Download or read book The Effects of 5E Blended Learning on the STEM Achievement of Diverse Students written by and published by . This book was released on 2020 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Blended Learning Designs in STEM Higher Education written by Christopher N. Allan and published by Springer. This book was released on 2019-04-09 with total page 363 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a set of learning principles to support the design of rich learning experiences in Science, Technology, Engineering and Mathematics (STEM) higher education, including detailed evaluations and discussions for a variety of science subjects. Further, it presents a professional learning framework that can be used to support the implementation of blended learning technologies to increase buy-in from academic staff, to support grass roots initiatives, to develop a sense of community, and to sustain change. The principles developed here will help readers to think about blended learning from a learner’s perspective, put learning first, and develop activities that will help learners achieve better learning outcomes. In addition, the book addresses how to design rich, evidence-based, blended learning experiences that support learning. It demonstrates a range of learning principles in practice, with step-by-step instructions, and includes templates, supporting material, instructions and other resources to help teachers embed and adapt designs in their own subject. Readers will be equipped with an expanded toolkit of resources, designs, ideas and activities that can be directly applied in a variety of subject areas.

Download or read book Effect of Blending Learning on Student s Percent Increase in Assessment Scores written by Lindsey Cracraft and published by . This book was released on 2015 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators everywhere are implementing technology as a resource and aid to instruction in their classrooms. Teachers are encouraged to use social media, apps, and other computer programs to help their students succeed. It's imperative that students are given opportunities to demonstrate what they know using multiple tools. The question is can educators implement technology consistently in the classroom to assist in the academic and social achievement of all students? One school district chose to implement this idea in one 5th grade elementary classroom. These teachers and students were each presented with a Chrome Book to use as their device to support blended learning in the classroom. Within this study, data was collected and analyzed to see the effects on student success rate with blended learning and the traditional classroom. MAP data was collected from 5th grade classrooms. One classroom implemented blended learning for a year and another a traditional model. The purpose of the study was to see if student achievement increased with adding blended learning into daily classroom instruction. A t-test was administered and assessed to see the possible effect on student achievement with an added blended learning component. The t-test results indicated that there isn't a significant change in student achievement when a blended learning model is added in the classroom. Blended learning is an increasingly popular systematic philosophy on instruction that adds in technology components to support the daily instruction in the classroom.

Download or read book Re Envisioning and Restructuring Blended Learning for Underprivileged Communities written by Bosch, Chantelle and published by IGI Global. This book was released on 2021-05-14 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Challenges in the educational arena are not new phenomena. However, with the recent outbreak of the COVID-19 pandemic, researchers and educators have been made even more aware of the need for a paradigm shift in education. Blended learning, as opposed to fully online learning or traditional face-to-face teaching, has been well-researched and has been found to have the potential to provide better educational solutions in challenging contexts. These contexts range from pandemic situations where social distancing is the order of the day to financial and time constraints regarding full-time study, as well as limited physical capacity at institutions. Blended learning solutions are often designed for resourceful institutions and cannot be easily implemented in developing countries and in communities where resources are limited. Typical issues like connectivity, accessibility, lack of suitable devices, and affordability need to be taken into consideration and in cognizance of blended learning interventions. These challenges are often neglected in blended learning research but are critical discussions to be had. Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities shares how institutions in the developing world and less privileged communities have re-imagined and restructured blended education to enhance teaching and learning for underprivileged communities. This book aims to address blended learning solutions across institutional, program, course, and activity levels. The chapters will cover a variety of learning environments, from rural settings to less developed countries and more, and explore the programs and courses designed to improve student success and accessibility in diverse student populations. This book is ideally intended for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students who are interested in blended learning opportunities in less-privileged settings and to underserved and marginalized populations.

Download or read book Diversifying STEM written by Ebony O. McGee and published by Rutgers University Press. This book was released on 2019-11 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: 2020 Choice​ Outstanding Academic Title Research frequently neglects the important ways that race and gender intersect within the complex structural dynamics of STEM. Diversifying STEM fills this void, bringing together a wide array of perspectives and the voices of a number of multidisciplinary scholars. The essays cover three main areas: the widely-held ideology that science and mathematics are “value-free,” which promotes pedagogies of colorblindness in the classroom as well as an avoidance of discussions around using mathematics and science to promote social justice; how male and female students of color experience the intersection of racist and sexist structures that lead to general underrepresentation and marginalization; and recognizing that although there are no quick fixes, there exists evidence-based research suggesting concrete ways of doing a better job of including individuals of color in STEM. As a whole this volume will allow practitioners, teachers, students, faculty, and professionals to reimagine STEM across a variety of educational paradigms, perspectives, and disciplines, which is critical in finding solutions that broaden the participation of historically underrepresented groups within the STEM disciplines.

