Cavanaugh, C., Hargis, J., & Mayberry, J. (2016). Participation in the virtual environment of blended college courses: An activity study of student performance. International Review of Research in Open and Distributed Learning, 17(3), 263–275.
This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the bachelor of science level. The influence of student participation in the online course environment was examined, as measured by the number of times students logged into the learning management system (LMS) and average session length. These measures were correlated with final course grades to increase understanding of the participation patterns of successful students. [Abstract excerpt from the authors]
Lee, I. (2016). Putting students at the centre of classroom L2 writing assessment. Canadian Modern Language Review, 72(2), 258–280. doi:10.3138/cmlr.2802
This article attempts to provide a clear understanding of AaL and how a student-centred approach to classroom assessment can be applied in the L2 writing classroom, thus contributing new knowledge to the existing literature on classroom L2 writing assessment. [Abstract excerpt from the author]
Newman, G., Kim, J.-H., Lee, R. J., Brown, B. A., & Huston, S. (2016). The perceived effects of flipped teaching on knowledge acquisition. Journal of Effective Teaching, 16(1), 52–71.
Increased demands for technological integration in higher education have resulted in new forms of course instruction. Under a flipped approach, students learn course materials outside the classroom while active learning methods are employed inside. This study focuses on the perceived effects of flipped instruction on knowledge acquisition in undergraduate students using information communication, accessibility, stimulation, interaction, and accumulation as measures. [Abstract excerpt from the authors]
Sogunro, O. A. (2015). Motivating factors for adult learners in higher education. International Journal of Higher Education, 4(1), 22–37.
All learners learn best when they are motivated; so do adults. Hence, the way to ensure success of students in higher education is first to know what motivates and sustains them in the learning process. Based on a study of 203 university students, this paper presents eight top most motivating factors for adult learners in higher education. [Abstract excerpt from the author]
Sutherland-Smith, W. (2014). Legality, quality assurance and learning: competing discourses of plagiarism management in higher education. Journal of Higher Education Policy and Management, 36(1), 29–42. https://doi.org/10.1080/1360080X.2013.844666
In universities around the world, plagiarism management is an ongoing issue of quality assurance and risk management. Plagiarism management discourses are often framed by legal concepts of authorial rights, and plagiarism policies outline penalties for infringement. Learning and teaching discourses argue that plagiarism management is, and should remain, a learning and teaching issue and press for more student-centred approaches to plagiarism management .... The proposed model refocuses on the learner and classroom practices in quality assurance processes. It offers a framework utilising learning, teaching and internal institutional research on plagiarism management to inform overall university policy. [Abstract excerpt from the author]
Digital literacy for learning is more than just knowing how to operate the technology, but also having the right information management and critical thinking skills, as well as proper online behaviours. This study aims to answer the question: Do students require digital literacy to be effective in learning in a blended learning environment? To answer this question, this study examined the relationships between effective learning and four digital literacy constructs; i.e. underpinnings, background knowledge, central competencies, and attitudes and perspectives. [Abstract excerpt from the authors]
The purpose of the present study is to identify how teachers' use of various coping styles with student misbehavior, and the extent to which these relate to their classroom management techniques -- punishment, recognition and reward, hinting, discussion, and aggression. It examines data from 397 junior high school teachers in Vietnam. [Abstract from the author]