Student Learning: Improving Practice

✍ Scribed by Christopher Boyle

• Publisher: Nova Science Publishers
• Year: 2013
• Tongue: English
• Leaves: 196
• Category: Library

✦ Table of Contents

STUDENT LEARNING: IMPROVING PRACTICE
STUDENT LEARNING: IMPROVING PRACTICE
Library of Congress Cataloging-in-Publication Data
CONTENTS
ACKNOWLEDGMENTS
LIST OF CONTRIBUTORS
EDITOR
CONTRIBUTORS
INTRODUCTION
IMPROVING LEARNING AND PARTICIPATION IN THE 21ST CENTURY EDUCATIONAL ENVIRONMENT
CONCLUSION
Chapter 1: I THINK THAT I THINK I KNOW WHAT I'M DOING: IMPROVING LEARNING THROUGH THE USE OF META-COGNITION
ABSTRACT
INTRODUCTION – DEVELOPMENTAL BACKGROUND
WHAT ARE SOME OF THE PROCESSES INVOLVED IN METACOGNITION?
PRACTICAL APPLICATIONS OF METACOGNITION
CONCLUSION
ACKNOWLEDGMENTS
REFERENCES
Chapter 2: FUTURE DIRECTION OF ATTRIBUTION RETRAINING FOR STUDENTS WITH LEARNING DIFFICULTIES: A REVIEW
ABSTRACT
INTRODUCTION
SELF-EFFICACY AND MOTIVATION
ATTRIBUTIONS FOR LEARNING
LEARNING DIFFICULTIES AND ACADEMIC SELF-ESTEEM
INTERVENTIONS TARGETING ATTRIBUTIONS
COGNITIVE BEHAVIOURAL BASED PROGRAMS
CONCLUSION
REFERENCES
Chapter 3: THE 21ST CENTURY LAW STUDENT: THE LECTURE ROOM OR THE MOBILE PHONE?
ABSTRACT
INTRODUCTION
BLENDED LEARNING
THE DIFFERING DEMANDS OF FULL TIME AND PART TIME STUDENTS
STUDENT OPINION ON FLEXIBLE BLENDED LEARNING
MULTIPLE CHOICE QUESTIONING TO REINFORCE I-LECTURES
EMPIRICAL RESEARCH OF ASSESSMENT RESULTS, INCLUDING FORMATIVE MCQS
CONCLUSION
REFERENCES
Chapter 4: THE CREATION AND IMPLEMENTATION OF INTERACTIVE OPPORTUNITES TO PROMOTE LEARNING BETWEEN LECTURES
ABSTRACT
INTRODUCTION
USING COURSE WEB SITE TOOLS TO PROMOTE COMMUNICATION AND COLLABORATION
ONLINE SELF-ASSESSMENT
DEVELOPMENT OF INTERACTIVE E-LEARNING MODULE CONTENT
MOBILE LEARNING
STUDENTS ARE AN INVALUABLE RESOURCE
CONCLUSION
REFERENCES
Chapter 5: A DESIGN FRAMEWORK FOR ENHANCING ON-LINE LEARNING
ABSTRACT
THE CONTEXT
LEARNING OCCURS IN A COMMUNITY OF PRACTICE
LEARNING IS LEARNER CENTRED
LEARNING IS FLEXIBLE AND BASED ON INDIVIDUAL NEEDS
LEARNING IS RESOURCE BASED, AND TECHNOLOGY MEDIATED
LEARNING IS BOTH INDIVIDUAL AND NETWORKED
LEARNING IS DEMONSTRATED WHEN NEW, AND VALUED KNOWLEDGE IS CREATED
LEARNING IS COGNITIVE, AFFECTIVE, SOCIAL AND SENSORI—MOTOR
LEARNING IS BEST SUPPORTED THROUGH CONSTRUCTIVE ALIGNMENT OF ASSESSMENT, CURRICULUM AND PEDAGOGY
