Student Learning: Improving Practice

STUDENT LEARNING: IMPROVING PRACTICE STUDENT LEARNING: IMPROVING PRACTICE Library of Congress Cataloging-in-Publication Data CONTENTS ACKNOWLEDGMENTS LIST OF CONTRIBUTORS EDITOR CONTRIBUTORS INTRODUCTION IMPROVING LEARNING AND PARTICIPATION IN THE 21ST CENTURY EDUCATIONAL ENVIRONMENT CONCLUSION Chapter 1: I THINK THAT I THINK I KNOW WHAT I'M DOING: IMPROVING LEARNING THROUGH THE USE OF META-COGNITION ABSTRACT INTRODUCTION – DEVELOPMENTAL BACKGROUND WHAT ARE SOME OF THE PROCESSES INVOLVED IN METACOGNITION? PRACTICAL APPLICATIONS OF METACOGNITION CONCLUSION ACKNOWLEDGMENTS REFERENCES Chapter 2: FUTURE DIRECTION OF ATTRIBUTION RETRAINING FOR STUDENTS WITH LEARNING DIFFICULTIES: A REVIEW ABSTRACT INTRODUCTION SELF-EFFICACY AND MOTIVATION ATTRIBUTIONS FOR LEARNING LEARNING DIFFICULTIES AND ACADEMIC SELF-ESTEEM INTERVENTIONS TARGETING ATTRIBUTIONS COGNITIVE BEHAVIOURAL BASED PROGRAMS CONCLUSION REFERENCES Chapter 3: THE 21ST CENTURY LAW STUDENT: THE LECTURE ROOM OR THE MOBILE PHONE? ABSTRACT INTRODUCTION BLENDED LEARNING THE DIFFERING DEMANDS OF FULL TIME AND PART TIME STUDENTS STUDENT OPINION ON FLEXIBLE BLENDED LEARNING MULTIPLE CHOICE QUESTIONING TO REINFORCE I-LECTURES EMPIRICAL RESEARCH OF ASSESSMENT RESULTS, INCLUDING FORMATIVE MCQS CONCLUSION REFERENCES Chapter 4: THE CREATION AND IMPLEMENTATION OF INTERACTIVE OPPORTUNITES TO PROMOTE LEARNING BETWEEN LECTURES ABSTRACT INTRODUCTION USING COURSE WEB SITE TOOLS TO PROMOTE COMMUNICATION AND COLLABORATION ONLINE SELF-ASSESSMENT DEVELOPMENT OF INTERACTIVE E-LEARNING MODULE CONTENT MOBILE LEARNING STUDENTS ARE AN INVALUABLE RESOURCE CONCLUSION REFERENCES Chapter 5: A DESIGN FRAMEWORK FOR ENHANCING ON-LINE LEARNING ABSTRACT THE CONTEXT LEARNING OCCURS IN A COMMUNITY OF PRACTICE LEARNING IS LEARNER CENTRED LEARNING IS FLEXIBLE AND BASED ON INDIVIDUAL NEEDS LEARNING IS RESOURCE BASED, AND TECHNOLOGY MEDIATED LEARNING IS BOTH INDIVIDUAL AND NETWORKED LEARNING IS DEMONSTRATED WHEN NEW, AND VALUED KNOWLEDGE IS CREATED LEARNING IS COGNITIVE, AFFECTIVE, SOCIAL AND SENSORI—MOTOR LEARNING IS BEST SUPPORTED THROUGH CONSTRUCTIVE ALIGNMENT OF ASSESSMENT, CURRICULUM AND PEDAGOGY LEARNING IS BEST WHEN ACTIVITIES AREPURPOSEFUL AND ALIGNED WITH ASSESSMENT CONCLUSION REFERENCES Chapter 6: A STUDY OF FACTORS INFLUENCING SUCCESS IN AN INTRO TO ENGLISH LINGUISTICS ABSTRACT LITERATURE REVIEW METHODS RESULTS DISCUSSION FUTURE RESEARCH ACKNOWLEDGMENT APPENDIX A: SURVEY QUESTIONS REFERENCES Chapter 7: SUPPORTING STUDENT LEARNING THROUGH COLLABORATIVE ASSESSMENT TASKS ABSTRACT INTRODUCTION LITERATURE REVIEW CONTEXT METHOD FINDINGS DISCUSSION COLLABORATIVE ASSESSMENT ACTIVITIES: CASE STUDIES CONCLUSION REFERENCES Chapter 8: EXAMINING THE ASSESSMENT OPPORTUNITIES FOR CULTURAL CONNECTEDNESS FOR STUDENT LEARNING: A SOCIOCULTURAL ANALYSIS ABSTRACT BACKGROUND OVERVIEW METHODOLOGY RESULTS AND DISCUSSION CONCLUSION REFERENCES Chapter 9: STUDENT PATHWAYS TO GLOBAL CITIZENSHIP ABSTRACT STUDENT PATHWAYS TO GLOBAL CITIZENSHIP CONCEPTIONS OF GLOBAL CITIZEN VALUES CONCEPTIONS OF ANTECEDENTS TO GLOBAL CITIZENSHIP A SOCIAL IDENTITY PERSPECTIVE OF GLOBAL CITIZENSHIP EVIDENCE OF ANTECEDENTS AND OUTCOMES OF GLOBAL CITIZENSHIP EMPIRICAL EVIDENCE OF NORMATIVE ENVIRONMENT AS A PATHWAY TO GLOBAL CITIZENSHIP EMPIRICAL EVIDENCE OF GLOBAL AWARENESS AS A PATHWAY TO GLOBAL CITIZENSHIP ENGENDERING GLOBAL CITIZENSHIP IN EDUCATIONAL SETTINGS CONCLUSION REFERENCES Chapter 10: ACTION-EMOTION STYLE, TEST ANXIETY AND RESILIENCE IN UNDERGRADUATE STUDENTS ABSTRACT INTRODUCTION METHOD DISCUSSION AND CONCLUSION ACKNOWLEDGMENT REFERENCES Chapter 11: CRITICAL THINKING: FOCAL POINT FOR A CULTURE OF INQUIRY ABSTRACT THEMATIC QUOTE INTRODUCTION: PURPOSE AND BIASES OF THIS CHAPTER CULTURE OF INQUIRY AND RESPECT – INSEPARABLE ELEMENTS CROSSING DISCIPLINES AND CURRICULUM YEARS – LIMITS OF SILOS AND PROGRESSION FROM NOVICE TO EXPERT CRITICAL THINKING – DEFINE IT AND MOVE ON SETTINGS TO ENHANCE CRITICAL THINKING KNOWLEDGE AND CRITICAL THINKING: A LITTLE THE SAME BUT MOSTLY DIFFERENT COMPONENTS TO GUIDE LEARNING AND ASSESS PERFORMANCE – THE THOUGHT PROCESS IS THE OUTCOME A MODEL TO GUIDE LEARNING AND ASSESS PERFORMANCE FULFILLMENT AND LIMITS ON ASSESSMENT: ASSESSMENT AND RANKING INTRODUCTION TO A MODEL FOR CRITICAL THINKING ASSESSMENT ELEMENTS OF A MODEL FOR ASSESSING CRITICAL THINKING GOOD NEWS: WE ARE ALREADY DOING MUCH OF THIS CONCLUSION ACKNOWLEDGMENT REFERENCES INDEX