gallen, Anne-Marie

    2016-01-01

    Peer observation of teaching is an established developmental tool in face-to-face settings. While there have been studies into peer observation as applied to asynchronous online teaching, less is known about its application to teaching online using synchronous communication systems. We describe a small-scale study of an online peer observation…

  3. Teaching Competencies for the Online Environment

    Science.gov (United States)

    Farmer, Heather M.; Ramsdale, Jennifer

    2016-01-01

    The goals of this study are to identify key competency areas that lead to success in online instruction and to develop a framework that supports professional development and self-assessment. To identify the key competency areas, skills and behaviours presented within current literature were analyzed. Secondly, gaps were identified and levels of…

  4. Teaching Process Writing in an Online Environment

    Science.gov (United States)

    Carolan, Fergal; Kyppö, Anna

    2015-01-01

    This reflective practice paper offers some insights into teaching an interdisciplinary academic writing course aimed at promoting process writing. The study reflects on students' acquisition of writing skills and the teacher's support practices in a digital writing environment. It presents writers' experiences related to various stages of process…

  5. Stages of Faculty Concern about Teaching Online: Relationships between Faculty Teaching Methods and Technology Use in Teaching

    Science.gov (United States)

    Randall, John H.

    2016-01-01

    As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages…

  6. A Pharmacy Preregistration Course Using Online Teaching and Learning Methods

    Science.gov (United States)

    McDowell, Jenny; Marriott, Jennifer L.; Calandra, Angela; Duncan, Gregory

    2009-01-01

    Objective To design and evaluate a preregistration course utilizing asynchronous online learning as the primary distance education delivery method. Design Online course components including tutorials, quizzes, and moderated small-group asynchronous case-based discussions were implemented. Online delivery was supplemented with self-directed and face-to-face learning. Assessment Pharmacy graduates who had completed the course in 2004 and 2005 were surveyed. The majority felt they had benefited from all components of the course, and that online delivery provided benefits including increased peer support, shared learning, and immediate feedback on performance. A majority of the first cohort reported that the workload associated with asynchronous online discussions was too great. The course was altered in 2005 to reduce the online component. Participant satisfaction improved, and most felt that the balance of online to face-to-face delivery was appropriate. Conclusion A new pharmacy preregistration course was successfully implemented. Online teaching and learning was well accepted and appeared to deliver benefits over traditional distance education methods once workload issues were addressed. PMID:19777092

  7. Interstellar Molecules in K-12 Education

    Science.gov (United States)

    Kuiper, T. B. H.; Hofstadter, M. D.; Levin, S. M.; MacLaren, D.

    2006-12-01

    The Lewis Center for Educational Research (LCER) and the Jet Propulsion Laboratory (JPL) collaborate in a K-12 educational project in which students conduct observations for several research programs led by radio astronomers. The Goldstone-Apple Valley Radio Telescope (GAVRT) program provides participating teachers with curriculum elements, based on the students' observing experiences, which support national and state academic standards. The current program is based on 2.2-GHz and 8.4-GHz radiometric observations of variable sources. The research programs monitor Jupiter, Uranus, and a selected set of quasars. The telescope is a decommissioned NASA Deep Space Network antenna at Goldstone, California. In the next three years, a second telescope will be added. This telescope will at least operate at the above frequencies as well as 6 GHz and 12 GHz. Possibly, it will operate in a continuous band from 1.2 GHz to 14 GHz. In either case, the telescope will be able to observe at least the 6.6-GHz and 12.2-GHz methanol maser lines. The success of the GAVRT program depends critically on the participation of scientists committed to the research who have the ability and enthusiasm for interacting with K-12 students, typically through teleconferences. The scientists will initially work with the LCER staff to create curriculum elements around their observing program.

  8. Teaching and Learning Communities through Online Annotation

    Science.gov (United States)

    van der Pluijm, B.

    2016-12-01

    What do colleagues do with your assigned textbook? What they say or think about the material? Want students to be more engaged in their learning experience? If so, online materials that complement standard lecture format provide new opportunity through managed, online group annotation that leverages the ubiquity of internet access, while personalizing learning. The concept is illustrated with the new online textbook "Processes in Structural Geology and Tectonics", by Ben van der Pluijm and Stephen Marshak, which offers a platform for sharing of experiences, supplementary materials and approaches, including readings, mathematical applications, exercises, challenge questions, quizzes, alternative explanations, and more. The annotation framework used is Hypothes.is, which offers a free, open platform markup environment for annotation of websites and PDF postings. The annotations can be public, grouped or individualized, as desired, including export access and download of annotations. A teacher group, hosted by a moderator/owner, limits access to members of a user group of teachers, so that its members can use, copy or transcribe annotations for their own lesson material. Likewise, an instructor can host a student group that encourages sharing of observations, questions and answers among students and instructor. Also, the instructor can create one or more closed groups that offers study help and hints to students. Options galore, all of which aim to engage students and to promote greater responsibility for their learning experience. Beyond new capacity, the ability to analyze student annotation supports individual learners and their needs. For example, student notes can be analyzed for key phrases and concepts, and identify misunderstandings, omissions and problems. Also, example annotations can be shared to enhance notetaking skills and to help with studying. Lastly, online annotation allows active application to lecture posted slides, supporting real-time notetaking

  9. Teaching English through Online Games for Junior High School Students

    Directory of Open Access Journals (Sweden)

    Sastika Seli

    2015-04-01

    Full Text Available Teaching language is an attractive activity both for the teacher and for the acceptor. They can interact together in this act. Teaching English is a challenge for the teachers to make the students interest in English because as we know English is not the first language for some countries in this world including Indonesia. There are various ways and ideas to teach English so that it can be fun and interest to be taught and to be learnt. But those ways and ideas also should be an up date method and also use a modern technology to be implemented. Along with the development of modern technology, the teachers should involve with it and make it as a part of English teaching tools. Two of the famous and sophisticated tools are computer and the internet. These things have a close relation to be urgent equipment for people. In this article, the writer wants to purpose the use of online games as a way to teach English for junior high school. Te article aims to give another teaching alternative in attracting the junior high school students to learn English in funny and enjoyable way. Through online games they do not only can play the various games but also indirectly they do the exercises of English skills.

  10. Using Social Media to Increase Accessibility to Online Teaching Resources.

    Science.gov (United States)

    O'Kelly, B; McHugh, S; McHugh, T; Fady, N; Boyle, E; Hill, A D K

    2015-09-01

    The key learning points of Surgical Grand Rounds (SGR) are often not accessible at times of exam revision for students. We sought to use Twitter as an online teaching repository. A SGR Twitter profile was created. 23 SGR presentations were made accessible on Twitter over a 3 month period. 93 students were invited to complete a questionnaire assessing usage of the repository. 84 (90%) in total responded, of these, 25 (80.6%) felt that the online provision of SGR through twitter was "useful". The majority (71%) felt that the online content was easily accessible. The novel use of social media is a useful adjunctive educational tool in accessing an online repository of SGR presentations.

  11. Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology

    Science.gov (United States)

    Lan, Yu-Ling

    2012-05-01

    To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in nanotechnology. In the present study, the Nanotechnology Attitude Scale for K-12 teachers (NAS-T) was developed to assess K-12 teachers' attitudes toward nanotechnology. The NAS-T included 23 Likert-scale items that can be grouped into three components: importance of nanotechnology, affective tendencies in science teaching, and behavioural tendencies to teach nanotechnology. A sample of 233 K-12 teachers who have participated in the K-12 Nanotechnology Programme was included in the present study to investigate the psychometric properties of the NAS-T. The exploratory factor analysis of this teacher sample suggested that the NAS-T was a three-factor model that explained 64.11% of the total variances. This model was also confirmed by the confirmatory factor analysis to validate the factor structure of the NAS-T. The Cronbach's alpha values of three NAS-T subscales ranged from 0.89 to 0.95. Moderate to strong correlations among teachers' NAS-T domain scores, self-perception of own nanoscience knowledge, and their science-teaching efficacy demonstrated good convergent validity of the NAS-T. As a whole, psychometric properties of the NAS-T indicated that this instrument is an effective instrument for assessing K-12 teachers' attitudes toward nanotechnology. The NAS-T will serve as a valuable tool to evaluate teachers' attitude changes after participating in the K-12 Nanotechnology Programme.

  12. HIGHER EDUCATION, ONLINE TUTORING AND THE TEACHING PROFESSION

    Directory of Open Access Journals (Sweden)

    Luis Roberto de Camargo Ribeiro

    2009-12-01

    Full Text Available This article brings the analysis of a study—of a descriptive-analytical nature—about online tutoring, some of its characteristics and peculiarities as compared to face-to-face education. To this end it analyzes the results of an online questionnaire answered by 222 tutors pertaining to programs offered at Universidade Federal de São Carlos (UFSCar in partnership with Universidade Aberta do Brasil (UAB and Brazilian townships. The analysis focused on tutors’ characteristics (e.g., sex, education background and teaching experience, their work organization and activities, the division of labor (between tutors and teachers responsible for subjects, and their perceptions about the nature of tutoring and education at a distance (DE. This study is chiefly based on authors such as Lortie, Tardif, and Shulman—about face-to-face teaching—and Mill, Maggio, and Kenski—on distance education. The results of this study point to the predominance of female tutors, which resembles the makeup of the teaching body in face-to-face education at the lower levels, and indicate the respondents’ high levels of schooling and considerable face-to-face teaching experience. Despite the difficulties encountered by the tutors in this study, mainly due to their lack of experience in DE and varied technical problems, most of the tutors found it easy and pleasurable to work online. The dada also suggest that the tutors enjoyed comparative autonomy as regards actions associated with content transmission as well as actions related to (virtual classroom management. This autonomy may be the basis for the respondents’ perception that the online tutor, in the context under consideration, performs a genuine teaching function.

  13. THE PERFECT ONLINE COURSE: Best Practices for Designing and Teaching

    Directory of Open Access Journals (Sweden)

    Reviewed by Cengiz Hakan AYDIN

    2010-07-01

    Full Text Available The growth of online learning all over the world arise new challenges. One of the major challenges is the issue of quality. What should an online course look like? What kinds of instructional strategies should be provided? To what extent various kinds of interactions must be required? What are the effective learning activities? For what functions should different technologies be used? How can learning be assessed? And similar and more questions have yet no standardized answers although they have been around since early implementations of online learning. Each provider uses different standards developed by either themselves or some institutions or some researchers. Sloan-C: Pillars of Quality, Robley and Wince’s Rubric for Quality Interactions, Concord Model, Schrum’s Qualities of Successful Students, Quality Matters, and E-excellence: Quality Manual for E-learning in Higher Education are among many of these standards.The book, entitled as The Perfect Online Course: Best Practices for Designing and Teaching is also trying to establish a list of standards about how to design and implement an effective online course.The main goal of the book is to create a framework of quality educational guidelines that can be used to offer “perfect” online course.

  14. K-12 educational outcomes of immigrant youth.

    Science.gov (United States)

    Crosnoe, Robert; Turley, Ruth N López

    2011-01-01

    The children from immigrant families in the United States make up a historically diverse population, and they are demonstrating just as much diversity in their experiences in the K-12 educational system. Robert Crosnoe and Ruth López Turley summarize these K-12 patterns, paying special attention to differences in academic functioning across segments of the immigrant population defined by generational status, race and ethnicity, and national origin. A good deal of evidence points to an immigrant advantage in multiple indicators of academic progress, meaning that many youths from immigrant families outperform their peers in school. This apparent advantage is often referred to as the immigrant paradox, in that it occurs despite higher-than-average rates of social and economic disadvantages in this population as a whole. The immigrant paradox, however, is more pronounced among the children of Asian and African immigrants than other groups, and it is stronger for boys than for girls. Furthermore, evidence for the paradox is far more consistent in secondary school than in elementary school. Indeed, school readiness appears to be one area of potential risk for children from immigrant families, especially those of Mexican origin. For many groups, including those from Latin America, any evidence of the immigrant paradox usually emerges after researchers control for family socioeconomic circumstances and youths' English language skills. For others, including those from Asian countries, it is at least partially explained by the tendency for more socioeconomically advantaged residents of those regions to leave their home country for the United States. Bilingualism and strong family ties help to explain immigrant advantages in schooling; school, community, and other contextual disadvantages may suppress these advantages or lead to immigrant risks. Crosnoe and Turley also discuss several policy efforts targeting young people from immigrant families, especially those of Latin

  15. Development, evaluation, and utility of a peer evaluation form for online teaching.

    Science.gov (United States)

    Gaskamp, Carol D; Kintner, Eileen

    2014-01-01

    Formative assessment of teaching by peers is an important component of quality improvement for educators. Teaching portfolios submitted for promotion and tenure are expected to include peer evaluations. Faculty resources designed for peer evaluation of classroom teaching are often inadequate for evaluating online teaching. The authors describe development, evaluation, and utility of a new peer evaluation form for formative assessment of online teaching deemed relevant, sound, feasible, and beneficial.

  16. MIT Orients Course Materials Online to K-12

    Science.gov (United States)

    Cavanagh, Sean

    2008-01-01

    Many science and mathematics educators across the country are taking advantage of a Web site created by the Massachusetts Institute of Technology (MIT), the famed research university located in Cambridge, Massachusetts, which offers free video, audio, and print lectures and course material taken straight from the school's classes. Those resources…

  17. Matching Student Expectations with Instructors' Dispositions: Insight into Quality of Online Teaching

    Science.gov (United States)

    Welch, Anita G.; Orso, Don; Doolittle, Joan; Areepattamannil, Shaljan

    2015-01-01

    This paper explores the similarities and differences between student expectations of online instructors and the teaching dispositions of online instructors. Our research goal is to develop insight into factors related to online student success. Although researchers have identified key characteristics of effective teaching in the face-to-face…

  18. Career education attitudes and practices of K-12 science educators

    Science.gov (United States)

    Smith, Walter S.

    A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

  19. The Effectiveness of Educational Technology Applications for Enhancing Mathematics Achievement in K-12 Classrooms: A Meta-Analysis. Educator's Summary

    Science.gov (United States)

    Center for Research and Reform in Education, 2012

    2012-01-01

    This review summarizes research on the effects of technology use on mathematics achievement in K-12 classrooms. The main research questions included: (1) Do education technology applications improve mathematics achievement in K-12 classrooms as compared to traditional teaching methods without education technology?; and (2) What study and research…

  20. A Snapshot of State Regulatory Framework Development in Elementary and Secondary Online Education

    Science.gov (United States)

    Stedrak, Luke J.; Rose, Amanda L.

    2015-01-01

    With the advent and growth of elementary and secondary online education in the United States, teaching and learning has undergone radical change with unimagined alternatives to traditional brick-and-mortar classrooms, and online education is here to stay. Law and policy in some states has lagged behind the emergence of online K-12 education. The…

  1. An Empirical Evaluation of Distance Learning's Effectiveness in the K-12 Setting

    Science.gov (United States)

    Harris-Packer, Jerilyn D.; Ségol, Geneviève

    2015-01-01

    This study evaluated the effect of online instruction on the academic achievement of K--12 students in ten states as measured by the percentage of proficient students in reading and mathematics at the school level. We used publicly available data provided by the Department of Education in Florida, Michigan, Minnesota, Nevada, Ohio, Pennsylvania,…

  2. Tech-Savvy Science Education? Understanding Teacher Pedagogical Practices for Integrating Technology in K-12 Classrooms

    Science.gov (United States)

    Hechter, Richard; Vermette, Laurie Anne

    2014-01-01

    This paper examines the technology integration practices of Manitoban K-12 inservice science educators based on the Technological, Pedagogical, and Content knowledge (TPACK) framework. Science teachers (n = 433) completed a 10-item online survey regarding pedagogical beliefs about technology integration, types of technology used, and how often…

  3. Is K-12 Blended Learning Disruptive? An Introduction to the Theory of Hybrids

    Science.gov (United States)

    Christensen, Clayton M.; Horn, Michael B.; Staker, Heather

    2013-01-01

    The Clayton Christensen Institute for Disruptive Innovation, formerly the Innosight Institute, has published three papers describing the rise of K-12 blended learning--that is, formal education programs that combine online learning and brick-and-mortar schools. This fourth paper is the first to analyze blended learning through the lens of…

  4. Beyond Concern: K-12 Faculty and Staff's Perspectives on Privacy Topics and Cybersafety

    Science.gov (United States)

    Hipsky, Shellie; Younes, Wiam

    2015-01-01

    In a time when discussions about information privacy dominate the media, research on Cybersafety education reveals that K-12 teachers and staff are concerned about information privacy in schools and they seek to learn more about the protection of their students' and own personal information online. Privacy topics are typically introduced to the…

  5. Information Literacy: An Online Course for Student Library Assistants

    Science.gov (United States)

    Lincoln, Margaret

    2009-01-01

    As technology advances continue to impact K-12 schools, online education options offer alternative choices for both teaching and learning. Library media specialists, long committed to providing physical and intellectual access to instructional materials, have responded to changing needs in this online world. They had previously created a virtual…

  6. Analyse de Online Communication in Language Learning and Teaching

    Directory of Open Access Journals (Sweden)

    Maud Ciekanski

    2013-04-01

    Full Text Available Date de réception et d'acceptation : janvier 2009. 1. Contexte général de parution L'ouvrage Online Communication in Language Learning and Teaching, coécrit par M-N. Lamy et R. Hampel, de l'Open University (Royaume-Uni, paraît dans un contexte de renouvellement des enjeux et des perspectives de la recherche en Alao (apprentissage des langues assisté par ordinateur. Le développement d'Internet et de ses usages dans de nombreux domaines de la vie quotidienne, en offrant de nouvelles perspecti...

  7. Using the van Hiele K-12 Geometry Learning Theory to Modify Engineering Mechanics Instruction

    Science.gov (United States)

    Sharp, Janet M.; Zachary, Loren W.

    2004-01-01

    Engineering students use spatial thinking when examining diagrams or models to study structure design. It is expected that most engineering students have solidified spatial thinking skills during K-12 schooling. However, according to what we know about geometry learning and teaching, spatial thinking probably needs to be explicitly taught within…

  8. Curriculum Guide for Music Education, K-12. Bulletin 1978, No. 18.

    Science.gov (United States)

    Alabama State Dept. of Education, Montgomery.

    This curriculum guide contains objectives, activities, and evaluation procedures for a K-12 music education program. It would be useful to anyone responsible for teaching music. The authors believe that music education has the dual obligation of developing the aesthetic sensitivity of all students regardless of their individual levels of musical…

  9. Problem-Based Learning in the Earth and Space Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2017-01-01

    If you've ever asked yourself whether problem-based learning (PBL) can bring new life to both your teaching and your students' learning, here's your answer: Yes. This all-in-one guide will help you engage your students in scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios will prompt K-12 students…

  10. iPads in K-12 Schools: A Grounded Theory Study of Value

    Science.gov (United States)

    Townsend, Mary Beth

    2017-01-01

    This qualitative grounded theory study investigated the value of iPads in K-12 schools when used in one-to-one ratios. The purpose of the study was to understand the perspectives of teachers using iPads in one-to-one ratios for teaching and learning in the classroom and administrators responsible for the implementation of these devices. The…

  11. Integrating the iPod Touch in K-12 Education: Visions and Vices

    Science.gov (United States)

    Banister, Savilla

    2010-01-01

    Advocates of ubiquitous computing have long been documenting classroom benefits of one-to-one ratios of students to handheld or laptop computers. The recent sophisticated capabilities of the iPod Touch, iPhone, and iPad have encouraged further speculation on exactly how K-12 teaching and learning might be energized by such devices. This paper…

  12. Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Motivation

    Science.gov (United States)

    Huang, Ching-Ting; Yang, Shu Ching

    2015-01-01

    This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based…

  13. Role Playing in Online Education: A Teaching Tool to Enhance Student Engagement and Sustained Learning

    Science.gov (United States)

    Bender, Tisha

    2005-01-01

    As online education escalates, it is important for instructors to explore teaching techniques that engage students and enhance learning at a profound level. To achieve this goal, instructors must look at the primarily text-based environment of the online class not as a limitation, but as an opportunity. Attentive and highly personal teaching that…

  14. Improving the Teaching of Microsoft Excel: Traditional Book versus Online Platform

    Science.gov (United States)

    Brooks, Stoney; Taylor, Joseph

    2016-01-01

    The authors explore the differences between traditional, book-based methods of teaching Excel and online, platform-supported methods by comparing teaching students in different locations, with and without online support. As Excel is a critical skill for business majors, the authors investigate which methods and locations provide the highest…

  15. Preparing High School Students for Success in Advanced Placement Statistics: An Investigation of Pedagogies and Strategies Used in an Online Advanced Placement Statistics Course

    Science.gov (United States)

    Potter, James Thomson, III

    2012-01-01

    Research into teaching practices and strategies has been performed separately in AP Statistics and in K-12 online learning (Garfield, 2002; Ferdig, DiPietro, Black & Dawson, 2009). This study seeks combine the two and build on the need for more investigation into online teaching and learning in specific content (Ferdig et al, 2009; DiPietro,…

  16. "Flipping" educational technology professional development for K-12 educators

    Science.gov (United States)

    Spencer, Daniel

    As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, "sit and get" professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept. Under this model, training shifts from a passive, trainer-centered format, to an active, learner-centered format where teachers learn to use technology in their classrooms by first focusing on pedagogical issues, then choosing the options that work best for addressing those issues in their unique situation, and completing "learn-by-doing" projects. Those who participate in "Flipped PD" style trainings tend to have more confidence upon completion that they can use the tools they were trained on in their teaching, as well as believe that the PD was engaging and a good use of their time.

  17. Laboratory Safety Guide for Arkansas K-12 Schools.

    Science.gov (United States)

    Arkansas State Dept. of Education, Little Rock.

    This document presents laboratory safety rules for Arkansas K-12 schools which were developed by the Arkansas Science Teachers Association (ASTA) and the Arkansas Department of Education (ADE). Contents include: (1) "Laboratory Safety Guide for Arkansas K-12 Schools"; (2) "Safety Considerations"; (3) "Safety Standards for Science Laboratories";…

  18. K-12 Technology Accessibility: The Message from State Governments

    Science.gov (United States)

    Shaheen, Natalie L.; Lazar, Jonathan

    2018-01-01

    This study examined state education technology plans and technology accessibility statutes to attempt to answer the question--is K-12 instructional technology accessibility discussed in state-level technology accessibility statutes and education technology plans across the 50 United States? When a K-12 school district is planning the construction…

  19. K-12 Professional Development at the Harvard Forest LTER

    Science.gov (United States)

    Bennett, K.

    2012-12-01

    As part of the Long Term Ecological Research (LTER) program, the Harvard Forest in Petersham, Massachusetts seeks to train the next generation of researchers, by involving K-12 grade students and their teachers in hands-on, field-based, ecological research in their own schoolyard and community. Students learn to collect data on important long-term ecological issues and processes. Student data are then shared on the Harvard Forest website. To prepare teachers for project protocols, teachers are given direct access to Harvard ecologists with professional development workshops and on-line resources. With the Harvard Forest Schoolyard LTER program, students can participate in three different research projects focusing on phenology, invasive insects, and vernal pools. Teachers attend the Summer Institute for Teachers to learn project content and methods. They return in fall to participate in one of three levels of data workshops to learn how to input, manage, and analyze project data. In the spring, teachers again meet with the Harvard ecologists about project protocols, and to share, through a series of teacher presentations, the ways these project themes are being integrated into class curricula. These professional development opportunities result in long term collaborative partnerships with local schools and the Harvard Forest LTER. In addition to the LTER Schoolyard Ecology Program, the Harvard Forest has supported a successful Research Experience for Teachers (RET) program for the last six years. Throughout the summer, teachers work on research projects alongside Harvard Forest and affiliated scientists, post-docs, graduate students, and REU's (Research Experience for Undergraduates). The RET program provides teachers with the opportunity to build scientific knowledge, develop an understanding of research methods, and translate their new knowledge and experiences into cutting edge classroom lessons. The past two summers I have worked with Dr. Andrew Richardson

  20. Maps and the Geospatial Revolution: Teaching a Massive Open Online Course (MOOC) in Geography

    Science.gov (United States)

    Robinson, Anthony C.; Kerski, Joseph; Long, Erin C.; Luo, Heng; DiBiase, David; Lee, Angela

    2015-01-01

    The massive open online course (MOOC) is a new approach for teaching online. MOOCs stand apart from traditional online classes in that they support thousands of learners through content and assessment mechanisms that can scale. A reason for their size is that MOOCs are free for anyone to take. Here we describe the design, development, and teaching…

  1. Considerations and Strategies for Teaching Online Counseling Skills: Establishing Relationships in Cyberspace

    Science.gov (United States)

    Trepal, Heather; Haberstroh, Shane; Duffey, Thelma; Evans, Marcheta

    2007-01-01

    As technology advances and the use of online counseling becomes more routine, attention must be paid to instruction regarding online counseling skills. The authors present considerations for teaching basic online counseling skills to master's-level counseling students. Recommendations are made for helping students to establish and maintain…

  2. Lesson Plan--Online Games to Teach Vocabulary to Young Learners

    Science.gov (United States)

    Okaz, Abeer Ali

    2014-01-01

    This article describes how teachers can use online learning games to enhance young learners' language skill learning. Children love all sorts of games, therefore, implementing games (particularly online ones) are a useful aspect of lessons. Games are an indispensable tool while teaching, especially if employed effectively. The online activities…

  3. "The Next Level": Investigating Teaching and Learning within an Irish Traditional Music Online Community

    Science.gov (United States)

    Kenny, Ailbhe

    2013-01-01

    Online music communities offer a new context and culture for musical participation globally. This article, employing a socio-cultural theoretical lens, examines how the Online Academy of Irish Music (OAIM) functions as a teaching and learning online community for Irish traditional music. Findings from qualitative case study research present…

  4. Issues and Challenges for Teaching Successful Online Courses in Higher Education: A Literature Review

    Science.gov (United States)

    Kebritchi, Mansureh; Lipschuetz, Angie; Santiague, Lilia

    2017-01-01

    Online education changes all components of teaching and learning in higher education. Many empirical studies have been conducted to examine issues in delivering online courses; however, few have synthesized prior studies and provided an overview on issues in online courses. A review of literature using Cooper's framework was conducted to identify…

  5. Online Teaching Efficacy: A Product of Professional Development and Ongoing Support.

    Science.gov (United States)

    Richter, Sally; Idleman, Lynda

    2017-08-22

    The purpose of the pilot study was to investigate the perceptions of online teaching efficacy of nursing faculty who teach courses in which 51% or more of the content is offered online. Bandura's psychological construct of self-efficacy served as the conceptual framework. The research survey was administered to nursing faculty in a state university system located in the southeastern United States of America, plus two private universities. The Michigan Nurse Educator's Sense of Efficacy for Online Teaching Scale, which contains 32 items that measure how nurse educators judge their current capabilities for teaching online nursing courses, was used to gather data. Overall, the scores reflected that faculty perceived themselves as quite a bit efficacious on a scale that ranged from 1 to 9. As nursing educators received more support in designing and implementing online courses, their efficacy increased. It is critical that faculty are supported on an ongoing basis to increase and develop online teaching skills in order to teach high-quality courses in online programs. Faculty members must also be recognized for their work, time, and commitment required to be effective online educators. The findings of this study revealed those participants who had a number of professional development supports and release time to develop online courses have a greater sense of efficacy.

  6. Learning to teach secondary mathematics using an online learning system

    Science.gov (United States)

    Cavanagh, Michael; Mitchelmore, Michael

    2011-12-01

    We report the results of a classroom study of three secondary mathematics teachers who had no prior experience teaching with technology as they began to use an online mathematics learning system in their lessons. We gave the teachers only basic instruction on how to operate the system and then observed them intensively over four school terms as they taught using it. We documented changes in the teachers' Pedagogical Technology Knowledge and subsequently classified their various roles as technology bystanders, adopters, adaptors and innovators. Results show that all teachers made some progress toward using the system in more sophisticated ways, but the improvements were not uniform across the teachers. We suggest possible reasons to explain the variation and discuss some implications for teacher professional development.

