Otter, R. R., Seipel, S., Graeff, T., Alexander, B., Boraiko, C., Gray, J., Petersen,
K., & Sadler, K. (2013). Comparing student and faculty perceptions of online and traditional
courses. Internet and Higher Education, 19, 27-35.
In this article, participants in an MTSU SoTL faculty learning community surveyed students and faculty. Significant findings showed that compared to faculty perceptions, students tend to see online courses as more self-directed and believe that online students must be more willing to teach themselves. Students in online courses feel more disconnected from professors and fellow students than professors believe them to be. In addition, faculty tend to see the role of the professor as more critical to the success of online courses than students do.
Dye, J., Cheatham, T., Rowell, R., Barlow, A., & Carlton, R. F. (2013). The impact
of modeling instruction within the inverted curriculum on student achievement in science.
Electronic Journal of Science Education, 17 (2), 1-19.
In this paper, the authors study the impact of two teaching strategies (inverting the order of the science courses and using modeling instruction as the teaching pedagogy) on student achievement in high school science as measured by the ACT science subscore. Data for eight graduating high school classes were used for this in situ study as the school transitioned from a traditional science curriculum to an "inverted curriculum" to an "inverted curriculum with modeling instruction." Improvements in ACT science scores were statistically significant.
Brinthaupt, T. M. (2013). Should schools be in the business of enhancing student self-perceptions?
In K. Roney & R. P. Lipka (Eds.), Middle grades curriculum: Voices and visions of the self-enhancing school (pp. 1-16). Charlotte, NC: Information Age Publishing.
In this chapter, the author addresses questions about whether it should be part of the school's purpose to help students to enhance their self-perceptions and clarify their values and whether it is, in any way, the school's job to help students' to clarify their self-understanding. Research evidence is reviewed with regard to the wisdom, necessity, and/or effectiveness of enhancing student self-perceptions.
Calder, J. E., & Brinthaupt, T. M. (2013). The effects on teachers and students of using vague and specific learning constructs to enhance self-perceptions. In K. Roney & R. P. Lipka (Eds.), Middle grades curriculum: Voices and visions of the self-enhancing school (pp. 227-240). Charlotte, NC: Information Age Publishing.
In this chapter, the authors focus on vague and specific learning constructs as they relate to the current school climate being dominated by state and federal legislation, including No Child Left Behind (NCLB), state standards, and state-mandated assessments. In this context, they argue that vague overall learning constructs can have enhancing features while specific learning constructs can be debilitating in terms of student self-perceptions.
Powell, G. M., Johnson, C. W., James, J. J., & Dunlap, R. (2013). Four courses within a discipline: UGA Unified Core. Scholé. 28(1), 44-53.
In this paper, the authors discuss the ways in which they managed the classroom culture as well as the logistics of integrating what had previously been separate courses into a unified, organic mega-course, which they called The Integrated Core. Four courses are taught as one course to the juniors coming into the Recreation and Leisure Studies major.
Quinn, T. J., & Rai, S. (2013). Variation of parameters in differential equations - A variation in making sense of variation of parameters. Problems, Resources and Issues in Mathematics Undergraduate Studies (PRIMUS), 23(1):25-44.
In this paper, the authors provide information for instructors teaching a first course in undergraduate differential questions, where the students already have covered first-order linear equations and second-order homogeneous linear equations. They provide a variation to the standard textbook approach to variation of parameters, intended to help students find their way toward a key insight: "Aha! Let's try ..." They point to several reasons why it can be important for students to learn variation of parameters.
Boyer, S. L., Edmondson, D. R., Artis, A. B., & Fleming, D. (2014). Self-directed
learning: A tool for lifelong learning. Journal of Marketing Education, 36(1), 20-32. In this paper, the authors report the results of a meta-analytic review of self-directed
learning (SDL) research over 30 years, five countries, and across multiple academic
disciplines, in order to explore its relationships with five key nomologically-related
constructs for effective workplace learning. The meta-analysis revealed positive relationships
between SDL and internal locus of control, motivation, performance, self-efficacy,
and support. The use of an actual SDL project in an undergraduate sales management
course and an MBA selling and sales management course is used to provide supporting
evidence and practical advice for educators seeking to use SDL to promote lifelong
learning skills in students.
Fisher, L. S., Gardner, J. G., Brinthaupt, T. M., & Raffo, D. M. (2014). Conditional
release of course materials: Assessing best practice recommendations. Journal of Online Learning and Teaching, 10(2), 228-239.
The authors present data from several courses that utilized conditional release tools. The results provided strong support for several of our best practice recommendations from the Gardner et al. (2011) article. The 2014 Horizon Report, an annual publication on the key trends in educational technology, lists learning analytics and adaptive learning as important long-range developments. Our work on conditional release will contribute to the research and practice literature on these trends.
Brinthaupt, T. M., Clayton, M. A., Draude, B. J., & Calahan, P. T. (2014). How should I offer this course? The Course Delivery Decision Model (CDDM). Journal of Online Learning and Teaching, 10(2), 326-336.
This paper provides the first comprehensive model to guide course developers in making decisions about how to best deliver their courses. The authors propose a conceptual model for making delivery mode decisions that best optimize one's student learning outcomes. The model guides developers through a strategic and systematic evaluation of how their course content, activities, and assessments can be best delivered, among the options of fully online, hybrid/blended, or traditional face-to-face.
Abolins, M.J. (2014). Undergraduates discovering folds in "flat" strata: An unusual undergraduate geology field methods course. Journal of Geoscience Education, 62.
In this paper, the author describes undergraduates learning to measure, map, and interpret bedding plane attitudes during a semester-long geology field methods course in a field area where strata dip less than 9 degrees. Students reproduced faculty dip directions in all 5 structural domains and mean bedding plane attitudes in 4 of 5 structural domains. The mean student evaluation score was 4.1 on a 5 point scale and all seven evaluation category means were well within one standard deviation of departmental means.
Not currently available.
Gilbert, J. A., & Raffo, D. (2014). Inspiring the civil revolution: The role of bullying education and experiential learning. Journal on Excellence in College Teaching. Students often learn better from listening to their peers. In this article, the authors describe the collaboration between an experiential learning management class and a local high school to educate on the topic of bullying. Lessons learned and the theoretical basis for civility outreach are shared.
Not currently available.
Phillips, M. E., & Graeff, T. (2014). Using an in-class simulation in the first accounting
class: Moving from surface to deep learning. Journal of Education for Business, 89: 241-247.
The authors designed an in-class simulation as an intervention to move students toward deep learning and away from surface learning. The simulation consists of buying and selling merchandise and accounting for transactions. The simulation is an effective tool in building student confidence, creating a more positive attitude toward accounting, and sustaining a deeper understanding of accounting principles.