Learning is a process that happens at moments and in spaces that go beyond those typically defined by formal educational institutions. In fact, it is widely recognized that learners' physical and social interactions with the " real world " , outside the traditional classroom, cannot be neglected when promoting the acquisition of certain skills [Bruce 08]. For example, and within the context of ...

The use of laptops and cell phones in the classroom is increasing but there is little research assessing whether these devices create distraction that diminishes learning. Moreover, the contribution of intellectual ability to the relationship between learning and portable device use has not been thoroughly investigated. To bridge this gap, students in an introductory psychology class were surve...

Most of the studies on the key word method of second/foreign language vocabulary learning have been based on the evidence from laboratory experiments and have primarily involved the use of English key words to learn the vocabularies of other languages. Furthermore, comparatively quite limited number of such studies is done in authentic classroom contexts. The present study inquired into the eff...

For centuries, didactic teaching sections have occupied a large proportion of the available teaching-learning time in medical courses. This form of teaching has relied heavily on professors disseminating information through lectures and students passively absorbing knowledge for a majority of the class period. The extensive use of traditional lectures limits students’ time to actively learn, sy...

The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in fl...

Emerging research from the learning sciences and human-computer interaction supports the premise that learning is effective when it is embodied, collaborative, and multimodal. In response, we have developed a mixed-reality environment called the Situated Multimedia Arts Learning Laboratory (SMALLab). SMALLab enables multiple students to interact with one another and digitally mediated elements ...

Conventional wisdom attributes the lack of effective technology use in classrooms to a shortage of professional development or poorly run professional development. At the same time, logo-like learning environments require teachers to develop more expertise not only in technology but also in pedagogy. This paper proposes that the perceived lack of technology professional development is a myth an...

CONTEXT Medical Education can be delivered in the traditional classroom or via novel technology including an online classroom. OBJECTIVE To test the hypothesis that learning in an online classroom would result in similar outcomes as learning in the traditional classroom when using a flipped classroom pedagogy. DESIGN Randomized controlled trial. A total of 274 subjects enrolled in a Neuro-o...

2 Summary The purpose of the study was to investigate the role and characteristics of virtual learning objects in advanced pedagogical settings in selected classroom cases. The four Finnish cases studied represented pedagogical approaches such as student-centeredness, process orientation, and collaborative inquiry. Through the case studies, it was possible to investigate the teachers' and the s...

This paper initially provides an understanding of what constitutes a flipped classroom model. It then provides a series of four case studies that describe the application of some different flipped classroom approaches to university courses, largely mediated by the use of online learning technologies. It demonstrates that these flipped classrooms are informed by constructivist pedagogy and highl...