THE COLLEGE OF BUSINESS AND TECHNOLOGY'S COURSE EMBEDDED STUDENT OUTCOMES ASSESSMENT PROCESS
- Constructivism and Student Misconceptions. Sewell, Audrey // Australian Science Teachers Journal;Dec2002, Vol. 48 Issue 4, p24
Discusses the Constructivist Learning Theory, which states that learning is not the result of teaching but of what students do with the new information they are presented with. Role of the misconceptions or wrong beliefs that students have in determining whether students will learn the new...
- On becoming a thinker-learner: Instructional applications of an integrated approach. Lidor, Ronnie // Physical Educator;Late Winter2000, Vol. 57 Issue 1, p14
To anticipate the future needs of students, educators need to pay more attention to enhancing the effects of learning processes and appropriate strategies during formal instructional programs. Instructors should teach behaviors and thoughts that learners can utilize during acquisition and...
- Better by design. Christian-Carter, Judith // People Management;04/05/2001, Vol. 7 Issue 7, p51
Discusses several issues concerning instructional design. Advantages and disadvantages of instructional design; Concept of electronic learning; Types of electronic learning.
- Learning for Mastery: Ten Conclusions After 15 Years and 3,000 Schools. Hyman, Joan S.; Cohen, S. Alan // Educational Leadership;Nov79, Vol. 37 Issue 2, p104
Analyzes the effectiveness of Learning for Mastery (LFM) approach in comparison to traditional instruction. Role of P Ratio in LFM; Comparison between the performance of LFM and non-LFM learners; Techniques that increases participation and thereby mastery; Effectiveness of individualized LFM...
- Eric learns to read: Learning styles at work. Hodgin, June; Wooliscroft, Caaren // Educational Leadership;Mar1997, Vol. 54 Issue 6, p43
Describes how two third grade teachers in Abilene, Texas use learning styles to ensure that all students succeed in their inclusive classroom. Use of the 21 elements of the Dunn and Dunn Learning Styles Model; Creation of a learning styles environment; Introduction of learning styles; Reading...
- Creating Schools for Thought. Secules, Teresa; Cottom, Carolyn // Educational Leadership;Mar1997, Vol. 54 Issue 6, p56
Explains how to create learning environments as designed by the Schools for Thought program in North America. Development of the Schools for Thought from three programs developed by independent groups of university researchers; Components of the program; Model for learning; Learning community;...
- Accelerated learning: A `multisensory' textbook. Madden, Thomas L. // Management Review;Jun95, Vol. 84 Issue 6, Forum training. p3
Describes Accelerated Learning, a system of learning that uses `multisensory' approach. Impact on business and educational systems; Traditional teaching; Individual learning needs or the seven intelligences; Types of learners.
- CREATING AN ORGANIC KNOWLEDGE--BUILDING ENVIRONMENT WITHIN AN ASYNCHRONOUS DISTRIBUTED LEARNING CONTEXT. Moller, Leslie; Prestera, Gustavo E.; Harvey, Douglas; Downs-Keller, Margaret; McCausland, Jo-Ann // Quarterly Review of Distance Education;Spring2002, Vol. 3 Issue 1, p59
Focuses on the concept of organic knowledge and its application in the asynchronous distributed learning context. Development of an effective instructional design; Comparison between traditional instruction and virtual classrooms; Observation on human learning to create knowledge building models.
- Options for Learning: A Process Accommodating Individual Differences. Thomas, John I. // Educational Leadership;Feb77, Vol. 34 Issue 5, p346
Focuses on the optional approach to learning. Utilization of variety of teaching methodologies; Factors to consider in facilitating optimum learning; Advantages of the approach.