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Relevant bibliographies by topics / Barriers to student learning

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Academic literature on the topic 'Barriers to student learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Barriers to student learning"

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Supandi, Supandi, Hardi Suyitno, Yohanes Leonardus Sukestiyarno, and Dwijanto Dwijanto. "Self-Efficacy and the Ability to Think Creatively by Prospective Mathematics Teachers Based on Learning Barriers." Journal of Educational and Social Research 11, no. 2 (2021): 94. http://dx.doi.org/10.36941/jesr-2021-0033.

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The ability to innovate and be creative in student learning is influenced by many factors, including learning barriers (internal and external to students). This learning barrier implies student self-efficacy in dealing with mathematics learning problems and working on math test questions. This study aims to analyze the relationship between self-efficacy, barriers to student learning and academic achievement from learning outcomes. Specifically, analyzed students' creative thinking abilities for each selected group for learning barriers and self-efficacy. The population in this study was drawn

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Lock, Robin H., Monica R. Brown, Kim Paulsen, and Kyle Higgins. "Remove Environmental Barriers to Student Learning." Intervention in School and Clinic 39, no. 2 (2003): 109–12. http://dx.doi.org/10.1177/10534512030390020601.

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Kates, Steven M. "Barriers to Deep Learning in Student Marketing Teams." Australasian Marketing Journal (AMJ) 10, no. 2 (2002): 14–25. http://dx.doi.org/10.1016/s1441-3582(02)70147-x.

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Bradbeer, John. "Barriers to Interdisciplinarity: Disciplinary discourses and student learning." Journal of Geography in Higher Education 23, no. 3 (1999): 381–96. http://dx.doi.org/10.1080/03098269985326.

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Naik, Sapna, Matthew R. Wawrzynski, and Joelle Brown. "International Students' Cocurricular Involvement at a University in South Africa." Journal of International Students 7, no. 4 (2017): 990–1009. http://dx.doi.org/10.32674/jis.v7i4.186.

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Despite a growing body of literature on international student involvement, international students in the South African context have remained understudied. In this quantitative study, we examined international students’ cocurricular involvement and associated learning and development in a South African university. Participants included 198 international students who completed the Student Experiences Survey (SES). We found international students were generally highly involved and reported benefits and barriers to their involvement as well as a strong sense of belonging. Recommendations to better

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Eddy, Sarah L., Sara E. Brownell, Phonraphee Thummaphan, Ming-Chih Lan, and Mary Pat Wenderoth. "Caution, Student Experience May Vary: Social Identities Impact a Student’s Experience in Peer Discussions." CBE—Life Sciences Education 14, no. 4 (2015): ar45. http://dx.doi.org/10.1187/cbe.15-05-0108.

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In response to calls for implementing active learning in college-level science, technology, engineering, and mathematics courses, classrooms across the country are being transformed from instructor centered to student centered. In these active-learning classrooms, the dynamics among students becomes increasingly important for understanding student experiences. In this study, we focus on the role a student prefers to assume during peer discussions, and how this preferred role may vary given a student’s social identities. In addition we explore whether three hypothesized barriers to participatio

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Alansari, Mohamed, and Christine Margaret Rubie-Davies. "Enablers and Barriers to Successful Implementation of Cooperative Learning through Professional Development." Education Sciences 11, no. 7 (2021): 312. http://dx.doi.org/10.3390/educsci11070312.

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Literature shows cooperative learning has positive benefits for students’ learning and social outcomes. Even though cooperative learning studies have been conducted in all areas of the curriculum, few studies have investigated whether there are similar effects for students across several curriculum areas or age groups. Moreover, less attention has been given to how professional learning and development (PLD) opportunities can contribute to changes in instructional practice. We illustrate how research on cooperative learning can be translated into practice, through a one-year University-School

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Muilenburg, Lin Y., and Zane L. Berge. "Student barriers to online learning: A factor analytic study." Distance Education 26, no. 1 (2005): 29–48. http://dx.doi.org/10.1080/01587910500081269.

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Keengwe, Jared, Grace Onchwari, and Patrick Wachira. "Computer Technology Integration and Student Learning: Barriers and Promise." Journal of Science Education and Technology 17, no. 6 (2008): 560–65. http://dx.doi.org/10.1007/s10956-008-9123-5.

