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Walker, J. P.; Sampson, V.; Southerland, S.; Enderle, P. J. – Chemistry Education Research and Practice, 2016
This study examines the extent to which the type of instruction used during a general chemistry laboratory course affects students' ability to use core ideas to engage in science practices. We use Ford's (2008) description of the nature of scientific practices to categorize what students do in the laboratory as either empirical or…
Descriptors: Chemistry, Laboratory Experiments, Laboratory Procedures, Intermode Differences
Raths, David – Campus Technology, 2013
With collaborative learning one of the hottest buzzwords in higher education today, it is tempting to believe that schools have taken to the concept like
ducks to water. Sadly, that is not the case. The old-style lecture format has been employed for so long that faculty--even students--often struggle to transition to a more engaged approach to…
Descriptors: Cooperative Learning, Technology Uses in Education, Courseware, Educational Practices
Tolan, Jim – Changing English: Studies in Culture and Education, 2010
The world of contemporary poetry can be extremely polarised, most obviously between the so-called page poets, who are often academically trained in creative writing programmes, and the so-called stage poets, who are performers as well as poets and, even if they were so inclined, would be hard pressed to find a college or university where they…
Descriptors: Poetry, Ethnicity, Social Status, Community Colleges
Arra, Christopher T.; D'Antonio, Mark D.; D'Antonio, Mark, Jr. – Journal of Research in Education, 2011
Student acceptability of various teaching formats and techniques is an important factor for teachers to consider in determining their usage and effectiveness. Cooperative learning is a technique that is utilized by teachers from elementary through higher education. The present study compared the acceptability of three cooperative learning…
Descriptors: Cooperative Learning, Teaching Methods, Student Attitudes, Preferences
Garman, Deanna Essington – ProQuest LLC, 2012
The purpose of this quantitative study was to determine if there were significant differences in student success in face-to-face and online biology courses as categorized by gender, major, and age; and as measured by lecture grades, lab grades, and final course grades. The data used for analyses included data from 170 face-to-face sections and 127…
Descriptors: Community Colleges, Success, Online Courses, Intermode Differences