The development of a learner empowerment measure<sup>1</sup>

Frymier, Ann Bainbridge; Shulman, Gary M.; Houser, Marian L.

doi:10.1080/03634529609379048

Cited by 206 publications

(91 citation statements)

References 19 publications

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“…Meaningfulness Meaningfulness of the class was adapted from the learner empowerment scale developed by Frymier et al (1996). Meaningfulness of the class was measured because previous studies indicate that if students do not value the course or its assignments, they are more likely to plagiarize (Ashworth et al 1997;Howard 2002;Park 2003).…”

Section: Measurementmentioning

confidence: 99%

Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom

Kashian¹,

Cruz

Jang

et al. 2015

J Acad Ethics

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Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context. Although students engage in plagiarism with some frequency, instructors often do little to help students understand the significance of plagiarism or to create assignments that reduce its likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an instructional activity designed to help students improve their understanding of plagiarism, the consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation elements. Results indicate students had a greater understanding of plagiarism, increased efficacy, and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty in their classrooms, train students on how to integrate others' works, cite sources appropriately, and use plagiarism detection software, students are less likely to plagiarize. The discussion includes suggestions for instructors to help them create a plagiarism-free environment.

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Section: Measurementmentioning

confidence: 99%

Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom

Kashian¹,

Cruz

Jang

et al. 2015

J Acad Ethics

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show abstract

“…They also promote the alignment and adoption of common values in the classroom, reducing feelings of powerlessness and intimidation while fostering feelings of qualification, meaningfulness and selfconfidence, which are preconditions in education subjecting students to vulnerability through public presentations and oral delivery of their own products. [49] Interestingly, teacher communication correlates also directly with perceived learning. A strong, causal association between the teacher immediacy and student learning has been identified.…”

Section: B Teacher Immediacy and Perceived Caringmentioning

confidence: 99%

“…Such freedom seems particularly important for those already holding jobs as they are keen on experimenting with the expertise they have gained at work. [41] …”

Section: A Student Empowerment and Self-managementmentioning

confidence: 99%

“…Nonverbal immediacy, a concept describing positive evaluation of or affect to students, results in higher rate of class attendance and recall of information, decrease in learning loss, improved motivation and more attentive listening. [53], [54], [55], [56] Interestingly, it also tends to decrease student likeliness to generate compliance resistance strategies and predicts strongly classroom interaction and communication. [57] Teacher immediacy also impacts student ratings of overall instruction quality, which is an important consideration especially when regarding students as consumers of education.…”

Section: B Teacher Immediacy and Perceived Caringmentioning

confidence: 99%

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Can and Should Social Competence be Taught to Engineers?

Lappalainen

2011

Int. J. Eng. Ped.

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Abstract-The traditional focus in engineering syllabi on technical abilities has been well substantiated by the type of expertise required in industrial processes. However, the emerging requirements in industrial operating environments necessitate a more personal configuration of competencies facilitating both intrapersonal and interpersonal processes at workplace. The concomitant reform of engineering education to incorporate social competence into the technical education calls for a revision of pedagogy, as the traditional instruments applied in the dissemination of substance knowledge and technical skills provide little support for leveraging students' social skills.This article discusses the learnability of socio-emotional abilities and reviews their most fundamental and pertinent skills. The results from a quantitative research conducted to identify predictors of social competence are reported and the implications on engineering pedagogy examined. The proposed methodology for teaching social skills in the engineering classroom setup constitutes collaborative learning, self-management techniques, and teacher immediacy.

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“…Learning-indicator items were developed by Frymier, Shulman, and Houser (1996) by asking 60 of their colleagues to provide examples of activities students engage in that are evidence of learning. Taking these responses and their own experiences into account, they created a 13-item scale where responses are rated on a 5-point scale from 0 to 4 ranging from never to very often.…”

Section: Learning-indicator Itemsmentioning

confidence: 99%

Professor-Student Rapport Scale: Psychometric properties of the brief version

Ryan

2014

JoSoTL

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The development of a learner empowerment measure¹

Cited by 206 publications

References 19 publications

Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom

Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom

Can and Should Social Competence be Taught to Engineers?

Professor-Student Rapport Scale: Psychometric properties of the brief version

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The development of a learner empowerment measure1

Cited by 206 publications

References 19 publications

Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom

Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom

Can and Should Social Competence be Taught to Engineers?

Professor-Student Rapport Scale: Psychometric properties of the brief version

Contact Info

Product

Resources

About

The development of a learner empowerment measure¹