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Supandi, S., H. Suyitno, Y. L. Sukestiyarno, and D. Dwijanto. "Learning barriers and student creativity in solving math problems." Journal of Physics: Conference Series 1918, no. 4 (2021): 042088. http://dx.doi.org/10.1088/1742-6596/1918/4/042088.

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Dissertations / Theses on the topic "Barriers to student learning"

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Steyn, M. G., and G. D. Kamper. "Barriers to learning in South African higher education : some photovoice perspectives." Journal for New Generation Sciences, Vol 9, Issue 1: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/582.

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Published Article<br>South Africa underwent political reform in 1994 from an apartheid government to a democratic state. Former white universities, known for their high standards and academic excellence, experienced an influx of black students who previously were excluded from these institutions. This article reports on a study which investigated the extent of learning barriers that previously disadvantaged black students at a renowned higher education institution experience, and endeavours to determine the learning support they need in order to succeed academically. A qualitative approach was

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Lenart, Erin Boothe. "Leadership in School Improvement: Planning and Providing for Barriers to Student Learning." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91937.

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When it comes to improving schools, context always matters (Murphy, 2013, p. 260). School leaders are "masters at brokering" (Murphy, 2013, p. 259) change. These changes are usually through the transfer of programs, interventions, and structures that worked elsewhere and pay little regard to the conditions and context that made them work (Murphy, 2013). School improvement reform will require "substantive systemic change" (Adelman and Taylor, 2007, p. 55) that considers the "current culture of schools and intended school improvements" (Adelman and Taylor, 2007, p. 56). This study will us

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Bahou, Lena. "Student (dis)-engagement in post-war Lebanon : barriers and pathways in school learning." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708584.

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Rowell, Janet L. "Student Perceptions: Teaching and Learning with Open Educational Resources." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2545.

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The purpose of this study was to analyze factors that may contribute to student perceptions of courses using Open Educational Resources (OER). Specifically, the 6 independent variables tested were the course discipline, age, gender, course delivery mode, enrollment status, and number of credit hours taken. The dependent variables were measured as mean scores of 6 OER perception dimensions: motivation to learn, quality of learning experience, value of OER, cognitive learning, affective learning, and course quality. A 27-item online survey was administered to gather data from students enrolled i

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Kuba, Shawn Mahoney. "An investigation of supports and barriers experienced by students with learning disabilities as they transition to and persist in the postsecondary setting." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4482.

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Thesis (Ed. D.)--West Virginia University, 2006.<br>Title from document title page. Document formatted into pages; contains xii, 531 p. Includes abstract. Includes bibliographical references (p. 475-488).

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Baryana, Kuldeep Singh. "Widening participation in Further Education : overcoming barriers to adult lifelong learning from the student perspective." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4211/.

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This thesis reports on barriers and enablers to participation within Further Education from the perspective of the student voice. It is based on the work of Veronica McGivney (1993) who reported on research undertaken by Cross (1981) which divided deterrents to participation into three categories, namely, Situational, Institutional and Dispositional. McGivney reports these categories to be “oversimplified”. Student participation/non-participation is explored via the opinions/perspectives of learners on the Access to Higher Education Programme within a traditional mining community which is in t

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Goldman, Madeline B. "The Role of Learning Experiences, Supports and Barriers in Career Development for the Doctoral Student." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5513.

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Abstract THE ROLE OF LEARNING EXPERIENCES, SUPPORTS AND BARRIERS FOR THE DOCTORAL STUDENT By Madeline B. Goldman, DDS, MEd A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2018 Major Director: Robin Hurst, Ed.D., Assistant Professor, Department of Teaching and Learning This study seeks to understand the role of career development classes offered by the graduate school at a large public research university as part of its Leadership and Entrepreneurs for Professional D

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Sadaghiani, Homeyra R. "Conceptual and mathematical barriers to students learning quantum mechanics." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123878116.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xvii, 321 p.; also includes graphics (some col.). Includes bibliographical references. Available online via OhioLINK's ETD Center

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Mack, Esmé Judy. "Psychosocial barriers to learning in a deprived environment." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/551.

