American Journal of Educational Research
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Open Access journal
ISSN (Print) 2327-6126 - ISSN (Online) 2327-6150
Published by Science and Education Publishing [72 journals]
- Implementing Digital Media Presentations as Assessment Tools for
Authors: Jorge Reyna; Peter Meier, Francis Geronimo, Kenneth Rodgers
Pages: 983 - 991
Abstract: At the Faculty of Science we introduced the use of digital presentations as assessment tools for third-year pharmacology students. A cohort of 167 students self-allocated into groups of four and were assigned a topic related to the pharmacology lecture material. A one-hour lecture was delivered to discuss digital media principles (visual design, video composition, multimedia learning principles, etc.) and how to apply these to create digital media projects. During practical classes, students developed a storyboard and received feedback and technical advice from tutors. Towards the end of the semester, students uploaded their preliminary presentations to a YouTube channel and received feedback from lecturers, tutors, and peers before submitting the final version. A marking rubric was developed and shared with students at the beginning of the semester. The study used a mixed-methods approach to evaluating the intervention. A comprehensive 35-step questionnaire was used, covering demographics, students’ attitudes towards technology, digital media support, understanding of the assignment, and knowledge construction and skills gained. It also contained five open-ended questions. A high response rate was achieved for the voluntary survey (97/167). Additionally, students reviewed contributions of group members using SPARKPlus, and the marks attained were used to triangulate the questionnaire responses. In summary, the data shows that students found the assignment was engaging, fostered learning and creativity, and that they gained additional skills relevant to their future careers.
Issue No: Vol. 4, No. 14 (2016)
- The Impact of a Teacher Training Program on Mathematics Teaching
Methodologies: Using Student-centered Learning
Authors: Buad Khales
Pages: 992 - 998
Abstract: This study aimed at investigating the impact of a teacher training program on mathematics teaching methodologies using student-centered learning. This study identified the teaching methods that math teachers used to implement learner-centered approach. To answer the research questions, the researcher chose a sample of ten teachers. The researcher employed several tools in order to triangulate the data to bring it to a degree of credibility. Classroom observation, videotaping, interviews and teachers' and students' reflection analysis were all used to gather the research data. The results of the study revealed that some teaching methods were used more than others and teachers attributed this to the LTD program. The program helped them choose suitable methods that could match their students' different learning styles and different learning interests. The study results also showed the satisfaction of most of the students on the teaching methods used by teachers.
Issue No: Vol. 4, No. 14 (2016)