Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from essay:
Furthermore, by actively engaging students in the multimedia development process, their critical thinking skills are put to good use, vocabulary retention is enhanced and students will likely enjoy the process far more than a traditional lecture format or simply reviewing what multimedia materials are provided by educators.
One of the overriding issues that emerged from this study was the fact that students were actively engaged in the educational material development process, but this did not mean that they were simply assigned a task and allowed the "muddle through" the process. Rather, this approach required extensive planning and preparation on the part of the second language educator to provide the framework that was needed for the students to succeed. This process is more challenging than might be expected, and involves far more than just placing existing course content online or on a CD/DVD format. Consideration must be given to how the course materials will be used, what supplementary materials should be included to augment the learning process and the time required to create and implement them, all of which require a comprehensive understanding on the part of the second language teacher.
In this regard, time, like other scarce resources, is of the absolute essence in most second language classrooms and teachers simply do not enjoy the luxury of false starts or experiments that may provide dubious results. Therefore, building on what has been proven to be effective in the past in promoting second language acquisition represents a viable and sensible approach to making the learning process more efficient and even more enjoyable for all of the stakeholders that are involved (e.g., both students and teachers alike). In the final analysis, multimedia resources represent a valuable addition to the repertoire of teaching tools in the second language acquisition classroom, and their value can be enhanced by enlisting the assistance of students in their creation and implementation.
Nikolva, O.R. (2002). Effects of students' participation in authoring of multimedia materials on student acquisition of vocabulary. Language, Learning & Technology, 6(1), 100.
Effects of Students' Participation in Authoring of Multimedia Materials on Student Acquisition of Vocabulary.
This study investigated the effects on vocabulary acquisition of student participation in authoring a multimedia instructional module. Sixty-two subjects were randomly assigned to two groups, and each group was randomly assigned to one of two treatments. The control subjects were asked to study a French text downloaded from the Internet and presented on a computer. In the text,[continue]
"Students' Participation In Authoring Of" (2011, February 23) Retrieved October 25, 2016, from http://www.paperdue.com/essay/students-participation-in-authoring-of-11325
"Students' Participation In Authoring Of" 23 February 2011. Web.25 October. 2016. <http://www.paperdue.com/essay/students-participation-in-authoring-of-11325>
"Students' Participation In Authoring Of", 23 February 2011, Accessed.25 October. 2016, http://www.paperdue.com/essay/students-participation-in-authoring-of-11325
Student Engagement and Mathematical Justification The following paper begins with the description of student engagement. It moves further to identify the effect of student engagement on student performance. In addition to that, the paper also focuses on the importance of mathematical justification. The paper also highlights the importance of student engagement in mathematical justification. Furthermore, the paper comments on the options that the teachers have for improving the student engagement in their
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
The study used student projects as the main vehicle for integrating active learning methods into the lecture. The study took place during a 10-week class, with four projects being assigned to groups of size four to six. Projects centered on (1) statistical tests of goodness-of-fit; (2) design of a simple experiment and analysis of variance using two factors; (3) factorial design experiment and analysis; and (4) regression analysis. In
Student engagement is a major issue at institutions of higher learning throughout the world. Many students are not learning properly because there is a lack of engagement. More specifically, business schools throughout the country strive to ensure that students are engaged and understand the concepts that are being taught. In the world of business there are many ethical and social implications once students graduate and enter into the workforce as
Serving students with a full range of abilities and disabilities in the general education class room with appropriate in-class support is how Roach (1995) defines inclusion using this practice. Friend & Bursuck (1996) noted that children with disabilities are considered as full members of the classroom learning community in such setting with their special needs met there. Students with disabilities are helped to establish and maintain social networks and opportunities
Students With Diverse Families Written by Wendy Schwartz of Columbia University, Family Diversity in Urban Schools is a study of urban students living with caregivers other that their biological parents. In it, she presents a comprehensive and illuminating exploration of these households, along with recommendations that will help schools provide support for these families. Her well documented, well organized article characterizes the most common types of nontraditional families, and makes recommendations
The next three categories deal with the lack of information: 4) lack of information about the career decision-making process, itself; 5) lack of information about one's own capabilities, personal traits or interests; 6) lack of information about occupations and what work is involved and the type of work available; and 7) lack of information about ways of obtaining career information. The final three categories deal with the inconsistent information