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Many secondary schools in deprived environments are characterized by teenage pregnancies, drug and alcohol abuse, crime, high dropout rates, gangsterism and low pass rates. Teachers are confronted on a daily basis with learners who are exposed to barriers to learning. The purpose of this study is in line with the formulated problem, namely to: investigate the various dimensions of the relationship that exists between psychosocial barriers to learning and environmental deprivation; provide guidelines based on the findings of the research and present them as recommendations for teachers to suppo

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Salvant, Abena. "Identifying Barriers to Graduation for Nontraditional Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1931.

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Increased enrollments of nontraditional students in U.S. higher education institutions have prompted many college and university administrators to consider student service programs. These programs ensure that support services are available to nontraditional students to cultivate healthy graduation rates among that student population. The purpose of this study was to discover factors that influence nontraditional students to become disengaged or be retained. The study was a qualitative case study with data collected from individual interviews with 10 nontraditional students participating in onl

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Books on the topic "Barriers to student learning"

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Linda, Taylor, ed. The school leader's guide to student learning supports: New directions for addressing barriers to learning. Corwin Press, 2006.

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Linda, Taylor, ed. The implementation guide to student learning supports in the classroom and schoolwide: New directions for addressing barriers to learning. Corwin Press, 2006.

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District, Austin Independent School, ed. Removing barriers to student learning: A report to the Austin Independent School District : a report. Lyndon B. Johnson School of Public Affairs, University of Texas at Austin, 1997.

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Lean, D. S. Barriers to learning: The case for integrated mental health services in schools. Rowman & Littlefield, 2010.

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Sapey, Bob. Access to practice: Overcoming the barriers to practice learning for disabled social work students. SWAP, LTSN, 2004.

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Spours, Ken. The politics of progression: A discussion of barriers to student movement and continuity of learning in the 14-19 curriculum. University of London Post 16 Education Centre, 1988.

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Parry, A. J. The part-time adult learner: Characteristics, needs and barriers to learning : a study at the University of Victoria. Division of Continuing Studies, University of Victoria, 1994.

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Tanner, Lori. Critical challenges and barriers to online learning: Nontraditional adult students in a nontraditional teacher licensing program. VDM Verlag Dr. Müller, 2007.

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Paying for a college education: Barriers and solutions for students and families : hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, first session, hearing held in Washington, DC, May 1, 2007. U.S. G.P.O., 2007.

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United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Higher Education, Lifelong Learning, and Competitiveness., ed. International students and visiting scholars: Trends, barriers, and implications for American universities and U.S. foreign policy : joint hearing before the Subcommittee on International Organizations, Human Rights, and Oversight of the Committee on Foreign Affairs, and the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, House of Representatives, One Hundred Tenth Congress, first session, June 29, 2007. U.S. G.P.O., 2007.

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Book chapters on the topic "Barriers to student learning"

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Gasteiger, Marita, and Janine Wulz. "Recognizing Student Activism. Analysing Practices in Recognizing Informal Learning in the EHEA." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_20.

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Abstract This paper aims to answer the question of how recognition of student engagement as informal learning takes place in HEIs within the EHEA. It identifies challenges, best practices, and lessons learned for the recognition of informal learning in the EHEA in general. Questions of transparency in recognition of informal learning in student activism, their legal basis and ways of implementation as well as student representatives’ experiences are discussed. Analysis was undertaken based on two surveys in the EHEA. The first survey addressed student representatives at national level in 11 countries, aiming for insights in legal conditions and practices of higher education institutions’ recognition of informal learning of student activists. The second survey focussed on student representatives at institutional level (80 respondents), sharing their experiences on formalities, barriers and practicalities within implemented policies of recognition of prior learning in student activism. Based on the collected data, findings and recommendations are presented in the last part of the paper.

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Pozdnyakova, Oksana, and Anatoly Pozdnyakov. "Distance Learning as an Option to Overcome the Learning Barriers of Adult Female Students." In Lecture Notes in Networks and Systems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44610-9_68.

