Search results for author:"Lena Paulo Kushnir"
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The Clicker Way to an “A”! New Evidence for Increased Student Learning and Engagement: Understanding the Pedagogy behind the Technology
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 2212–2221
More and more universities look to educational media and technology to engage students and enrich learning environments. Integrating interactive online tools with active teaching pedagogies can effectively transform otherwise passive lecture-based...
When Knowing More Means Knowing Less: An Empirical Study of the Design of Online Learning Environments, Student Experience, and Learning Outcomes
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 1445–1454
Students often report feeling overloaded in online learning environments. This study considers design and organizational factors that contribute to overload. A total of 187 students worked in various experimental conditions testing predictions that...
When Knowing More Means Knowing Less: Understanding the Impact of Computer Experience on e-Learning and e-Learning Outcomes
Electronic Journal of e-Learning Vol. 7, No. 3 (2009) pp. 289–300
Students often report feeling more overloaded in courses that use e-learning environments compared to traditional face-to-face courses that do not use such environments. Discussions here consider online design and organizational factors that might...
Crossing borders: A comparison of the impact various teaching strategies and tools in an online and face-to-face psychology course.
World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 1724–1731
Distance is gradually disappearing, as technological innovations provide universities with new opportunities and ways of teaching and learning that enable teachers to bring students together, empower and engage students. New technologies allow for...
Think Before You Link: Understanding the Effects of Hypertext on Student Learning Outcomes and Reports of Overload
World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 701–710
Students often complain of overload in online learning environments. Discussions here consider online factors that might contribute to students’ reports of overload. This study explored the organization and design factor of hypertext; specifically,...
International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (July 2014)
Advancements in technology and innovations in education allow universities to entertain new ways of teaching and learning. Some views of what higher education should look like today include that it be easily accessed by anyone who wants to be...
Keeping It Real: Factors that Impact Social Presence, Feelings of Isolation, and Interactivity in Online Learning
EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 1343–1353
A significant body of research literature confirms that social presence is an important element of online teaching and learning and students rank interactivity with peers and instructors, and teaching presence as very important for their learning...
Lecture Capture: Good Student Learning or Good Bedtime Story? An Interdisciplinary Assessment of the Use of Podcasts in Higher Education
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3168–3178
Nowadays podcasts are used in many university courses and often viewed as an effective way to augment undergraduate education. We present research on the use of podcasts in four disciplines (Art, Dentistry, Design and Psychology). We surveyed 386...
What's All the Clicking About? A Study of Classroom Response System Use at the University of Toronto
Jason Harlow; Lena Paulo Kushnir; Charly Bank; Scott Browning; Jim Clarke; Anne Cordon; David Harrison; Karen Ing; Cecilia Kutas; Ruxandra Serbanescu
Collected Essays on Learning and Teaching Vol. 2 (2009) pp. 114–121
Classroom response systems (clickers) are used in many courses at the University of Toronto (U of T), primarily to introduce interactive pedagogy and to engage students in lecture courses. We examined the use of clickers in various courses at U of T ...