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AuthorKaufman, William T.
MetadataShow full item record
AbstractThe traditional learning environment and electronic learning environment are quickly being blended into some curriculum's at the elementary level. Using the qualitative comparison study this paper analyzed what type of environment was most effective for an elementary student. Three students within a second grade classroom were chosen to be observed based on current levels of performances in the areas of English – Language Arts and Mathematics. Student behavior, engagement, and academic success were all concepts that were analyzed. Parent teacher conference notes were analyzed to determine if the electronic learning program was suitable for usage outside of school hours.
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E-Learning Electricity A Web-Based Training System: Applied to Teaching the Fundamentals and Function of Electrical Theory as it relates to Direct Current Automotive CircuitsStam, Kathryn; Advisor; Lizardi, Ryan; Second Reader; Vair, William Scott (2019-08)The purpose of this thesis project is to create a proposal for a new e-learning program that would span the gap between the theoretical and real-world application of electrical theory as it relates to automotive direct current circuits. This proposed e-learning program will currently be focused on the subject of automotive direct current circuits, but is considered scalable for other subjects in the future. The application of this proposed e-learning program is to be used by learners as a resource to help deepen their knowledge through active learning and subject mastery. Active learning and subject mastery are be achieved by utilizing simulation and gamification as a means of engaging and motivating the learner. This will be accomplished within this proposed e-learning program by implementing the principles of Piaget’s Theory of Constructivism, Jerome Bruner’s Theory of Discovery Learning and Bloom & Carroll’s Theory of Mastery of Learning (Bates, 2016). This proposal also includes design mockups for the homepage, interactive activities, learning games and an assessment quiz. It is my intention to someday see this proposed e-learning program become a reality and be implemented for the future enhancement of education and the edification of learners.
E-Learning: How Constructivist Learning Theory Guides Module LearningCannarelli, Gabriella; Kahn, Russell; Advisor; Schneider, Steven; Reviewer (2016-12-01)This paper will review the theory behind constructivism and how it connects to module based e-learning. Social and cognitive constructivism have similar views, but they are very different. Constructivism calls for a student to learn based off of previous experiences and building on that knowledge to make new assumptions. People argue the effectiveness of module learning, but many find it to be the up and coming way of learning. Technology usage is getting greater and greater all the time so why not shift how we do education? e-learning is the way of the future. Learning modules utilizing learning management systems offer a direct route to both successful learning, but also connects to the theory around constructivism.
The Study of Mastery Testing Strategy Versus an Averaging Testing StrategyWhitford, Melinda M.; The College at Brockport (2000-04-01)In addition to the traditional learning style, an alternative approach is mastery learning. Traditional classroom settings typically include lectures and seat work. These methods are believed to support a masculine style of learning, as they are more individualistic and competitive. Boys tend to respond to questions quickly and confidently. Girls tend to wait longer and choose words more carefully. This leads to male students dominating the classroom. Mastery learning encourages a more cooperative style of learning. Mastery learning theorizes that if students are given the necessary amount of time needed to attain a mastery of a skill, and if the student spent that much time learning the skill, then the student would reach mastery. This master thesis examined the two different testing strategies to see if mastery learning can be appropriate for use in the school system. The study compared two testing strategies in a high school Regents chemistry class. The first allowed students to retake tests and quizzes up to three times, if desired, and the average for all taken would be recorded. The second strategy demanded an 80% or higher mastery level for each unit. Failure to reach 80% would result in a zero. Possible grades for this strategy were 0, 80, 90, and 100. Two teachers used both testing strategies using traditional methods alongside cooperative activities. Results show that there is no significant difference between testing strategies when examining exam averages and passing percentages, however students had a significantly higher percentage of achieving an 80 or higher in the mastery testing strategy. Girls in particular performed much better with the mastery strategy than with the averaging strategy.