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Direct linkFournier, Kimberly A.; Couret, Jannelle; Ramsay, Jason B.; Caulkins, Joshua L. – Anatomical Sciences Education, 2017
Large enrollment foundational courses are perceived as "high stakes" because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here,…
Descriptors: Test Anxiety, Large Group Instruction, Teaching Methods, Academic Achievement
Download full textde Waard, Inge; Demeulenaere, Kathy – Research-publishing.net, 2017
This study comprises the outcomes and methods of a one year project using Content and Language Integrated Learning (CLIL) and Massive Open Online Courses (MOOCs) embedded in K-12 classes. The Self-Regulated Learning (SRL) of 42 students enrolled in three 5th grade classes were monitored. The students took the MOOCCLIL class for one year…
Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education
Nigh, Jennifer; Pytash, Kristine E.; Ferdig, Richard E.; Merchant, William – Journal of Online Learning Research, 2015
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…
Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education