Download or read book Sustainable Blended Learning in STEM Education for Students with Additional Needs written by Neelu Jyothi Ahuja and published by Springer Nature. This book was released on 2023-08-24 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book comprehensively covers sustainable blended learning approach in each of the STEM (science, technology, engineering and mathematics) disciplines. The book also includes the compilation of detailed concepts of blended learning ranging from definition, need, features, models, advantages and disadvantages and comparisons with traditional face-to-face learning. Sustainable blended learning in K-12 education has an immense role as foundation to learning for students in their early education. Fostering creativity and inculcating problem solving and critical thinking skills are the integral aspect of STEM education, which encourages students to pursue them to for their future careers. This book presents recent practices taken by experts at various levels to promote education in STEM. Furthermore, impact over teacher–student relationships is analyzed. Lastly, sustainable frameworks, strategies and implementation to incorporate students with additional needs are explored.

Download or read book The Effects of Blended Learning on Student Achievement Student Engagement and Self Efficacy written by Whitney Jane Robinson and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Blended Learning on Math and Reading Achievement in a Charter School Context written by Terry Chaney and published by . This book was released on 2016 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: In spite of its growing popularity, researchers have focused little attention on the effectiveness of combining traditional classroom instruction and online learning, a practice generally referred to as blended learning. The modest research on blended learning to date has tended to focus on higher education, leaving a significant gap in the research regarding K-12 education. Even less attention has been given to blended learning in charter school K-12 education. Framed within Vygotsky’s theory of social development, the purpose of this causal-comparative research study was to determine if there were any significant differences when comparing charter school students who participated in a blended learning approach to reading and math with students who studied the two subjects in fully online classes and with students who studied them in traditional classrooms with no online learning. The design was causal-comparative with a nonrandomized control group. The study compared the archived 2014 State of Texas Assessments of Academic Readiness scores of 1797-2298 students in one charter management organization: students in a blended learning environment, students who received traditional classroom instruction, and students who used fully online learning. Analysis of Variance (ANOVA) was used in combination with appropriate post-hoc comparisons to evaluate group means. The study determined that there is not a statistically significant relationship between traditional, blended, and fully online students and math scores, nor between traditional and blended learning students and reading scores. However, there was a statistically significant relationship between fully online students and higher reading scores.

Download or read book The Impact of Sustained Blended Learning on Title 1 Students written by Daniel M. Stringer and published by . This book was released on 2020 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact a sustained rotational blended learning model on the academic achievement on Title I K-8 elementary school students at a Catholic school in the areas of reading comprehension and mathematics as measured with standardized assessments, the Iowa Test of Basic Skills. In response to the first question, the difference in aggregate for academic achievement in reading and mathematics for those who have participated in blended learning compared to those in a traditional model of instruction. With regard to the second question, the difference in achievement disaggregated for academic achievement in reading and mathematics for those who have participated in blended learning compared to those in a traditional model of instruction. Lastly, the third question addresses what the impact gender, race and ethnicity has had on any observed difference in academic achievement resulting from a sustained rotational blended learning experience, compared to students who participated in a traditional model of instruction. These findings were supported by the literature and the theoretical framework of the study. The study analyzed student achievement scores over three years and presents the findings of the statistical tests. Finally, implications and recommendations were made for further research into blended learning and the impact on various populations.

Download or read book Complete Guide to Blended Learning written by Caitlin R. Tucker and published by Solution Tree Press. This book was released on 2022-05-31 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Skillfully shifting between online and in-person learning has become expected of teachers. In this essential guide, you will learn how to harness technology to enhance student learning in both realms. Combining theory, reflection, and personal experience, author Catlin R. Tucker equips educators with a wide variety of strategies and tools to support student and educator success in blended environments and beyond. K–12 teachers and administrators will: Gain insight on why blended instruction provides paths for effective, student-centered teaching Learn to navigate flexible learning landscapes Understand different collaborative and community-oriented strategies for successful blended teaching Utilize thoughtful reflection questions to examine your own school or district Discover strong theoretical frameworks and models for online and offline instruction Contents: Introduction Chapter 1: Blended Learning Chapter 2: Building Your Blended Learning Technology Toolbox Chapter 3: Teachers as Designers of Learning Experiences Chapter 4: Teachers as Instructors and Content-Area Experts Chapter 5: Teachers as Facilitators of and Partners in Learning Chapter 6: Developing a Dynamic Learning Community Chapter 7: The 5Es Instructional Model and Student-Centered Inquiry Chapter 8: Taking Blended Learning to the Next Level Conclusion Appendix: Glossary References and Resources Index

Download or read book Broadening Participation in STEM written by Zayika Wilson-Kennedy and published by Emerald Group Publishing. This book was released on 2019-02-28 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reports on high impact educational practices and programs that have been demonstrated to be effective at broadening the participation of underrepresented groups in the STEM disciplines.

