Small Teaching Online: Applying Learning Science in Online Classes. By Flower Darby with James M. Lang

Hardman, Amanda

doi:10.5840/teachphil20214414

Cited by 23 publications

(34 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In conclusion, the outcomes of the current work suggest that student attitudes about routine online university coursework may be influenced by an easy‐to‐implement social media style concrete visualization intervention: studygram . Though these findings also underline that it is important for instructors to consider the different structural aspects of the online and hybrid courses they teach before implementing this technique (e.g., the weight of assignments), it should serve to remind them that they can get creative with small teaching strategies (Darby & Lang, 2019) to encourage students' motivation and engagement with learning tasks—they need not rewrite entire curricula. Tapping into college students' familiarity with their phones, social media posting, and desire to document their experiences may be one such strategy to increase students' success.…”

Section: Discussionmentioning

confidence: 98%

The potential power of “studygram”: Concrete visual representations may increase student motivation, engagement, and enjoyment of routine course assignments

Lussier

Ditta

Speer

2023

Psychology in the Schools

View full text Add to dashboard Cite

Students are often unmotivated to engage with their online coursework. Research has shown that concretely visualizing one's goals (e.g., photo‐taking) can improve motivation to learn. This study explored the effect of taking a photo of one's study space (i.e., a studygram photo similar to a post on Instagram) on students' motivation to start, engagement with, and enjoyment of routine assignments. In a within‐subjects design, students took a photo of their study space before starting or after completing the assignment or took no photo. Data were collected from six undergraduate courses across three disciplines (Education, Psychology, and Theatre). Results revealed that students in an online Education course completing routine and formulaic assignments were significantly more motivated to start their coursework when they took a photo compared to when they did not. Results were similar for student engagement and enjoyment. Outcomes were replicated in the course's second iteration but were not found in the Psychology or Theatre courses. Differences between the courses' formatting may have lessened the impact of photo‐taking on students' experiences. Together our results suggest that motivation and engagement with routine coursework may be influenced by an easy‐to‐implement visualization intervention under certain circumstances. Potential implications for teaching are reviewed.

show abstract

Section: Discussionmentioning

confidence: 98%

The potential power of “studygram”: Concrete visual representations may increase student motivation, engagement, and enjoyment of routine course assignments

Lussier

Ditta

Speer

2023

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…E-modules often incorporate text, images, videos, and audio, providing a more engaging and interactive learning experience for students [14]. This multimedia format has been shown to enhance student learning by making complex concepts easier to understand, and by increasing students' ability to retain information over time [15]. Students who used emodules with multimedia elements performed better on exams and retained more information compared to students who received traditional lecture-based instruction [16].…”

Section: Fig 1 Converting the Real Problem To Mathematic Languangementioning

confidence: 99%

An E-Module of Math Based on Problem-Based Learning for the Subject of Fractions in Elementary School

Chasanah¹,

Fitrianawati²

2023

PBPSP

View full text Add to dashboard Cite

The purpose of the study was to create an electronic module utilizing problem-based learning strategies to aid students in comprehending fractions. The development phase employed the ADDIE model, which involves analysis, design, development, implementation, and evaluation. The research focused on evaluating the e-module's implementation and effectiveness by conducting assessments from media, subject matter, and learning experts, as well as from teachers and students. The feedback indicated that the e-module was highly feasible, with experts rating it as "very feasible" and teachers and students rating it as "extremely feasible." The e-module is considered appropriate for teaching fifth-grade elementary students.

show abstract

“…(Wiggins & McTighe, 2005, p. 191). The answer to the question is the explicitness of class activities (Darby & Lang, 2019).…”

Section: Determining Learning Experiences and Instructionmentioning

confidence: 99%

“…This question is a guiding criterion for critical reviews of current curricula. Darby and Lang (2019) state that if teachers do not establish a clear purpose for the course, they do not have a clear sense of how the teaching elements are aligned to support students in efficiently achieving the learning outcomes. According to Wiggins and McTighe (2005), teachers help students learn, become more engaged and achieve better results by Design, not by good luck.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Application of the Backward Design Model in EFL Classrooms: Teachers' Perceptions and Practices

Llerena

Santos

Sacoto³

et al. 2023

RSD

View full text Add to dashboard Cite

This qualitative approach study aimed to explore and illustrate the teachers' perceptions in applying the Backward Design Model (BDM) in designing the Ecuadorian teaching syllabi for secondary public schools. Sixteen teachers were selected, and the data was gathered through the teachers' unit designs based on the BDM, teachers' reflections on the implementations of the BDM, and focus-group interviews. The analysis was done using a thematic approach. The researchers followed an interactive process by going forwards and backwards in reading, coding, and creating common themes that emerged from the collected data. The results indicate that the participants found the BDM planning a complex but fruitful process which allows them to better align the students' learning outcomes of each unit with the instructional materials, strategies, and teaching content based on a specific goal. The implications of this research lead to a possible consideration by the Ecuadorian Ministry of Education to enact this syllabus design according to the classroom context fully.

show abstract

Small Teaching Online: Applying Learning Science in Online Classes. By Flower Darby with James M. Lang

Cited by 23 publications

References 0 publications

The potential power of “studygram”: Concrete visual representations may increase student motivation, engagement, and enjoyment of routine course assignments

The potential power of “studygram”: Concrete visual representations may increase student motivation, engagement, and enjoyment of routine course assignments

An E-Module of Math Based on Problem-Based Learning for the Subject of Fractions in Elementary School

Exploring the Application of the Backward Design Model in EFL Classrooms: Teachers' Perceptions and Practices

Contact Info

Product

Resources

About