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Learner-centered teaching (LCT) has been found to be a more effective pedagogy for online students, as traditional teaching methods do not work well in online courses. Professors in an upper-level technology management class revised their online introductory course to incorporate cafeteria-style grading. This LCT approach allowed students to select assignments they wanted to complete. More assignments were offered than needed to achieve an A grade. They included traditional projects such as research papers as well as more engaged activities such as demonstrating or mastering skills. To determine whether these changes promoted active learning, course data were obtained and analyzed. Students completed a range of assignments, showed mastery on a number of skills, and were overwhelmingly positive about having flexible options. Tellingly, 36% of students completed more assignments than were needed to earn the top grade. 相似文献
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This article maps how narrative inquiry—the use of story to study human experience—has been employed as both method and form to capture cross-cultural learning associated with Western doctoral students’ travel study to eastern destinations. While others were the first to employ this method in the travel study domain, we are the first to comprehensively explore the affordances and constraints of the methodology and the possibilities it holds for illuminating knowledge developments, community growth, and identity transformations on the part of participating students. Story fragments illustrating each of these opportunities and challenges are drawn from the China Study Abroad Program, a program sponsored by the University of Houston’s Asian American Studies Center that has been underway since 1995. Affordances of the narrative inquiry research method include such things as detailed accounts of individuals in interaction with diverse people/places/things and explications of stories people live in and by. Accounts, which are “true for now,” as opposed to true for all time and the dangers of human fallibility form two examples of narrative inquiry’s constraints. 相似文献
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How confident are college faculty to integrate technology in their teaching? This study examined relationships between faculty computer self-efficacy and integration of electronic communication when teaching. Faculty at a Research I land-grant university were mailed a self-report questionnaire yielding a 59 percent response rate. Over half used electronic communication in their courses, mostly for course-related announcements and deadlines, but least for synchronous communication. Computer self-efficacy scores differed on age, gender, college, integration, and computer experience. Low integrators and female faculty reported lower confidence in using computers. As universities offer courses with significant Web-presence, faculty development efforts need to increase self-efficacy by providing hands-on experiences in technologically supported environments. 相似文献
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