Description Students want to know what will be on the test. But faculty want students to focus on authentic learning rather than simply scoring well. Our strategy addresses both desires. Good course design involves alignment of course and lesson objectives with relevant activities and assessments. It is imperative that students be provided with this “roadmap” …
Continue reading “Encouraging Metacognitive Learning by Visualizing Objectives”
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Academic Integrity,
Alignment,
Cognitive Theory,
Connectivism,
Content,
Discussions,
Formative,
Learning Activities,
Learning Objective,
Learning Presence,
Metacognition,
Peer Learning,
Scaffolding,
Social Presence,
Visual
Description Peer review is a strategy steeped in the social interaction proposed as essential to cognitive development by scholars such as Bruner and Vygotsky (Price, O’Donovan, & Rust, 2007; Hughes, Ventura, & Dando, 2004). Peer review involves small groups or pairs of students sharing work with one another, creating an environment where students can develop …
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Cognitive Theory,
Discussions,
Expertise,
Peer Review,
Scaffolding,
Social Learning
Description Numerous studies have found that students who use simulations to learn concepts then subsequently demonstrate higher test scores than students using traditional lecture and discussions to cover the same material. Thus, the research indicates that online students could benefit from properly designed simulations (Porter, 2004). Individual instructors have two basic choices for obtaining simulations: …
Continue reading “Use Excel-based Simulations to Improve Online Student Understanding of Deterministic Financial Models”
Related Tags:
Cognitive Theory,
Content,
Excel,
Experiential Learning,
Optimization,
Simulation
Description How should you organize your content? Based on cognitive information processing (CIP) research (Mayer, 2001 & 2005), it is recommended to break down information into smaller, more manageable pieces or “chunks.” The sizing of the chunks means that the effect on cognitive load will be reduced and it creates somewhat of a scaffold for …
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Chunking,
Cognitive Theory,
Content
Description An advance organizer is relevant introductory materials presented in advance in any format of text, graphics, or hypermedia (Ausubel, 1968). Instructors may use an advance organizer to present a framework for module content Ausubel’s idea of an “advance organizer” is to relate what a student already knows to the new content to be learned …
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Related Tags:
Cognitive Theory,
Concept Map,
Content