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Campbell, Chris, and Martie Geertsema. "Improving Student Language Learning in Adult Education Through the Use of Mobile Learning: Barriers, Challenges and Ways to Move Forward." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4944-6_26.

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Galkienė, Alvyra, and Ona Monkevičienė. "Development of Knowledgeable and Resourceful Learners." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_7.

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AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education. The chapter briefly introduces the theoretical approach of the research, the context of Lithuanian education and the school where the research took place, which is relevant for the interpretation of the results, and other important methodological aspects. The research data show that applying the UDL approach helped the teachers to modify the educational process in order to develop in students the qualities of knowledgeable and resourceful expert learners. The results, presented in a structured manner in the chapter, reveal the process and contributing educational factors to students’ becoming actively perceiving, self-directed, knowledge-creating and co-creating learners and learners constructing their own deep comprehension. The research data reveal the methods used by the teachers to recognise and overcome the barriers in cultivating these qualities in their students. We also identified the emerging changes in teachers’ dispositions when applying the UDL approach and designing lessons aimed at promoting the qualities of knowledgeable and resourceful expert learners.

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"BARRIERS OR BRIDGES?" In Supporting Student Learning. Routledge, 2003. http://dx.doi.org/10.4324/9780203417140-22.

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Putman, S. Michael, Jerrell C. Cassady, Lawrence L. Smith, and Monica L. Heller. "Removing Barriers." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch059.

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The purpose of this chapter is to articulate the success of a partnership facilitated by a PDS relationship in serving at-risk students in a collection of schools proximal to a university in the Midwest. The authors begin by describing characteristics of community partnerships, including professional development schools, which both enable and hinder schools and stakeholders when they attempt to build innovative partnerships promoting positive school and community outcomes. They then discuss how they leveraged the resources of the local community, a teacher education program, and the local schools to develop and implement an afterschool academic support program targeting students at-risk for school failure. In addition to explaining the procedural elements that were found to be useful in breaking down traditional barriers to effective partnerships (e.g., space, finance, staff, quality curriculum support), the authors present the results of their study that demonstrate student gains in both math and reading.

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"Disjunction as a form of troublesome knowledge in problem-based learning." In Overcoming Barriers to Student Understanding. Routledge, 2006. http://dx.doi.org/10.4324/9780203966273-20.

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"Threshold concepts, troublesome knowledge and emotional capital: an exploration into learning about others." In Overcoming Barriers to Student Understanding. Routledge, 2006. http://dx.doi.org/10.4324/9780203966273-18.

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Witte, Maria Martinez, James E. Witte, and Iris M. Saltiel. "Barriers to Adult Learning." In Handbook of Research on E-Learning Applications for Career and Technical Education. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch027.

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There is a growing need for an educated, skilled workforce that is able to learn and adapt to new challenges. Expecting this need to be met by those graduating from high school is not realistic as the current educational system has not adequately served the non-traditional student. This chapter reaffirms that Career Technical Education programs are excellent ways to meet adult learning and workforce development needs. The challenge, as described in the chapter, is to engage adults in becoming lifelong learners. This will require removing barriers to adult learning that relate to cost, accessibility, and interest. State and federal leaders also have a stake in addressing this need as it affects the nation’s ability to compete on a regional and international level.

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Farris, Tomesha Manora, Denise Ross, Brandi Fontenot, Gaige Johnson, Margaret Uwayo, and Garrett D. Warrilow. "Community Service Learning." In Student Engagement and Participation. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch075.

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Poverty and low-socioeconomic status can have negative effects on the academic and social outcomes of children and youth. However, despite the growing number of children and families from low-income communities, the American Psychological Association reports that the field of psychology has not contributed significantly to research, education, and advocacy initiatives for low-income families. The purpose of the START model was to recruit and train psychology majors to work in low-income communities by engaging them in service, research, and teaching activities in a middle school located in a high-poverty community. For one semester, psychology undergraduate and graduate students collaborated on a literacy and classroom management project with a local middle school in a low-income community. Results showed an increase in the number of psychology students interested in working with low-income populations and high rates of satisfaction for the teacher who participated. Barriers and facilitators to implementation are discussed.

