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Hanall Sung; Mitchell J. Nathan – International Journal of Educational Technology in Higher Education, 2025
In various technology-enhanced learning (TEL) environments, knowledge co-creation progresses through multimodal interactions that integrate verbal and nonverbal modalities, such as speech and gestures. This study investigated two distinct analytical approaches for analyzing multimodal interactions--triangulating and interleaving--by applying them…
Descriptors: Technology Uses in Education, Epistemology, Research and Development, Nonverbal Learning
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Shonn Cheng; Hsuan-Pu Chang; Sheng-Shiang Tseng – European Journal of Psychology of Education, 2024
The goal of the present study was to explore the relations among perceived psychosocial learning environments, instructional modality, motivation, self-regulated learning, and academic achievement in blended computer science education. The participants were 207 undergraduate students enrolled in a blended online and face-to-face design course. We…
Descriptors: Undergraduate Students, Computer Science Education, Blended Learning, Student Motivation
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Lee, Zheng-Wei – Biochemistry and Molecular Biology Education, 2023
Online learning is implemented in response to emergency remote teaching during global pandemic. We conducted a survey on Life Sciences undergraduate students on their preferences on mode of lesson delivery, mode of learning and learning activities. Students across different study years responded in a similar order ranking blended learning delivery…
Descriptors: Undergraduate Students, Biological Sciences, Online Courses, Student Attitudes
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Kristi Bright; Jane S. Vogler – Online Learning, 2024
Undergraduate enrollment in online courses has been trending upward over the past decade, despite declining enrollment overall. With the onset of COVID-19 during the Spring 2020 semester, more undergraduates were suddenly thrust into online courses. Although learning outcomes for face-to-face and online courses may not differ, some students may…
Descriptors: Electronic Learning, In Person Learning, Student Attitudes, Preferences
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Ebony Terrell Shockley; Valeisha Ellis; Kelly K. Ivy – Journal for Multicultural Education, 2025
Purpose: Culture is important and influential in how students learn STEM. This study aims to examine whether there is a pedagogical nexus between culturally successful teaching practices, i.e. culturally responsive teaching (CRT), online learning management systems (LMS) and STEM pedagogy among Black undergraduate women in STEM during the COVID-19…
Descriptors: African American Students, Females, STEM Education, Majors (Students)
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Joanna Diong; Hopin Lee; Darren Reed – Discover Education, 2023
Introduction: This study aimed to estimate the causal effect of face-to-face learning on student performance in anatomy, compared to online learning, by analysing examination marks under a causal structure. Methods: We specified a causal graph to indicate how the mode of learning affected student performance. We sampled purposively to obtain…
Descriptors: In Person Learning, Electronic Learning, Performance, Anatomy
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Kaylee Fantin-Hardesty; Rachel Tremaine; Jocelyn Rios; Hortensia Soto – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
Student engagement is an impactful component of student experience in mathematics classrooms and can shape academic and affective outcomes. The measurement of engagement in classroom settings has been limited to self-report measures or observational frameworks which privilege verbal participation. By conducting a microanalysis of two students'…
Descriptors: Undergraduate Students, College Faculty, Mathematics Instruction, College Mathematics
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Sang Joon Lee; Kun Huang – International Journal on E-Learning, 2024
The community of inquiry (CoI) framework identifies three essential elements--social, cognitive, and teaching presences--that are crucial for fostering a successful online learning experience. This study utilized the CoI framework to examine whether differences existed in students' perceived CoI presences between online and face-to-face sections…
Descriptors: Undergraduate Students, Information Technology, Online Courses, In Person Learning
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Sergio Ruiz-Pérez – CALICO Journal, 2023
A thriving body of literature has identified student voice as being vital to education and literacy development. However, the understanding of multimodal student voice representation is still modest in literacy-based pedagogical practices. Thus, this article presents a study that examined the development of students' multimodal authoring through…
Descriptors: Electronic Learning, Story Telling, Learning Modalities, Student Attitudes
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Chi Kim Pham; Su Li Chong; Roselind Wan – SAGE Open, 2023
Silence is a common phenomenon in language learning where students stay silent, and it is potentially frustrating to instructors and not conducive to the foreign language input and output necessary for ongoing classroom-based language learning. Silence has been investigated initially in the face-to-face classroom and discussed thoroughly over the…
Descriptors: In Person Learning, Nonverbal Communication, Second Language Learning, English (Second Language)
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Niurka Guevara-Otero; Elena Cuevas-Molano; Ana M. Vargas-Perez; María Teresa Sánchez Rivera – Contemporary Educational Technology, 2024
The research evaluates the impact of face-to-face and online flipped learning (OFL) on the academic performance in students of single-degree (SD) and double-degree (DD), compared to that achieved in the traditional methodology. A descriptive, quasi-experimental, cross-sectional, quantitative study was carried out with a sample of 223 university…
Descriptors: Flipped Classroom, Electronic Learning, In Person Learning, Learning Modalities
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Miranda Karjagdi Çolak – English Teaching: Practice and Critique, 2024
Purpose: This study investigates the effect of digital multimodal composing (DMC) on student motivation and literacy in English as a Foreign Language (EFL) contexts. It explores how students engaged in creating digital animations to respond to literary texts and the implications for integrating DMC into traditional literacy practices. Grounded in…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Digital Literacy
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Pratabjai Tatsanajamsuk – rEFLections, 2024
This comparative case study explores the roles of reading-to-write and writing-only approaches on students' L2 writing skills. Six third-year English major students from a Thai university, with diverse proficiency levels, participated in the study. Data from students' writing samples, semi-structured interviews, and observations were analyzed…
Descriptors: Role Theory, Undergraduate Students, Reading Writing Relationship, Second Language Learning
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Natalie Amgott – Journal of Language, Identity, and Education, 2024
This study examined how seven American undergraduate students leveraged multiple modes to reflect on language, culture, and identity while learning French in a study abroad program. Grounded in the social semiotic framework of multimodality, this qualitative study applied open, axial, and selective coding to analyze students' interviews and…
Descriptors: Foreign Countries, North Americans, Undergraduate Students, Study Abroad
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Christopher A. Nix; Hartley Hughes; Erin K. H. Saitta – Journal of Chemical Education, 2023
Developing and exploring new tools to engage students in the learning process have been major foci of chemistry education research. Creative exercises are one such tool that has drawn increasing interest from researchers over the past decade. While studies have reported the impact of creative exercises on learning and types of student responses…
Descriptors: Undergraduate Students, Chemistry, Science Instruction, Biochemistry
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