The Consolidation of Responsibility in the Mixed-Age College Classroom

Howard, Jay R.; James, G. H.; Taylor, David

doi:10.2307/3211384

Cited by 44 publications

(38 citation statements)

References 24 publications

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“…This rationale for nonparticipation in class discussions is supported by past research (Howard & Henney, 1998;Howard, James, & Taylor, 2002;Fassinger, 1995). It is acceptable to achieve as long as you don't look like you are overworking yourself.…”

Section: Discussionmentioning

confidence: 96%

Do Learners Fear More than Fear Itself: The Role of Fear in Law Students Educational Experiences

Perrin

Grimes²,

Bryson³

2014

Journal of Education and Training Studies

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While previous research has examined the various relationships between fear and learning in K-12 academic settings, the relationship is surprisingly unexplored amongst law students. Using a descriptive qualitative approach, we examine the role fear plays in law students" learning experiences. Through a series of semi-structured interviews a few areas of interest emerged including: fears related to disappointing family members and professors, as well as fears of peer judgment from classmates. The findings of this study demonstrate the unique relationship between the type of fear and how it influences academic motivation within this sample of law students. Based on our findings, we propose suggestions for future research that addresses the potentially detrimental effect of peer judgment on graduate students" academic motivation.

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Section: Discussionmentioning

confidence: 96%

Do Learners Fear More than Fear Itself: The Role of Fear in Law Students Educational Experiences

Perrin

Grimes²,

Bryson³

2014

Journal of Education and Training Studies

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“…However, to date, several studies have shown the passive attitude of students in the classes (Mustapha et al, 2010). (Howard et al, 2002;Loftin et al, 2010;Mustapha et al, 2010;Sommer & Sommer, 2007) Although awarding credit for participation sounds like a straightforward way to improve class discussion, keeping track of individual student comments while conducting class discussion could prove unmanageable for an instructor. In examining a way to make assessment of class participation more manageable for the teacher, Krohn et al (2008) had students record their own comments in class.…”

Section: Class Participationmentioning

confidence: 99%

“…Class participation can also be enhanced by means of motivational aspects such as using tokens and credits as incentives (Boniecki & Moore, 2003;Sommer & Sommer, 2007), calling students by their names, and providing feedback on answers (Mustapha et al, 2010). Shyness and lack of knowledge about the subject matter are commonly found in the classes as impeding students' participation (Howard et al, 2002;Mustapha et al, 2010). Mustapha et al' s (2010) work on classroom engagement found that classmates' negative attitude and noise in class impact the class participation.…”

Section: Class Participationmentioning

confidence: 99%

“…This includes class discussion, homework assignments (Boniecki & Moore, 2003), and commenting on activities also lead to expansion of discussions (Foster et al, 2009;Howard, James, & Taylor, 2002). Howard et al (2002) perceive active engagement as a matter of understanding of students' selfresponsibility. In fact, at the extremes, some students participate frequently in large classes, whereas others seldom or never voluntarily participate (Foster et al, 2009).…”

Section: Class Participationmentioning

confidence: 99%

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Enhancing Students’ Learning through Early Class Preparation

Nkhoma¹,

Nkhoma²,

Ulhaq³

et al. 2017

InSITE Conference

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Aim/PurposeDevelopment of a conceptual model linking early class preparation to improve class participation and performance. Background Class preparation and class participation are precursors for the students' performance. MethodologyLiterature review FindingsIn a student-centered class environment, class preparation remains essential for the successful collaboration and participation. The literature review in this stream reveals that little attention has been paid to undergraduate class levels. Recommendation for ResearchersThe literature review shows that there is a need for more research using undergraduate classes. Future ResearchValidation and application of model in different educational program and discipline settings

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“…Student-centred learning facilitates higher levels of learning, including critical thinking and increased retention of information [3,7], and the analysis, synthesis and evaluation of information [5]. It is now well known that students who actively participate in the learning process learn more than those who do not [8][9][10] and they experience increased retention of information and learning [7].…”

Section: Introductionmentioning

confidence: 99%

Flipping the Classroom for Pharmacokinetics

Schneider¹,

Munro²,

Krishnan³

2014

EDUCATION

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A flipped classroom approach was implemented in a pharmacokinetics course to encourage active student learning and enable the development of higher level learning skills. Students viewed written and/or audiovisual recordings of content materials prior to active face-to-face engagement where they then applied their learning through the evaluation and analysis of different clinical scenarios, calculation of dosing regimens, and synthesis of information to create resources. Student outcomes for the flipped pharmacokinetics course in 2013 were compared with student outcomes for the traditionally taught pharmacokinetics course in 2012 which acted as control. Student evaluations of the course showed significantly stronger satisfaction with their learning experience by students in the innovative 2013 course compared to students in the traditional 2012 control (P=0.01).Although students in the 2013 cohort strongly agreed that flipping the classroom enabled them to apply their learning and that it had a positive effect on their learning, there was no significant difference in the major assessment results between the 2013 and 2012 cohorts.

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The Consolidation of Responsibility in the Mixed-Age College Classroom

Cited by 44 publications

References 24 publications

Do Learners Fear More than Fear Itself: The Role of Fear in Law Students Educational Experiences

Do Learners Fear More than Fear Itself: The Role of Fear in Law Students Educational Experiences

Enhancing Students’ Learning through Early Class Preparation

Flipping the Classroom for Pharmacokinetics

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