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Speech and language therapists perspective of an e-learning course on providing feedback in the clinical learning environment
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62 |
Autoesquemas posibles de ficción : la inmersión narrativa como proceso de integración conceptual
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63 |
A Comparison of Real-Time and Delayed Visual Performance Feedback On Teacher Praise
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In: Faculty Publications (2021)
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An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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65 |
Pedagogies of Engagement: Teachers’ engagement practices in English and Mathematics at Key Stage Two of the primary school
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66 |
How do health services engage culturally and linguistically diverse consumers? An analysis of consumer engagement frameworks in Australia
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67 |
Sustainability of community-based theatre: A case study of Repertory Invercargill
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68 |
Indigenous women in science: A proposed framework for leadership, knowledge, innovation, and complexity
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In: University of South Florida M3 Center Publishing (2021)
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An Evaluation of Student Participation in the Student Alumni Association Program at the University of South Florida
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Wider, LaToya. - : Digital Commons @ University of South Florida, 2021
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In: Graduate Theses and Dissertations (2021)
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70 |
Creativity and arts-based expression: Building resilience in the pandemic and beyond
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71 |
Engaging universe 4.0: The case for forming a public relations-strategic intelligence hybrid
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72 |
Student engagement with teacher written feedback on IELTS Writing Task 2 rehearsal essays
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Pearson, WS. - : University of Exeter, 2021. : Graduate School of Education, 2021
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MULTICULTURAL MULTILINGUAL FAMILY-SCHOOL PARTNERSHIPS IN HAWAIʻI: “A BACK AND FORTH RELATIONSHIP”
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74 |
Online extensive reading in an EFL context: Investigating reading fluency and perceptions
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Bui, Tuan; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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Localization and Transferability of Community Engagement Concepts
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In: New Librarianship Symposia Series: Fall 2021 (2021)
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An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom
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77 |
Research on Learner Engagement with Written (Corrective) Feedback: Insights and Issues
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Rethinking Online Education to Maximize Student Engagement
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Focus on relationships and strengths: Engaging international learners online
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Using deliberate mistakes to heighten student attention
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In: Journal of University Teaching & Learning Practice (2021)
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Abstract:
Attracting and retaining students’ attention is a concern for educators at every level of education, including those in higher education. Despite compelling evidence that student-centred pedagogies enhance attention, motivation and learning gain, exposition-centred delivery in forms such as lectures persists across higher education. Contemporary research on student attention suggests that student concentration in class begins to wane within 10 minutes; that neither tutorials or lectures tend to engage students effectively; and that the optimum length of a lecture is as little as 30 minutes. Where previous studies of student attention have focussed on the impacts of active listening, flipped classrooms and authentic assessment, the exploratory study reported here sought to determine the impact of a “deliberate mistake strategy” (DMS). The study engaged 103 undergraduate business students who self-assessed their attention span before and after a DMS was employed within their semester-long unit. Analysis of the students’ self-report involved paired sample t-tests and revealed that students’ attention span had increased significantly as the result of their engagement in DMS; there were no significant gendered differences. Cohen’s d revealed a large effect size with students reporting that DMS had helped them to increase their perceived attention span when in class. Amid continued debate about how to engage students and growing realisation that multiple approaches are needed, the findings suggests that the use of a simple strategy such as DMS merits further attention.
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Keyword:
attention; consciousness; higher education; higher education with a case study in finance; learning; Student engagement
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URL: https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2398&context=jutlp https://ro.uow.edu.au/jutlp/vol18/iss6/13
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