This study investigates the experiences of an international graduate student at a South Korean university via positional identity theory. It reveals the positional identities that evolved out of the student's experiences studying the Korean language prior to starting her graduate degree, and during her time as a graduate student. Applying…

This study explored the heterogeneous nature of student perceptions of teaching methods and investigated the predictors at the student and school level using data from the "Analysis on the Qualitative Level and Actual Condition of School Education: Middle School in Korea." Additionally, the study compared the means of creative…

This study aims: (1) to investigate the different motivations and perspectives for Massive Open Online Courses (MOOCs) that targeted attitudinal learning outcomes; and (2) to categorise learner profiles in regards to their perceived attitudinal learning gains. Seven hundred and ninety-six learners from three MOOCs participated in an…

This study assessed perceived learning outcomes in a team-lecture hybrid (TLH) instructional design in six public affairs and health administration courses implemented in 2011 and 2012. A cross sectional and prospective survey design was implemented using descriptive statistics, regression analysis and qualitative analysis. Results show students…

Student anxiety is a growing concern for colleges and universities. As science classrooms transition from traditional lecture to active learning, researchers have sought to understand how active learning affects undergraduate anxiety. However, although community colleges educate nearly half of all undergraduates, no studies have explored the…

The purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture…

The immense benefits of e-learning cannot be overemphasized. In addition to solving the time and space constraints posed by the traditional/conventional learning methods, it can be more adaptive and interactive to achieve optimum learning output/results. As a consequence of students' varying backgrounds and different learning abilities, the…

This study examines the effectiveness of pre-laboratory presentations in an undergraduate general chemistry laboratory using two different modes of delivery: a traditional lecture versus an in-class video presentation. It was anticipated that implementation of videos could result in improved laboratory efficiency, safety, and necessary technical…

In this paper, we will introduce partial results from our 3-year NSF funded grant titled "Inverted and Active Learning Pedagogies (IALP) for Student Success." We will present our results comparing student achievement between inverted (flipped) classrooms and traditional lecture formats in statistics classes at Texas Lutheran University.…

Purpose: This paper looks at a particular type of cheating that occurs in an online university setting. That is, when students who have a connection from outside the online learning environment conspire to cheat together. It measures the correlations between student variables and cheating, instructional variables and cheating and learning outcomes…

Perception of topic difficulty is a likely predictor of lecture capture video use, as student perception of difficulty has been shown to affect a variety of outcomes in academic settings. This study measured the relationship between perceived difficulty and the use of lecture capture technology in a second year biochemistry course while…

Student-centered learning encompasses four overlapping and complementary principles (JFF, 2014): competency-based progression, personalization, flexibility in where and when learning takes place, and facilitation of key skills and dispositions such as agency and ownership. To date, few studies have attempted to quantitatively characterize…

Instructors of large lecture classes face a variety of challenges, including student engagement and participation. With budget cuts and increasing class sizes, more schools may turn to large lecture/lab formats for the basic communication course (Stanley & Porter, 2002); instructors must understand how these classes engage students. One viable…

During lectures, some students are continuously focused and attentive, whereas others tend to be bored, jittery, or inattentive. The same might happen when students are given student-activating assignments. Some students simply love one type of instruction, whereas others tend to resent it. Moreover, it is not the context itself, but the context…

Undergraduate science education curricula are traditionally composed of didactic instruction with a small number of laboratory courses that provide introductory training in research techniques. Research on learning methodologies suggests this model is relatively ineffective, whereas participation in independent research projects promotes enhanced…