  7. Engineering design skills coverage in K-12 engineering program curriculum materials in the USA

    Science.gov (United States)

    Chabalengula, Vivien M.; Mumba, Frackson

    2017-11-01

    The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.

  8. The Necessary Components of a Staff Development Program to Prepare Teachers to Teach Secondary Online Classes: a Delphi Study

    OpenAIRE

    Davidson, John Wesley

    2005-01-01

    Educators are faced with the rapid influx of online courses in the K-12 educational setting. The majority of research conducted to date has been in the area of higher education. Research and publications suggest that many factors control the success or failure of students enrolled in online courses. These factors include student characteristics, mentoring, and teacher/student interaction. Other factors affect the implementation of successful online courses and virtual schools. These factors i...

  9. The Effects of Survey Timing on Student Evaluation of Teaching Measures Obtained Using Online Surveys

    Science.gov (United States)

    Estelami, Hooman

    2015-01-01

    Teaching evaluations are an important measurement tool used by business schools in gauging the level of student satisfaction with the educational services delivered by faculty. The growing use of online teaching evaluations has enabled educational administrators to expand the time period during which student evaluation of teaching (SET) surveys…

  10. Teaching Auditing Using Cases in an Online Learning Environment: The Role of ePortfolio Assessment

    Science.gov (United States)

    Mihret, Dessalegn Getie; Abayadeera, Nadana; Watty, Kim; McKay, Jade

    2017-01-01

    While teaching auditing using cases is regarded as an effective approach, spatial separation of students and teachers in online contexts can restrict the application of case teaching. This study examines an undergraduate auditing course implemented to address this challenge by integrating case teaching with ePortfolio assessment. Students' written…

  11. Teaching Astronomy and Astrophysics online at the Valencian International University

    Science.gov (United States)

    Fuster-Garcia, E.; Diago, P. D.; Martínez, V. J.

    2011-11-01

    In the last decade, the development of information and communication technologies (ICTs) has imply a significant change in the traditional distance learning and specifically in e-learning. The new tools developed are consolidating the online learning modality at the university level all over the world and in all disciplines.In this study, we present the case of the Master of Astronomy and Astrophysics which is running from 2010 in the Valencian International University (http://www.viu.es). Unlike other more consolidated distance universities in Spain, the teaching method which has opted in this case includes an element of presence via webcam. This method could be considered as a kind of blended learning, combining the advantages of traditional e-learning with the humanity of personal and direct contact with the students.The results of participation in the master beyond the initial expectations with 37 students enrolled, of which approximately 80% were Spanish and the other 20% were mostly from Latin American countries. The feedback provided by students in the first months of teaching appreciates favorably the presence component, while casting doubt on the usefulness of certain tools traditionally used in the field of e-learning.

  12. Teach them to Fly: Strategies for Encouraging Active Online Learning

    Directory of Open Access Journals (Sweden)

    Karen HARDIN

    2004-04-01

    Full Text Available Teach them to Fly: Strategies for Encouraging Active Online Learning Karen HARDIN Cameron University Lawton, OK, USA PROBLEM One of the hot topics in education in the past 10 years has been the shift of the role of the educator. Whereas, he has traditionally been the owner and deliverer of the knowledge (Sage on the stage, now his role is shifting to a guide and facilitator (guide by the side. The purpose is to give the students ownership in their own learning process. As technology becomes more sophisticated, automation is replacing students’ problem solving skills, critical thinking and sometimes patience. On one of my evaluations in a 1999 online course, a student criticized that, “she’s not doing the teaching, I’m doing the learning.” Of course in my desire to encourage active learning, I took the response as a compliment, but the student meant it as a criticism. I began pondering the reluctance of students to take control of the learning process. I’ve noticed this lack of problem solving, critical thinking and patience with young adults in the workplace. For example, I often visit Sam’s, a warehouse store owned by Wal-Mart. When I check out, I pay with a check. The computerized register will print the check for me, so I allow the cashier to do that. I often ask him or her to add $15 to the total to give me cash back. It’s amazing how long it takes these young adults to add $15 to the total because of their reliance on computers. In another situation, when I was in an outlet shoe store in Texas, I purchased a pair of sandals. After I checked out, I noticed a sign that promoted, “buy one, get a second for one cent.” Of course, I wanted to take advantage of this opportunity, so I told the cashier that I wanted to find another pair of shoes. She replied, “It’s too late, your transaction is complete. I wouldn’t know what to do.” I said, “It’s simple, I owe you one cent.” She said, “I don’t know how to make the computer fix it

  13. Teaching about the Earth Online: Faculty-Sourced Guidance from InTeGrate

    Science.gov (United States)

    McDaris, J. R.; Bralower, T. J.; Anbar, A. D.; Leinbach, A.

    2017-12-01

    Teaching online is growing in acceptance within the higher education community and its accessibility creates an opportunity to reach students from diverse backgrounds with geoscience content. There is a need to develop best practices for teaching about Earth online as new technologies, pedagogical approaches, and teaching materials that incorporate societal issues and data emerge. In response to this need, the InTeGrate: Teaching about Earth for a Sustainable Future project convened a workshop of interdisciplinary faculty who teach about the Earth online, in a variety of contexts, to develop consensus best-practices, collect online resources, and develop teaching materials to share with the rest of the community. Workshop participants generated five broad categories of guidance for faculty teaching online: develop communication and a sense of community among class participants, stimulate student engagement, develop activity frameworks that scale with class size, include information literacy in the curriculum explicitly, and employ effective management and assessment techniques. Many of the best practices highlighted by the group are not unique to teaching online, but teaching online rather than face-to-face affects how they are or can be implemented. The suite of webpages developed from this work showcase specific strategies in each area, underpinned by examples drawn from the experiences of the participants. This resource can provide a wealth of advice for faculty seeking help for teaching online. Faculty can also provide feedback on the strategies and add their own experiences to the collection. Participants also worked together in teams to develop new or revise existing teaching resources to make available via the InTeGrate website. In addition, they shared insights about online resources they use in their teaching and class management and developed plans for an online repository for next-generation, interactive educational materials and tools for creating them

  14. California's K-12 Public Schools. How Are They Doing?

    National Research Council Canada - National Science Library

    Carroll, Stephen J; Krop, Cathy; Arkes, Jeremy; Morrison, Peter A; Flanagan, Ann

    2005-01-01

    ... are no longer performing as well as they did previously or as well as schools in other states. The primary objective of our study was to look closely at California's public system of kindergarten through twelfth grade (K-12...

  15. A Vision in Aeronautics: The K-12 Wind Tunnel Project

    Science.gov (United States)

    1997-01-01

    A Vision in Aeronautics, a project within the NASA Lewis Research Center's Information Infrastructure Technologies and Applications (IITA) K-12 Program, employs small-scale, subsonic wind tunnels to inspire students to explore the world of aeronautics and computers. Recently, two educational K-12 wind tunnels were built in the Cleveland area. During the 1995-1996 school year, preliminary testing occurred in both tunnels.

  16. Designing Online Teaching and Learning Activities for Higher Education in Hong Kong

    Directory of Open Access Journals (Sweden)

    Kevin Downing

    2008-06-01

    Full Text Available Instruction using the Web as a vehicle for content dissemination has increasingly dominated debates related to online learning (Nash, 2004 and there is little doubt that the exponential growth in the use of the internet and web-based instruction continues to present educators with considerable opportunities and challenges (Boettcher, 1999; McNaught & Lam, 2005. Many teachers and researchers (Wood, 1997; Littlejohn et al., 1999 point out that the organization and reflection necessary to effectively teach online often improves an instructor’s traditional teaching. This is a theme continued by Downing (2001 who identifies the eventual success or failure of online teaching as largely due to the same factors that have always been central to the provision of a quality learning experience. These factors include the energy, commitment and imagination of those responsible for providing the teaching and learning environment, whether it is virtual or actual. It is within this context that the authors of this paper set themselves the task of designing innovative online teaching and learning activities which add value to the student experience and genuinely assist learning traditionally difficult and dynamic concepts. The increasing adoption of outcomes based teaching and learning environments in universities around the world has provided wide-ranging opportunities to reflect on current learning and teaching practice. Whilst outcomes based teaching and learning is not a new idea (Biggs, 1999, many academic colleagues are actively seeking ways to leverage information technology solutions to design constructively aligned online teaching and learning activities which add value to the student learning experience and significantly assist in the understanding of difficult concepts and processes. This paper will describe and demonstrate the innovative development of online teaching and learning activities which adhere to the principles of both outcomes based

  17. ASSESSMENT OF A MULTINATIONAL ONLINE FACULTY DEVELOPMENT PROGRAM ON ONLINE TEACHING: REFLECTIONS OF CANDIDATE E-TUTORS

    Directory of Open Access Journals (Sweden)

    Muge ADNAN

    2017-01-01

    Full Text Available Teaching online requires different skills, roles and competencies for online instructors compared to teaching in traditional learning environments. Universities should offer ongoing support in various forms to help academic staff through their online journey. This paper provides insights into a multinational faculty development program for teaching online, elaborating on results of expectancy and satisfaction surveys. From a local program to a subproject within the Swiss National Science Foundation Project Scopes, e-Tutor aimed at expanding competencies in online lecturing and providing OER material for training colleagues. Designed in the form of a descriptive case study, this research was conducted with 34 attendees of e-Tutor. Data was collected using an e-learning readiness and expectancy questionnaire, and open-ended questions after the program to measure satisfaction. Descriptive statistics were used to analyze the survey data and content analysis for open-ended data. Participants considered e-Tutor a well-planned and targeted program with good theoretical and practical balance. Duration of such courses, opportunities for adaptation to real-life situations, and localization of the content are areas to be explored further. For future studies, it would also be interesting to see whether participants can apply their newly acquired knowledge and skills to create efficient online learning environments.

  18. Active commuting among K-12 educators: a study examining walking and biking to work.

    Science.gov (United States)

    Bopp, Melissa; Hastmann, Tanis J; Norton, Alyssa N

    2013-01-01

    Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. A volunteer sample of K-12 educators (n = 437) was recruited to participate in an online survey. Participants responded about AC patterns and social ecological influences on AC (individual, interpersonal, institutional, community, and environmental factors). t-tests and ANOVAs examined trends in AC, and Pearson correlations examined the relationship between AC and dependent variables. Multiple regression analysis determined the relative influence of individual, interpersonal, institutional, community, and environmental levels on AC. Participants actively commuted 0.51 ± 1.93 times/week. There were several individual, interpersonal, institutional, community, and environmental factors significantly related to AC. The full model explained 60.8% of the variance in AC behavior. This study provides insight on the factors that determine K-12 educators mode of commute and provide some insight for employee wellness among this population.

  19. Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

    Directory of Open Access Journals (Sweden)

    Melissa Bopp

    2013-01-01

    Full Text Available Background. Walking and biking to work, active commuting (AC is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators ( was recruited to participate in an online survey. Participants responded about AC patterns and social ecological influences on AC (individual, interpersonal, institutional, community, and environmental factors. -tests and ANOVAs examined trends in AC, and Pearson correlations examined the relationship between AC and dependent variables. Multiple regression analysis determined the relative influence of individual, interpersonal, institutional, community, and environmental levels on AC. Results. Participants actively commuted times/week. There were several individual, interpersonal, institutional, community, and environmental factors significantly related to AC. The full model explained 60.8% of the variance in AC behavior. Conclusions. This study provides insight on the factors that determine K-12 educators mode of commute and provide some insight for employee wellness among this population.

  20. Exploring the Digital Library: A Guide for Online Teaching and Learning

    Science.gov (United States)

    Johnson, Kay; Magusin, Elaine

    2005-01-01

    This book, which is a volume in The Jossey-Bass Online Teaching and Learning series, addresses the key issue of library services for faculty and their students in the online learning environment. Written by librarians at Athabasca University, a leading institution in distance education, this book shows how faculty can effectively use digital…

  1. A Blended Model: Simultaneously Teaching a Quantitative Course Traditionally, Online, and Remotely

    Science.gov (United States)

    Lightner, Constance A.; Lightner-Laws, Carin A.

    2016-01-01

    As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes.…

  2. The Use of a Well-Designed Instructional Guideline in Online MBA Teaching

    Science.gov (United States)

    Duesing, Robert J.; Ling, Juan; Yang, Jiaqin

    2016-01-01

    This study investigated the positive impact of a teaching practice on student learning outcomes in an online MBA program. An instructional project guideline was developed to help online students enhance their achieving required learning objectives corresponding to five categories of Bloom's Taxonomy. The course learning objectives are based on…

  3. A Mindful Approach to Teaching Emotional Intelligence to Undergraduate Students Online and in Person

    Science.gov (United States)

    Cotler, Jami L.; DiTursi, Dan; Goldstein, Ira; Yates, Jeff; DelBelso, Deb

    2017-01-01

    In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported…

  4. Teaching Online: Applying Need Theory to the Work-Family Interface

    Science.gov (United States)

    Nicklin, Jessica M.; McNall, Laurel A.; Cerasoli, Christopher P.; Varga, Claire M.; McGivney, R. J.

    2016-01-01

    Using Warner and Hausdorf's (2009) framework, the authors empirically examined work-life balance and work outcomes among collegiate faculty teaching courses online. Quantitative and qualitative results from 138 online instructors demonstrated that basic psychological need satisfaction was related to higher levels of work-family enrichment, job…

  5. Teaching Business Cases Online through Discussion Boards: Strategies and Best Practices

    Science.gov (United States)

    Rollag, Keith

    2010-01-01

    What are the most effective and efficient ways to teach business cases online, specifically in asynchronous electronic discussion boards? This article describes several design strategies and approaches used by instructors at Babson College to structure and facilitate online case discussions in our blended Fast Track MBA program. (Contains 3 notes,…

  6. Digital Learning in Higher Education: A Training Course for Teaching Online--Universidade Aberta, Portugal

    Science.gov (United States)

    Moreira, José António; José António, Susana; Goulão, Maria de Fátima; Barros, Daniela

    2017-01-01

    This paper uses qualitative evidence to describe, explore and discuss the progress of the online teaching training course taught at the Universidade Aberta to Portuguese and foreign professors of higher education institutions. As this is an entirely online course, its pedagogical design results from the combination of the basics of open distance…

  7. Gardening in Cyberspace: A Metaphor to Enhance Online Teaching and Learning.

    Science.gov (United States)

    May, Gary L.; Short, Darren

    2003-01-01

    Uses the metaphor of gardening in cyberspace as a guide to the creation of an environment that fosters learning and growth in online courses. Draws analogies between good gardening practices and online teaching practices, instructional design, and course management techniques. Contains 63 references. (SK)

  8. Classroom Active Learning Complemented by an Online Discussion Forum to Teach Sustainability

    Science.gov (United States)

    Dengler, Mary

    2008-01-01

    This paper identifies some of the pedagogical benefits of an active learning course delivery complemented by an online discussion forum to teach sustainability by evaluating the case of a geography master's course. The potential benefits and some challenges of an active learning course delivery to teach sustainability in geography and related…

  9. Collaborative Self-Study of Online Teaching in Early Childhood Teacher Education

    Science.gov (United States)

    Green, Nicole; Wolodko, Brenda; Stewart, Cherry; Edwards, Helen; Brooks, Margaret; Littledyke, Ros

    2013-01-01

    Six academics at a regional university in Australia engaged in collaborative research examining their teaching and learning practices, their current understandings and beliefs about teacher education pedagogy and, specifically, the online teaching and learning environments. This collegial self-study project was guided by the goal of achieving…

  10. An Analysis of Questionnaire Survey on Online Evaluation of Teaching by University Undergraduates

    Science.gov (United States)

    Sun, Dongyun

    2013-01-01

    This paper takes into consideration of the problems discovered in the teaching evaluation data statistics over the years in Changchun University of Science and Technology and cooperates with related departments to conduct a questionnaire survey on an online evaluation of teaching, with the purpose of detecting cognition of students in evaluation…

  11. Online Teaching as a Catalyst for Re-Examining Pedagogical Assumptions

    Science.gov (United States)

    Russell, Alicia

    2015-01-01

    Russell Tufts University This study examines the potential of designing and teaching online courses to prompt university faculty members to reflect on the essence of good teaching, and as a result reconsider their beliefs concerning effective pedagogy. A phenomenological investigation was conducted based on interviews with six long-time university…

  12. Preparing Preservice English Teachers to Design and Teach Social Justice-Oriented Literacy Lessons Online

    Science.gov (United States)

    Herrmann, Bailey

    2013-01-01

    This dissertation investigates how future secondary English teachers construct an understanding of teaching literacy for social justice and how they enact that understanding, particularly with regard for constructing curriculum for and teaching young adult novels online. This research suggests three recommendations for creating strong…

  13. Learning to Teach Mathematics Specialists in a Synchronous Online Course: A Self-Study

    Science.gov (United States)

    Hjalmarson, Margret A.

    2017-01-01

    This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the…

  14. Application of Online Multimedia Courseware in College English Teaching Based on Constructivism Theory

    Science.gov (United States)

    Li, Zhenying

    2012-01-01

    Based on Constructivism Theory, this paper aims to investigate the application of online multimedia courseware to college English teaching. By making experiments and students' feedback, some experience has been accumulated, and some problems are discovered and certain revelations are acquired as well in English teaching practice, which pave the…

  15. Shakespeare in Taiwan: Teaching Online in a Global Community

    Science.gov (United States)

    Goedde, Brian

    2014-01-01

    When you think of global, online education, the first thing that may jump to mind these days are MOOCs, the "massive open online classes" that are widely publicized (and criticized). The author states that his classes were not these, but rather, closer to what are now being called SPOCs--small private online classes. Enrollment is…

  16. PERCEPTION OF INTERN TEACHERS’ USE OF INTERACTIVE STRATEGIES IN TEACHING LARGE CLASSES IN ONLINE ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Carol Adaku Obiefuna

    2015-07-01

    Full Text Available Higher education institutions experience large classes despite the National Universities’ Commission’s (NUC and other supervisory agencies emphasis on carrying capacity of the institutions in Nigeria. The overpopulation affects effective teaching and learning and quality assurance. This study focused on perception of intern teachers of the use of interactive strategies in teaching Curriculum Studies in an online environment in a College of Education. 200 computer science students (intern teachers in a Curriculum Studies class formed the study sample. Three research questions guided the study. A structured and validated questionnaire with reliability index of 0.79, made up of 25 items constructed on a four-point Likert-type scale was administered on the students for data collection. The data were analysed using simple mean and the results showed that the intern teachers supported the use of the teaching strategies in an online class as a complement to the face to face method of teaching. They are also recommended as alternative strategies to reduce the problems associated with large classes. However, the research subjects were sceptical about the implementation of online teaching as a result of power supply and access to internet facilities. The findings have a far reaching implication for the 21st Century teaching and learning. Suggestions towards effective online teaching and learning were made especially with theGovernment’s reiteration of the need for Information and Communication Technology (ICT in the schools in Nigeria.

  17. Teaching pathology via online digital microscopy: positive learning outcomes for rurally based medical students.

    Science.gov (United States)

    Sivamalai, Sundram; Murthy, Shashidhar Venkatesh; Gupta, Tarun Sen; Woolley, Torres

    2011-02-01

    Technology has revolutionised teaching. Teaching pathology via digital microscopy (DM) is needed to overcome increasing student numbers, a shortage of pathology academics in regional medical schools, and difficulties with teaching students on rural clinical placement. To identify whether an online DM approach, combining digital pathology software, Web-based slides and classroom management software, delivers effective, practical pathology teaching sessions to medical students located both on campus and on rural placement. An online survey collected feedback from fourth and fifth year undergraduate James Cook University medical students on the importance of 16 listed benefits and challenges of using online DM to teach pathology, via a structured five-point Likert survey. Fifty-three students returned the survey (response rate = 33%). Benefits of online DM to teach pathology rated as 'very important' or 'extremely important' by over 50% of students included: higher quality images; faster learning; more convenient; better technology; everyone sees the same image; greater accessibility; helpful annotations on slides; cost savings; and more opportunity for self-paced learning out-of-hours and for collaborative learning in class. Challenges of online DM rated as 'very important' or 'extremely important' by over 50% of students included: Internet availability in more remote locations and potential problems using online technology during class. Nearly all medical students welcomed learning pathology via online digital technology. DM should improve the quantity, quality, cost and accessibility of pathology teaching by regional medical schools, and has significant implications for the growing emphasis in Australia for decentralised medical education and rural clinical placements. © 2011 The Authors. Australian Journal of Rural Health © National Rural Health Alliance Inc.

  18. Tablets in K-12 Education: Integrated Experiences and Implications

    Science.gov (United States)

    An, Heejung, Ed.; Alon, Sandra, Ed.; Fuentes, David, Ed.

    2015-01-01

    The inclusion of new and emerging technologies in the education sector has been a topic of interest to researchers, educators, and software developers alike in recent years. Utilizing the proper tools in a classroom setting is a critical factor in student success. "Tablets in K-12 Education: Integrated Experiences and Implications"…

  19. The Green Pages: Environmental Education Activities K-12.

    Science.gov (United States)

    Clearing, 1990

    1990-01-01

    Presented are 37 environmental science activities for students in grades K-12. Topics include water pollution, glaciers, protective coloration, shapes in nature, environmental impacts, recycling, creative writing, litter, shapes found in nature, color, rain cycle, waste management, plastics, energy, pH, landfills, runoff, watersheds,…

  20. Designing GIS Learning Materials for K-12 Teachers

    Science.gov (United States)

    Hong, Jung Eun

    2017-01-01

    Although previous studies have proven the usefulness and effectiveness of geographic information system (GIS) use in the K-12 classroom, the rate of teacher adoption remains low. The identified major barrier to its use is a lack of teachers' background and experience. To solve this limitation, many organisations have provided GIS-related teacher…

  1. Draft Genome Sequence of Escherichia coli K-12 (ATCC 10798)

    OpenAIRE

    Dimitrova, Daniela; Engelbrecht, Kathleen C.; Putonti, Catherine; Koenig, David W.; Wolfe, Alan J.

    2017-01-01

    ABSTRACT Here, we present the draft genome sequence of Escherichia coli ATCC 10798. E.?coli ATCC 10798 is a K-12 strain, one of the most well-studied model microorganisms. The size of the genome was 4,685,496?bp, with a G+C content of 50.70%. This assembly consists of 62 contigs and the F plasmid.

  2. Leadership Analysis in K-12 Case Study: "Divided Loyalties"

    Science.gov (United States)

    Alsubaie, Merfat Ayesh

    2016-01-01

    This report mainly aims to provide a critical and in-depth analysis of the K-12 Case, "Divided Loyalty" by Holy and Tartar (2004). The case recounts how the manifestation of inadequate leadership skills in a school setting could affect negatively the performance of students.

  3. Inspiring the Next Generation: Astronomy Catalyzes K12 STEM Education

    Science.gov (United States)

    Borders, Kareen; Thaller, Michelle; Winglee, Robert; Borders, Kyla

    2017-06-01

    K-12 educators need effective and relevant astronomy professional development. NASA's Mission Science provides innovative and accessible opportunities for K-12 teachers. Science questions involve scale and distance, including Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers can gain an understanding of basic telescopes, the history of telescopes, ground and satellite based telescopes, and models of JWST Telescope. An in-depth explanation of JWST and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. During teacher training, we taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of lenticulars and diagramming of infrared data, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars.We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development.Funding was provided by Washington STEM, NASA, and the Washington Space Grant Consortium.

  4. K-12 Marketplace Sees Major Flow of Venture Capital

    Science.gov (United States)

    Ash, Katie

    2012-01-01

    The flow of venture capital into the K-12 education market has exploded over the past year, reaching its highest transaction values in a decade in 2011, industry observers say. They attribute that rise to such factors as a heightened interest in educational technology; the decreasing cost of electronic devices such as tablet computers, laptops,…

  5. Enriching K-12 Science and Mathematics Education Using LEGOs

    Science.gov (United States)

    Williams, Keeshan; Igel, Irina; Poveda, Ronald; Kapila, Vikram; Iskander, Magued

    2012-01-01

    This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning…

  6. Gender Sorting across K-12 Schools in the United States

    Science.gov (United States)

    Long, Mark C.; Conger, Dylan

    2013-01-01

    This article documents evidence of nonrandom gender sorting across K-12 schools in the United States. The sorting exists among coed schools and at all grade levels, and it is highest in the secondary school grades. We observe some gender sorting across school sectors and types: for instance, males are slightly underrepresented in private schools…

  7. Florida's Opinion on K-12 Public Education Spending

    Science.gov (United States)

    Forster, Greg

    2006-01-01

    This scientifically representative poll of 1,200 Floridians finds that public opinion about K-12 public education spending is seriously misinformed. Floridians think public schools need more money, but the main reason is that they are badly mistaken about how much money the public schools actually get. Key findings of the study include: (1) Half…

  8. Information Security Management Practices of K-12 School Districts

    Science.gov (United States)

    Nyachwaya, Samson

    2013-01-01

    The research problem addressed in this quantitative correlational study was the inadequacy of sound information security management (ISM) practices in K-12 school districts, despite their increasing ownership of information assets. Researchers have linked organizational and sociotechnical factors to the implementation of information security…

  9. Graphic Communications Teachers' Concerns and Beliefs Regarding Their Online Teaching of Graphic Communications Hands-On Classes

    OpenAIRE

    Carroll, Millicent Hope

    2016-01-01

    Previous literature has exposed the impact of concerns and beliefs on a teacher's decision to adopt online teaching methods, and in particular for Graphic Communications teachers, the extent to which their concerns and beliefs influence whether or not they decide to teach online. The potential problem that may exist is that of Graphic Communications teachers' concerns and beliefs are playing a role in impeding their transitioning to teaching in the online environment. The purpose of this stud...

  10. #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers

    Science.gov (United States)

    Visser, Ryan D.; Evering, Lea Calvert; Barrett, David E.

    2014-01-01

    This mixed-methods study explores how K-12 teachers use Twitter. An online survey was disseminated via Twitter to gauge their usage of, access to, and perceptions of Twitter. The results indicated that teachers highly value Twitter as a means of self-directed professional development. Respondents who reported using Twitter multiple times a day…

  11. Feedback from the Field: What Novice PreK-12 ESL Teachers Want to Tell TESOL Teacher Educators

    Science.gov (United States)

    Baecher, Laura

    2012-01-01

    Programs in the United States that certify PreK-12 teachers in English as a second language (ESL) must meet high and consistent standards in their preservice preparation. However, there is little empirical evidence on the degree to which such preparation actually meets the needs of teachers once they begin their careers. Teaching English to…

  12. Secrets of the Sediments: Using ANDRILL's Scientific Adventure on Ice to Transfer Climate Change Science to K-12 Audiences

    Science.gov (United States)

    Huffman, L. T.; Dahlman, L.; Frisch-Gleason, R.; Harwood, D.; Pound, K.; Rack, F.; Riesselman, C.; Trummel, E.; Tuzzi, E.; Winter, D.