LEARNING IS BEST WHEN ACTIVITIES AREPURPOSEFUL AND ALIGNED WITH ASSESSMENT
CONCLUSION
REFERENCES
Chapter 6: A STUDY OF FACTORS INFLUENCING SUCCESS IN AN INTRO TO ENGLISH LINGUISTICS
ABSTRACT
LITERATURE REVIEW
METHODS
RESULTS
DISCUSSION
FUTURE RESEARCH
ACKNOWLEDGMENT
APPENDIX A: SURVEY QUESTIONS
REFERENCES
Chapter 7: SUPPORTING STUDENT LEARNING THROUGH COLLABORATIVE ASSESSMENT TASKS
ABSTRACT
INTRODUCTION
LITERATURE REVIEW
CONTEXT
METHOD
FINDINGS
DISCUSSION
COLLABORATIVE ASSESSMENT ACTIVITIES: CASE STUDIES
CONCLUSION
REFERENCES
Chapter 8: EXAMINING THE ASSESSMENT OPPORTUNITIES FOR CULTURAL CONNECTEDNESS FOR STUDENT LEARNING: A SOCIOCULTURAL ANALYSIS
ABSTRACT
BACKGROUND
OVERVIEW
METHODOLOGY
RESULTS AND DISCUSSION
CONCLUSION
REFERENCES
Chapter 9: STUDENT PATHWAYS TO GLOBAL CITIZENSHIP
ABSTRACT
STUDENT PATHWAYS TO GLOBAL CITIZENSHIP
CONCEPTIONS OF GLOBAL CITIZEN VALUES
CONCEPTIONS OF ANTECEDENTS TO GLOBAL CITIZENSHIP
A SOCIAL IDENTITY PERSPECTIVE OF GLOBAL CITIZENSHIP
EVIDENCE OF ANTECEDENTS AND OUTCOMES OF GLOBAL CITIZENSHIP
EMPIRICAL EVIDENCE OF NORMATIVE ENVIRONMENT AS A PATHWAY TO GLOBAL CITIZENSHIP
EMPIRICAL EVIDENCE OF GLOBAL AWARENESS AS A PATHWAY TO GLOBAL CITIZENSHIP
ENGENDERING GLOBAL CITIZENSHIP IN EDUCATIONAL SETTINGS
CONCLUSION
REFERENCES
Chapter 10: ACTION-EMOTION STYLE, TEST ANXIETY AND RESILIENCE IN UNDERGRADUATE STUDENTS
ABSTRACT
INTRODUCTION
METHOD
DISCUSSION AND CONCLUSION
ACKNOWLEDGMENT
REFERENCES
Chapter 11: CRITICAL THINKING: FOCAL POINT FOR A CULTURE OF INQUIRY
ABSTRACT
THEMATIC QUOTE
INTRODUCTION: PURPOSE AND BIASES OF THIS CHAPTER
CULTURE OF INQUIRY AND RESPECT – INSEPARABLE ELEMENTS
CROSSING DISCIPLINES AND CURRICULUM YEARS – LIMITS OF SILOS AND PROGRESSION FROM NOVICE TO EXPERT
CRITICAL THINKING – DEFINE IT AND MOVE ON
SETTINGS TO ENHANCE CRITICAL THINKING
KNOWLEDGE AND CRITICAL THINKING: A LITTLE THE SAME BUT MOSTLY DIFFERENT
COMPONENTS TO GUIDE LEARNING AND ASSESS PERFORMANCE – THE THOUGHT PROCESS IS THE OUTCOME
A MODEL TO GUIDE LEARNING AND ASSESS PERFORMANCE
FULFILLMENT AND LIMITS ON ASSESSMENT: ASSESSMENT AND RANKING
INTRODUCTION TO A MODEL FOR CRITICAL THINKING ASSESSMENT
ELEMENTS OF A MODEL FOR ASSESSING CRITICAL THINKING
GOOD NEWS: WE ARE ALREADY DOING MUCH OF THIS
CONCLUSION
ACKNOWLEDGMENT
REFERENCES
INDEX