Download or read book White Teachers of Diverse STEM Students written by Amelia Adams Brown and published by . This book was released on 2018 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States currently reports significant under-representations of people identifying as Black and Hispanic in Science, Technology, Engineering, and Mathematics (STEM) education and careers. As a result, research abounds on the achievement, participation, and motivation gaps that exist between diverse populations in STEM education and careers, and the important role of K-12 STEM teachers in fostering and providing equitable STEM education for all students. One additional factor into the current research on this topic is the predominantly White STEM teaching force. Combined with the documented racial and ethnic participation gaps in STEM education and careers, this naturally raises questions and concerns regarding the abilities of White STEM teachers to equitably teach and motivate diverse students. Culturally relevant STEM teaching can help bridge the racial and cultural divide between teacher and students, but often White STEM teachers struggle to utilize culturally relevant education in their classrooms. This critical comparative case study focuses on the multiple influences that secondary STEM teachers experience in relation to enacting culturally relevant STEM teaching practices. The findings of this study support the idea that being a practitioner of CRE is a continuum, not a binary. This study also finds that teachers can display proficiencies in CRE even when they did not self-report these proficiencies. Additionally, closer examination of the multiple influences on teachers' abilities to be practitioners of CRE finds that these influences can be either inhibitors or catalysts of the ability to actualize CRE in in the STEM classroom. Examining these multiple influences results in recommendations to further the use of culturally relevant STEM education. Capitalizing on these recommendations could have the future impact of an increasingly equitable STEM teaching force better prepared to motivate all students towards STEM higher education and careers.

Download or read book Blended written by Michael B. Horn and published by John Wiley & Sons. This book was released on 2014-10-15 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Navigate the transition to blended learning with this practical field guide Blended is the practical field guide for implementing blended learning techniques in K-12 classrooms. A follow-up to the bestseller Disrupting Class by Clayton M. Christensen, Michael Horn, and Curtis Johnson, this hands-on guide expands upon the blended learning ideas presented in that book to provide practical implementation guidance for educators seeking to incorporate online learning with traditional classroom time. Readers will find a step-by-step framework upon which to build a more student-centered system, along with essential advice that provides the expertise necessary to build the next generation of K-12 learning environments. Leaders, teachers, and other stakeholders will gain valuable insight into the process of using online learning to the greatest benefit of students, while avoiding missteps and potential pitfalls. If online learning has not already rocked your local school, it will soon. Blended learning is one of the hottest trends in education right now, and educators are clamoring for "how-to" guidance. Blended answers the call by providing detailed information about the strategy, design, and implementation of a successful blended learning program. Discover a useful framework for implementing blended learning Unlock the benefits and mitigate the risks of online learning Find answers to the most commonly asked questions surrounding blended learning Create a more student-centered system that functions as a positive force across grade levels Educators who loved the ideas presented in Disrupting Class now have a field guide to making it work in a real-world school, with expert advice for making the transition smoother for students, parents, and teachers alike. For educational leaders seeking more student-centered schools, Blended provides the definitive roadmap.

Download or read book Investigating the Impact of Blended Learning on Academic Performance in Higher Education written by Paul Bazelais and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This dissertation consists of three chapters that contribute to the study of blended learning and academic performance. The importance of STEM education is well documented in the literature; however, many educators and researchers have expressed major concern regarding the present state of STEM education. To improve this situation, new pedagogies, such as blended learning have been proposed and researched. The last decade has seen an increase in the use of blended learning to support student learning and enhance engagement in STEM education; however, the effect of blended learning on teaching and learning remains unclear and often are mixed. The extant research has addressed the benefits and effectiveness of blended learning, as well as the impact of blended learning on academic performance, however, the findings suggest a lack of agreement on the nature of the relationship between blended learning and academic performance. Since the implementations of blended learning have become ubiquitous, it is imperative to understand their impact, especially on students' learning outcomes and achievement. To address these gaps in the literature, this dissertation, composed of three empirical studies, examines the relationship between blended learning and academic performance in a sample of pre-university CEGEP science students. Study 1 investigates the link between blended learning and academic performance-using a low-intensity blended context as a point of reference for the follow-on studies (Studies 2 and 3) in this multi-study dissertation. Study 2 examines the impact of frequent two-stage quizzes and peer formative feedback in blended learning situations on performance. Whereas study 3 examines the impact of asynchronous online video instructions with online homework & instant feedback in blended learning situations on performance. This research contributes to the literature by expanding on the understanding of how blended learning is linked to academic performance. The dissertation concludes with a discussion of the implications as well as avenues for future research"--