    2008-12-01

    Antarctica's harsh environment and the compelling story of living and working there, provides the backdrop for hooking the interest of young learners on science research and the nature of science. By using the adventure stories of today's researcher-explorers, teachers accompanying the ANDRILL team have taken the technical science of drilling rock cores to understand the history of climate change and the advance and retreat of the Antarctic ice sheet, and translated it for non-technical audiences from K-12 school children, to adult community groups. In order to understand the important issues surrounding global climate change, members of the public need access to accurate and relevant information, high quality educational materials, and a variety of learning opportunities in different learning environments. By taking lessons learned from early virtual polar adventure learning expeditions like Will Steger's Trans-Antarctic Expedition, coupled with educators-in-the-field programs like TEA (Teachers Experiencing Antarctica and the Arctic), ARMADA and Polar Trec, ANDRILL's Education and Outreach Program has evolved into successful and far-reaching integrated education projects including 1) the ARISE (ANDRILL Research Immersion for Science Educators) Program, 2) Climate Change Student Summits, 3) the development of Flexhibit (flexible exhibit) teaching resources, 4) virtual online learning communities, and 5) partnering young researchers with teachers and classrooms. Formal evaluations indicate lasting interest in science studies on the part of students and an increase in teachers' scientific background knowledge.

  13. Online Teaching: Navigating Its Advantages, Disadvantages and Best Practices

    Science.gov (United States)

    Al-Asfour, Ahmed

    2012-01-01

    Many tribal colleges are already offering distance learning. With increased Internet use, it's likely that even more will offer online courses to their tribal members in order to reach a larger student pool. Online education can reach students who care for their immediate and extended families and who have to work. It is also appealing to students…

  14. Teaching College Microeconomics: Online vs. Traditional Classroom Instruction

    Science.gov (United States)

    McCarty, Cynthia; Bennett, Doris; Carter, Shawn

    2013-01-01

    The use of online course offerings in college has grown sharply in recent years. Previous research, while limited, is inconclusive in determining expected student performance in online versus a traditional lecture format. This paper focuses specifically on student performance in introductory microeconomics classes, analyzing learning differences…

  15. Information Power Goes Online: Teaching Information Literacy to Distance Learners.

    Science.gov (United States)

    Parise, Pierina

    1998-01-01

    Describes how a course, "Information Power," at Marylhurst University (Oregon) was developed into an online version. Presents an overview of Web access in distance learning. Discusses instructional delivery through the WebCT software program; specific components of the online Information Power class; measuring learning outcomes; and pros and cons…

  16. Comparing Online and Face-to-Face Teaching and Learning

    Science.gov (United States)

    Beck, Victoria Simpson

    2010-01-01

    Online education has emerged in the 21st century as a popular alternative to traditional education. Proponents argue that online education provides opportunities for learners that they would otherwise do without (Beard & Harper, 2002; Hay, Peltier, & Drago, 2004). Opponents (see, for example, Hay et al., 2004) have argued, however, that the loss…

  17. Teaching Android Application Development in a Collaborative Online Environment

    Science.gov (United States)

    Duggan, Louise

    2012-01-01

    Online education has gained significant popularity in recent years, and this trend is set to continue. One of the reasons for the explosion of online education is the fact that Colleges and Universities need to seek out new delivery methods and to reach out to people who cannot attend College or University. Funding and diversity of courses is also…

  18. Online to offline teaching model in optics education: resource sharing course and flipped class

    Science.gov (United States)

    Li, Xiaotong; Cen, Zhaofeng; Liu, Xiangdong; Zheng, Zhenrong

    2016-09-01

    Since the platform "Coursera" is created by the professors of Stanford University Andrew Ng and Daphne Koller, more and more universities have joined in it. From the very beginning, online education is not only about education itself, but also connected with social equality. This is especially significant for the economic transformation in China. In this paper the research and practice on informatization of optical education are described. Online to offline (O2O) education activities, such as online learning and offline meeting, online homework and online to offline discussion, online tests and online to offline evaluation, are combined into our teaching model in the course of Applied Optics. These various O2O strategies were implemented respectively in the autumn-winter small class and the spring-summer middle class according to the constructivism and the idea of open education. We have developed optical education resources such as videos of lectures, light transmission or ray trace animations, online tests, etc. We also divide the learning procedure into 4 steps: First, instead of being given a course offline, students will learn the course online; Second, once a week or two weeks, students will have a discussion in their study groups; Third, students will submit their homework and study reports; Fourth, they will do online and offline tests. The online optical education resources have been shared in some universities in China, together with new challenges to teachers and students when facing the revolution in the e-learning future.

  19. Learning to Teach Online: Promoting Success through Professional Development

    Science.gov (United States)

    Hinson, Janice M.; LaPrairie, Kimberely N.

    2005-01-01

    The study reported in this paper examined the types of professional-development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional…

  20. CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

    Science.gov (United States)

    Hickman, Paul

    2002-04-01

    It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

  1. Technical Feasibility Study for Zero Energy K-12 Schools

    Energy Technology Data Exchange (ETDEWEB)

    Bonnema, Eric [National Renewable Energy Lab. (NREL), Golden, CO (United States); Goldwasser, David [National Renewable Energy Lab. (NREL), Golden, CO (United States); Torcellini, Paul [National Renewable Energy Lab. (NREL), Golden, CO (United States); Pless, Shanti [National Renewable Energy Lab. (NREL), Golden, CO (United States); Studer, Daniel [National Renewable Energy Lab. (NREL), Golden, CO (United States)

    2016-11-01

    This technical feasibility study provides documentation and research results supporting a possible set of strategies to achieve source zero energy K-12 school buildings as defined by the U.S. Department of Energy (DOE) zero energy building (ZEB) definition (DOE 2015a). Under this definition, a ZEB is an energy-efficient building in which, on a source energy basis, the actual annual delivered energy is less than or equal to the on-site renewable exported energy.

  2. Draft Genome Sequence of Escherichia coli K-12 (ATCC 10798).

    Science.gov (United States)

    Dimitrova, Daniela; Engelbrecht, Kathleen C; Putonti, Catherine; Koenig, David W; Wolfe, Alan J

    2017-07-06

    Here, we present the draft genome sequence of Escherichia coli ATCC 10798. E. coli ATCC 10798 is a K-12 strain, one of the most well-studied model microorganisms. The size of the genome was 4,685,496 bp, with a G+C content of 50.70%. This assembly consists of 62 contigs and the F plasmid. Copyright © 2017 Dimitrova et al.

  3. Ground Truth Studies - A hands-on environmental science program for students, grades K-12

    Science.gov (United States)

    Katzenberger, John; Chappell, Charles R.

    1992-01-01

    The paper discusses the background and the objectives of the Ground Truth Studies (GTSs), an activity-based teaching program which integrates local environmental studies with global change topics, utilizing remotely sensed earth imagery. Special attention is given to the five key concepts around which the GTS programs are organized, the pilot program, the initial pilot study evaluation, and the GTS Handbook. The GTS Handbook contains a primer on global change and remote sensing, aerial and satellite images, student activities, glossary, and an appendix of reference material. Also described is a K-12 teacher training model. International participation in the program is to be initiated during the 1992-1993 school year.

  4. Lon gene and photoprotection in Escherichia coli K-12

    Energy Technology Data Exchange (ETDEWEB)

    Waksman, G.; Thomas, G.; Favre, A. (Institut de Recherche en Biologie Moleculaire, Group de Photobiologie Moleculaire, Paris (France))

    1984-03-01

    Photoprotection, i.e. the increased resistance of the cells preilluminated with near ultraviolet light (300-380 nm) to the lethal action of 254nm radiations requires either an integrated prophage or a recA mutation in Escherichia coli K12 strains. Significant photoprotection occurs in an Escherichia coli K12 recA/sup +/ cell containing the lon allele responsible for filamentous growth after 254nm irradiation. The Fil phenotype can be suppressed by the sfiA or sfiB suppressor genes. Since the E. coli K12 recA/sup +/ lon sfiB strain exhibits no more photoprotection, it is concluded that in lon strains photoprotection is due to the abolition of the 254nm induced filamentation by the near ultraviolet treatment. In addition, near ultraviolet illumination of the cells leads to a severe restriction of the bulk protein synthesis. This effect is observed only in nuv/sup +/ cells that contain 4-thiouridine the chromophore responsible for photoprotection. It is proposed that in lon (lysogenic strains) photoprotection is due to prevention of the SOS response. During the growth lag, the low residual level of protein synthesis does not allow the induction of the SOS response and accordingly prevents filamentation (the lytic cycle).

  5. The lon gene and photoprotection in Escherichia coli K-12

    International Nuclear Information System (INIS)

    Waksman, G.; Thomas, G.; Favre, A.

    1984-01-01

    Photoprotection, i.e. the increased resistance of the cells preilluminated with near ultraviolet light (300-380 nm) to the lethal action of 254nm radiations requires either an integrated prophage or a recA mutation in Escherichia coli K12 strains. Significant photoprotection occurs in an Escherichia coli K12 recA + cell containing the lon allele responsible for filamentous growth after 254nm irradiation. The Fil phenotype can be suppressed by the sfiA or sfiB suppressor genes. Since the E. coli K12 recA + lon sfiB strain exhibits no more photoprotection, it is concluded that in lon strains photoprotection is due to the abolition of the 254nm induced filamentation by the near ultraviolet treatment. In addition, near ultraviolet illumination of the cells leads to a severe restriction of the bulk protein synthesis. This effect is observed only in nuv + cells that contain 4-thiouridine the chromophore responsible for photoprotection. It is proposed that in lon (lysogenic strains) photoprotection is due to prevention of the SOS response. During the growth lag, the low residual level of protein synthesis does not allow the induction of the SOS response and accordingly prevents filamentation (the lytic cycle). (author)

  6. Teaching the Principles of Effective Online Course Design: What Works?

    Directory of Open Access Journals (Sweden)

    Clare Gormley

    2014-06-01

    Full Text Available While much has been written about the pedagogy and challenges of online learning, there is comparatively little research that advises how online course design competencies can be achieved. Certainly a growing range of course design resources is being created and made openly available, but there is a need to evaluate their actual impact on practice. This predominantly qualitative study describes the impact of two learning interventions – open online tutorials and a design and development workshop – aimed at introducing the fundamentals of online course design. Four online course developers at an Irish university were interviewed about their experiences creating multimedia-based online courses. Two of the developers were given access to targeted learning interventions and were subsequently interviewed about their experiences using those interventions. The main findings were that novice online course developers can potentially learn and apply design principles through a dedicated introductory phase, techniques that promote discussion of effective pedagogy, and ongoing collaboration in course design. These strategies could be adapted to specific contexts elsewhere.

  7. Roles and Domains to Teach in Online Learning Environments: Educational ICT Competency Framework for University Teachers

    Science.gov (United States)

    Guasch, Teresa; Alvarez, Ibis; Espasa, Anna

    This chapter is aimed at presenting an integrated framework of the educational information and communications technology (ICT) competencies that university teachers should have to teach in an online learning environment. Teaching through ICT in higher education involves performing three main roles - pedagogical, socialist, and design/planning - and also two cross-cutting domains that arise from the online environment: technological and managerial. This framework as well as the competencies for university teachers associated with it were validated at a European level by a dual process of net-based focus groups of teachers and teacher trainers in each of the participating countries in a European Project (Elene-TLC) and an online Delphi method involving 78 experts from 14 universities of ten European countries. The competency framework and the examples provided in the chapter are the basis for designing innovative professional development activities in online university environments.

  8. Teaching mathematics online in the European Area of Higher Education: an instructor's point of view

    Science.gov (United States)

    Juan, Angel A.; Steegmann, Cristina; Huertas, Antonia; Martinez, M. Jesus; Simosa, J.

    2011-03-01

    This article first discusses how information technologies are changing the way knowledge is delivered at universities worldwide. Then, the article reviews some of the most popular learning management systems available today and some of the most useful online resources in the areas of Mathematics and Statistics. After that, some long-term experiences regarding the teaching of online courses in those areas at the Open University of Catalonia are discussed. Finally, the article presents the results of a large-scale survey performed in Spain that aims to reflect instructors' opinions and feelings about potential benefits and challenges of teaching mathematics online, as well as the role of emergent technologies in the context of the European Area of Higher Education. Therefore, this article contributes to the existing literature as an additional reference point, one based on our long-term experience in a large-scale online environment, for discussions involving mathematical e-learning.

  9. From classroom to online teaching: experiences in improving statistics education

    Directory of Open Access Journals (Sweden)

    Anne Porter

    2003-01-01

    Full Text Available This study used reflective practitioner methodology to investigate how to improve the quality of statistical education. During the study, this methodology, curricula, pedagogical practices, assessment and a framework for learning to learn statistics were all developed as means of improving the quality of statistical education. Also documented was the move from being a classroom teacher of statistics to a teacher who is developing learning resources for online delivery to students. For a classroom teacher, flexible delivery has meant drawing on the sights, sounds, movement, quiet and live shows. By contrast, the online teacher feels the constraints of translating activity based programs to technologically based programs. As more students have chosen to rely on online materials rather than classroom activities, the focus of improving quality has been extended to the enrichment of online resources, so that the learning experience is not second to that of the classroom.

  10. EFFECTIVENESS OF MULTIMEDIA IN LEARNING & TEACHING DATA STRUCTURES ONLINE

    Directory of Open Access Journals (Sweden)

    Sahalu JUNAIDU

    2008-10-01

    Full Text Available Online electronic education is now being widely accepted as a major viable component of higher education. This is fuelled by the emergence of worldwide information and computer communications technologies. However, online education is not being adopted in science and engineering subjects as widely as in other fields because of the idiosyncrasies of some science and engineering-based courses. For online engineering education to be broadly accepted and utilized, the quality of online courses must, amongst other things, be comparable to or better than those of traditional face-to-face classroom education. This paper explores and reports on the importance of creating multimedia-rich course content and the important role that animations can play in creating a successful online learning experience. Results of our study on an online data structures course over five years offerings show that students consistently perform much better in questions requiring application of material taught in carefully animated algorithms. These results should carry over to other educational environments.

  11. High Level of Emotional Intelligence Is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

    Science.gov (United States)

    Ali, Nagia; Ali, Omar; Jones, James

    2017-01-01

    This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master's…

  12. Concerns and Professional Development Needs of Faculty at King Abdul-Aziz University in Saudi Arabia in Adopting Online Teaching

    Science.gov (United States)

    Kamal, Bakor

    2013-01-01

    The purpose of this study was to investigate concerns regarding the adoption of online teaching as expressed by faculty and instructors in six departments in the College of Arts and Humanities at King Abdulaziz University. Additionally, it investigated faculty professional development needs in adopting online teaching. The data in this study were…

  13. Experience, Adoption, and Technology: Exploring the Phenomenological Experiences of Faculty Involved in Online Teaching at One School of Public Health

    Science.gov (United States)

    Kidd, Terry; Davis, Trina; Larke, Patricia

    2016-01-01

    Using the Unified Theory of Acceptance and Use of Technology (UTAUT) and Dewey's Theory of Experience, this phenomenological study explored the experiences of faculty who engaged in online teaching at one school of public health. Findings revealed that the experiences of public health faculty, who engaged in online teaching, are similar and…

  14. The Building of Pre-Service Primary Teachers' Knowledge of Mathematics Teaching: Interaction and Online Video Case Studies

    Science.gov (United States)

    Llinares, Salvador; Valls, Julia

    2009-01-01

    This study explores how preservice primary teachers became engaged in meaning-making mathematics teaching when participating in online discussions within learning environments integrating video-clips of mathematics teaching. We identified different modes of participation in the online discussions and different levels of knowledge-building. The…

  15. Design Process for Online Websites Created for Teaching Turkish as a Foreign Language in Web Based Environments

    Science.gov (United States)

    Türker, Fatih Mehmet

    2016-01-01

    In today's world, where online learning environments have increased their efficiency in education and training, the design of the websites prepared for education and training purposes has become an important process. This study is about the teaching process of the online learning environments created to teach Turkish in web based environments, and…

  16. Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University

    Directory of Open Access Journals (Sweden)

    Benino D

    2011-12-01

    Full Text Available Objectives: To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University.Methods: The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Results: Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. Conclusion: This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically.

  17. Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University.

    Science.gov (United States)

    Benino, Diana; Girardi, Antonia; Czarniak, Petra

    2011-10-01

    To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically.

  18. When the globe is your classroom: teaching and learning about large-scale environmental change online

    Science.gov (United States)

    Howard, E. A.; Coleman, K. J.; Barford, C. L.; Kucharik, C.; Foley, J. A.

    2005-12-01

    Understanding environmental problems that cross physical and disciplinary boundaries requires a more holistic view of the world - a "systems" approach. Yet it is a challenge for many learners to start thinking this way, particularly when the problems are large in scale and not easily visible. We will describe our online university course, "Humans and the Changing Biosphere," which takes a whole-systems perspective for teaching regional to global-scale environmental science concepts, including climate, hydrology, ecology, and human demographics. We will share our syllabus and learning objectives and summarize our efforts to incorporate "best" practices for online teaching. We will describe challenges we have faced, and our efforts to reach different learner types. Our goals for this presentation are: (1) to communicate how a systems approach ties together environmental sciences (including climate, hydrology, ecology, biogeochemistry, and demography) that are often taught as separate disciplines; (2) to generate discussion about challenges of teaching large-scale environmental processes; (3) to share our experiences in teaching these topics online; (4) to receive ideas and feedback on future teaching strategies. We will explain why we developed this course online, and share our experiences about benefits and challenges of teaching over the web - including some suggestions about how to use technology to supplement face-to-face learning experiences (and vice versa). We will summarize assessment data about what students learned during the course, and discuss key misconceptions and barriers to learning. We will highlight the role of an online discussion board in creating classroom community, identifying misconceptions, and engaging different types of learners.

  19. Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

    Science.gov (United States)

    Borders, Kareen; Mendez, B. M.

    2010-01-01

    K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

  20. Climate Change Education Today in K-12: What's Happening in the Earth and Space Science Classroom?

    Science.gov (United States)

    Holzer, M. A.; National Earth Science Teachers Association

    2011-12-01

    Climate change is a highly interdisciplinary topic, involving not only multiple fields of science, but also social science and the humanities. There are many aspects of climate change science that make it particularly well-suited for exploration in the K-12 setting, including opportunities to explore the unifying processes of science such as complex systems, models, observations, change and evolution. Furthermore, this field of science offers the opportunity to observe the nature of science in action - including how scientists develop and improve their understanding through research and debate. Finally, climate change is inherently highly relevant to students - indeed, students today will need to deal with the consequences of the climate change. The science of climate change is clearly present in current science education standards, both at the National level as well as in the majority of states. Nonetheless, a significant number of teachers across the country report difficulties addressing climate change in the classroom. The National Earth Science Teachers Association has conducted several surveys of Earth and space science educators across the country over the past several years on a number of issues, including their needs and concerns, including their experience of external influences on what they teach. While the number of teachers that report external pressures to not teach climate change science are in the minority (and less than the pressure to not teach evolution and related topics), our results suggest that this pressure against climate change science in the K-12 classroom has grown over the past several years. Some teachers report being threatened by parents, being encouraged by administrators to not teach the subject, and a belief that the "two sides" of climate change should be taught. Survey results indicate that teachers in religious or politically-conservative districts are more likely to report difficulties in teaching about climate change than in

  1. 4-thiouridine and photoprotection in Escherichia coli K12

    International Nuclear Information System (INIS)

    Thomas, Gilles; Favre, Alain

    1977-01-01

    A high level of protection is observed in the Escherichia coli K 12 strain AB 1157 rec A 1 nuv + whose transfer RNA contains 4-thiouridine. In contrast, the photoprotection level is low and observed at higher doses in a strain which differs from the former by a single mutation nuv - , (lack of 4-thiouridine). This nucleoside is therefore an important chromophore leading to photoprotection. This conclusion is corroborated by the similarity of the action spectra for 8-13 link formation in tRNA and for photoprotection [fr

  2. The Future of Online Teaching and Learning in Higher Education: The Survey Says...

    Science.gov (United States)

    Kim, Kyong-Jee; Bonk, Curtis J.

    2006-01-01

    Considering the extensive turbulence created by the perfect storm surrounding e-learning, it is not surprising that opinions are mixed about the benefits of online teaching and learning in higher education. As illustrated in numerous issues of the "Chronicle of Higher Education" during the past decade, excitement and enthusiasm for…

  3. Online Teaching Evaluation for Higher Quality Education: Strategies to Increase University Students' Participation

    Science.gov (United States)

    Weng, Cathy; Weng, Apollo; Tsai, Kevin

    2014-01-01

    The primary purpose of this study was to uncover determines of students' intention to adopt online teaching evaluation at the end of semester by proposing a research model based on the Theory of Planned Behavior (TPB). The second purpose was to investigate the efficacy of the theory for predicting such intention. Besides users' attitude and…

  4. "Dear Fresher …"--How Online Questionnaires Can Improve Learning and Teaching Statistics

    Science.gov (United States)

    Bebermeier, Sarah; Nussbeck, Fridtjof W.; Ontrup, Greta

    2015-01-01

    Lecturers teaching statistics are faced with several challenges supporting students' learning in appropriate ways. A variety of methods and tools exist to facilitate students' learning on statistics courses. The online questionnaires presented in this report are a new, slightly different computer-based tool: the central aim was to support students…

  5. Teaching Historical Literacy and Making World History Relevant in the Online Discussion Board

    Science.gov (United States)

    Luckhardt, Courtney

    2014-01-01

    For most students in the introductory World Civilization I course that Courtney Luckhardt teaches online, this is likely their first (and perhaps only) university history course. Persuading students that history is valuable, even just for the skills they need in critical reading and writing, is a difficult task. It is harder still when they view…

  6. Student Outcomes Associated with Use of Asynchronous Online Discussion Forums in Gross Anatomy Teaching

    Science.gov (United States)

    Green, Rodney A.; Hughes, Diane L.

    2013-01-01

    Asynchronous online discussion forums are increasingly common in blended learning environments but the relationship to student learning outcomes has not been reported for anatomy teaching. Forums were monitored in two multicampus anatomy courses; an introductory first year course and a second year physiotherapy-specific course. The forums are…

  7. Using "Quipper" as an Online Platform for Teaching and Learning English as a Foreign Language

    Science.gov (United States)

    Mulyono, Herri

    2016-01-01

    This paper evaluates the affordability of "Quipper" as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in "Quipper" may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle…

  8. Captivate MenuBuilder: Creating an Online Tutorial for Teaching Software

    Science.gov (United States)

    Yelinek, Kathryn; Tarnowski, Lynn; Hannon, Patricia; Oliver, Susan

    2008-01-01

    In this article, the authors, students in an instructional technology graduate course, describe a process to create an online tutorial for teaching software. They created the tutorial for a cyber school's use. Five tutorial modules were linked together through one menu screen using the MenuBuilder feature in the Adobe Captivate program. The…

  9. A Dynamic Intranet-Based Online-Portal Support for Computer Science Teaching

    Science.gov (United States)

    Iyer, Viswanathan K.

    2017-01-01

    This paper addresses the issue of effective content-delivery of Computer Science subjects taking advantage of a university intranet. The proposal described herein for teaching a subject like Combinatorics and Graph Theory (CGT) is to supplement lectures with a moderated online forum against an associated intranet portal, which is referred to as a…

  10. Managing Written and Oral Negative Feedback in a Synchronous Online Teaching Situation

    Science.gov (United States)

    Guichon, Nicolas; Betrancourt, Mireille; Prie, Yannick

    2012-01-01

    This case study focuses on the feedback that is provided by tutors to learners in the course of synchronous online teaching. More specifically, we study how trainee tutors used the affordances of Visu, an experimental web videoconferencing system, to provide negative feedback. Visu features classical functionalities such as video and chat, and it…

  11. Debate as a Teaching Strategy in Online Education: A Case Study

    Science.gov (United States)

    Park, Caroline; Kier, Cheryl; Jugdev, Kam

    2011-01-01

    This reflective case study was based on our independent use of the debate as an online instructional approach and our shared interest in teaching strategies. In an interdisciplinary manner, using narrative inquiry and action research, we melded our data sources and analyzed the findings, including our individual experiences with the technique. Our…

  12. Adapting to the Online Teaching Environment: Using Literature To Develop Experiential Exercises for International Management.

    Science.gov (United States)

    Rusinko, Cathy A.

    2003-01-01

    Proposes that literature may be a valuable tool in adapting teaching methods to the online environment, particularly developing experiential exercises, and in helping students become better international managers by building communication skills, team building skills, and contextual understanding of cultural diversity issues. Includes an example…

  13. Using Continuous Quality Improvement (CQI) to Sustain Success in Faculty Development for Online Teaching

    Science.gov (United States)

    Kerrick, Sharon A.; Miller, Karen Hughes; Ziegler, Craig

    2015-01-01

    This article shares the curriculum and evaluation findings over four years for a faculty development program aimed at increasing skills in designing and teaching online courses. The University of Louisville's "Delphi U" is a four-day retreat style program covering 17 modules, each of which includes an exercise or activity. Over the four…

  14. Nurse Educator Perceptions of the Importance of Relationship in Online Teaching and Learning.

    Science.gov (United States)

    Smith, Yvonne M; Crowe, Alicia R

    The purpose of this study was to understand the perceptions of teaching nursing students in online environments as experienced by nursing educators who have been teaching online for a minimum of 2 years. The study used an interview-based qualitative descriptive design. Semistructured interviews with 10 full-time nurse educators were conducted. The participants represented a range of ranks and teaching experience. Analysis involved a constant comparative process of initial and focused coding. Relationships were important to these nurse educators, and there was an interconnected nature among (a) student engagement and learning, (b) "knowing students," and (c) helping students meet their needs. Although different in how they experienced these elements, they seemed to share a sense that you have to know your students to help them meet their needs, and that you have to help them meet their needs so that they can learn, and building relationships within the online environment is key to all if this. Relationships are the heart of nursing and, for these nurse educators, a key aspect of nursing education. Having a strong relationship between nurse educators and nursing students supports student engagement in learning online. With continually increasing online nurse education, understanding these relationships is important to improve nursing education and consequently improve nursing practice. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. Bridging Culture On-Line: Strategies for Teaching Cultural Sensitivity.

    Science.gov (United States)

    Wendler, M. Cecilia; Struthers, Roxanne

    2002-01-01

    An online cross-cultural health course for nurses sought to provide access to cultural experiences by culturally congruent use of a minority visiting scholar and required participation in cultural enrichment activities. Course and faculty evaluations were designed to be appropriate for the asynchronous environment. (Contains 25 references.) (SK)

  16. Teaching and Learning Principles of Microeconomics Online: An Empirical Assessment

    Science.gov (United States)

    Gratton-Lavoie, Chiara; Stanley, Denise

    2009-01-01

    How do students enrolled in online courses perform relative to those who choose a more traditional classroom environment? What student characteristics help explain differences in student academic achievement in the two modes of instruction? What factors affect the students' choice of instruction mode? The authors address these questions in…

  17. OJPOT: Online Judge & Practice Oriented Teaching Idea in Programming Courses

    Science.gov (United States)

    Wang, Gui Ping; Chen, Shu Yu; Yang, Xin; Feng, Rui

    2016-01-01

    Practical abilities are important for students from majors including Computer Science and Engineering, and Electrical Engineering. Along with the popularity of ACM International Collegiate Programming Contest (ACM/ICPC) and other programming contests, online judge (OJ) websites achieve rapid development, thus providing a new kind of programming…

  18. Teaching Science Online: Hands Off Is Not Minds Off!

    Science.gov (United States)

    Schoenfeld-Tacher, Regina; McConnell, Sherry; Schultheiss, Patricia; Bowen, Richard; Jones, Robert

    This study used Bloom's Taxonomy in conjunction with new and emerging research paradigms, such as discourse analysis, to examine the outcomes of online science instruction in various biomedical science courses (i.e., histology, histopathology, physiology, microbiology, and farm animal anatomy). By combining quantitative and qualitative data, a…

  19. Transformation of Online Teaching Practices through Implementation of Appreciative Inquiry

    Science.gov (United States)

    Johnson, Bruce A.

