Teacher as Judge or Partner: The Dilemma of Grades Versus Learning

Farias, Gerard; Farias, Christine; Fairfield, Kent D.

doi:10.1080/08832321003604961

Cited by 23 publications

(54 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, in a transactional approach to learning, a student will often only ask questions that are related to deliverables and the requirements of those deliverables, and not demonstrate an inquisitive learning approach in their questions of faculty (Farias, Farias, & Fairfield, 2010). If you hear a student asking about word count, or how many pages to write, or is there an opportunity for extra credit, then these are transactional based, grade concern questions -not learning questions.…”

Section: Discussionmentioning

confidence: 99%

Student Perceptions of the Use of Multimedia for Online Course Communication

Krause

Portolese

Bonner

2017

OLJ

View full text Add to dashboard Cite

A great deal of research exists in the use of multimedia communications in online classrooms as a means of furthering student engagement. However, little research exists that examines the perceptions of students when such technologies are used. Additionally, it is unclear that students are likely to engage in the use of such technologies when available. This research explores the perceptions of 69 students taking both online and hybrid undergraduate project management courses. Specifically, the study seeks to explore how students experienced the use of multimedia by their instructor and classmates in both online announcements and discussions, as well as whether these same students used or would be likely to use multimedia for similar communications. Finally, student perceptions of social presence, the degree to which one is perceived as a real person in computer-mediated communication (Gunawardena, 1995), are examined. The results of the study indicate that while students overwhelming enjoy the instructor's use of multimedia communication, they are unlikely to engage in using these technologies themselves. A discussion of these results and recommendations for further research complete this paper.

show abstract

Section: Discussionmentioning

confidence: 99%

Student Perceptions of the Use of Multimedia for Online Course Communication

Krause

Portolese

Bonner

2017

OLJ

View full text Add to dashboard Cite

show abstract

“…Sendo assim, analisando as características isoladamente, os bons professores são aqueles que, além de conhecer o conteúdo, transmitem-no de forma clara aos alunos. Uma boa relação entre alunos e professores é destacada como pertinente e totalmente favorável para o desenvolvimento das atividades no processo de aprendizagem (FARIAS et al, 2010). Contudo, algumas pesquisas revelam que as características pessoais dos professores (amigável, bem humorado etc.)…”

Section: Análise Das Características Do Bom Professorunclassified

O bom professor na perspectiva da geração Y: uma análise sob a percepção dos discentes de Ciências Contábeis

Nogueira¹,

Nova

Carvalho³

2012

Enf.:Ref. Cont.

View full text Add to dashboard Cite

Nota-se que os discentes que hoje ingressam em Instituições de Ensino Superior (IES) pertencem a uma geração com características diferentes das gerações anteriores. Geração que ficou muito mais exposta à tecnologia do que suas antecessoras, o que influenciou seu comportamento, atitude e preferências. Considerando este contexto, a presente pesquisa objetivou verificar quais as características do bom professor (ou professor exemplar) de acordo com a percepção dos discentes do curso de graduação em Ciências Contábeis. Estas características, utilizadas no questionário, foram fundamentadas em estudos anteriores, incluindo: conhecimento, didática, comportamento, entre outras. A coleta de dados foi realizada por meio de questionário eletrônico e os alunos foram convidados via e-mail, sendo obtidas 108 respostas (26% da população). Os resultados da pesquisa indicam que, quando analisadas individualmente, as características mais valorizadas pelos estudantes são relacionadas com o domínio do conteúdo e a capacidade do professor de explicá-lo claramente. Ao realizar a análise fatorial, o resultado mostrou que o Relacionamento do professor com os alunos tem o maior peso na definição do bom professor (39%). Em segundo lugar, ficou o constructo de Planejamento/Conhecimento/Didática (11%). A variável Tecnologia apareceu como um terceiro fator na perspectiva dos alunos sobre o bom professor (6%). Dessa forma, os resultados indicam que características essenciais em um professor, como o Conhecimento e Didática, mantiveram-se com o tempo. Contudo, a nova geração preza por um bom relacionamento entre o professor e aluno, além de demonstrar interesse na utilização de tecnologia pelos professores.

show abstract

“…The themes that emerged from this research include: a) the need to understand AE habits and how each one can help facilitate deep learning (Bain, 2012;Bransford & Council, 2000;De Arment et al, 2013;Head, 2016) b) teachers must establish effective classroom environments that are learner-centered, knowledge-centered, assessment-centered, and community-centered (Bain, 2004;Bransford & Council, 2000;Farias et al, 2010;Rushton, 2005;Svinicki, 2007;Warburton, 2003); c) a teacher's ability to promote student motivation (Mager, 1997) and to create meaningful and substantial learning experiences that lead to mastery are parmount in the deep learning process; d) teachers set up the extent to which students will engage in deep learning through the assessments chosen and the nature of the work assigned and whether or not the educators provide specific, ongoing, and effective feedback and prompting (Ames & Archer, 1988;Bain, 2004;Chin & Brown, 2000;Rushton, 2005;Warburton, 2003); e) teachers must be provided effective and meaningful professional development and education so that they, too, can engage deep learning practices and model those for their students because their teaching strategies, assessments, and the learning environment that educators create influence how students approach learning (Marton, Hounsell, & Entwistle, 1984). Collectively, an exploration of these themes suggest that deep learning can replace surface and rote memorization approaches in the 21 st century classroom.…”

Section: Discussionmentioning

confidence: 99%

“…Students, especially in honor-level courses, gravitate towards the "safety" of how it has always been and what they have known about the culture of the classroom even if their assumptions are built on stereotypes and are ultimately counterproductive in the classroom (Albers, 2009;Asch, 2009;Farias et al, 2010). Students have assumptions and expectations about the roles of the student and the teacher in the classroom.…”

Section: The Role Of Social Psychology In the Traditional Classroommentioning

confidence: 99%

“…These assumptions can be difficult to change, especially if implemented too fast. While social norms, traditional roles, and conventions can be hard to break, if those norms are broken, it can even cause tension within the classroom (Albers, 2009;Farias et al, 2010). According to Asch (2009), conformity is the idea that individuals behave in a manner that adheres to the behavior patterns of a particular group.…”

Section: The Role Of Social Psychology In the Traditional Classroommentioning

confidence: 99%

See 1 more Smart Citation

In pursuit of deep learning... : not just a hunt for grades

Eury¹

View full text Add to dashboard Cite

The purpose of this research is to understand how teachers in a college preparatory school who use adaptive expertise and varied assessments are creating a classroom environment that focuses on and develops students who are deep learners that can effectively solve 21 st century problems. This qualitative case study utilized deep learning and adaptive expertise as the theoretical frameworks to ensure that the study was aligned and maintained an ethical approach that minimized bias. The fundamental research question that drives this study is: How do teachers in a college preparatory school foster deep learning in the classroom so that students can become 21 st century learners, thinkers, and problem-solvers? After document reviews, observations, and interviews with six participants, seven themes and eight sub themes emerged through the analysis of the data.

show abstract

Teacher as Judge or Partner: The Dilemma of Grades Versus Learning

Cited by 23 publications

References 25 publications

Student Perceptions of the Use of Multimedia for Online Course Communication

Student Perceptions of the Use of Multimedia for Online Course Communication

O bom professor na perspectiva da geração Y: uma análise sob a percepção dos discentes de Ciências Contábeis

In pursuit of deep learning... : not just a hunt for grades

Contact Info

Product

Resources

About