Download or read book The Impact of a Blended Learning Environment on Student Achievement written by Jonathan Brant Puckett and published by . This book was released on 2020 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Learner controlled Blended Instruction on Academic Achievement written by Nancy Acemian and published by . This book was released on 2014 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: To date blended learning designs for university courses range from complementing the face-to-face class experience to replacing parts of the face-to-face contact time with online modules. The design is usually set by the instructor and/or instructional designer of the course and all students use the prescribed model. In introductory courses, typically first year courses, students’ prior knowledge of the course topic range from limited to substantial, especially in a computer programming course. Having all students in such a course confined to the same course structure is unlikely to respond to differential student needs. The design proposed and studied in this research paper thus deviates from this approach. The face-to-face course was supplemented by lecture capture and a number of learning objects available online for students to use whenever and wherever they want. Students chose to attend or not attend classes, and chose which online tools to use and when. That is, they could switch throughout the term between being a face-to-face student or a blended/hybrid student based on their varying learning needs at different points in the term. They only needed to be present for summative evaluations. The study was exploratory in nature, looking at the relationship between students’ attendance records and their use of the online learning tools with their performance on summative evaluations. By examining the most successful usage patterns, the goal was to establish guidelines for students on how to best study in an introductory computer programming course. The results showed that the attendance was not greatly affected by the availability of the lecture capture and learning tools online. Students initially used the online tools to supplement the in-class experience but not to replace it. Of the resources available online, the most popular was the lecture capture (a passive information tool) followed by the formative evaluation quizzes (an active cognitive tool). Students’ usage pattern of the tools changed during the term. Most students started off as a predominantly face-to-face student but many switched to being hybrid or blended learners. Many students never used the online environment and remained face-to-face learners. Of those who did use the online tools, three usage patterns emerged: the distributed user, the massed user and the one-time user. Results show that the distributed user significantly outperformed the massed users. The non-users, of which many had prior programming experience, also outperformed the massed users. A secondary focus of this research was the role that math background played on the performance of students in the course. The literature addressing this issue yielded contradictory results, ranging from having no impact to giving an edge. While no relationship was found with math background and achievement, student’s ability to follow instructions, one of the skills tested for in the thinking skills measure, was a significant indicator of performance. Overall, the wide variability in use of the online learning environment demonstrated that this pedagogical model can effectively attend to differing needs of a heterogeneous student population. Encouraging students with low prior knowledge to make frequent use the online tools emerged as a recommendation for instructors and students alike.

Download or read book Growing Diverse STEM Communities written by Leyte L. Winfield and published by . This book was released on 2020-10-22 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Role of the MSEIP grant in the success of STEM undergraduate research at Queensborough Community College and beyond -- Enhancing student engagement with peer-led team learning and course-based undergraduate research experiences -- Aiming toward an effective Hispanic serving chemistry curriculum -- Computational chemistry and biology courses for undergraduates at an HBCU : cultivating a diverse computational science community -- NanoHU : a boundary-spanning education model for maximizing human and intellectual capital -- Design and implementation of a STEM student success program at Grambling State University -- The role of the ReBUILDetroit Scholars Program at Wayne State University in broadening participation in STEM -- "Using scholars programs to enhance success of underrepresented students in chemistry, biomedical sciences, and STEM" -- The MARC U*STAR Program at University of Maryland Baltimore County (UMBC) 1997-2018 -- Pathways to careers in science, engineering, and math -- Leadership dimensions for broadening participation in STEM : the role of HBCUs and MSIs -- Bloom where you are planted : a model for campus climate change to retain minoritzed faculty scholars in STEM fields -- Maximizing mentoring : enhancing the impact of mentoring programs and initiatives through the Center for the Advancement of Teaching and Faculty Development at Xavier University of Louisiana -- Mentors, mentors everywhere : weaving informal and formal mentoring into a robust chemical sciences mentoring quilt -- Using technology to foster peer mentoring relationships : development of a virtual peer mentorship model for broadening participation in STEM.