    2014-01-01

    The purpose of this case study was to explore the application and outcome of appreciative inquiry as an online instructional strategy for the development of three specific factors: adult learner motivation, engagement, and performance. Appreciative andragogy was an original phrase developed for this study and is an adaptation of appreciative…

  20. A Classroom of Bunnies, Blimps, and Werewolves: Teaching Asian Religions Online in Second Life

    Directory of Open Access Journals (Sweden)

    M. Alyson Prude

    2013-05-01

    Full Text Available Virtual environments promise a myriad of exciting opportunities for college and university online teaching, but how much do they actually deliver? This evaluation of the use of Second Life in an Asian religions course contributes to the small but growing body of literature addressing the incorporation of online virtual worlds into higher education. It discusses benefits and drawback of teaching in Second Life and suggests Asian-inspired Second Life locations that can be useful in the classroom. Given instructor commitment to making use of the unique possibilities Second Life offers, including synchronous communication, virtual world fieldtrips, animations, and the potential for guest lectures and international participation, Second Life can provide a lively and interesting alternative for online Asian-content courses.

  1. Teaching MA-TESOL Courses Online: Challenges and Rewards.

    Science.gov (United States)

    Nunan, David

    2002-01-01

    Draws on experience developing a Web-based master's program in TESOL for Newport Asia Pacific University (NAPU), a relatively new virtual university based in Newport Beach, California that offers graduate programs in TESOL, teaching Japanese as a second language, intercultural communication, and business administration. Discusses the challenges…

  2. Online Teaching Resources about Medicinal Plants and Ethnobotany

    Science.gov (United States)

    Straus, Kristina M.; Chudler, Eric H.

    2016-01-01

    Classroom exploration of plant-based medicines and ethnobotany is a timely and valuable way to engage students in science. This Feature highlights Internet-based resources to help teachers in primary and secondary classrooms incorporate lessons and activities to teach about plant medicines. These Internet resources include curricula, videos, sites…

  3. Teaching Multimedia Data Protection through an International Online Competition

    Science.gov (United States)

    Battisti, F.; Boato, G.; Carli, M.; Neri, A.

    2011-01-01

    Low-cost personal computers, wireless access technologies, the Internet, and computer-equipped classrooms allow the design of novel and complementary methodologies for teaching digital information security in electrical engineering curricula. The challenges of the current digital information era require experts who are effectively able to…

  4. Digital Media for STEM Learning: Developing scientific practice skills in the K-12 STEM classroom with resources from WGBH and PBS LearningMedia

    Science.gov (United States)

    Foster, J.; Connolly, R.

    2017-12-01

    WGBH's "Bringing the Universe to America's Classrooms" project is a 5-year effort to design, produce and evaluate digital media tools and resources that support scientific practice skills in diverse K-12 learners. Resources leverage data and content from NASA and WGBH signature programs, like NOVA, into sound instructional experiences that provide K-12 STEM teachers with free, quality resources for teaching topics in the Earth and Space Sciences. Resources address the content and practices in the new K-12 Framework for Science Education and are aligned with the NGSS. Participants will learn about design strategies, findings from our evaluation efforts, and how to access free resources on PBS LearningMedia.

  5. Teaching about Climate Change and Energy with Online Materials and Workshops from On the Cutting Edge

    Science.gov (United States)

    Kirk, K. B.; Manduca, C. A.; Myers, J. D.; Loxsom, F.

    2009-12-01

    -playing, inquiry-based learning via online data sets, and the use of computer models. The website houses course descriptions and syllabi for both introductory-level and upper-level climate courses contributed by faculty. Collections of climate visualizations and recommended references help faculty navigate to online materials that are best suited for their classroom. The On the Cutting Edge program features a biennial workshop series about teaching climate change, held in conjunction with the American Quaternary Association. Presentations, teaching ideas and references from the 2006 and 2008 workshops are available, along with applications for the upcoming workshop to be held in August 2010. All of these materials can be found at http://serc.carleton.edu/NAGTWorkshops/energy and http://serc.carleton.edu/NAGTWorkshops/climatechange. Faculty are encouraged to submit their own teaching materials to the web collections via on-line forms for submitting information and uploading files.

  6. The Relationship of Perceived Organizational Support, Job Satisfaction, and Years of Online Teaching Experience to Work Engagement among Online Undergraduate Adjunct Faculty Members

    Science.gov (United States)

    Zone, Emma J.

    2013-01-01

    The rapid growth of online higher education has necessitated increased employment of adjunct faculty. Correlational analyses were implemented to determine whether a relationship exists between adjunct undergraduate faculty's perceptions of organizational support, overall job satisfaction, and online teaching experience, and their work engagement.…

  7. Are Learning Assistants Better K-12 Science Teachers?

    Science.gov (United States)

    Gray, Kara E.; Webb, David C.; Otero, Valerie K.

    2010-10-01

    This study investigates how the undergraduate Learning Assistant (LA) experience affects teachers' first year of teaching. The LA Program provides interested science majors with the opportunity to explore teaching through weekly teaching responsibilities, an introduction to physics education research, and a learning community within the university. Some of these LAs are recruited to secondary science teacher certification programs. We hypothesized that the LA experience would enhance the teaching practices of the LAs who ultimately become teachers. To test this hypothesis, LAs were compared to a matched sample of teachers who completed the same teacher certification program as the LAs but did not have the LA "treatment." LAs and "non-LAs" were compared through interviews, classroom observations, artifact packages, and observations made with Reformed Teacher Observation Protocol (RTOP) collected within the first year of teaching. Some differences were found; these findings and their implications are discussed.

  8. How to Get Successfully Involved with K-12 Education

    Science.gov (United States)

    Duncan, D.; Fraknoi, A.; Bennett, M.

    1998-05-01

    Many astronomers now have some involvement in K-12 education, either through their children, through large projects with an education or outreach office, or through an educational component to their own grants. Some may need to incorporate education components into future proposals. For those new to education, it can be difficult to decide how best to use their limited resources without "re-inventing the wheel." Some astronomers are comfortable taking a direct role in the classroom or working with teachers, others prefer developing web-based or printed materials, while still others wouldrather work with local schools of education to enhance the training of future teachers. Which of these roles is most useful? In this session, participants will learn what has worked well in the past, with special attention paid to ways in which astronomers' and physicists' training and instincts may fail them when working in education. Invited teachers will describe their classrooms and how astronomers can be most helpful to them. Sample (successful) activities will be demonstrated, and information given about the wide range of existing astronomy and space-science education programs around the country. A full menu of useful ways that astronomers can get involved will be presented, as well as the organizations and institutions which can help in devising a meaningful education program. Handouts will include a catalog of national astronomy education projects, a list of educational web sites, information about the NASA OSS education brokers and facilitators, examples of successful educational materials, and a listing of roles astronomers have played or could play to enhance K-12 education. Registration is required; see the AAS Education WWW page or email aased@aas.org.

  9. Online or In-Class: Evaluating an Alternative Online Pedagogy for Teaching Transcultural Nursing.

    Science.gov (United States)

    Ochs, Jessica H

    2017-06-01

    Online learning formats are prevalent in current higher education. Given the changing student demographics and the drive for creativity in educating a technology-savvy student, it is imperative to incorporate innovative and alternative learning modalities to engage these students. This pilot study was designed as a quality improvement program evaluation comparing the effects of an online learning module with traditional classroom delivery of transcultural nursing content using a posttest two-group survey design in associate degree nursing students. The students' perceived knowledge and confidence were investigated after receiving the lecture for both the online and in-class groups. Data analysis revealed the online cohort perceived themselves as more knowledgeable concerning the ways that cultural factors influence nursing care, but not more confident in providing culturally competent care. Due to the students' perceived knowledge gain, this pilot study supports the use of online learning modules as being more effective than the traditional classroom delivery of transcultural nursing content. [J Nurs Educ. 2017;56(6):368-372.]. Copyright 2017, SLACK Incorporated.

  10. Comparison of On-line and F2F Education Methods in Teaching Computer Programming

    Directory of Open Access Journals (Sweden)

    Sevinç Gülseçen

    2013-08-01

    Full Text Available lthough online education provides opportunities to people who traditionally do not have access to universities, there is a need for more empirical studies to gain better understanding on how to deliver quality online education, especially when the subject of the course is related with IT. Learning to program is a complicated process. This study aims to find out the difference between students’ performance in online and face-to-face (F2F settings during a computer programming in the fall semester of the year 2010. The study was conducted at the Department of Mathematics, Faculty of Science, Istanbul University. This online course is one of the required courses for students majoring in Mathematics. It is delivered in a learning management system developed in house through a project funded by Istanbul University. The goal is to introduce students with structured programming using the programming language C. Two topics -“Functions in C Programming” and “Loops in C Programming” - were presented to students online and F2F. The total of 62 students formed two groups: the online and F2F groups. The content analysis statistical technique is used, as well as a questionnaire consisting of open-ended questions, which performed as a data collection tool to find out the views of the students in context to the process. While some results concluded that the performance of online students was satisfactory, but that their aggregate final grade was significantly lower than that of students who took an equivalent F2F class, others arrived at a conclusion reporting that there were no significant differences in overall outcomes. In case of making transition from F2F to online mode of teaching, prepossession about a new way of teaching is always an important barrier in students’ perceptions. One of the further researches is investigation of strategies for incorporating blended learning opportunities in programming courses.

  11. Non-traditional approaches to teaching GPS online

    Science.gov (United States)

    Matias, A.; Wolf, D. F., II

    2009-12-01

    Students are increasingly turning to the web for quality education that fits into their lives. Nonetheless, online learning brings challenges as well as a fresh opportunity for exploring pedagogical practices not present on traditional higher education programs, particularly in the sciences. A team of two dozen Empire State College-State University of New York instructional designers, faculty, and other staff are working on making science relevant to non-majors who may initially have anxiety about general education science courses. One of these courses, GPS and the New Geography, focuses on how Global Positioning System (GPS) technology provides a base for inquiry and scientific discovery from a range of environmental issues with local, regional, and global scope. GPS and the New Geography is an introductory level course developed under a grant supported by the Charitable Leadership Foundation. Taking advantage of the proliferation of tools currently available for online learning management systems, we explore current trends in Web 2.0 applications to aggregate and leverage data to create a nontraditional, interactive learning environment. Using our best practices to promote on-line discussion and interaction, these tools help engage students and foster deep learning. During the 15-week term students learn through case studies, problem-based exercises, and the use of scientific data; thus, expanding their spatial literacy and gain experience using real spatial technology tools to enhance their understanding of real-world issues. In particular, we present how the use of Mapblogs an in-house developed blogging platform that uses GIS interplaying with GPS units, interactive data presentations, intuitive visual working environments, harnessing RSS feeds, and other nontraditional Web 2.0 technology has successfully promoted active learning in the virtual learning environment.

  12. Teaching interprofessional collaboration: using online education across institutions.

    Science.gov (United States)

    Myers, Christine Teeters; O'Brien, Shirley Peganoff

    2015-04-01

    Interdisciplinary courses among students in occupational therapy, physical therapy, and speech-language pathology are important for addressing teamwork, communication, and understanding of professional roles, especially in pre-service training for early intervention and school-based practice where collaboration is essential. Although interprofessional education (IPE) as a part of higher education in the health sciences has been strongly encouraged, IPE courses are difficult to schedule and implement. This article discusses the challenges of developing and delivering two IPE courses in an online format, specifically the innovation that addresses logistics, time factors, and social presence for the IPE courses across two institutions.

  13. Teach Astronomy: An Online Textbook for Introductory Astronomy Courses and Resources for Informal Learners

    Science.gov (United States)

    Hardegree-Ullman, Kevin; Impey, C. D.; Patikkal, A.

    2012-05-01

    This year we implemented Teach Astronomy (www.teachastronomy.com) as a free online resource to be used as a teaching tool for non-science major astronomy courses and for a general audience interested in the subject. The comprehensive content includes: an introductory astronomy text book by Chris Impey, astronomy articles on Wikipedia, images from the Astronomy Picture of the Day, two to three minute topical video clips by Chris Impey, podcasts from 365 Days of Astronomy, and astronomy news from Science Daily. Teach Astronomy utilizes a novel technology to cluster, display, and navigate search results, called a Wikimap. Steep increases in textbook prices and the unique capabilities of emerging web technology motivated the development of this free online resource. Recent additions to Teach Astronomy include: images and diagrams for the textbook articles, mobile device implementation, and suggested homework assignments for instructors that utilize recent discoveries in astronomy. We present an overview of how Teach Astronomy has been implemented for use in the classroom and informal settings, and suggestions for utilizing the rich content and features of the web site.

  14. ACADEMIC ADVICE FOR ONLINE TEACHING AND LEARNING SPANISH. EXPERIENCE THE EDUCATION SYSTEM VALLADOLID

    Directory of Open Access Journals (Sweden)

    Jesús Javier Vizcarra-Brito

    2016-07-01

    Full Text Available Distance education is a novel way to amass knowledge and raise levels of student learning. In this sense academic counseling online is a valuable method of teaching and distance learning. This article describes the scientific foundations, objectives, features and some of the main impacts of the program Online Guidance developed by the Valladolid education system, which is designed and implemented in various subjects are presented; in this case, the experience gained with the subject of Spanish at the elementary level is presented.

  15. Online Training of Discrete‐Trials Teaching for Educating Children with Autism Spectrum Disorders

    DEFF Research Database (Denmark)

    Zaragoza Scherman, Alejandra; Thomson, Kendra; Boris, Ashley

    2015-01-01

    We evaluated a self-instructional manual supported by an online Computer-Aided Personalized System of Instruction (CAPSI) for teaching Discrete-Trials Teaching (DTT) to university students. During baseline and post-training, five participants taught three tasks commonly taught to children...... with autism spectrum disor-ders to a confederate role-playing a child with autistic disorder. During training, participants studied a self-instructional manual using CAPSI to demonstrate mastery of study questions about DTT. Overall mean baseline accuracy was 54.9%, and improved to 84.7% in post...

  16. Barriers in the Physics Pipeline from K-12 to Tenure

    Science.gov (United States)

    Kilburn, Micha

    2016-09-01

    The lack of diversity in physics is a known problem, and yet efforts to change our demographics have only had minor effects during the last decade. I will explain some of the hidden barriers that dissuade underrepresented minorities in becoming physicists using a framework borrowed from sociology, Maslow's hierarchy of needs. I will draw from current research at the undergraduate to faculty levels over a variety of STEM fields that are also addressing a lack of diversity. I will also provide analysis from the Joint Institute for Nuclear Astrophysics Center for the Evolution of Elements (JINA-CEE) outreach programs to understand the likelihood of current K-12 students in becoming physicists. Specifically, I will present results from the pre-surveys from our Art 2 Science Camps (ages 8-14) about their attitudes towards science as well as results from analysis of teacher recommendations for our high school summer program. I will conclude with a positive outlook describing the pipeline created by JINA-CEE to retain students from middle school through college. This work was supported in part by the National Science Foundation under Grant No. PHY-1430152 (JINA Center for the Evolution of the Elements).

  17. Use of Cloud-Based Graphic Narrative Software in Medical Ethics Teaching

    Science.gov (United States)

    Weber, Alan S.

    2015-01-01

    Although used as a common pedagogical tool in K-12 education, online graphic narrative ("comics") software has not generally been incorporated into advanced professional or technical education. This contribution reports preliminary data from a study on the use of cloud-based graphics software Pixton.com to teach basic medical ethics…

  18. Evaluation of a multimedia online tool for teaching bronchial hygiene to physical therapy students.

    Science.gov (United States)

    Silva, Cibele C B Marques da; Toledo, Sonia L P; Silveira, Paulo S P; Carvalho, Celso R F

    2012-01-01

    Advances in information technology have been widely used in teaching health care professionals. The use of multimedia resources may be important for clinical learning and we are not aware of previous reports using such technology in respiratory physical therapy education. Our approach was to evaluate a conventional bronchial hygiene techniques (BHTs) course with an interactive online environment, including multimedia resources. Previous developed audiovisual support material comprised: physiology, physiopathology and BHTs, accessible to students through the Internet in conjunction with BHTs classes. Two groups of students were compared and both attended regular classes: the on-line group (n=8) received access to online resources, while the control group (n=8) received conventional written material. Student's performance was evaluated before and after the course. A preliminary test (score 0 to 10) was applied before the beginning of the course, showing that the initial knowledge of both groups was comparable [online, 6.75 (SD=0.88) vs. control, 6.125 (SD=1.35); p>0.05]. Two weeks after the end of the course, a second test showed that the online group performed significantly better than the control group [respectively, 7.75 (SD=1.28) vs. 5.93 (SD=0.72); p>0.05]. The use of a multimedia online resource had a positive impact on student's learning in respiratory therapy field in which instrumental and manual resources are often used and can be explored using this technology.

  19. "It's worth our time": a model of culturally and linguistically supportive professional development for K-12 STEM educators

    Science.gov (United States)

    Charity Hudley, Anne H.; Mallinson, Christine

    2017-09-01

    Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural and linguistic competence and to disseminate information about how educators view the relevance of language, communication, and culture to STEM teaching and learning. We describe the design and facilitation of our model of culturally and linguistically responsive professional development, grounded in theories of multicultural education and culturally supportive teaching, through professional development workshops to 60 K-12 STEM educators from schools in Maryland and Virginia that serve African American students. Participants noted that culturally and linguistically responsive approaches had yet to permeate their K-12 STEM settings, which they identified as a critical challenge to effectively teaching and engaging African-American students. Based on pre-surveys, workshops were tailored to participants' stated needs for information on literacy (e.g., disciplinary literacies and discipline-specific jargon), cultural conflict and mismatch (e.g., student-teacher miscommunication), and linguistic bias in student assessment (e.g., test design). Educators shared feedback via post-workshop surveys, and a subset of 28 participants completed in-depth interviews and a focus group. Results indicate the need for further implementation of professional development such as ours that address linguistic and cultural issues, tailored for K-12 STEM educators. Although participants in this study enumerated several challenges to meeting this need, they also identified opportunities for collaborative solutions that draw upon teacher expertise and are integrated with curricula across content areas.

  20. Teaching mindfulness to occupational therapy students: pilot evaluation of an online curriculum.

    Science.gov (United States)

    Reid, Denise T

    2013-02-01

    How mindfulness can be learned by occupational therapy students to manage their own self-care processes has not been fully examined as yet. This article describes an online curriculum approach for teaching a general introductory mindfulness course and examines outcomes with master's entry-level occupational therapy students. Fifteen students participated in an 8-week online mindfulness curriculum and completed a pre- and post-training survey. The Mindfulness Attention and Awareness Scale (MAAS) was used to measure mindfulness. Demographic, MAAS-scored mindfulness, and clinical utility data were collected. Results showed a statistically significant change (t = -4.82, p = 0.002) in MAAS mindfulness scores from the program start to end. Informal practice exercises and guided meditations were perceived by participants as being more helpful ways for developing an understanding and approach to mindfulness than were readings about mindfulness. This study suggests that mindfulness can be taught using an online approach.

  1. Perceptions of Crisis Management in a K-12 School District

    Science.gov (United States)

    Tucker, Joy

    2012-01-01

    This multiple-case qualitative study was conducted to examine the perceptions of community members, students, and staff regarding school crisis management following a 2006 tornado and 2010 bus accident in a small rural school district in Missouri. Online surveys were collected from 66 participants, and 10 follow-up interviews were completed with…

  2. Improving Climate Literacy Using The Ice Sheet System Model (ISSM): A Prototype Virtual Ice Sheet Laboratory For Use In K-12 Classrooms

    Science.gov (United States)

    Halkides, D. J.; Larour, E. Y.; Perez, G.; Petrie, K.; Nguyen, L.

    2013-12-01

    Statistics indicate that most Americans learn what they will know about science within the confines of our public K-12 education system and the media. Next Generation Science Standards (NGSS) aim to remedy science illiteracy and provide guidelines to exceed the Common Core State Standards that most U.S. state governments have adopted, by integrating disciplinary cores with crosscutting ideas and real life practices. In this vein, we present a prototype ';Virtual Ice Sheet Laboratory' (I-Lab), geared to K-12 students, educators and interested members of the general public. I-Lab will allow users to perform experiments using a state-of-the-art dynamical ice sheet model and provide detailed downloadable lesson plans, which incorporate this model and are consistent with NGSS Physical Science criteria for different grade bands (K-2, 3-5, 6-8, and 9-12). The ultimate goal of this website is to improve public climate science literacy, especially in regards to the crucial role of the polar ice sheets in Earth's climate and sea level. The model used will be the Ice Sheet System Model (ISSM), an ice flow model developed at NASA's Jet Propulsion Laboratory and UC Irvine, that simulates the near-term evolution of polar ice sheets (Greenland and Antarctica) and includes high spatial resolution capabilities and data assimilation to produce realistic simulations of ice sheet dynamics at the continental scale. Open sourced since 2011, ISSM is used in cutting edge cryosphere research around the globe. Thru I-Lab, students will be able to access ISSM using a simple, online graphical interface that can be launched from a web browser on a computer, tablet or smart phone. The interface will allow users to select different climate conditions and watch how the polar ice sheets evolve in time under those conditions. Lesson contents will include links to background material and activities that teach observation recording, concept articulation, hypothesis formulation and testing, and

  3. Learning about Makerspaces: Professional Development with K-12 Inservice Educators

    Science.gov (United States)

    Peterson, Lana; Scharber, Cassandra

    2018-01-01

    Makerspaces are the latest educational movement that may disrupt the "grammar of schooling." Makerspaces may change the ways schools use technology; change the ways schools engage in learning and teaching; and change the forms of learning that count in schools. However, without deliberate professional learning and planning, the glamor of…

  4. Ideas and Activities for Recycling Education for Grades K-12.

    Science.gov (United States)

    Ayers, Jerry B., Ed.; Olberding, April H., Ed.

    In June 1997, Tennessee Technological University's Center for Manufacturing Research conducted a one-week program on plastics recycling for science teachers. The purpose of the program was to increase the teachers' basic knowledge about the importance of recycling plastics and to better prepare the teachers for teaching recycling in the classroom.…

  5. Applying the Scholarship of Teaching and Learning: Student Perceptions, Behaviours and Success Online and Face-to-Face

    Science.gov (United States)

    Horspool, Agi; Lange, Carsten

    2012-01-01

    This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course…

  6. Faculty Perceptions about Teaching Online: Exploring the Literature Using the Technology Acceptance Model as an Organizing Framework

    Science.gov (United States)

    Wingo, Nancy Pope; Ivankova, Nataliya V.; Moss, Jacqueline A.

    2017-01-01

    Academic leaders can better implement institutional strategic plans to promote online programs if they understand faculty perceptions about teaching online. An extended version of a model for technology acceptance, or TAM2 (Venkatesh & Davis, 2000), provided a framework for surveying and organizing the research literature about factors that…

  7. Teachers' Concerns about Adopting Constructivist Online Game-Based Learning in Formal Curriculum Teaching: The VISOLE Experience

    Science.gov (United States)

    Jong, Morris S. Y.

    2016-01-01

    Our work is set against the backdrop of the pervasive discussion of harnessing online games to provide students with new constructivist learning opportunities. Upon the theoretical foundation, we have developed Virtual Interactive Student-Oriented Learning Environment (VISOLE), a teaching framework for implementing constructivist online game-based…

  8. K-12 Phenology Lessons for the Phenocam Project

    Science.gov (United States)

    Bennett, K. F.

    2013-12-01

    Phenology is defined as periodic [or annual] life cycles of plants and animals driven by seasonal environmental changes. Climate change impinges a strong effect on phenology, potentially altering the structure and functioning of ecosystems. In the fall of 2011, the Ashburnham-Westminster Regional School District became the first of five schools to join Harvard University's Phenocam Network with the installation of a webcam to monitor phenology (or 'phenocam') at Overlook Middle School in Ashburnham, Massachusetts. Our school district is now part of a network of near-surface remote sensing phenocams that capture and send images of forest, shrub, and grassland vegetation cover at more than 130 diverse sites in North America. Our phenocam provides a digital image every half hour of the mixed forest canopy north from the school, enabling the detection of changes in canopy development, quantified as canopy 'greenness'. As a part of the Phenocam project, students at the K-12 level have expanded the scope of phenological monitoring protocol that is part of the Harvard Forest Schoolyard Ecology Program, Buds, Leaves, and Global Warming. In this protocol, students work with ecologists at Harvard Forest to monitor buds and leaves on schoolyard trees to determine the length of the growing season, giving them the opportunity to be a part of real and important research concerning the critical environmental issue of climate change. Students involved in the Buds, Leaves, and Global Warming study have the opportunity to compare their ground data on budburst, color change, and leaf drop to the phenocam images, as well as to similar forested sites in locations throughout the United States. Lessons have been developed for comparing student data to phenocam images, canopy greenness time series graphs extracted from the images, and satellite data. Lessons addressing map scale and the Urban Heat Island effect will also be available for teachers. This project will greatly enhance the

  9. Science Communication versus Science Education: The Graduate Student Scientist as a K-12 Classroom Resource

    Science.gov (United States)

    Strauss, Jeff; Shope, Richard E., III; Terebey, Susan

    2005-01-01

    Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse . The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students cognition in science and their attainment of science literacy. This paper will focus on the "Science For Our Schools" (SFOS) model implemented at California State Univetsity, Los Angeles (CSULA) as a project of the National Science Foundation s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who "know" science and those who "teach" science. The SFOS model makes clear the distinctions that identify science, science communication, science

  10. Harnessing Technology to Improve K-12 Education. Discussion Paper 2012-05

    Science.gov (United States)

    Chatterji, Aaron; Jones, Benjamin

    2012-01-01

    Technological progress has consistently driven remarkable advances in the U.S. economy, yet K-12 education sees little technological change compared to other sectors, even as U.S. K-12 students increasingly lag behind students in other nations. This proposal considers how we can take a signature American strength--innovation--and apply it to K-12

  11. K-12 Education Nonprofit Employees' Perceptions of Strategies for Recruiting and Retaining Employees

    Science.gov (United States)

    Byrne, Tara Marie

    2013-01-01

    This qualitative study explored the key reasons individuals who work in K-12 education nonprofit organizations enter the field of K-12 nonprofit education and their motivations for doing so. The purpose of this study was to find new strategies for recruiting and retaining K-12 education nonprofit employees by examining the obstacles that exist to…

  12. An analysis of United States K-12 stem education versus STEM workforce at the dawn of the digital revolution

    Science.gov (United States)

    Cataldo, Franca

    The world is at the dawn of a third industrial revolution, the digital revolution, that brings great changes the world over. Today, computing devices, the Internet, and the World Wide Web are vital technology tools that affect every aspect of everyday life and success. While computing technologies offer enormous benefits, there are equally enormous safety and security risks that have been growing exponentially since they became widely available to the public in 1994. Cybercriminals are increasingly implementing sophisticated and serious hack attacks and breaches upon our nation's government, financial institutions, organizations, communities, and private citizens. There is a great need for computer scientists to carry America's innovation and economic growth forward and for cybersecurity professionals to keep our nation safe from criminal hacking. In this digital age, computer science and cybersecurity are essential foundational ingredients of technological innovation, economic growth, and cybersecurity that span all industries. Yet, America's K-12 education institutions are not teaching the computer science and cybersecurity skills required to produce a technologically-savvy 21st century workforce. Education is the key to preparing students to enter the workforce and, therefore, American K-12 STEM education must be reformed to accommodate the teachings required in the digital age. Keywords: Cybersecurity Education, Cybersecurity Education Initiatives, Computer Science Education, Computer Science Education Initiatives, 21 st Century K-12 STEM Education Reform, 21st Century Digital Literacies, High-Tech Innovative Problem-Solving Skills, 21st Century Digital Workforce, Standardized Testing, Foreign Language and Culture Studies, Utica College, Professor Chris Riddell.

