Do College Students Participate More in Discussion in Traditional Delivery Courses or in Interactive Telecourses? A Preliminary Comparison

Howard, Jay R.

doi:10.1353/jhe.2002.0052

Cited by 25 publications

(13 citation statements)

References 38 publications

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“…However, due to the difficulty gaining access to a marginalised sample it was not possible to obtain a gender of balance. Howard (2002), in his study with marginalised students in the USA, notes the difficulty in recruiting males to participate in research.…”

Section: Methodological Limitations Of the Current Studymentioning

confidence: 99%

A phenomenological reinterpretation of Horner’s fear of success in terms of social class

Ivers

Downes

2011

Eur J Psychol Educ

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The current study developed the concept of fear of success that was originally examined by Martina Horner (1970; Journal of Social Issues, 28(2), 157-175, 1972). The key dimension in Horner's (1970; Journal of Social Issues, 28(2), 157-175, 1972) studies was gender. The key dimension in the current study was social class. It was hypothesised that individuals from socio-economically disadvantaged backgrounds fear that, for them, success will lead to alienation from their community, and the loss of identity and loss of overall sense of belonging within their culture. The majority of the previous studies were based in the USA and examined fear of success using objectivist conceptions of success and quantitative methodologies. Eleven participants took part in the current study, three males and eight females. Two-phase qualitative interviewing was employed as the primary source of data collection in an attempt to gain a deeper understanding of the constructions and experiences of the participants in relation to success. The majority of participants believed that they would have to make vast life changes, in order to facilitate their views of desired success. The participants' fear was rooted in what they perceived as the "consequences of success". These participants occupied a "trade-off mindset"; for these young people, success meant leaving their family, friends, community and culture behind. The thought of losing this "connection" and sense of belonging was expressed with noticeable anxiety.

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Section: Methodological Limitations Of the Current Studymentioning

confidence: 99%

A phenomenological reinterpretation of Horner’s fear of success in terms of social class

Ivers

Downes

2011

Eur J Psychol Educ

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“…Fear is an issue many students face as they may not have sufficient knowledge and may be dealing with insecurities in the classroom (Weaver, 2005). Research shows that some students reported to not be participating in classes if they did not prepare on the subject matter prior to coming to class, therefore did not feel comfortable engaging in discussion (Howard, 2002). In this regard, Students may get worried that they would be criticized by both their peers and professors, for not being well informed on the subject matter.…”

Section: Classroom Participation Obstaclesmentioning

confidence: 99%

Applying the Communicative Approach in Teaching English Language: Impediments and challenges, Taza and Taounante Regions as a Case Study

Herouach

2020

Int J Cont Res Rev

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The present study is an attempt to investigate the impediments that stand against implementing the communicative approach among high school students. The study focuses on 2ndyear baccalaureate students: their prospective year of graduation, taking two regions as case studies Taza and Taounante cities. This paper tends to tackle the approaches that English language teachers tend to apply, the reasons that prevent English language teachers from implementing the Communicative Language Approach (CLA) and the measures that can be applied to enable teachers so as to execute the CLA. The review of literature is inclusive and refers to English theories that first introduced the communicative approach to learning. The field work is conducted through distributing a representative number of questionnaires and interviews. Questionnaires were distributed for both second baccalaureate students and English teachers and conducted interviews with them. This research paper argues that overcrowded classes, time constraints, lack of appropriate materials and the students’ low level of English are the main reasons that make English teachers abstain from implementing the CLA. Additionally, based on the findings, the study argues that having limited number of students, maintaining in-service trainings for the teachers and the availability of appropriate materials are the measures that should be met to implement the communicative approach in teaching.

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“…In order to manage a project to a successful conclusion, project managers must learn how to be effective leaders (see also Howard, 2002) for similar requirements for IS professionals, in general. The successful project manager has both explicit knowledge (Project Management Institute categorizing subject matter areas of the Project Management Body of Knowledge into nine areas), and tacit knowledge (the ability to apply the knowledge of these nine areas as the situation demands through the ability to empathize with and have insight into people).…”

Section: Literature Reviewmentioning

confidence: 99%

Online Teaching and Learning Project Management

Tabatabaei¹

2014

Journal of the Southern Association for Information Systems

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The number of project management courses in institutions of higher education is increasing to meet the high demand of effective project managers in organizations. Many institutions offer graduate degrees and certificates in project management. Therefore, more online courses in project management are offered in addition to the traditional mode of classroom setting. The purpose of this research is to present the challenges associated with teaching an online project management course, and discuss approaches to enhance learning. The need for a methodology is discussed and components of this methodology are identified for designing and delivering an effective online project management course. The suggested components of the methodology are based on the literature, best practices and experience of the course instructors. Two important propositions in the paper are: a different approach is necessary when teaching an online project management course, and teaching effective teamwork is a significant challenge in an online environment.

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Do College Students Participate More in Discussion in Traditional Delivery Courses or in Interactive Telecourses? A Preliminary Comparison

Cited by 25 publications

References 38 publications

A phenomenological reinterpretation of Horner’s fear of success in terms of social class

A phenomenological reinterpretation of Horner’s fear of success in terms of social class

Applying the Communicative Approach in Teaching English Language: Impediments and challenges, Taza and Taounante Regions as a Case Study

Online Teaching and Learning Project Management

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