With growth of online course enrollments outpacing enrollments in traditional courses by 500%, institutions of higher education are experiencing significant changes in terms of long-term strategic planning. Along with providing for the infrastructure requirements associated with online course offerings, the issue of faculty preparedness and…

Educative style refers to the way individuals differ in their initiation, search for, absorption, synthesis, and critical appraisal of educative influences in their evnironment. (HMD)

Results of the study show that punishment is an effective condition of learning. (Author)

This article differentiates between sustained productive learning and short term enthusiasm in learning. (BB)

Through experimentation with verbal discrimination learning paradigms, the author finds that learning is increased with verbal rehearsal as compared to silent rehearsal. Author suggests that unique effects are associated with pronouncing items out loud. (Author/MS)

The Carnegie Learning Cognitive Tutor curricula are based on cognitive models, which include a representation of the learner's thinking, strategies, and misconceptions. The Cognitive Tutor curricula typically speed up learning and yield greater learning as compared to traditional math curricula (Morgan & Ritter, 2002; Sarkis, 2004; Koedinger,…

In this contribution, we propose and explore the following hypothesis: civic ecology practices, including urban community forestry, community gardening, and other self-organized forms of stewardship of green spaces in cities, are manifestations of how memories of the role of greening in healing can be instrumentalized through social learning to…

This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better…

Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher-centred versus hands-on instruction; on the other hand, hands-on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all…

In the past decade, the Israeli Ministry of Social Affairs has been engaged in an ongoing effort to change the capacity of social service organizations and social workers across the country to use and create knowledge in order to achieve the best outcomes for the people they serve. Although there is an ever-growing mandate in Israel to demonstrate…

The study is based on the assumption that certain noncognitive factors influence the learning process, and attempts to tentatively isolate what such variables might be. Subjects were 93 students enrolled in a General Psychology course. Each completed the Myers-Briggs Type Indicator, and was then assigned randomly to one of 4 treatment groups: (1)…

Academics who specialise in improving the teaching of "hard" sciences like chemistry, biology, maths and physics are increasing in number and influence at Australian universities. Those in academia who have channelled their energies into teaching are delighted with this development. It means that many committed tertiary teachers can now look…

Alabama State University conducted an experiment in teaching the disadvantaged. The major purpose of the project was to indicate that deprived youth can learn the same as more privileged youth, if their difficulties are diagnosed, if they are taught and exposed to quality instruction, and if they are provided with whatever empirical evidence…

Parker Palmer (2003) describes an activity in the book "Teaching" where he asks people to introduce themselves by talking about a teacher who made a difference in their lives. He suggests that as the stories are told, the imprint of good teachers remains long after the facts that they have given us have faded. He goes on to say,…

Desire is a crucial aspect of the pedagogic process. For too long, however, there has been a dichotomous relationship between understandings of teacher and student desire. The former is often configured as a pedagogic anachronism, problematised and needing to be contained. Conversely, the latter is essentialised as a force that should not be…