  13. Disseminating Innovations in Teaching Value-Based Care Through an Online Learning Network.

    Science.gov (United States)

    Gupta, Reshma; Shah, Neel T; Moriates, Christopher; Wallingford, September; Arora, Vineet M

    2017-08-01

    A national imperative to provide value-based care requires new strategies to teach clinicians about high-value care. We developed a virtual online learning network aimed at disseminating emerging strategies in teaching value-based care. The online Teaching Value in Health Care Learning Network includes monthly webinars that feature selected innovators, online discussion forums, and a repository for sharing tools. The learning network comprises clinician-educators and health system leaders across North America. We conducted a cross-sectional online survey of all webinar presenters and the active members of the network, and we assessed program feasibility. Six months after the program launched, there were 277 learning community members in 22 US states. Of the 74 active members, 50 (68%) completed the evaluation. Active members represented independently practicing physicians and trainees in 7 specialties, nurses, educators, and health system leaders. Nearly all speakers reported that the learning network provided them with a unique opportunity to connect with a different audience and achieve greater recognition for their work. Of the members who were active in the learning network, most reported that strategies gleaned from the network were helpful, and some adopted or adapted these innovations at their home institutions. One year after the program launched, the learning network had grown to 364 total members. The learning network helped participants share and implement innovations to promote high-value care. The model can help disseminate innovations in emerging areas of health care transformation, and is sustainable without ongoing support after a period of start-up funding.

  14. Online multiple intelligence teaching tools (On-MITT) for enhancing interpersonal teaching activities

    Science.gov (United States)

    Mohamad, Siti Nurul Mahfuzah; Salam, Sazilah; Bakar, Norasiken; Sui, Linda Khoo Mei

    2014-07-01

    The theories of Multiple Intelligence (MI) used in this paper apply to students with interpersonal intelligence who is encouraged to work together in cooperative groups where interpersonal interaction is practiced. In this context, students used their knowledge and skills to help the group or partner to complete the tasks given. Students can interact with each other as they learn and the process of learning requires their verbal and non-verbal communication skills, co-operation and empathy in the group. Meanwhile educators can incorporate cooperative learning in groups in the classroom. On-MITT provides various tools to facilitate lecturers in preparing e-content that applies interpersonal intelligence. With minimal knowledge of Information and Technology (IT) skills, educators can produce creative and interesting teaching activities and teaching materials. The objective of this paper is to develop On-MITT prototype for interpersonal teaching activities. This paper addressed initial prototype of this study. An evaluation of On-MITT has been completed by 20 lecturers of Malaysian Polytechnics. Motivation Survey Questionnaire is used as the instrument to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence. Based on the findings, the On-MITT can facilitate educators to prepare teaching materials that are compatible for interpersonal learner.

  15. Public School Districts Master the Online Learning Game

    Science.gov (United States)

    Horn, Michael

    2010-01-01

    Online learning made its debut in higher education, but now it's changing the face of K-12 education. According to the marketing research firm Ambient Insight, roughly 1.75 million K-12 students in the United States are enrolled in at least one online course. Although much of the online learning growth in K-12 first occurred in virtual charter…

  16. Cool Science: K-12 Climate Change Art Displayed on Buses

    Science.gov (United States)

    Chen, R. F.; Lustick, D. S.; Lohmeier, J.; Thompson, S. R.

    2015-12-01

    Cool science is an art contest where K12 students create placards (7" x 22") to educate the public about climate change. Students are prompted to create their artwork in response to questions such as: What is the evidence for climate change? How does climate change impact your local community? What can you do to reduce the impacts of climate change? In each of three years, 500-600 student entrees have been submitted from more than 12 school districts across Massachusetts. A panel of judges including scientists, artists, rapid transit representatives, and educators chooses elementary, middle, and high school winners. Winners (6), runners-up (6), and honorable mentions (12) and their families and teachers are invited to an annual Cool Science Award Ceremony to be recognized and view winning artwork. All winning artwork is posted on the Cool Science website. The winning artwork (2 per grade band) is converted into placards (11" x 28") and posters (2.5' x 12') that are placed on the inside (placards) and outside (posters) of buses. Posters are displayed for one month. So far, Cool Science was implemented in Lowell, MA where over 5000 public viewers see the posters daily on the sides of Lowell Rapid Transit Authority (LRTA) buses, making approximately 1,000,000 impressions per year. Cool Science acts to increase climate literacy in children as well as the public, and as such promotes intergenerational learning. Using art in conjunction with science learning about climate change appears to be effective at engaging not just traditionally high achieving science students, but also those interested in the creative arts. Hearing winners' stories about how they created their artwork and what this contest meant to them supports the idea that Cool Science attracts a wide diversity of students. Parents discuss climate change with their children. Multiple press releases announcing the winners further promotes the awareness of climate change throughout school districts and their

  17. Teach Astronomy: An Online Resource for Introductory Astronomy Courses and Informal Learners

    Science.gov (United States)

    Austin, Carmen; Impey, C. D.; Hardegree-Ullman, K.; Patikkal, A.; Ganesan, N.

    2013-01-01

    Teach Astronomy (www.teachastronomy.com) is a new, free online resource—a teaching tool for non-science major astronomy courses and a reference guide for lifelong learners interested in the subject. Digital content available includes: a comprehensive introductory astronomy textbook by Chris Impey, Wikipedia astronomy articles, images from Astronomy Picture of the Day archives and AstroPix database, two to three minute topical video clips by Chris Impey, podcasts from 365 Days of Astronomy archives, and an RSS feed of astronomy news from Science Daily. Teach Astronomy features an original technology called the Wikimap to cluster, display, and navigate site search results. Motivation behind the development of Teach Astronomy includes steep increases in textbook prices, the rapid adoption by students and the public of digital resources, and the modern capabilities of digital technology. Recent additions to Teach Astronomy include: AstroPix images—from some of the most advanced observatories and complete with metadata, mobile device functionality, links to WikiSky where users can see the location of astronomical objects in the sky, and end of chapter textbook review questions. Next in line for development are assignments for classroom use. We present suggestions for utilizing the rich content and features of the web site.

  18. Information Specialist and ICT Lecturer Co-Teach an Online Course: A New Way and What Students Think About It

    Directory of Open Access Journals (Sweden)

    Kaisa Puttonen

    2014-07-01

    Full Text Available The purpose of this paper is to share a multidisciplinary approach to teaching information literacy (IL in Laurea University of Applied Sciences in Finland. The paper describes a practical case about the execution of a course ‘Information management and communication’. It focuses on how the information specialist and ICT lecturer collaborate from the planning stage of the course to the evaluation phase, and how the implementation is evaluated. The course combines asynchronous learning in an online learning environment and synchronous online real time co-teaching in a virtual classroom. The described course is the first one the distance learning students attend as they complete their Bachelor’s degree online. The overall objective of the implementation of the presented course was to ensure that students achieve basic computer and IL skills for further studies. Other important objectives were enhancing online socialization, creating a sense of belonging together as a group, building confidence in studying online and using the library’s web services. The objectives were reached with co-teaching and interactive tools during online lessons. Laurea Library has experience from co-teaching with lecturers, and this practical case shows how multidisciplinary collaboration, which benefits all involved, can also be carried out in online learning environments.

  19. A Groundwater project for K-12 schools: Bringing research into the classroom

    Science.gov (United States)

    Rodak, C. M.; Walsh, M.; Gensic, J.

    2011-12-01

    Simple water quality test kits were used in a series of K-12 classrooms to demonstrate scientific processes and to motivate learning in K-12 students. While focused on student learning, this project also allowed collection of regional data on groundwater quality (primarily nitrate) in the study area. The project consisted of development and administration of a weeklong groundwater quality unit introduced to K-12 schools in northern Indiana and taught by a graduate student in an engineering discipline. The structure of the week started with an introduction to basic groundwater concepts modified for the specific grade level; for this project the students ranged from grades 4-12. In addition to groundwater basics, the purpose of the collection of the water quality data, as well as relevance to the research of the graduate student, were outlined. The students were then: (i) introduced to two simple water quality testing methods for nitrates, (ii) required to hypothesize as to which method will likely be "better" in application, and (iii) asked to practice using these two methods under laboratory conditions. Following practice, the students were asked to discuss their hypotheses relative to what was observed during the practice focusing on which testing method was more accurate and/or precise. The students were then encouraged to bring water samples from their home water system (many of which are on private wells) to analyze within groups. At the end of the week, the students shared their experience in this educational effort, as well as the resulting nitrate data from numerous groundwater wells (as collected by the students). Following these discussions the data were added to an online database housed on a wiki sponsored by the Notre Dame Extended Research Community (http://wellhead.michianastem.org/home). These data were plotted using the free service MapAList to visually demonstrate to the students the spatial distribution of the data and how their results have

  20. Online technology use in physiotherapy teaching and learning: a systematic review of effectiveness and users' perceptions.

    Science.gov (United States)

    Mącznik, Aleksandra K; Ribeiro, Daniel Cury; Baxter, G David

    2015-09-28

    The use of online technologies in health professionals' education, including physiotherapy, has been advocated as effective and well-accepted tools for enhancing student learning. The aim of this study was to critically review the effectiveness, and user perceptions of online technology for physiotherapy teaching and learning. Following databases were systematically searched on the 31(st) of August 2013 for articles describing implementation of online technologies into physiotherapy teaching and learning: ERIC, CINAHL, Web of Science, Academic search complete, ProQuest Nursing and Allied Health Source, Medline, Embase, and Scopus. No language, design or publishing date restrictions were imposed. Risk of bias was assessed using the 2011 Mixed Methods Appraisal Tool checklist (MMAT). A total of 4133 articles were retrieved; 22 articles met the inclusion criteria and were accepted for final analysis: 15 on the effectiveness of technology, and 14 on users' perceptions. Included studies used three designs: case study (14 articles), controlled trial (3), and randomized controlled trial (5). Studies investigated both pre-registration physiotherapy students (1523) and physiotherapy professionals (171). The quality of studies ranged from 67 to 100 % on the MMAT checklist which can be considered moderate to excellent. More than half of the studies (68 %) received scores greater than 80 %. Studies typically investigated websites and discussion boards. The websites are effective in enhancing practical skills performance, and discussion boards in knowledge acquisition, as well as in development of critical and reflective thinking. Students' perceptions of the use of websites were mostly positive, providing students with entertaining, easy accessible resources. Perceived barriers to the use of websites included difficulties with internet connection, insufficiently interactive material, or personal preference for paper-based materials. Discussion boards were perceived as

  1. Meteorites for K-12 Classrooms: NASA Meteorite Educational Materials

    Science.gov (United States)

    Lindstrom, M.; Allen, J.

    1995-09-01

    The fall of a new meteorite is an event that catches the interest of the public in matters of science. The threat of a huge impact like last year's comet Shoemaker-Levy 9 gives us all reason to evaluate such potential risks. NASA's meteorite educational materials use our natural interest in rocks from space to present classroom activities on planetary science. The meteorite educational package includes a meteorite sample disk, a teachers's guide and a slide set. The sample disk is a lucite disk containing chips of six different kinds of meteorites (3 chondrites, achondrite, iron, stony-iron). EXPLORING METEORITE MYSTERIES is a teacher's guide with background information and 19 hands-on or heads-on activities for grades 4-12. It was prepared in a partnership of planetary scientists and teachers. The slide set consists of 48 slides with captions to be used with the activities. The materials will be available in Fall 1995. Teachers may obtain a loan of the whole package from NASA Teacher Resource Centers; researchers may borrow them from the JSC meteorite curator. The booklet is available separately from the same sources, and the slide set will be available from NASA CORE. EXPLORING METEORITE MYSTERIES is an interdisciplinary planetary science unit which teaches basic science concepts and techniques together with math, reading, writing and social studies The activities are done in a variety of different teaching styles which emphasize observation, experimentation and critical thinking. The activities are ideal for middle schools where teaming makes interdisciplinary units desireable, but most of the activities can be easily modified for grade levels from upper elementary through high school. Meteorites are a natural subject for interdisciplinary teaching because their study involves all fields of science and offers fascinating historical accounts and possibilities for creative expression. Topics covered in EXPLORING METEORITE MYSTERES are centered around basic

  2. K--12 science educator perception of instructing students with learning disabilities in the regular classroom

    Science.gov (United States)

    Holliday-Cashwell, Janet Rose

    2000-10-01

    Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

  3. Supporting and Enabling Scholarship: Developing and Sharing Expertise in Online Learning and Teaching

    Directory of Open Access Journals (Sweden)

    Fiona Barnes

    2018-04-01

    Full Text Available In a highly competitive, rapidly changing higher education market, universities need to be able to generate pedagogical expertise quickly and ensure that it is applied to practice. Since teaching approaches are constantly evolving, partly responding to emerging learning technologies, there is a need to foster ways to keep abreast on an ongoing basis. This paper explores how a small-scale project, the Teaching Online Panel (TOP, used scholarship investigations and a bottom-up approach to enhance one particular aspect of academic practice – online learning and teaching. The experiences of TOP are useful for identifying:  • how a scholarship approach can help develop academic expertise • its contribution to enhancing understanding of staff’s different roles in the University • ways of developing the necessary supportive network for those undertaking such scholarship • the effectiveness of staff development which is peer-led rather than imposed from above • how practical examples can stimulate practice development • the relevance of literature on communities of practice and landscapes of practice for scholarship • the important role of ‘brokers’ to facilitate the dissemination of scholarship findings • the benefits to the brokers’ own professional roles • the challenges of sustaining such an approach and lessons learnt. This study has relevance for those involved in supporting scholarship or delivering staff development in Higher Education.

  4. The Practical Application of E-Portfolios in K-12 Classrooms: An Exploration of Three Web 2.0 Tools by Three Teachers

    Science.gov (United States)

    Karlin, Michael; Ozogul, Gamze; Miles, Stacy; Heide, Saul

    2016-01-01

    Portfolios used in K-12 classrooms give students the opportunity to collect, showcase, and reflect upon the work they have completed throughout a class or program. With the advent of the digital age, e-portfolios have allowed for this process to be conducted online through the use of Web 2.0 tools, offering a number of advantages and features that…

  5. Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms

    Directory of Open Access Journals (Sweden)

    Adolph Delgado

    2015-09-01

    Full Text Available There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital technological instructional strategies to teach. Numerous studies have been published discussing the barriers of integrating technology, the estimated amount of investment that is needed in order to fully support educational technology, and, of course, the effectiveness of technology in the classroom. As such, this article presents a critical review of the transitions that technology integration has made over the years; the amount of resources and funding that has been allocated to immerse school with technology; and the conflicting results presented on effectiveness of using is technology in education. Through synthesis of selected themes, we found a plethora of technological instructional strategies being used to integrate technology into K-12 classrooms. Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for.

  6. How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

    Science.gov (United States)

    Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

    2018-01-01

    This study examined student teachers' attitudes toward online collaborative learning (OCL) as related to their satisfaction, learning experience, contribution to personal knowledge, and future teaching. One hundred and four students participated in a program that retrains university graduates to become K-12 teachers. The study combines both…

  7. A Study of the Relationship of Perceived Principal Supervision and Support to the Perceived Self-Efficacy of Beginning and Experienced K-12 Teachers

    Science.gov (United States)

    Spearing, Leonard M.

    2013-01-01

    In this quantitative study the author examined the relationship between the perceived level of principal supervision and support to the perceived self-efficacy of K-12 teachers in a suburban public school district. The impact of perceived self-efficacy upon the commitment to remain in teaching was also considered. Finally the differential…

  8. Assessing the Impact of a K-12 Engagement Program on Graduate Learning Outcomes for Communicating with Diverse Audiences, Pedagogy, and Community Engagement

    Science.gov (United States)

    Weeks, Faith; Harbor, Jon

    2014-01-01

    A large midwestern university has developed a program that places graduate students in middle school classrooms to enhance the graduate students' communication skills with diverse audiences, develop pedagogical knowledge, and provide a foundation for effective future K-12 engagement. After observing and co-teaching, participants develop and…

  9. Ensino superior, tutoria online e profissão docente / Higher education, online tutoring and the teaching profession

    Directory of Open Access Journals (Sweden)

    Marcia Rozenfeld Gomes de Oliveira

    2009-01-01

    about online tutoring, some of its characteristics and peculiarities as compared to face to-face education. To this end it analyzes the results of an online questionnaire answered by 222 tutors pertaining to programs offered at Universidade Federal de São Carlos (UFSCar in partnership with Universidade Aberta do Brasil (UAB and Brazilian townships. The analysis focused on tutors’ characteristics (e.g., sex, education background and teaching experience, their work organization and activities, the division of labor (between tutors and teachers responsible for subjects, and their perceptions about the nature of tutoring and education at a distance (DE. This study is chiefly based on authors such as Lortie, Tardif, and Shulman—about face-to-face teaching—and Mill, Maggio, and Kenski—on distance education. The results of this study point to the predominance of female tutors, which resembles the makeup of the teaching body in face-to-face education at the lower levels, and indicate the respondents’ high levels of schooling and considerable face-to-face teaching experience. Despite the difficulties encountered by the tutors in this study, mainly due to their lack of experience in DE and varied technical problems, most of the tutors found it easy and pleasurable to work online. The dada also suggest that the tutors enjoyed comparative autonomy as regards actions associated with content transmission as well as actions related to (virtual classroom management. This autonomy may be the basis for the respondents’ perception that the online tutor, in the context under consideration, performs a genuine teaching function.

  10. Introducing the ICF: the development of an online resource to support learning, teaching and curriculum design.

    Science.gov (United States)

    Jones, Lester E

    2011-03-01

    The International Classification of Functioning, Disability and Health (ICF) was adopted as one of the key models to support early health professional learning across a suite of new preregistration health science courses. It was decided that an online resource should be developed to enable students, course designers and teaching staff, across all disciplines, to have access to the same definitions, government policies and other supporting information on disability. As part of the comprehensive curriculum review, enquiry-based learning was adopted as the educational approach. Enquiry-based learning promotes deeper learning by encouraging students to engage in authentic challenges. As such, it was important that the online resource was not merely a site for accessing content, but enabled students to make decisions about where else to explore for credible information about the ICF. The selection of a host location that all students and staff could access meant that the resource could not be located in the existing online learning management system. Construction using software being trialled by the library at La Trobe University allowed for the required access, as well as alignment with an enquiry-based learning approach. Consultation for the content of the online resource included formal and informal working groups on curriculum review. The published version included resources from the World Health Organization, examples of research completed within different disciplines, a test of knowledge and a preformatted search page. The format of the online resource allows for updating of information, and feedback on the utilisation of the software has been used to enhance the student experience. The key issues for the development of this online resource were accessibility for students and staff, alignment with the adopted educational approach, consultation with all disciplines, and ease of modification of information and format once published. Copyright © 2010 Chartered

  11. Teaching and Learning Social Justice through Online Service-Learning Courses

    Directory of Open Access Journals (Sweden)

    Kathy L. Guthrie

    2010-10-01

    Full Text Available Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.

  12. Teaching citizen science skills online: Implications for invasive species training programs

    Science.gov (United States)

    Newman, G.; Crall, A.; Laituri, M.; Graham, J.; Stohlgren, T.; Moore, J.C.; Kodrich, K.; Holfelder, K.A.

    2010-01-01

    Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills and reach large numbers of remote sentinel volunteers critical to early detection and rapid response. The authors evaluated the effectiveness of online static and multimedia tutorials to teach citizen science volunteers (n = 54) how to identify invasive plants; establish monitoring plots; measure percent cover; and use Global Positioning System (GPS) units. Participants trained using static and multimedia tutorials provided less (p quality, and overall program effectiveness. ?? Taylor & Francis Group, LLC.

  13. Teaching cross-cultural communication skills online: a multi-method evaluation.

    Science.gov (United States)

    Lee, Amy L; Mader, Emily M; Morley, Christopher P

    2015-04-01

    Cultural competency education is an important and required part of undergraduate medical education. The objective of this study was to evaluate whether an online cross-cultural communication module could increase student use of cross-cultural communication questions that assess the patient's definition of the problem, the way the problem affects their life, their concerns about the problem, and what the treatment should be (PACT). We used multi-method assessment of students assigned to family medicine clerkship blocks that were randomized to receive online cultural competency and PACT training added to their standard curriculum or to a control group receiving the standard curriculum only. Outcomes included comparison, via analysis of variance, of number of PACT questions used during an observed Standardized Patient Exercise, end-of-year OSCE scores, and qualitative analysis of student narratives. Students (n=119) who participated in the online module (n=60) demonstrated increased use of cross-cultural communication PACT questions compared to the control group (n=59) and generally had positive themes emerge from their reflective writing. The module had the biggest impact on students who later went on to match in high communication specialties. Online teaching of cross-cultural communication skills can be effective at changing medical student behavior.

  14. Teaching citizen science skills online: Implications for invasive species training programs

    Science.gov (United States)

    Newman, G.; Crall, A.; Laituri, M.; Graham, J.; Stohlgren, T.; Moore, J.C.; Kodrich, K.; Holfelder, K.A.

    2010-01-01

    Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills and reach large numbers of remote sentinel volunteers critical to early detection and rapid response. The authors evaluated the effectiveness of online static and multimedia tutorials to teach citizen science volunteers (n = 54) how to identify invasive plants; establish monitoring plots; measure percent cover; and use Global Positioning System (GPS) units. Participants trained using static and multimedia tutorials provided less (p plant cover estimates between static (??10%) and multimedia (??13%) participants did not differ (p =.86 and.08, respectively) from those of professionals (??9%). Trained volunteers struggled with plot setup and GPS skills. Overall, the online approach used did not influence conferred field skills and abilities. Traditional or multimedia online training augmented with more rigorous, repeated, and hands-on, in-person training in specialized skills required for more difficult tasks will likely improve volunteer abilities, data quality, and overall program effectiveness. ?? Taylor & Francis Group, LLC.

  15. Evolution: Its Treatment in K-12 State Science Curriculum Standards

    Science.gov (United States)

    Lerner, L. S.

    2001-12-01

    State standards are the basis upon which states and local schools build curricula. Usually taking the form of lists of what students are expected to learn at specified grades or clusters of grades, they influence statewide examinations, textbooks, teacher education and credentialing, and other areas in which states typically exercise control over local curriculum development. State science standards vary very widely in overall quality.1,2 This is especially true in their treatment of evolution, both in the life sciences and to a somewhat lesser extent in geology and astronomy. Not surprisingly, a detailed evaluation of the treatment of evolution in state science standards3 has evoked considerably more public interest than the preceding studies of overall quality. We here consider the following questions: What constitutes a good treatment of evolution in science standards and how does one evaluate the standards? Which states have done well, and which less well? What nonscientific influences have been brought to bear on standards, for what reasons, and by whom? What strategies have been used to obscure or distort the role of evolution as the central organizing principle of the historical sciences? What are the effects of such distortions on students' overall understanding of science? What can the scientific community do to assure the publication of good science standards and to counteract attacks on good science teaching? 1. Lerner, L. S., State Science Standards: An Appraisal of Science Standards in 36 States, The Thomas B. Fordham Foundation, Washington, D.C., March 1998. 2. Lerner, L. S. et al ., The State of State Standards 2000, ibid., January 2000. 3. Lerner, L. S., Good Science, Bad Science: Teaching Evolution In the States, ibid., September 2000.

  16. Leveraging Online Learning Resources to Teach Core Research Skills to Undergraduates at a Diverse Research University.

    Science.gov (United States)

    McFARLIN, Brian K; Breslin, Whitney L; Carpenter, Katie C; Strohacker, Kelley; Weintraub, Randi J

    2010-01-01

    Today's students have unique learning needs and lack knowledge of core research skills. In this program report, we describe an online approach that we developed to teach core research skills to freshman and sophomore undergraduates. Specifically, we used two undergraduate kinesiology (KIN) courses designed to target students throughout campus (KIN1304: Public Health Issues in Physical Activity and Obesity) and specifically kinesiology majors (KIN1252: Foundations of Kinesiology). Our program was developed and validated at the 2 nd largest ethnically diverse research university in the United States, thus we believe that it would be effective in a variety of student populations.

  17. The Effort and Reward of Teaching Medical Psychology in Germany: an Online Survey.

    Science.gov (United States)

    Kendel, Friederike; Rockenbauch, Katrin; Deubner, Rolf; Philipp, Swetlana; Fabry, Götz

    2016-01-01

    Background: The increasing significance of university teaching also leads to higher demands for academic teachers. Against this background this study inquires how teachers in the field of medical pychology experience and evaluate their various activities and how their efforts on the one hand and gratifications on the other hand relate to each other (as conceptualized by the effort-reward-imbalance, ERI). Methods: A cross-sectional online survey was conducted in 2012 among the academic staff of departments of medical psychology in Germany. The questionnaire was answered by 188 participants (return rate: 39.2%), of whom 62% were women. Work stress was measured according to Siegrist's effort-reward-imbalance (ERI) model. Further questions referred to the distribution of academic activities and meaningfulness. Results: Among all participants, 67.3% were satisfied with the portion of their workload devoted to teaching, while 63% wanted more time for research. The ERI-coefficient was on average M=0.76 (SD=0.45), thus indicating a shift towards reward. There were no associations with gender, age, or fixed-term work contracts. Meaningfulness was associated negatively with the ERI (r=-.21, p=.012), and positively with overcommitment (r=.52, pTeaching medical psychology is evaluated as positive and meaningful by a majority of respondents. In general, the rewarding aspects seem to outweigh the stressful factors. Thus, teaching might be a protective factor with regard to coping with work related burden.

  18. The portal of geriatrics online education: a 21st-century resource for teaching geriatrics.

    Science.gov (United States)

    Ramaswamy, Ravishankar; Leipzig, Rosanne M; Howe, Carol L; Sauvigne, Karen; Usiak, Craig; Soriano, Rainier P

    2015-02-01

    The way students are taught and evaluated is changing, with greater emphasis on flexible, individualized, learner-centered education, including the use of technology. The goal of assessment is also shifting from what students know to how they perform in practice settings. Developing educational materials for teaching in these ways is time-consuming and can be expensive. The Portal of Geriatrics Online Education (POGOe) was developed to aid educators in meeting these needs and become quicker, better-prepared teachers of geriatrics. POGOe contains more than 950 geriatrics educational materials that faculty at 45% of allopathic and 7% of osteopathic U.S. medical schools and the Centers for Geriatric Nursing Excellence have created. These materials include various instructional and assessment methodologies, including virtual and standardized patients, games, tutorials, case-based teaching, self-directed learning, and traditional lectures. Materials with common goals and resource types are available as selected educational series. Learner assessments comprise approximately 10% of the educational materials. POGOe also includes libraries of videos, images, and questions extracted from its educational materials to encourage educators to repurpose content components to create new resources and to align their teaching better with their learners' needs. Web-Geriatric Education Modules, a peer-reviewed online modular curriculum for medical students, is a prime example of this repurposing. The existence of a robust compendium of instructional and assessment materials allows educators to concentrate more on improving learner performance in practice and not simply on knowledge acquisition. It also makes it easier for nongeriatricians to teach the care of older adults in their respective disciplines. © 2015, Copyright the Authors Journal compilation © 2015, The American Geriatrics Society.

