| 1 |
The Impact of Extracurricular Activities and Attendance on Student Achievement at a Mississippi Community College
|
|
|
|
In: Doctoral Dissertations and Projects (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Students as partners in assessment (SaPiA): a literature scoping review
|
|
|
|
In: Ní Bheoláin, Ruth orcid:0000-0001-6334-7501 , Lowney, Rob orcid:0000-0002-8866-4367 and O'Riordan, Fiona orcid:0000-0002-0139-5169 (2020) Students as partners in assessment (SaPiA): a literature scoping review. Other. National Institute for Digital Learning, Dublin City University. ISBN 978-1-911669-17-3 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Sprachsensibler Geschichtsunterricht als Professionalisierungsaufgabe ... : Language-sensitive history teaching as a task of professionalization ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
"Les fondements communs de nos démocraties modernes". Persönliche Eindrücke aus einem französisch-deutsch-ungarischen Erasmus+ Projekt
|
|
|
|
In: Quoi de neuf : nouvelle du bilingue (2020), S. 61-75 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Sprachsensibler Geschichtsunterricht als Professionalisierungsaufgabe ; Language-sensitive history teaching as a task of professionalization
|
|
|
|
In: Schweizerische Zeitschrift für Bildungswissenschaften 42 (2020) 3, S. 656-668 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The Out-of-Classroom Engagement Experiences of First-Generation College Students that Impact Persistence
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Evaluating the impact of online discussion boards on student engagement with group work
|
|
|
|
In: Delaney, D, Kummer, T-F, Singh, KH, (2019). Evaluating the impact of online discussion boards on student engagement with group work. British Journal of Educational Technology, Vol. 50, No. 2, p. 902-920 http://dx.doi.org/10.1111/bjet.12614 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Inklusive Sprach(en)bildung. Ein interdisziplinärer Blick auf das Verhältnis von Inklusion und Sprachbildung
|
|
|
|
In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 154 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Inklusives Lehren und Lernen. Allgemein- und fachdidaktische Grundlagen
|
|
|
|
In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 209 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung ; forschung klinkhardt) (2019)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Students as creators: The impact of digital innovation on Irish-language learning
|
|
|
|
Abstract:
The overall aim of this study is to explore the possibilities for enhancing the Irish-language learning experience in English-medium primary school classrooms through students collaboratively constructing digital artefacts via design-based learning activities. Specifically, the researcher investigates the potential of digital storytelling and animation tools to enhance students’ attitudes towards and abilities in the Irish language. This study culminates in a practical innovative model called TALES (Technology, Activity, Language Learning, Engagement and Story). It supports a student-centred, technology-enhanced, design-based, constructionist and collaborative approach to language learning. It can be adopted and adapted by Irish-language teachers to foster a more active, communicative and creative approach to language learning. TALES engaged students in innovative Irish-language learning activities. Curriculum was upheld through students writing stories around curricular themes and drawing on specific language constructs in the process. Technology learning was supported through students engaging in meaningful design activities using constructionist tools as they created digital and animated stories. TALES integrates all four language skills through the storytelling phase and then maps them to four corresponding multimedia skills during the digital recreation phase, developing language and technology skills in the process. TALES externalises student thinking whilst they collaboratively create sharable learning artefacts, negotiating meaning and deepening learning in the process. It engages students in the meaningful production of the Irish language, providing them with increased and spontaneous opportunities to speak and write the language through creative writing and digital recreation activities, and all through the medium of Irish. TALES not only offers a possible solution to the problem of underachievement in Irish in English-medium schools, but it is also a powerful and inspiring example of how Irish can be taught and learned in a meaningful fun way. Students were intrinsically motivated to learn. They showed a greater interest in Irish and demonstrated a more positive attitude towards the language. Their comprehension and written skills improved. While their oral skills also improved and students made more of an attempt to speak in Irish, it was at a slower rate. They also became more digitally fluent as they became more adept at designing and creating, and they developed interpersonal, communicative and problem-solving skills in the process.
|
|
Keyword:
Active learning; Animation; Coding; Collaborative learning; Communicative Language Learning; Constructionism; Design-based learning; Design-based research; Digital fluency; Digital Storytelling; Education; Gaeilge; Innovative Learning Activities; Irish primary curriculum; Irish-language learning; Programming; Student-Centred Learning; TALES; Technology-Enhanced Learning
|
|
URL: http://hdl.handle.net/10379/15300
|
|
BASE
|
|
Hide details
|
|
|
| 11 |
Comparing Student Feedback on Roleplay and Speech Oral Speaking Activities with respect to Communicative Competence
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Interactive training of foreign medical students for verbal communication in the process of learning the Ukrainian language
|
|
|
|
In: Zhytomyr Ivan Franko State University Journal. Рedagogical Sciences; № 4(99) (2019); 56 - 66 ; Вісник Житомирського державного університету імені Івана Франка. Педагогічні науки; № 4(99) (2019); 56 - 66 ; 2664-0155 ; 2663-6387 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The relationship between participation in out-of-class activities and cognitive and social outcomes of Korean college students
|
|
|
|
In: International journal for research on extended education : IJREE 6 (2018) 1, S. 80-97 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
PSYCHOLOGICAL CHARACTERISTICS OF STRUCTURE OF LEARNING OF MEDICAL STUDENTS ; Психологічні особливості процесу і структури учіння студентів-медиків
|
|
|
|
In: Психологія і особистість; № 1 (2015); 186-198 ; 2410-3527 ; 2226-4078 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Am "I" Part of a "We"?: A Study of Inclusive Language and Organizational Identification within Student Organizations
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
СТРУКТУРНЫЕ ЭЛЕМЕНТЫ РАЗВИТИЯ НРАВСТВЕННОГО НАЧАЛА ЛИЧНОСТИ КУРСАНТА СРЕДСТВАМИ ФИЗИЧЕСКОЙ КУЛЬТУРЫ И СПОРТА
|
|
СЛАВКО А.Л.; ПОЙДУНОВ А.А.. - : Федеральное государственное казенное образовательное учреждение высшего образования «Белгородский юридический институт Министерства внутренних дел Российской Федерации им. И.Д. Путилина», 2016
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Instructor interview for Place-Based WAC/WID writing instruction in a sophomore honors seminar, clip 6 of 10
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
ОСНОВНЫЕ ПРИНЦИПЫ И ЭТАПЫ В РЕАЛИЗАЦИИ ЭКСПЕРИМЕНТА ПО СТАНОВЛЕНИЮ СУБЪЕКТНОЙ ПОЗИЦИИ СТУДЕНТА
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
ПРОЦЕССУАЛЬНАЯ ХАРАКТЕРИСТИКА ПРЕДМЕТНОЙ ПОДГОТОВКИ ДОШКОЛЬНИКОВ К ОБУЧЕНИЮ В ШКОЛЕ
|
|
Гребенникова, Ирина. - : Государственное образовательное учреждение высшего профессионального образования Тамбовский государственный университет им. Г.Р. Державина, 2013
|
|
BASE
|
|
Show details
|
|
|
| 20 |
An Examination of Commuter and Residential Student Time Allocation and Relationship to Student Retention
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