  19. Efficacy of the World Wide Web in K-12 environmental education

    Science.gov (United States)

    York, Kimberly Jane

    1998-11-01

    Despite support by teachers, students, and the American public in general, environmental education is not a priority in U.S. schools. Teachers face many barriers to integrating environmental education into K--12 curricula. The focus of this research is teachers' lack of access to environmental education resources. New educational reforms combined with emerging mass communication technologies such as the Internet and World Wide Web present new opportunities for the infusion of environmental content into the curriculum. New technologies can connect teachers and students to a wealth of resources previously unavailable to them. However, significant barriers to using technologies exist that must be overcome to make this promise a reality. Web-based environmental education is a new field and research is urgently needed. If teachers are to use the Web meaningfully in their classrooms, it is essential that their attitudes and perceptions about using this new technology be brought to light. Therefore, this exploratory research investigates teachers' attitudes toward using the Web to share environmental education resources. Both qualitative and quantitative methods were used to investigate this problem. Two surveys were conducted---self-administered mail survey and a Web-based online survey---to elicit teachers perceptions and comments about environmental education and the Web. Preliminary statistical procedures including frequencies, percentages and correlational measures were performed to interpret the data. In-depth interviews and participant-observation methods were used during an extended environmental education curriculum development project with two practicing teachers to gain insights into the process of creating curricula and placing it online. Findings from the both the mail survey and the Web-based survey suggest that teachers are interested in environmental education---97% of respondents for each survey agreed that environmental education should be taught in K

  20. BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

    Science.gov (United States)

    Battersby, Cara

    2016-01-01

    Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

  1. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

    Energy Technology Data Exchange (ETDEWEB)

    Howlett, David, E-mail: david.howlett@esht.nhs.uk [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Vincent, Tim [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Watson, Gillian; Owens, Emma [Department of Radiology, Eastbourne District General Hospital, Kings Drive, Eastbourne, East Sussex BN21 2UD (United Kingdom); Webb, Richard; Gainsborough, Nicola [Department of Medicine, Royal Sussex County Hospital, Brighton (United Kingdom); Fairclough, Jil [Department of IT, Brighton and Sussex Medical School (BSMS) (United Kingdom); Taylor, Nick [Department of Medical Illustration, Eastbourne District General Hospital (United Kingdom); Miles, Ken [Department of Imaging, BSMS (United Kingdom); Cohen, Jon [Department of Infectious Diseases, BSMS (United Kingdom); Vincent, Richard [Department of Cardiology, BSMS (United Kingdom)

    2011-06-15

    Aim: To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. Materials and methods: The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. Results: In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Conclusion: Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of

  2. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content.

    Science.gov (United States)

    Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

    2011-06-01

    To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of radiology. Efficient IT links and good image quality

  3. Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content

    International Nuclear Information System (INIS)

    Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

    2011-01-01

    Aim: To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. Materials and methods: The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. Results: In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Conclusion: Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of

  4. Active Commuting among K-12 Educators: A Study Examining Walking and Biking to Work

    OpenAIRE

    Bopp, Melissa; Hastmann, Tanis J.; Norton, Alyssa N.

    2013-01-01

    Background. Walking and biking to work, active commuting (AC) is associated with many health benefits, though rates of AC remain low in the US. K-12 educators represent a significant portion of the workforce, and employee health and associated costs may have significant economic impact. Therefore, the purpose of this study was to examine the current rates of AC and factors associated with AC among K-12 educators. Methods. A volunteer sample of K-12 educators (n = 437) was recruited to partici...

  5. A massive open online course for teaching physiotherapy students and physiotherapists about spinal cord injuries.

    Science.gov (United States)

    Harvey, L A; Glinsky, J V; Lowe, R; Lowe, T

    2014-12-01

    A descriptive audit. To audit the participation and satisfaction in a Massive Open Online Course (MOOC) for teaching physiotherapy students and physiotherapists about spinal cord injuries. Global and online. A 5-week MOOC about the physiotherapy management of spinal cord injuries was hosted by Physiopedia and run in partnership with the International Spinal Cord Society. The MOOC was based on the physiotherapy-specific module of www.elearnSCI.org, and also involved extra readings, activities and online discussion through a closed Facebook group. Participation and satisfaction was quantified through a pre- and post-MOOC knowledge assessment and an online course evaluation. Participation was also gauged through Facebook activity and internet-based usage statistics. Three thousand five hundred and twenty-three people from 108 countries registered for the MOOC and 2527 joined the Facebook group. One thousand one hundred and twenty-one completed the pre- and post-MOOC knowledge assessments, with more completing one or the other. The median (interquartile range) results for those who completed the pre and post-MOOC knowledge assessments were 70% (60-80%) and 90% (80-95%), respectively. One thousand and twenty-nine completed the online course evaluation, with more than 80% agreeing or strongly agreeing with 12 of the 13 positive statements posed to them about the course. Most participants who completed the MOOC performed well on the post-MOOC knowledge assessment and enjoyed the learning experience. However, these results may be biased if those who did not complete the MOOC were dissatisfied and/or did not sit the post-MOOC knowledge assessment.

  6. Teaching with Games: Online Resources and Examples for Entry Level Courses

    Science.gov (United States)

    Teed, R.; Manduca, C.

    2004-12-01

    Using games to teach introductory geoscience can motivate students to enthusiastically learn material that they might otherwise condemn as "boring". A good educational game is one that immerses the players in the material and engages them for as long as it takes to master that material. There are some good geoscience games already available, but instructors can also create their own, suitable to their students and the content that they are teaching. Game-Based Learning is a module on the Starting Point website for faculty teaching entry level geosciences. It assists faculty in using games in their teaching by providing a description of the features of game-based learning, why you would use it, how to use games to teach geoscience, examples, and references. Other issues discussed include the development of video games for teaching, having your students create educational games, what makes a good game, handling competition in the classroom, and grading. The examples include descriptions of and rules for a GPS treasure hunt, a geology quiz show, and an earthquake game, as well as links to several online geological video games, and advice on how to design a paleontology board game. Starting Point is intended to help both experienced faculty and new instructors meet the challenge of teaching introductory geoscience classes, including environmental science and oceanography as well as more traditional geology classes. For many students, these classes are both the first and the last college-level science class that they will ever take. They need to learn enough about the Earth in that one class to sustain them for many decades as voters, consumers, and sometimes even as teachers. Starting Point is produced by a group of authors working with the Science Education Resource Center. It contains dozens of detailed examples categorized by geoscience topic with advice about using them and assessing learning. Each example is linked to one of many modules, such as Game

  7. Mobile App Design for Teaching and Learning: Educators’ Experiences in an Online Graduate Course

    Directory of Open Access Journals (Sweden)

    Yu-Chang Hsu

    2013-09-01

    Full Text Available This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning mobile apps. They had great sense of empowerment through developing unique apps by using App Inventor. They felt their own design work and creative problem solving were inspired by the customized mobile apps shared by peers. The learning activities, including sharing customized apps, providing peer feedback, composing design proposals, and keeping design journals (blogging, complemented each other to support a positive sense of community and form a strong virtual community of learning mobile app design. This study helped reveal the educational value of mobile app design activities and the web-based visual programming tool, and the possibility of teaching/learning mobile app design online. The findings can also encourage educators to explore and experiment on the potential of incorporating these design learning activities in their respective settings, and to develop mobile apps for their diverse needs in teaching and learning.

  8. Design and Assessment of Online, Interactive Tutorials That Teach Science Process Skills.

    Science.gov (United States)

    Kramer, Maxwell; Olson, Dalay; Walker, J D

    2018-06-01

    Explicit emphasis on teaching science process skills leads to both gains in the skills themselves and, strikingly, deeper understanding of content. Here, we created and tested a series of online, interactive tutorials with the goal of helping undergraduate students develop science process skills. We designed the tutorials in accordance with evidence-based multimedia design principles and student feedback from usability testing. We then tested the efficacy of the tutorials in an introductory undergraduate biology class. On the basis of a multivariate ordinary least-squares regression model, students who received the tutorials are predicted to score 0.82 points higher on a 15-point science process skill assessment than their peers who received traditional textbook instruction on the same topic. This moderate but significant impact indicates that well-designed online tutorials can be more effective than traditional ways of teaching science process skills to undergraduate students. We also found trends that suggest the tutorials are especially effective for nonnative English-speaking students. However, due to a limited sample size, we were unable to confirm that these trends occurred due to more than just variation in the student group sampled.

  9. Understanding the mobile internet to develop the next generation of online medical teaching tools.

    Science.gov (United States)

    Desai, Tejas; Christiano, Cynthia; Ferris, Maria

    2011-01-01

    Healthcare providers (HCPs) use online medical information for self-directed learning and patient care. Recently, the mobile internet has emerged as a new platform for accessing medical information as it allows mobile devices to access online information in a manner compatible with their restricted storage. We investigated mobile internet usage parameters to direct the future development of mobile internet teaching websites. Nephrology On-Demand Mobile (NOD(M)) (http://www.nephrologyondemand.org) was made accessible to all mobile devices. From February 1 to December 31, 2010, HCP use of NOD(M) was tracked using code inserted into the root files. Nephrology On-Demand received 15,258 visits, of which approximately 10% were made to NOD(M), with the majority coming from the USA. Most access to NOD(M) was through the Apple iOS family of devices and cellular connections were the most frequently used. These findings provide a basis for the future development of mobile nephrology and medical teaching tools.

  10. Education in Quality Improvement for Pediatric Practice: an online program to teach clinicians QI.

    Science.gov (United States)

    Bundy, David G; Morawski, Lori F; Lazorick, Suzanne; Bradbury, Scott; Kamachi, Karen; Suresh, Gautham K

    2014-01-01

    Education in Quality Improvement for Pediatric Practice (EQIPP) is an online program designed to improve evidence-based care delivery by teaching front-line clinicians quality improvement (QI) skills. Our objective was to evaluate EQIPP data to characterize 1) participant enrollment, use patterns, and demographics; 2) changes in performance in clinical QI measures from baseline to follow-up measurement; and 3) participant experience. We conducted an observational study of EQIPP participants utilizing 1 of 3 modules (asthma, immunizations, gastroesophageal reflux disease) from 2009 to 2013. Enrollment and use, demographic, and quality measure data were extracted directly from the EQIPP system; participant experience was assessed via an optional online survey. Study participants (n = 3501) were diverse in their gender, age, and race; most were board certified. Significant quality gaps were observed across many of the quality measures at baseline; sizable improvements were observed across most quality measures at follow-up. Participants were generally satisfied with their experience. The most influential module elements were collecting and analyzing data, creating and implementing aim statements and improvement plans, and completing "QI Basics." Online educational programs, such as EQIPP, hold promise for front-line clinicians to learn QI. The sustainability of the observed improvements in care processes and their linkage to improvements in health outcomes are unknown and are an essential topic for future study. Copyright © 2014 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

  11. High-Performance Schools: Affordable Green Design for K-12 Schools; Preprint

    Energy Technology Data Exchange (ETDEWEB)

    Plympton, P.; Brown, J.; Stevens, K.

    2004-08-01

    Schools in the United States spend $7.8 billion on energy each year-more than the cost of computers and textbooks combined, according to a 2003 report from the National Center for Education Statistics. The U.S. Department of Energy (DOE) estimates that these high utility bills could be reduced as much as 25% if schools adopt readily available high performance design principles and technologies. Accordingly, hundreds of K-12 schools across the country have made a commitment to improve the learning and teaching environment of schools while saving money and energy and protecting the environment. DOE and its public- and private-sector partners have developed Energy Design Guidelines for High Performance Schools, customized for nine climate zones in U.S. states and territories. These design guidelines provide information for school decision makers and design professionals on the advantages of energy efficiency and renewable energy designs and technologies. With such features as natural day lighting, efficient electric lights, water conservation, and renewable energy, schools in all types of climates are proving that school buildings, and the students and teachers who occupy them, are indeed high performers. This paper describes high performance schools from each of the nine climate zones associated with the Energy Design Guidelines. The nine case studies focus on the high performance design strategies implemented in each school, as well as the cost savings and benefits realized by students, faculty, the community, and the environment.

  12. Fostering Collaboration with Families of Children with Disabilities: Online Professional Development for K-12 Teachers

    Science.gov (United States)

    Collier, Margo; Kingsley, Karla V.; Ovitt, Brigid; Lin, Yi-Ling; Romero Benavidez, Juliette

    2017-01-01

    Technology has reshaped conceptions of professional development by increasing access to information, enabling sustained follow-up efforts, and fostering teacher reflection and collaboration. Drawing on theoretical models of parent involvement and an ethic of caring, this study examined the perceptions and attitudes of educators toward…

  13. Master on Photonics and Laser Technologies: on-line teaching experience

    Science.gov (United States)

    Paredes, Ángel; Michinel, Humberto; Salgueiro, José R.; Vázquez-Dorrío, Benito; Yáñez, Armando; Arines, Justo; Flores-Arias, M. Teresa

    2014-07-01

    The Galician Universitary System (SUG) in the framework of the European studies under the Bologna process presents a huge number of Masters courses. In this work we present the teaching framework of the Science Masters on "Photonics and Laser Technologies", coordinated by the University of Vigo (UVigo) and involving the three Universities of Galicia: University of Vigo (UVigo), University of Santiago de Compostela (USC) and University of Coruña (UdC). The aim of this work is to show how teaching at this Masters is carried out using an online platform so that the whole expertise of all the three Universities can be properly exploited and the geographic dispersion of lecturers and students overcame. The used platform permits the students to attend the lessons from their own Universities without wasting time and money on traveling. Besides, each lecturer can teach from his/her own University, allowing the combination of this activity with other professional and scientific duties. Thanks to this tool, the Masters could host students that followed the lessons from other different countries. The platform has been used for lectures, seminar classes, examinations, conferences and coordination activities between teachers and students.

  14. Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective

    Directory of Open Access Journals (Sweden)

    Shaila Shams

    2014-08-01

    Full Text Available It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement of technology, social networking websites have emerged too. Social networking sites have been quite popular among various age group users particularly the young users since their invention. Also, they are conceived to be able to motivate (Greenhow, Robelia, & Hughes, 2009 and expose learners to the authentic use of the target language (Baralt, 2011. However, very little research has been done, especially in Bangladesh, on how much these websites can contribute to language learning and teaching though they seem to offer ample opportunities. Therefore, this study aims at investigating the effect of using ‘The Facebook’, a social networking website, in language classrooms at tertiary level in Bangladesh. Participants of this study were first year first semester university students doing a foundation course in English focusing to improve their listening, speaking and writing skills. The participants were divided into two groups. Group 1 was the control group who was taught traditionally and non-digitally without using Facebook. Group 2, along with classroom teaching, received help from the instructor through Facebook and did tasks assigned on Facebook. At the end of the three months semester a test was taken and the result of both groups was compared. Thus, this study shall try to provide an answer regarding to what extent online social networks can facilitate second language acquisition.

  15. Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

    Energy Technology Data Exchange (ETDEWEB)

    Anne Seifert; Louis Nadelson

    2011-06-01

    Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivation for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a

  16. Integrating local environmental research into K-12 science classrooms and the value of graduate student-educator partnerships

    Science.gov (United States)

    Ward, N. D.; Petrik-Finley, R.

    2015-12-01

    Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.

  17. Perspectives on...Special Collections at ARL Libraries and K-12 Outreach: Current Trends

    Science.gov (United States)

    Visser, Michelle

    2006-01-01

    This article examines the results of a survey sent to Association of Research Libraries (ARL) Special Collections requesting information on outreach to K-12 students. Over half of the respondents work with K-12 and many of those who currently do not are planning to. New pressures and changing philosophies contribute to this trend.

  18. Educating Tomorrow's Workforce: A Report on the Semiconductor Industry's Commitment to Youth in K-12.

    Science.gov (United States)

    Semiconductor Industry Association, San Jose, CA.

    The U.S. semiconductor industry, now the nation's largest manufacturing industry, displays its commitment to training its current workers and educating future workers by supporting educational efforts on the K-12 level. This catalog describes innovative actions by 16 Semiconductor Industry Association companies to improve education at the K-12

  19. A Framework for Quality K-12 Engineering Education: Research and Development

    Science.gov (United States)

    Moore, Tamara J.; Glancy, Aran W.; Tank, Kristina M.; Kersten, Jennifer A.; Smith, Karl A.; Stohlmann, Micah S.

    2014-01-01

    Recent U.S. national documents have laid the foundation for highlighting the connection between science, technology, engineering and mathematics at the K-12 level. However, there is not a clear definition or a well-established tradition of what constitutes a quality engineering education at the K-12 level. The purpose of the current work has been…

  20. An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom

    Science.gov (United States)

    Martin, Florence; Carr, Marsha L.

    2015-01-01

    21st century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What…

  1. Spacemakers: A Leadership Perspective on Curriculum and the Purpose of K-12 Educational Makerspaces

    Science.gov (United States)

    Harron, Jason R.; Hughes, Joan E.

    2018-01-01

    This qualitative research study investigated how educational makerspace leaders, whom we refer to as spacemakers, framed the purpose of the makerspace in K-12 education and how makerspaces support school curriculum. Using interviews with twelve K-12 spacemakers, the study found spacemakers were experienced, self-motivated educators. These leaders…

  2. Development of an Attitude Scale to Assess K-12 Teachers' Attitudes toward Nanotechnology

    Science.gov (United States)

    Lan, Yu-Ling

    2012-01-01

    To maximize the contributions of nanotechnology to this society, at least 60 countries have put efforts into this field. In Taiwan, a government-funded K-12 Nanotechnology Programme was established to train K-12 teachers with adequate nanotechnology literacy to foster the next generation of Taiwanese people with sufficient knowledge in…

  3. Problem-Based Learning in the Life Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom; Parker, Joyce; Eberhardt, Janet

    2016-01-01

    "Problem-Based Learning in the Life Science Classroom, K-12" offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K-12 learners to immerse…

  4. An Examination of Ideology among Selected K12 Christian School Superintendents

    Science.gov (United States)

    Dolson, Jimmy L.

    2013-01-01

    This research project focused on explaining the decision making process of K12 Christian school superintendents whose schools belong to the Association of Christian Schools International (ACSI) organization. In spite of their similar religious and philosophical beliefs, ACSI K12 Christian school superintendents differed significantly in…

  5. K-12 Teachers' Perceptions of School Policy and Fear of School Violence

    Science.gov (United States)

    Ricketts, Melissa L.

    2007-01-01

    Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-12 teachers' fear. Using self-report data from 447 K-12 teachers from a…

  6. Opinions on Computing Education in Korean K-12 System: Higher Education Perspective

    Science.gov (United States)

    Kim, Dae-Kyoo; Jeong, Dongwon; Lu, Lunjin; Debnath, Debatosh; Ming, Hua

    2015-01-01

    The need for computing education in the K-12 curriculum has grown globally. The Republic of Korea is not an exception. In response to the need, the Korean Ministry of Education has announced an outline for software-centric computing education in the K-12 system, which aims at enhancing the current computing education with software emphasis. In…

  7. The Windows to the Universe Project: Using the Internet to Support K-12 Science Education

    Science.gov (United States)

    Gardiner, L.; Johnson, R.; Bergman, J.; Russell, R.; Genyuk, J.; La Grave, M.

    2003-12-01

    The World Wide Web can be a powerful tool for reaching the public as well as students and teachers around the world, supporting both formal and informal science education. The Windows to the Universe Project, initiated in 1995, provides a case study of approaches for the use of the web to support earth and space science education and literacy efforts. Through the use of innovative approaches such as easy to use design, multi-level content, and science concepts presented in a broader background context that includes connections to culture and the humanities, Windows to the Universe is an accessible format for individuals of various ages and learning styles. A large global audience regularly uses the web site to learn about earth and space science as well as related humanities content such as myths from around the world. User surveys show that the site has over 4 millions users per year, 65 percent of which are K-12 teachers and students. Approximately 46 percent of users access the site once per week or more. Recently, we have had the opportunity to expand our efforts while we continue to update existing content based on new scientific findings and events. Earth science content on Windows to the Universe is currently growing with a new geology section and development efforts are underway to expand our space weather content with a new curriculum. Educational games allow users to learn about space in a playful context, and an online journaling tool further integrates literacy into the learning experience. In addition, we are currently translating the entire Windows to the Universe web site into Spanish. We have included educators in the project as co-designers from its inception, and by aggressively utilizing and providing professional development opportunities for teachers, the web site is now used in thousands of classrooms around the world. In the past year we have continued to support K-12 educators by adding to our suite of classroom activities and leading

  8. Development of the Advanced Energy Design Guide for K-12 Schools -- 50% Energy Savings

    Energy Technology Data Exchange (ETDEWEB)

    Bonnema, E.; Leach, M.; Pless, S.; Torcellini, P.

    2013-02-01

    This Technical Support Document (TSD) describes the process and methodology for the development of the Advanced Energy Design Guide for K-12 School Buildings: Achieving 50% Energy Savings Toward a Net Zero Energy Building (AEDG-K12) (ASHRAE et al. 2011a). The AEDG-K12 provides recommendations for achieving 50% whole-building energy savings in K-12 schools over levels achieved by following ANSI/ASHRAE/IESNA Standard 90.1-2004, Energy Standard for Buildings Except Low-Rise Residential Buildings (Standard 90.1-2004) (ASHRAE 2004b). The AEDG-K12 was developed in collaboration with the American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE), the American Institute of Architects (AIA), the Illuminating Engineering Society of North America (IES), the U.S. Green Building Council (USGBC), and the U.S. Department of Energy (DOE).

  9. The Effort and Reward of Teaching Medical Psychology in Germany: an Online Survey

    Directory of Open Access Journals (Sweden)

    Kendel, Friederike

    2016-11-01

    Full Text Available Background: The increasing significance of university teaching also leads to higher demands for academic teachers. Against this background this study inquires how teachers in the field of medical pychology experience and evaluate their various activities and how their efforts on the one hand and gratifications on the other hand relate to each other (as conceptualized by the effort-reward-imbalance, ERI.Methods: A cross-sectional online survey was conducted in 2012 among the academic staff of departments of medical psychology in Germany. The questionnaire was answered by 188 participants (return rate: 39.2%, of whom 62% were women. Work stress was measured according to Siegrist’s effort–reward-imbalance (ERI model. Further questions referred to the distribution of academic activities and meaningfulness. Results: Among all participants, 67.3% were satisfied with the portion of their workload devoted to teaching, while 63% wanted more time for research. The ERI-coefficient was on average M=0.76 (SD=0.45, thus indicating a shift towards reward. There were no associations with gender, age, or fixed-term work contracts. Meaningfulness was associated negatively with the ERI (r=-.21, p=.012, and positively with overcommitment (r=.52, p<.001 and the desire for less administrative tasks (r=.24, p=.017.Conclusions: Teaching medical psychology is evaluated as positive and meaningful by a majority of respondents. In general, the rewarding aspects seem to outweigh the stressful factors. Thus, teaching might be a protective factor with regard to coping with work related burden.

  10. Online teaching of inflammatory skin pathology by a French-speaking International University Network.

    Science.gov (United States)

    Perron, Emilie; Battistella, Maxime; Vergier, Béatrice; Fiche, Maryse; Bertheau, Philippe; Têtu, Bernard

    2014-01-01

    Developments in technology, web-based teaching and whole slide imaging have broadened the teaching horizon in anatomic pathology. Creating online learning material including many types of media such as radiologic images, whole slides, videos, clinical and macroscopic photographs, is now accessible to most universities. Unfortunately, a major limiting factor to maintain and update the learning material is the amount of resources needed. In this perspective, a French-national university network was initiated in 2011 to build joint online teaching modules consisting of clinical cases and tests. The network has since expanded internationally to Québec, Switzerland and Ivory Coast. One of the first steps of the project was to build a learning module on inflammatory skin pathology for interns and residents in pathology and dermatology. A pathology resident from Québec spent 6 weeks in France and Switzerland to develop the contents and build the module on an e-learning Moodle platform under the supervision of two dermatopathologists. The learning module contains text, interactive clinical cases, tests with feedback, virtual slides, images and clinical photographs. For that module, the virtual slides are decentralized in 2 universities (Bordeaux and Paris 7). Each university is responsible of its own slide scanning, image storage and online display with virtual slide viewers. The module on inflammatory skin pathology includes more than 50 web pages with French original content, tests and clinical cases, links to over 45 virtual images and more than 50 microscopic and clinical photographs. The whole learning module is being revised by four dermatopathologists and two senior pathologists. It will be accessible to interns and residents in the spring of 2014. The experience and knowledge gained from that work will be transferred to the next international resident whose work will be aimed at creating lung and breast pathology learning modules. The challenges of sustaining a

  11. Students' Perceptions about Online Teaching Effectiveness: A Bottom-Up Approach for Identifying Online Instructors' Roles

    Science.gov (United States)

    Gómez-Rey, Pilar; Barbera, Elena; Fernández-Navarro, Francisco

    2018-01-01

    The topic of online instructors' roles has been of interest to the educational community since the late twentieth century. In previous studies, the identification of online instructors' roles was done using a top-down (deductive) approach. This study applied a bottom-up (inductive) procedure to examine not only the roles of online instructors from…

  12. User-Generated Content, YouTube and Participatory Culture on the Web: Music Learning and Teaching in Two Contrasting Online Communities

    Science.gov (United States)

    Waldron, Janice

    2013-01-01

    In this paper, I draw on seminal literature from new media researchers to frame the broader implications that user-generated content (UGC), YouTube, and participatory culture have for music learning and teaching in online communities; to illustrate, I use examples from two contrasting online music communities, the Online Academy of Irish…

  13. Teaching Renewable Energy Using Online PBL in Investigating Its Effect on Behaviour towards Energy Conservation among Malaysian Students: ANOVA Repeated Measures Approach

    Science.gov (United States)

    Nordin, Norfarah; Samsudin, Mohd Ali; Harun, Abdul Hadi

    2017-01-01

    This research aimed to investigate whether online problem based learning (PBL) approach to teach renewable energy topic improves students' behaviour towards energy conservation. A renewable energy online problem based learning (REePBaL) instruction package was developed based on the theory of constructivism and adaptation of the online learning…

  14. Will MOOCs Transform Learning and Teaching in Higher Education? Engagement and Course Retention in Online Learning Provision

    Science.gov (United States)

    de Freitas, Sara Isabella; Morgan, John; Gibson, David

    2015-01-01

    Massive open online courses (MOOCs) have been the subject of much polarised debate around their potential to transform higher education in terms of opening access. Although MOOCs have been attracting large learner cohorts, concerns have emerged from the early evidence base centring upon issues of quality in learning and teaching provision, and…

  15. Examination of Attitudes towards Teaching Online Courses Based on Theory of Reasoned Action of University Faculty in Taiwan

    Science.gov (United States)

    Chen, Tzy-Ling; Chen, Tzu-Jung

    2006-01-01

    This study examined attitudes of university faculty specialising in the field of human resource (HR) in Taiwan towards participation in the teaching of online courses using the theory of reasoned action (TRA). The population targeted for investigation consisted of the full-time university faculty in the HR field in Taiwan regardless of their…

  16. A Simple, Low-Cost Stereographic Video Capture and Viewing Solution for Teaching Psychomotor Skills Using Online Delivery

    Science.gov (United States)

    White, Ian

    2010-01-01

    It is recognised that the teaching of complex psychomotor skills using online delivery is difficult without the support of either face-to-face coaching and tuition or a stereoscopic viewing system that provides users with a feel for the spatial nature of the skills being taught. To date, the limitations of bandwidth, and the high cost and…

  17. Teaching the Practice of Compassion to Nursing Students within an Online Learning Environment: A Qualitative Study Protocol

    Science.gov (United States)

    Hofmeyer, Anne; Toffoli, Luisa; Vernon, Rachael; Taylor, Ruth; Fontaine, Dorrie; Klopper, Hester C.; Coetzee, Siedine Knobloch

    2016-01-01

    Background: There is an increasing global demand for higher education to incorporate flexible delivery. Nursing education has been at the forefront of developing flexible online education and offering programs "anywhere and anytime". In response to calls to teach compassion in nursing education, there is an abundance of literature…

  18. Comparison of a gross anatomy laboratory to online anatomy software for teaching anatomy.

    Science.gov (United States)

    Mathiowetz, Virgil; Yu, Chih-Huang; Quake-Rapp, Cindee

    2016-01-01

    This study was designed to assess the grades, self-perceived learning, and satisfaction between occupational therapy students who used a gross anatomy laboratory versus online anatomy software (AnatomyTV) as tools to learn anatomy at a large public university and a satellite campus in the mid-western United States. The goal was to determine if equivalent learning outcomes could be achieved regardless of learning tool used. In addition, it was important to determine why students chose the gross anatomy laboratory over online AnatomyTV. A two group, post-test only design was used with data gathered at the end of the course. Primary outcomes were students' grades, self-perceived learning, and satisfaction. In addition, a survey was used to collect descriptive data. One cadaver prosection was available for every four students in the gross anatomy laboratory. AnatomyTV was available online through the university library. At the conclusion of the course, the gross anatomy laboratory group had significantly higher grade percentage, self-perceived learning, and satisfaction than the AnatomyTV group. However, the practical significance of the difference is debatable. The significantly greater time spent in gross anatomy laboratory during the laboratory portion of the course may have affected the study outcomes. In addition, some students may find the difference in (B+) versus (A-) grade as not practically significant. Further research needs to be conducted to identify what specific anatomy teaching resources are most effective beyond prosection for students without access to a gross anatomy laboratory. © 2015 American Association of Anatomists.

  19. C-MORE Science Kits: Putting Technology in the Hands of K-12 Teachers and Students

    Science.gov (United States)

    Achilles, K.; Weersing, K.; Daniels, C.; Puniwai, N.; Matsuzaki, J.; Bruno, B. C.

    2008-12-01

    The Center for Microbial Oceanography: Research and Education (C-MORE) is a NSF Science and Technology Center based at the University of Hawaii. The C-MORE education and outreach program offers a variety of resources and professional development opportunities for science educators, including online resources, participation in oceanography research cruises, teacher-training workshops, mini-grants to incorporate microbial oceanography-related content and activities into their classroom and, most recently, C- MORE science kits. C-MORE science kits provide hands-on classroom, field, and laboratory activities related to microbial oceanography for K-12 students. Each kit comes with complete materials and instructions, and is available free of charge to Hawaii's public school teachers. Several kits are available nationwide. C-MORE science kits cover a range of topics and technologies and are targeted at various grade levels. Here is a sampling of some available kits: 1) Marine Murder Mystery: The Case of the Missing Zooxanthellae. Students learn about the effect of climate change and other environmental threats on coral reef destruction through a murder-mystery experience. Participants also learn how to use DNA to identify a suspect. Grades levels: 3-8. 2) Statistical sampling. Students learn basic statistics through an exercise in random sampling, with applications to microbial oceanography. The laptops provided with this kit enable students to enter, analyze, and graph their data using EXCEL. Grades levels: 6-12. 3) Chlorophyll Lab. A research-quality fluorometer is used to measure the chlorophyll content in marine and freshwater systems. This enables students to compare biomass concentrations in samples collected from various locations. Grades levels: 9-12. 4) Conductivity-Temperature-Depth (CTD). Students predict how certain variables (e.g., temperature, pressure, chlorophyll, oxygen) vary with depth. A CTD, attached to a laptop computer, is deployed into deep water

  20. VOCATIONAL COLLEGE STUDENTS’ PERCEPTIONS OF A NEWLY IMPLEMENTED ONLINE COURSE OF TEACHING ENGLISH AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Abdullah YÖRDEM

    2015-08-01

    Full Text Available This study aims to investigate the student satisfaction with the Online English Language courses piloted for the first time at a Vocational College in a remote town located in the north-west of Turkey in 2014-2015 educational year. These courses were designed with a format of face-to-face testing and online delivery of course materials. Data were collected from students both quantitatively and qualitatively using a survey which included seven likert scale attitude questions and two open-ended questions where they had to express their opinions about either face-to-face or online courses of which they thought was more advantageous and relevant for them. Twenty three female and a hundred and eighty four male students attending ten different departments, aged mostly eighteen and nineteen years participated in our study. Quantitative data from the students indicate that while 52% of the whole participants thought that online teaching of English as a foreign language was not useful for them at all, just 6% of the students declared that the online teaching system was very useful. To the question whether they preferred online or face-to-face learning, quite surprisingly, 82% of the participants declared that they preferred face-to-face learning. As to why they preferred the particular kind of teaching; the online course proponents cited mostly “comfortness” and “no-attendance obligation”; on the other hand, the face-to-face advocates mostly cited “effectiveness of learning from a live instructor” and “possibility of asking questions when something is not clear” and “lacking of technical equipment “or “internet access”.

  1. What Teacher Preparation Programs Teach about K-12 Assessment: A Review of Coursework on K-12 Assessment from a Sample of Teacher Preparation Programs

    Science.gov (United States)

    National Council on Teacher Quality, 2012

    2012-01-01

    Over the past several decades, federal and state governments, school districts and education leaders have invested significant resources to develop assessments and data systems to track student performance. Yet little attention has been paid to the importance of building the capacity of teachers in assessment so that they are prepared to use data…

  2. Effect of simulated microgravity on E. coli K12 MG1655 growth and gene expression

    Data.gov (United States)

    National Aeronautics and Space Administration — This study demonstrates simulated microgravity effects on E. coli K 12 MG1655 when grown on LB medium supplemented with glycerol. The results imply that E. coli...

  3. Barriers to Participation in an Online Nursing Journal Club at a Community Teaching Hospital.

    Science.gov (United States)

    Rodriguez, Christopher; Victor, Carol; Leonardi, Nathaniel; Sulo, Suela; Littlejohn, Gina

    2016-12-01

    HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Barriers to Participation in an Online Nursing Journal Club at a Community Teaching Hospital," found on pages 536-542, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until November 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Describe the benefits and barriers to participating in an online nursing journal club (ONJC) over a

  4. Armed To Learn: Aiming At California K 12 School Gun Policy

    Science.gov (United States)

    2016-03-01

    AIMING AT CALIFORNIA K-12 SCHOOL GUN POLICY by Catherine Wilson Jones March 2016 Thesis Co-Advisors: Kathleen Kiernan John Rollins...Master’s thesis 4. TITLE AND SUBTITLE ARMED TO LEARN: AIMING AT CALIFORNIA K-12 SCHOOL GUN POLICY 5. FUNDING NUMBERS 6. AUTHOR(S) Catherine...gap in viewpoints between gun control advocates who want tighter gun control and constitutionalists who believe as strongly in the Second Amendment

  5. Zero Energy Schools: Designing for the Future: Zero Energy Ready K-12 Schools

    Energy Technology Data Exchange (ETDEWEB)

    Torcellini, Paul A [National Renewable Energy Laboratory (NREL), Golden, CO (United States)

    2017-09-29

    Designing, building, and operating zero energy ready K-12 schools provides benefits for districts, students, and teachers. Optimizing energy efficiency is important in any building, but it's particularly important in K-12 schools. Many U.S. school districts struggle for funding, and improving a school building's energy efficiency can free up operational funds that may then be available for educational and other purposes.

  6. A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings

    OpenAIRE

    McKenzie, Karen

    2013-01-01

    The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching ...

  7. Lunar and Planetary Science XXXV: Engaging K-12 Educators, Students, and the General Public in Space Science Exploration

    Science.gov (United States)

    2004-01-01

    The session "Engaging K-12 Educators, Students, and the General Public in Space Science Exploration" included the following reports:Training Informal Educators Provides Leverage for Space Science Education and Public Outreach; Teacher Leaders in Research Based Science Education: K-12 Teacher Retention, Renewal, and Involvement in Professional Science; Telling the Tale of Two Deserts: Teacher Training and Utilization of a New Standards-based, Bilingual E/PO Product; Lindstrom M. M. Tobola K. W. Stocco K. Henry M. Allen J. S. McReynolds J. Porter T. T. Veile J. Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes -- Update; Utilizing Mars Data in Education: Delivering Standards-based Content by Exposing Educators and Students to Authentic Scientific Opportunities and Curriculum; K. E. Little Elementary School and the Young Astronaut Robotics Program; Integrated Solar System Exploration Education and Public Outreach: Theme, Products and Activities; and Online Access to the NEAR Image Collection: A Resource for Educators and Scientists.

  8. Innovation Online Teaching Module Plus Digital Engineering Kit with Proteus Software through Hybrid Learning Method to Improve Student Skills

    Science.gov (United States)

    Kholis, Nur; Syariffuddien Zuhrie, Muhamad; Rahmadian, Reza

    2018-04-01

    Demands the competence (competence) needs of the industry today is a competent workforce to the field of work. However, during this lecture material Digital Engineering (Especially Digital Electronics Basics and Digital Circuit Basics) is limited to the delivery of verbal form of lectures (classical method) is dominated by the Lecturer (Teacher Centered). Though the subject of Digital Engineering requires learning tools and is required understanding of electronic circuits, digital electronics and high logic circuits so that learners can apply in the world of work. One effort to make it happen is by creating an online teaching module and educational aids (Kit) with the help of Proteus software that can improve the skills of learners. This study aims to innovate online teaching modules plus kits in Proteus-assisted digital engineering courses through hybrid learning approaches to improve the skills of learners. The process of innovation is done by considering the skills and mastery of the technology of students (students) Department of Electrical Engineering - Faculty of Engineering – Universitas Negeri Surabaya to produce quality graduates Use of online module plus Proteus software assisted kit through hybrid learning approach. In general, aims to obtain adequate results with affordable cost of investment, user friendly, attractive and interactive (easily adapted to the development of Information and Communication Technology). With the right design, implementation and operation, both in the form of software both in the form of Online Teaching Module, offline teaching module, Kit (Educational Viewer), and e-learning learning content (both online and off line), the use of the three tools of the expenditure will be able to adjust the standard needs of Information and Communication Technology world, both nationally and internationally.

  9. Trouble Spots in Online Direct-to-Consumer Prescription Drug Promotion: Teaching Drug Marketers How to Inform Better or Spin Better?

    Science.gov (United States)

    Doran, Evan

    2016-01-01

    Hyosun Kim’s report "Trouble Spots in Online Direct to Consumer Prescription Drug Promotion: A content Analysis of FDA Warning Letters" aims to teach marketers how to avoid breaching current Food and Drug Administration (FDA) guidelines in their online drug promotion. While Kim hopes to minimise the potential for online promotion to misinform consumers and the study is carefully conducted, teaching drug marketers how to avoid the common mistakes in online drug promotion is more likely to make marketers more adept at spinning information than appropriately balancing it PMID:27239884

  10. A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

    Directory of Open Access Journals (Sweden)

    Emily Walden

    2016-07-01

    Full Text Available To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in the classroom. For students — especially those with learning disabilities (SWLDs — having well-prepared teachers can mean the difference between passive listening and active learning. This report discusses implementation and impact of a face-to-face professional development model designed to enhance teachers’ implementation of a web-based curriculum (the SOAR Student Toolkit for teaching online research strategies to all students (both general education students and SWLDs in the middle school classroom. Fifteen teachers and 446 students participated in this study. Data were gathered from three school-based implementations across two academic years. Results indicate that teachers found that the face-to-face professional development was of high quality (100%, the pace and format was appropriate (93%, and sufficient practice and feedback were provided (100%. All teachers said the professional development supported their professional growth in providing differentiated instruction for all students and integrating technology into their instruction. About half of the students agreed or strongly agreed that they were very happy with the use of the SOAR Student Toolkit, found it easy to use, believed it helped them learn online research strategies, and thought it was a good way to teach. Most students said they would use the SOAR Student Toolkit for future research projects at least sometimes. Students who learned the SOAR Student Toolkit from trained teachers improved scores an average of 29.2 percentage points on performance-based assessments, from 31.3% (SD = 22.1 at pretest to 60.5% (SD = 23.0 at

  11. Evaluation of an online peer fundus photograph matching program in teaching direct ophthalmoscopy to medical students.

    Science.gov (United States)

    Kwok, Jason; Liao, Walter; Baxter, Stephanie

    2017-10-01

    Direct ophthalmoscopy is an important clinical skill that is often poorly performed by medical professionals and students. This is attributable to a declining emphasis on ophthalmology in medical school. We present and evaluate a self-directed approach of teaching ophthalmoscopy to medical students that is suitable for the current medical curriculum. Prospective medical education trial. Ninety-five second-year medical students at Queen's University: 32 in the experimental group and 63 in the control group. The experimental group consisted of medical students who practised ophthalmoscopy with one another using an online peer fundus photograph matching exercise created by the Department of Ophthalmology at Queen's University. To use the program, students first examined a peer with an ophthalmoscope and then selected an online photograph of a fundus corresponding to that of the examinee. The program notifies students if a correct selection is made. To encourage use of the program, students participated in a 2-week ophthalmoscopy competition during their ophthalmology rotation. The control group consisted of students who did not participate in the learning exercise. On assessment at the end of the ophthalmology rotation, the experimental group (n = 32) was more accurate in matching fundus photographs compared with the control group (n = 63) (p = 0.02). Participants were faster at performing ophthalmoscopy at the end of the learning exercise (p peer fundus photographs in a self-directed manner appeared to increase the skill and confidence of medical students in ophthalmoscopy. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

  12. The Astronomy and Space Science Concept Inventory: Assessment Instruments Aligned with the K-12 National Science Standards

    Science.gov (United States)

    Sadler, Philip M.

    2011-01-01

    We report on the development of an item test bank and associated instruments based on those K-12 national standards which involve astronomy and space science. Utilizing hundreds of studies in the science education research literature on student misconceptions, we have constructed 211 unique items that measure the degree to which students abandon such ideas for accepted scientific views. Piloted nationally with 7599 students and their 88 teachers spanning grades 5-12, the items reveal a range of interesting results, particularly student difficulties in mastering the NRC Standards and AAAS Benchmarks. Teachers generally perform well on items covering the standards of the grade level at which they teach, exhibiting few misconceptions of their own. Teachers dramatically overestimate their students’ performance, perhaps because they are unaware of their students’ misconceptions. Examples are given showing how the developed instruments can be used to assess the effectiveness of instruction and to evaluate the impact of professional development activities for teachers.

  13. A Sustainable Paperless Online System (SPOS for Engineering Quality in Teaching: Koya University as a Case Study

    Directory of Open Access Journals (Sweden)

    Salah I. Yahya

    2015-01-01

    Full Text Available Rapidly advancing computer based technologies offer many possibilities for innovation in educational and administrative assessment tasks which allow for a reliable real time reporting and feedback process. This paper considers the requirements for teacher assessments to become an accurate and reliable process. As a case study, the challenges of implementing such a system at Koya University have been considered. This paper examines how a paperless online system can support faculties' efforts for improving sustainable quality in learning and up-to-date assessment techniques. The proposed sustainable paperless online system (SPOS uses Google Applications for Education that have been adopted at Koya university as a communications and collaboration medium to enhance its teaching quality. Such a system may enhance security, transparency and ease of use while consuming less time and resources and promoting green practice. The work throughout this paper explains how the initiative is engineered for achieving and monitoring a better quality in teaching.

  14. Impact of Interactive Video Communication Versus Text-Based Feedback on Teaching, Social, and Cognitive Presence in Online Learning Communities.

    Science.gov (United States)

    Seckman, Charlotte

    A key element to online learning is the ability to create a sense of presence to improve learning outcomes. This quasi-experimental study evaluated the impact of interactive video communication versus text-based feedback and found a significant difference between the 2 groups related to teaching, social, and cognitive presence. Recommendations to enhance presence should focus on providing timely feedback, interactive learning experiences, and opportunities for students to establish relationships with peers and faculty.

  15. The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching?

    OpenAIRE

    Brancaccio-Taras, Loretta; Gull, Kelly A.; Ratti, Claudia

    2016-01-01

    The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of s...

  16. Online Teaching Tool for Sinus Surgery: Trends toward Mobile and Global Education

    Directory of Open Access Journals (Sweden)

    George K. Koch DMD

    2017-09-01

    Full Text Available Objective Online resources may provide an ideal forum for expert presentation of surgical techniques. The purpose of this study was to investigate utilization patterns of a sinus surgery website, SinusVideos.com , to gain insight into the needs of viewers. Study Design Retrospective analysis. Setting Surgical teaching website. Subjects and Methods The website’s anonymized analytic database was queried from 2009 to 2014. Quantified data included user demographics, geographic location, viewing device, page visits, and time spent on the website. Results A total of 428,691 website pages were viewed during the study period. Growth in viewership was observed each successive year since the site was launched. The mean time spent viewing webpages was 96.1 seconds for desktop computer users, 98.0 for tablet users, and 103.8 for mobile users. The percentage of mobile devices used to view the site increased significantly between 2009 and 2014 (2.1% vs 25.4%, respectively; P < .0001. The website’s viewership expanded globally, with a significant increase in site views from outside North America over this same period (18.4% vs 51.7%, P < .0001. Conclusion The observed increase in global participation and mobile device usage may reflect new areas of growth for surgical education.

  17. Online teaching and learning in a graduate course In nursing education

    Directory of Open Access Journals (Sweden)

    NS Gwele

    2000-09-01

    Full Text Available Information technology has a potential to be the answer to one of Africa’s most pressing problems- providing education to a number of geographically dispersed learners, who currently have to leave their countries for a number of years in order to pursue their studies elsewhere. The School of Nursing at the University of Natal launched an online graduate course in nursing education at the beginning of the year 2000 for the first time as part of a masters degree programme. A number of lessons have been learned from this experience. Firstly, it took too long to arrive at ‘closure’ on discussion of any one particular theme. There seemed to be a perpetual feeling of never “completing” teaching/learning tasks. Ordinarily, in a face-to-face (f2f classroom, a particular theme or topic is scheduled for a particular lecture period. More often than not, whether clarity and/or resolution has been attained, the discussion moves on to the next theme, or topic. This has not been easy to do in computer mediated communication (CMC. The students’ contributions, however, seemed more thought out and more focused than had been the case in the f2f classes. Secondly, the essentiality/importance of structure became apparent very early. After an initial tentative and slow start, once the students felt comfortable with the computer “classroom” , the bulletin board was flooded with messages, necessitating re-thinking the original structure.

  18. Online teaching and learning in a graduate course in nursing education.

    Science.gov (United States)

    Gwele, N S

    2000-09-01

    Information technology has a potential to be the answer to one of Africa's most pressing problems-providing education to a number of geographically dispersed learners, who currently have to leave their countries for a number of years in order to pursue their studies elsewhere. The School of Nursing at the University of Natal launched an online graduate course in nursing education at the beginning of the year 2000 for the first time as part of a masters degree programme. A number of lessons have been learned from this experience. Firstly, it took too long to arrive at 'closure' on discussion of any one particular theme. There seemed to be a perpetual feeling of never "completing" teaching/learning tasks. Ordinarily, in a face-to-face (f2f) classroom, a particular theme or topic is scheduled for a particular lecture period. More often than not, whether clarity and/or resolution has been attained, the discussion moves on to the next theme, or topic. This has not been easy to do in computer mediated communication (CMC). The students' contributions, however, seemed more thought out and more focused than had been the case in the f2f classes. Secondly, the essentiality/importance of structure became apparent very early. After an initial tentative and slow start, once the students felt comfortable with the computer "classroom", the bulletin board was flooded with messages, necessitating re-thinking the original structure.

  19. Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series

    Science.gov (United States)

    Powell, Allison; Watson, John; Staley, Patrick; Patrick, Susan; Horn, Michael; Fetzer, Leslie; Hibbard, Laura; Oglesby, Jonathan; Verma, Sue

    2015-01-01

    In 2008, the International Association for K-12 Online Learning (iNACOL) produced a series of papers documenting promising practices identified throughout the field of K-12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K-12 education space. State,…

  20. A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students.

    Science.gov (United States)

    Lu, Fletcher; Lemonde, Manon

    2013-12-01

    The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

  1. One Model for Scientist Involvement in K-12 Education: Teachers Experiencing Antarctica and the Arctic Program

    Science.gov (United States)

    Meese, D.; Shipp, S. S.; Porter, M.; Bruccoli, A.

    2002-12-01

    Scientists involved in the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program integrate a K-12 science teacher into their polar field project. Objectives of the program include: having the science teacher immersed in the experience of research; 2) through the teacher, leveraging the research experience to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The scientist - or qualified team member - stays involved with the teacher throughout the program as a mentor. Preparation of the teacher involves a week-long orientation presented by the TEA Program, and a two week pre-expedition visit at the scientist's institution. Orientation acquaints teachers with program expectations, logistical information, and an overview of polar science. While at the scientist's institution, the teacher meets the team, prepares for the field, and strengthens content knowledge. In the field, the teacher is a team member and educational liaison, responding to questions from students and colleagues by e-mail, and posting electronic journals describing the research experience. Upon return, the teachers work closely with colleagues to bring the experience of research into classrooms through creation of activities, design of longer-term student investigations, and presentations at scientific, educational, and community meetings. Interaction with the scientific team continues with a visit by the scientist to the teacher's classrooms, collaboration on presentations at scientific meetings, and consultation on classroom activities. In some cases, the teacher may participate in future expeditions. The involvement by scientists in mentor relationships, such as those of the TEA Program, is critical to improving science education. Many teachers of science have not had the opportunity to participate in field research, which offers valuable first-hand experience about the nature of science, as well as about specific

  2. The Engaged Microbiologist: Bringing the Microbiological Sciences to the K-12 Community.

    Science.gov (United States)

    Westenberg, David J

    2016-03-01

    Exposing K-12 students to cutting edge science that impacts their daily lives can bring classroom lessons to life. Citizen-science projects are an excellent way to bring high-level science to the classroom and help satisfy one of the cornerstone concepts of the Next Generation Science Standards (NGSS), "engaging in practices that scientists and engineers actually use." This can be a daunting task for teachers who may lack the background or resources to integrate these projects into the classroom. This is where scientific societies such as the American Society for Microbiology (ASM) can play a critical role. ASM encourages its members to engage with the K-12 community by providing networking opportunities and resources for ASM members and K-12 teachers to work together to bring microbiology into the classroom. Journal of Microbiology & Biology Education.

  3. The K-12 Educational Technology Value Chain: Apps for Kids, Tools for Teachers and Levers for Reform

    Science.gov (United States)

    Pierce, Glenn L.; Cleary, Paul F.

    2016-01-01

    Historically implementing, maintaining and managing educational technology has been difficult for K-12 educational systems. Consequently, opportunities for significant advances in K-12 education have often gone unrealized. With the maturation of Internet delivered services along with K-12 institutional trends, educational technologies are poised…

  4. A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

    Science.gov (United States)

    Kongmee, Isara; Strachan, Rebecca; Pickard, Alison; Montgomery, Catherine

    2012-01-01

    Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their…

  5. Harnessing Information Technology to Improve the Process of Students' Evaluations of Teaching: An Exploration of Students' Critical Success Factors of Online Evaluations

    Science.gov (United States)

    Nevo, Dorit; McClean, Ron; Nevo, Saggi

    2010-01-01

    This paper discusses the relative advantage offered by online Students' Evaluations of Teaching (SET) and describes a study conducted at a Canadian university to identify critical success factors of online evaluations from students' point of view. Factors identified as important by the students include anonymity, ease of use (of both SET survey…

  6. A Systematic Review Protocol on the Use of Online Learning versus Blended Learning for Teaching Clinical Skills to Undergraduate Health Professional Students

    Science.gov (United States)

    McCutcheon, Karen; Lohan, Maria; Traynor, Marian

    2016-01-01

    Aim: This paper is a review protocol that will be used to identify, critically appraise and synthesise the best current evidence relating to the use of online learning and blended learning approaches in teaching clinical skills in undergraduate health professionals. Background: Although previous systematic reviews on online learning vs. face to…

  7. Teaching About Critical Earth Issues in the 2U Semester Online Consortium (Invited)

    Science.gov (United States)

    Wysession, M. E.

    2013-12-01

    In the spring of 2014 Washington University will present one of the first courses, entitled 'Critical Earth Issues,' in a new experiment in online education to be carried out by a consortium of Universities working with the production company 2U. The consortium, consisting of Washington University in St. Louis, Boston College, Brandeis University, Emory University, Northwestern University, the University of North Carolina at Chapel Hill, and the University of Notre Dame, will all offer courses that can be taken by each other's students. In addition, three affiliate institutions so far (Baylor University, Southern Methodist University, and Temple University) have agree to allow their students to take online courses from this consortium, and transfer credit will be granted from the consortium institution teaching a particular course to students from other institutions as well. A total of eleven courses from the seven consortium schools are being taught in the fall of 2013. 'Critical Earth Issues,' to be taught the next spring, will be the first geoscience course taught. The structure of the course will be very different from traditional MOOCs. Half of the course (80 minutes per week) will be asynchronous and produced in advance by the company 2U. This is designed to take the place of the lecture component of a class, but it can take a variety of forms. While there are traditional lecture segments and filmed demos, these are also broken up by assignments for the students in order to make the 'lecture' segment more interactive. Sometimes the students will have to answer short or long questions before they can go on to the next part of the asynchronous material. Students can only get to the assignment at the end if they work their way through all the produced and interactive segments. This material will often also prompt them to upload an 'assignment,' such as uploading photos of different rocks that are used for the buildings at their host institution (to be shared

  8. A Comparison of the Effectiveness of a Game Informed Online Learning Activity and Face to Face Teaching in Increasing Knowledge about Managing Aggression in Health Settings

    Science.gov (United States)

    McKenzie, Karen

    2013-01-01

    The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to…

  9. Factors Influencing Teacher Satisfaction at an Online Charter School

    Science.gov (United States)

    Borup, Jered; Stevens, Mark A.

    2016-01-01

    As K-12 online programs mature, it is increasingly important that they work to retain their effective teachers. However, there is little research that has examined teacher satisfaction in K-12 online learning environments. Our analysis of 22 interviews with 11 teachers at an online charter school identified three primary factors that influenced…

  10. Income Inequality and the Online Reading Gap: Teaching Our Way to Success With Online Research and Comprehension

    Science.gov (United States)

    Leu, Donald J.; Forzani, Elena; Kennedy, Clint

    2015-01-01

    A recent study in "Reading Research Quarterly" provided evidence that an online reading achievement gap, based on income inequality, exists that is separate and independent from the well-known achievement gap in offline reading. This column briefly reviews the evidence and provides an initial set of instructional suggestions that may be…

  11. Strategies for Teaching Regional Climate Modeling: Online Professional Development for Scientists and Decision Makers

    Science.gov (United States)

    Walton, P.; Yarker, M. B.; Mesquita, M. D. S.; Otto, F. E. L.

    2014-12-01

    There is a clear role for climate science in supporting decision making at a range of scales and in a range of contexts: from Global to local, from Policy to Industry. However, clear a role climate science can play, there is also a clear discrepancy in the understanding of how to use the science and associated tools (such as climate models). Despite there being a large body of literature on the science there is clearly a need to provide greater support in how to apply appropriately. However, access to high quality professional development courses can be problematic, due to geographic, financial and time constraints. In attempt to address this gap we independently developed two online professional courses that focused on helping participants use and apply two regional climate models, WRF and PRECIS. Both courses were designed to support participants' learning through tutor led programs that covered the basic climate scientific principles of regional climate modeling and how to apply model outputs. The fundamental differences between the two courses are: 1) the WRF modeling course expected participants to design their own research question that was then run on a version of the model, whereas 2) the PRECIS course concentrated on the principles of regional modeling and how the climate science informed the modeling process. The two courses were developed to utilise the cost and time management benefits associated with eLearning, with the recognition that this mode of teaching can also be accessed internationally, providing professional development courses in countries that may not be able to provide their own. The development teams saw it as critical that the courses reflected sound educational theory, to ensure that participants had the maximum opportunity to learn successfully. In particular, the role of reflection is central to both course structures to help participants make sense of the science in relation to their own situation. This paper details the different

  12. Business Statistics and Management Science Online: Teaching Strategies and Assessment of Student Learning

    Science.gov (United States)

    Sebastianelli, Rose; Tamimi, Nabil

    2011-01-01

    Given the expected rise in the number of online business degrees, issues regarding quality and assessment in online courses will become increasingly important. The authors focus on the suitability of online delivery for quantitative business courses, specifically business statistics and management science. They use multiple approaches to assess…

  13. Toward a Faculty-Librarian Collaboration: Enhancement of Online Teaching and Learning

    Science.gov (United States)

    Owens, Rachel; Bozeman, Dee

    2009-01-01

    Enrollment in online courses is increasing in colleges and universities across the country. The Association of College and Research Libraries calls librarians to provide equivalent services to online and face-to-face students. The provision of library services to online students requires more collaboration with instructors than in the face-to-face…

  14. Student Evaluation of Teaching: An Investigation of Nonresponse Bias in an Online Context

    Science.gov (United States)

    Reisenwitz, Timothy H.

    2016-01-01

    The online administration of student evaluations has its shortcomings, including low participation, or low response rates, and bias. This study examines nonresponse bias in online student evaluations of instruction, that is, the differences between those students who complete online evaluations and those who decide not to complete them. It builds…

  15. Using Netnography to Explore the Culture of Online Language Teaching Communities

    Science.gov (United States)

    Kulavuz-Onal, Derya

    2015-01-01

    Netnography (Kozinets, 2010) is an ethnographic approach to study communities that exist primarily online. Engaging in online participant observation, the netnographer connects to the online community through a computer screen, and the field is located inside the screen. Although it has been used in marketing research extensively, netnography is a…

  16. Teaching in Cyberspace: Online versus Traditional Instruction Using a Waiting-List Experimental Design

    Science.gov (United States)

    Poirier, Christopher R.; Feldman, Robert S.

    2004-01-01

    To test the effectiveness of an online introductory psychology course, we randomly assigned students to a large, traditional course or to an online course from a population of students who indicated that either course type was acceptable using a "waiting list" experimental design. Students in the online course performed better on exams and equally…

  17. Impact of Guided Notes on Achievement in K-12 and Special Education Students

    Science.gov (United States)

    Larwin, Karen H.; Dawson, Daniel; Erickson, Matthew; Larwin, David A.

    2012-01-01

    The common practice of using of guided notes in the K-12 and special education classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes…

  18. Effects of a Haptic Augmented Simulation on K-12 Students' Achievement and Their Attitudes Towards Physics

    Science.gov (United States)

    Civelek, Turhan; Ucar, Erdem; Ustunel, Hakan; Aydin, Mehmet Kemal

    2014-01-01

    The current research aims to explore the effects of a haptic augmented simulation on students' achievement and their attitudes towards Physics in an immersive virtual reality environment (VRE). A quasi-experimental post-test design was employed utilizing experiment and control groups. The participants were 215 students from a K-12 school in…

  19. Mobile Apps for Reflection in Learning: A Design Research in K-12 Education

    Science.gov (United States)

    Leinonen, Teemu; Keune, Anna; Veermans, Marjaana; Toikkanen, Tarmo

    2016-01-01

    This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to…

  20. Exemplar: A Model for Social Studies Curriculum Development in Delaware, K-12.

    Science.gov (United States)

    Delaware State Dept. of Public Instruction, Dover.

    GRADES OR AGES: Grades K-12. SUBJECT MATTER: Social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The subject matter is divided into the following five themes: 1) Man develops within his physical and cultural environment. 2) Man functions within an interdependent society. 3) Man seeks justice and order. 4) Man experiences conflict and change. 5)…

  1. Preparing University Students to Lead K-12 Engineering Outreach Programmes: A Design Experiment

    Science.gov (United States)

    Anthony, Anika B.; Greene, Howard; Post, Paul E.; Parkhurst, Andrew; Zhan, Xi

    2016-01-01

    This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students' critical role as facilitators of the outreach programme, researchers conducted a two-year…

  2. Development of a Virtual Technology Coach to Support Technology Integration for K-12 Educators

    Science.gov (United States)

    Sugar, William; van Tryon, Patricia J. Slagter

    2014-01-01

    In an effort to develop a virtual technology coach for K-12 educators, this article analyzed survey results from sixty teachers with regards to specific resources that a technology coach could provide within a virtual environment. A virtual technology coach was proposed as a possible solution to provide continual professional development for…

  3. Perceptions of Professional and Educational Skills Learning Opportunities Made Available through K-12 Robotics Programming

    Science.gov (United States)

    Bakke, Christine K.

    2013-01-01

    The purpose of this study is to examine whether participation in robotics provides opportunities for educational and professional skill development, significant enough to merit the recommendation of robotics courses as a part of mainstream curriculum offerings in K-12 schools. This non-experimental, mixed methods study examined current junior high…

  4. Community Engagement in K-12 Tutoring Programs: A Research-Based Guide for Best Practices

    Science.gov (United States)

    Mozolic, Jennifer; Shuster, Julia

    2016-01-01

    This report on historical trends and recent findings in the literature on academic tutoring is the first step in a community-based research collaboration between faculty and students at a small liberal arts college, the local public school district, and a nonprofit foundation that supports public K-12 education. Each year, this nonprofit…

  5. Empowered Intersectionality among Black Female K-12 Leaders: A Transcendental Phenomenological Study

    Science.gov (United States)

    McNeal, Carla

    2017-01-01

    Black female school leaders remain underrepresented as educational leaders in the K-12 context as marginalizing factors persist in the field. The purpose of this transcendental phenomenological study was to explore the lived experiences of Black female school leaders through the lens of intersectionality. For this research study, intersectionality…

  6. Enhancing the Impact of Evidence-Based Publications on K-12 ESL Teacher Practices

    Science.gov (United States)

    Abbott, Marilyn L.; Lee, Kent; Rossiter, Marian J.

    2017-01-01

    The reading of current research-informed publications is an essential component of teacher professional development that has the potential to lead to or reinforce the implementation of effective instructional practices. To our knowledge, no studies have examined kindergarten to grade 12 (K-12) ESL teacher engagement in professional reading related…

  7. Outstanding Science Trade Books for Students K-12: Books Published in 2015

    Science.gov (United States)

    Science and Children, 2016

    2016-01-01

    Science teachers and mentors continue to be challenged to meet the high expectations of "A Framework for K-12 Science Education" and the "Next Generation Science Standards" ("NGSS"). Indeed the "Framework" urges to help learners "[build] progressively more sophisticated explanations of natural…

  8. Cloning and expression of the Escherichia coli K-12 sad gene.

    OpenAIRE

    Marek, L E; Henson, J M

    1988-01-01

    The Escherichia coli K-12 sad gene, which encodes an NAD-dependent succinic semialdehyde dehydrogenase, was cloned into a high-copy-number vector. Minicells carrying a sad+ plasmid produced a 55,000-dalton peptide, the probable sad gene product.

  9. Manifesting Destiny: Re/Presentations of Indigenous Peoples in K-12 U.S. History Standards

    Science.gov (United States)

    Shear, Sarah B.; Knowles, Ryan T.; Soden, Gregory J.; Castro, Antonio J.

    2015-01-01

    In this mixed-methods study, we use a postcolonial framework to investigate how state standards represent Indigenous histories and cultures. The research questions that guided this study include: (a) What is the frequency of Indigenous content (histories, cultures, current issues) covered in state-level U.S. history standards for K-12? (b) What is…

  10. Environmental Education and K-12 Student Outcomes: A Review and Analysis of Research

    Science.gov (United States)

    Ardoin, Nicole M.; Bowers, Alison W.; Roth, Noelle Wyman; Holthuis, Nicole

    2018-01-01

    Many practitioners and researchers describe academic and environmental benefits of environmental education for kindergarten through twelfth grade (K-12) students. To consider the empirical underpinnings of those program descriptions, we systematically analyzed the peer-reviewed literature (1994-2013), focusing on outcomes of environmental…

  11. What Is (Or Should Be) Scientific Evidence Use in K-12 Classrooms?

    Science.gov (United States)

    McNeill, Katherine L.; Berland, Leema

    2017-01-01

    Research and reform efforts frequently identify evidence as an essential component of science classroom instruction to actively engage students in science practices. Despite this agreement on the primacy of evidence, there is a lack of consensus around what counts as "evidence" in k-12 classrooms (e.g., ages 5-18): scholarship and…

  12. Analysis of 3D Modeling Software Usage Patterns for K-12 Students

    Science.gov (United States)

    Wu, Yi-Chieh; Liao, Wen-Hung; Chi, Ming-Te; Li, Tsai-Yen

    2016-01-01

    In response to the recent trend in maker movement, teachers are learning 3D techniques actively and bringing 3D printing into the classroom to enhance variety and creativity in designing lectures. This study investigates the usage pattern of a 3D modeling software, Qmodel Creator, which is targeted at K-12 students. User logs containing…

  13. Plickers: A Formative Assessment Tool for K-12 and PETE Professionals

    Science.gov (United States)

    Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

    2017-01-01

    Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…

  14. Blueprint for Incorporating Service Learning: A Basic, Developmental, K-12 Service Learning Typology

    Science.gov (United States)

    Terry, Alice W.; Bohnenberger, Jann E.

    2004-01-01

    Citing the need for a basic, K-12 developmental framework for service learning, this article describes such a model. This model, an inclusive typology of service learning, distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action. The authors correlate this typology to Piaget's cognitive…

  15. Benefits and Pitfalls: Simple Guidelines for the Use of Social Networking Tools in K-12 Education

    Science.gov (United States)

    Huffman, Stephanie

    2013-01-01

    The article will outline a framework for the use of social networking tools in K-12 education framed around four thought provoking questions: 1) what are the benefits and pitfalls of using social networking tools in P-12 education, 2) how do we plan effectively for the use of social networking tool, 3) what role does professional development play…

  16. Qatar's K-12 Education Reform Has Achieved Success in Its Early Years. Research Brief

    Science.gov (United States)

    Larson, Judy

    2009-01-01

    To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…

  17. How to Launch an Energy Star Energy Efficiency Competition for K-12 Schools

    Science.gov (United States)

    Utebay Kudret; McArthur, Ashley

    2012-01-01

    In recent years, schools have been forced by rising costs and shrinking budgets to stretch their resources further than ever before in order to meet the educational needs of today's students. EPA's ENERGY STAR program helps K-12 schools and districts improve energy efficiency, reduce operating costs and redirect critical resources into the…

  18. Explaining Technology Integration in K-12 Classrooms: A Multilevel Path Analysis Model

    Science.gov (United States)

    Liu, Feng; Ritzhaupt, Albert D.; Dawson, Kara; Barron, Ann E.

    2017-01-01

    The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher's use of technology and confidence and comfort using technology as mediators of classroom technology…

  19. Perceptions and Experiences of K-12 Educational Leaders in Response to the 27 April 2011 Tornadoes

    Science.gov (United States)

    Bishop, William E.; Fifolt, Matthew; Peters, Gary B.; Gurley, D. Keith; Collins, Loucrecia

    2015-01-01

    The purpose of this phenomenological study was to capture first-hand accounts of K-12 educational leaders whose school districts were directly affected by the deadly 27 April 2011 tornadoes in rural Alabama, USA. This study was framed by the literature base of leadership; specifically crisis leadership and resilience theory. Findings are organised…

  20. How Vocational Psychologists Can Make a Difference in K-12 Education

    Science.gov (United States)

    Perry, Justin C.; Shannon, Lisa

    2017-01-01

    In general, vocational psychologists have not been engaged in applied research that demonstrates how career interventions can improve educational problems that matter to relevant decision-makers and stakeholders. This article describes how vocational psychology can make a difference in K-12 education by embracing an interdisciplinary…

  1. Makerspaces: The Next Iteration for Educational Technology in K-12 Schools

    Science.gov (United States)

    Strycker, Jesse

    2015-01-01

    With the continually growing number of computers and mobile devices available in K-12 schools, the need is dwindling for dedicated computer labs and media centers. Some schools are starting to repurpose those facilities into different kinds of exploratory learning environments known as "makerspaces". This article discusses this next…

  2. The Chem-E-Car as a Vehicle for Service Learning through K-12 Outreach

    Science.gov (United States)

    Chirdon, William

    2017-01-01

    This article presents the results of combining the American Institute of Chemical Engineers' (AIChE) Chem-E-Car competition activities with engineering outreach to K-12 students in a service-learning course. Survey results are presented to show how the program develops technical skills as well as leadership, teamwork, and communication skills in…

  3. Peer Mentoring and Peer Tutoring among K-12 Students: A Literature Review

    Science.gov (United States)

    Goodrich, Andrew

    2018-01-01

    The purpose of this literature review is to examine research on peer mentoring among K-12 students to assist practitioners with how to incorporate these instructional techniques into their own music programs. Primary themes across the music education literature of peer mentoring include the role of music teachers, the role of students as they…

  4. Engineering Design Skills Coverage in K-12 Engineering Program Curriculum Materials in the USA

    Science.gov (United States)

    Chabalengula, Vivien M.; Mumba, Frackson

    2017-01-01

    The current "K-12 Science Education framework" and "Next Generation Science Standards" (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed…

  5. Mixed Methods Evaluation of Statewide Implementation of Mathematics Education Technology for K-12 Students

    Science.gov (United States)

    Brasiel, Sarah; Martin, Taylor; Jeong, Soojeong; Yuan, Min

    2016-01-01

    An extensive body of research has demonstrated that the use in a K-12 classroom of technology, such as the Internet, computers, and software programs, enhances the learning of mathematics (Cheung & Slavin, 2013; Cohen & Hollebrands, 2011). In particular, growing empirical evidence supports that certain types of technology, such as…

  6. A Nonverbal Language for Imagining and Learning: Dance Education in K-12 Curriculum

    Science.gov (United States)

    Hanna, Judith Lynne

    2008-01-01

    Curriculum theorists have provided a knowledge base concerning aesthetics, agency, creativity, lived experience, transcendence, learning through the body, and the power of the arts to engender visions of alternative possibilities in culture, politics, and the environment. However, these theoretical threads do not reveal the potential of K-12 dance…

  7. Are K-12 Learners Motivated in Physical Education? A Meta-Analysis

    Science.gov (United States)

    Chen, Senlin; Chen, Ang; Zhu, Xihe

    2012-01-01

    Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were…

  8. Jumping the PBL Implementation Hurdle: Supporting the Efforts of K-12 Teachers

    Science.gov (United States)

    Ertmer, Peggy A.; Simons, Krista D.

    2006-01-01

    While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K--12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to…

  9. Restriction alleviation of phage λ in Escherichia Coli K-12 cells after γ-irradiation

    International Nuclear Information System (INIS)

    Rabinkova, E.V.; Torosyan, M.V.; Fradkin, G.E.

    1987-01-01

    In γ-irradiated cells of Escherichia coli K-12 restriction allevation of an unmodified phage λ is only observed in AB1157 strain. No restriction allevation by γ-rays is registered in AB1157 mutants (rec A and ssb-1)

  10. A Survey of K-12 Teachers' Utilization of Social Networks as a Professional Resource

    Science.gov (United States)

    Hunter, Leah J.; Hall, Cristin M.

    2018-01-01

    Teachers are increasingly using social networks, including social media and other Internet applications, to look for educational resources. This study shares results from a survey examining patterns of social network application use among K-12 teachers in the United States. A sample of 154 teachers (18 males, 136 females) in the United States…

  11. California K-12 Schools and Communities Collaborate to Support Student Mental Health

    Science.gov (United States)

    Woodbridge, Michelle W.; Goldweber, Asha; Yu, Jennifer; Golan, Shari; Stein, Bradley D.

    2013-01-01

    Across the education, public health, and human and social services areas, there is renewed interest in bringing agency representatives together to work on the promotion of student mental health and wellness. One of the aims of California's Prevention and Early Intervention (PEI) K-12 Student Mental Health (SMH) initiative funded under Proposition…

  12. Health Education Teacher Resource Handbook: A Practical Guide for K-12 Health Education.

    Science.gov (United States)

    Mahoney, Beverly Saxton, Ed.; Olsen, Larry K., Ed.

    This handbook provides background information on the health curriculum, as well as current, comprehensive information on publications, standards, and special materials for K-12 health education. The manual begins with an introduction, by P. Bruce Uhrmacher, which provides an overview of the ideologies and philosophies that have affected curriculum…

  13. Examining Student-Adult Relationships during K-12 School Age Years

    Science.gov (United States)

    Lappi, Shelly J.

    2012-01-01

    This study examined the relationship between dependent and independent variables and the effects relationships have on K-12 students as they struggle through life stressors. Thus, the research study was based upon this over arching question: How does having positive student-adult relationships impact a student's ability to cope with life…

  14. Leading Effective Educational Technology in K-12 School Districts: A Grounded Theory

    Science.gov (United States)

    Hill, Lara Gillian C.

    2011-01-01

    A systematic grounded theory qualitative study was conducted investigating the process of effectively leading educational technology in New Jersey public K-12 school districts. Data were collected from educational technology district leaders (whether formal or non-formal administrators) and central administrators through a semi-structured online…

  15. GIS in the K-12 Classroom: Research Agenda from EDGIS '96

    OpenAIRE

    National Center for Geographic Information and Analysis; National Council for Geographic Education (NCGE); Technical Education Research Centers (TERC)

    1996-01-01

    This meeting of education researchers and teachers immediately followed the November 1996 Annual Meeting of the National Council for Geographic Education (NCGE) in Santa Barbara, California. Participants explored the issues facing the use of Geographic Information Systems (GIS) in the K-12 classroom and developed a research agenda related to Pedagogy Issues, Curriculum Issues, Software Issues, and Cognitive Issues.

  16. Technology-Related Strategies Used by Educational Leaders to Increase Prosocial Behavior in K-12 Schools

    Science.gov (United States)

    Beers, Jason Ronald

    2017-01-01

    Purpose. The purpose of this study was to identify technology-related strategies used by educational leaders to increase prosocial behavior in K-12 schools. Information and communication technology (ICT) is developing at a rapid rate and is becoming more ubiquitous among students. Discovering and understanding common technology-related strategies…

  17. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    Science.gov (United States)

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

  18. Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education

    Science.gov (United States)

    Niederhauser, Dale S.; Lindstrom, Denise L.; Strobel, Johannes

    2007-01-01

    The National Educational Technology Standards for Students (NETS*S) were developed to provide guidelines for effective and meaningful technology use with K-12 students. In the present study we used the NETS*S as a framework to analyze ways that teachers integrated instructional technology use and provided opportunities for their students to…

  19. Addressing the Nets for Students through Constructivist Technology Use in K-12 Classrooms

    Science.gov (United States)

    Niederhauser, Dale S.; Lindstrom, Denise L.

    2006-01-01

    The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technology-based activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the…

  20. African Dance Aesthetics in a K-12 Dance Setting: From History to Social Justice

    Science.gov (United States)

    Ward, Sheila A.

    2013-01-01

    This article invites the reader to gain a deeper understanding of the aesthetics of African-based dance through the elements of tradition, transformation, and social justice. A discussion of the aesthetics of African dances within Africa and throughout the African diaspora opens the doors to present these dances in a K-12 setting, to explore a…

  1. Problem-Based Learning in the Physical Science Classroom, K-12

    Science.gov (United States)

    McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

    2018-01-01

    "Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

  2. Impact of Adopt-a-Classroom Partnerships between K-12 and University Faculty

    Science.gov (United States)

    Smith, Elizabeth; Kindall, Heather D.; Carter, Vinson; Beachner, Maggie

    2016-01-01

    There is often a disconnect between K-12 schools and postsecondary institutions. While this gap has grown consistently, the need for collaboration between systems is greater than ever. The Adopt-A-Classroom program was created to address the need for greater university faculty involvement in public schools by providing opportunities for…

  3. Effects of paraquat on Escherichia coli: Differences between B and K-12 strains

    International Nuclear Information System (INIS)

    Kitzler, J.W.; Minakami, H.; Fridovich, I.

    1990-01-01

    Escherichia coli B and K-12 are equally susceptible to the bacteriostatic effects of aerobic paraquat, but they differed strikingly when the lethality of paraquat was evaluated. E. coli B suffered an apparent loss of viability when briefly exposed to paraquat, whereas E. coli K-12 did not. This difference depended on the ability of the B-strain, but not the K-12 strain, to retain internalized paraquat; the B strain was killed on aerobic tryptic soy-yeast extract plates during the incubation which preceded the counting of colonies. This difference in retention of paraquat between strains was demonstrated by delayed loss of viability, by growth inhibition, and by cyanide-resistant respiration after brief exposure to paraquat, washing, and testing in fresh medium. This difference was also shown by using [ 14 C]paraquat. This previously unrecognized difference between E. coli B and K-12 has been the cause of apparently contradictory reports and should lead to some reevaluation of the pertinent literature

  4. Perceptions of Educational Barriers Affecting the Academic Achievement of Latino K-12 Students

    Science.gov (United States)

    Becerra, David

    2012-01-01

    This study examined different factors affecting the perceptions of barriers in academic achievement of Latino K-12 students. The study used data from 1,508 participants who identified themselves as being of Hispanic or Latino heritage in the 2004 National Survey of Latinos: Education, compiled by the Pew Hispanic Center between August 7 and…

  5. Leading by Following: An Analysis of How K-12 School Leaders Use Twitter

    Science.gov (United States)

    Sauers, Nicholas J.; Richardson, Jayson W.

    2015-01-01

    This study analyzed how active Twitter users who are also school leaders used the tool. The researchers collaboratively identified K-12 school leaders who were active on Twitter and then collected tweets from those school leaders. The final sample for this study included 115 Twitter users and over 180,000 tweets from those individuals. The results…

  6. Measurement Invariance of the "Servant Leadership Questionnaire" across K-12 Principal Gender

    Science.gov (United States)

    Xu, Lihua; Stewart, Trae; Haber-Curran, Paige

    2015-01-01

    Measurement invariance of the five-factor "Servant Leadership Questionnaire" between female and male K-12 principals was tested using multi-group confirmatory factor analysis. A sample of 956 principals (56.9% were females and 43.1% were males) was analysed in this study. The hierarchical multi-step measurement invariance test supported…

  7. A Correlational Analysis of Strategic Information Systems Planning in K-12 Public Educational Organizations

    Science.gov (United States)

    Martin, Christopher J.

    2012-01-01

    Three decades of research has indicated that strategic information systems planning is a vital component to business success. The purpose of this study was to identify the relationship strategic information systems planning and financial commitment has within the K-12 public education sector. Data for this study was obtained from top management of…

  8. Increasing Diversity in K-12 School Leadership. Policy Brief 2018-3

    Science.gov (United States)

    Castro, Andrene; Germain, Emily; Gooden, Mark

    2018-01-01

    Principals represent the most "visible" form of leadership in schools, but current workforce data show that K-12 school principals are overwhelmingly white and fail to reflect the diversity within the student population. With increased policy focus on teacher diversity, equal attention must also be directed towards the lack of diversity…

  9. The Influence of Lean on K-12 District Management: A Case Study

    Science.gov (United States)

    Brown, Beverly

    2011-01-01

    For decades, policymakers and educators have focused on public school equity and adequacy, while paying little attention to efficiency. This qualitative single case study was designed to capture explicit information about Lean management, operations, and culture in a K-12 Michigan school district engaged in Lean training and implementation for a…

  10. Indiana's New and (Somewhat) Improved K-12 School Finance System. School Choice Issues in the State

    Science.gov (United States)

    Aud, Susan L.

    2005-01-01

    Education finance policy has become an urgent concern in many state legislatures. Demands for greater equity and accountability have forced states to review, and in many cases to revise, the method by which schools are funded. This study sheds light on Indiana's financing of public K-12 education by providing a clear explanation of the components…

  11. After 60 Years, Do the Arguments for K-12 Vouchers Still Hold?

    Science.gov (United States)

    Laitsch, Dan

    2016-01-01

    In 1955, Milton Friedman authored a foundational paper proposing a shift in funding and governance mechanisms for public K-12 schools, suggesting that parents be awarded tuition vouchers that they could use to pay for private sector education services for their children, rather than relying on government provided neighborhood schools. Friedman…

  12. Effects of Mobile Devices on K-12 Students' Achievement: A Meta-Analysis

    Science.gov (United States)

    Tingir, S.; Cavlazoglu, B.; Caliskan, O.; Koklu, O.; Intepe-Tingir, S.

    2017-01-01

    In this meta-analytic study, we investigated the effects of mobile devices on student achievement in science, mathematics and reading in grades K-12. Based on our inclusion criteria, we searched the ERIC and PsycINFO databases and identified 14 peer-reviewed research articles published between 2010 and 2014. We identified the device type, subject…

  13. How Do K-12 Students' Manage Applications on Their Mobile Devices?

    Science.gov (United States)

    Aladjem, Ruthi; Hardof, Sharon

    2016-01-01

    Personal information management (PIM) is a research field that examines the activities by which users save, organize and retrieve personal information items. PIM is a one of the essential new literacies for learners in the 21st century. This paper reports results from a pilot study that explored PIM practices and strategies of K-12 students, on…

  14. An Exploratory Study of the Ascendancy of Women to the Position of K-12 Superintendent

    Science.gov (United States)

    Hanson, Karen M.

    2011-01-01

    Despite earning over half of the doctoral degrees in education, women are underrepresented in the position of K-12 superintendent. In 2000, although 72% of all classroom teachers were female, only 14% of all superintendents in the United States were women. Research indicates that women experience barriers in their ascendancy to superintendent.…

  15. State Capacity to Link K-12/Postsecondary Data Systems and Report Key Indicators

    Science.gov (United States)

    Data Quality Campaign, 2016

    2016-01-01

    The Every Student Succeeds Act (ESSA) provides an opportunity to produce high quality postsecondary indicators and, as available, publicly report them in ways that inform, engage, and empower communities. As first "required" in 2009's American Recovery and Reinvestment Act (ARRA) stimulus law, almost every state has linked its K-12 and…

  16. (Re)Defining the Filipino: Notions of Citizenship in the New K+12 Curriculum

    Science.gov (United States)

    de los Reyes, Elizer Jay

    2013-01-01

    In June 2012, the Philippine government implemented what it called the K+12 Curriculum which reformed its basic education system by adding two more years of schooling to the then existing 10-year structure. Complicated by the long experience and participation of the Filipinos in the diaspora, the constantly lingering thought of leaving for greener…

  17. Battling Obesity in K-12 Learners from an Exercise Physiology Perspective

    Science.gov (United States)

    Rattigan, Peter; Biren, Greg

    2007-01-01

    Physical education practitioners and programs have the opportunity and obligation to help children become physically educated, healthy, and active adults. This article discusses the battle against obesity in K-12 learners from an exercise physiology perspective and focuses on the fact that practitioners have all the tools they need to battle this…

  18. Code to Learn: Where Does It Belong in the K-12 Curriculum?

    Science.gov (United States)

    Moreno-León, Jesús; Robles, Gregorio; Román-González, Marcos

    2016-01-01

    The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three…

  19. Development of Problem Sets for K-12 and Engineering on Pharmaceutical Particulate Systems

    Science.gov (United States)

    Savelski, Mariano J.; Slater, C. Stewart; Del Vecchio, Christopher A.; Kosteleski, Adrian J.; Wilson, Sarah A.

    2010-01-01

    Educational problem sets have been developed on structured organic particulate systems (SOPS) used in pharmaceutical technology. The sets present topics such as particle properties and powder flow and can be integrated into K-12 and college-level curricula. The materials educate students in specific areas of pharmaceutical particulate processing,…

  20. What Do K-12 Teachers Think about Including Student Surveys in Their Performance Ratings?

    Science.gov (United States)

    Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia

    2015-01-01

    This study investigated K-12 teachers' opinions about the use of student surveys as a component of a teacher evaluation system. Surveys were administered to teachers at the beginning of the school year and again in the spring. Analyses of teachers' responses on the fall survey indicated tentative support for the inclusion of student feedback in…