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Conference papers on the topic "Barriers to student learning"

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Wilfong, Collette, and Leilani Arthurs. "BARRIERS TO THE ADOPTION OF STUDENT-CENTERED LEARNING TECHNIQUES." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-356854.

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Hadi Mogavi, Reza, Yankun Zhao, Ehsan Ul Haq, Pan Hui, and Xiaojuan Ma. "Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and Suggestions." In L@S '21: Eighth (2021) ACM Conference on Learning @ Scale. ACM, 2021. http://dx.doi.org/10.1145/3430895.3460126.

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Dunne, Julie. "Technology enhanced food industry engagement and work placement curriculum quality assurance." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.09.

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A recent report has identified several challenges and barriers from the employer perspective that can limit their ability to engage with work-placement (Jackson, Rowbottom, Ferns, & McLarend, 2017). These include a lack of shared understanding between the University and Industry of what is involved in work-placement; misalignment between employer and university expectations on the purpose and nature of the placement experience, especially what constitutes a quality placement and how this can be achieved; and ability to locate a suitable student. Additionally, not being approached by Univer

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Morrison, Jennifer Symonds. "Getting to know you: Student-faculty interaction and student engagement in online courses." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13160.

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Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021. Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement. Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work pr

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Brehm, Lars, and Holger Günzel. "Learning Lab "Digital Technologies" - Concept, Streams and Experiences." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8189.

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Digital technology capabilities are highly important also for non-computer-science students. Unfortunately, the understanding of the underlying technologies of daily used devices is often non-existent, but also difficult for lecturers to explain. There is a need for new ways of teaching and learning; this here presented concept of the Learning Lab ”Digital Technologies” is an answer to this challenge for building up knowledge and breaking down barriers to technology in a playful and self-contained way. The focus is on hands-on approaches to technology and solving assignments in small student t

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Ngwane, Cabangile Ncengeni. "ASSESSING BARRIERS TO UNIVERSITY STUDENTS' EMPLOYABILITY: A SELECTED UNIVERSITY PROGRAMME." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1949.

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Gonçalves do Vale, Breno, Tiago Do Carmo Nogueira, Naidson Clayr Santos Ferreira, and Matheus Rudolfo Diedrich Ullmann. "Avaliação do Impacto Emocional e de Desempenho em Jogos Sérios para o Desenvolvimento do Pensamento Computacional na Educação Inclusiva." In Computer on the Beach. Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p505-512.

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Serious games can improve teaching-learning processes by attracting,inspiring and motivating student interest. Through the applicationof educational games, students develop skills that encompasscomputational thinking. Such skills enable students to solve realproblems. Thus, this article aims to evaluate the impact of the insertionof serious games for the teaching of basic concepts aboutcomputational thinking, analyzing and correlating the emotionaland performance aspects that contribute to a better interactionamong students of inclusive education. For this purpose, two seriousgames were select

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Marti´n-Gutie´rrez, Jorge, and Manuel Contero. "Augmented Books Applied to Engineering: An Attractive Tool for the Student and Useful for Learning." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48163.

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Learning and teaching procedures need to evolve, regarding the high technological profile most students have. The Teacher might consider that in some cases, outdated teaching methods create barriers for students who are used to interaction with modern technological gadgets and computers. Augmented Reality technology emerges as a great potential tool in the teaching environment. Augmented reality (AR) is a cost-effective technology which has the ability to coexist with paper books supplying students with more attractive and didactic contents meaning rebirth of classic textbooks. In this work we

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Shchelokova, Svetlana, Natalya Dugalich, Milana Kupriyanova, and Olga Kadilina. "MASTER PROGRAMS FOR INTERNATIONAL STUDENTS IN RUSSIA: BARRIERS AND CHALLENGES TO OVERCOME." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0785.

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Volkova, Milena, Igor Shchurov, and Sergei Vaulin. "THE BARRIERS OF STUDENTS' LEARNING ACTIVITIES IN TECHNOLOGY PATH OF THE UNIVERSITY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0816.

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Reports on the topic "Barriers to student learning"

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Morris, Kristen Deanne, Li Zhao, and Kerri McBee-Black. Breaking the Barriers of Disability With Cotton Performance Technologies: An Experiential Learning Opportunity for Technical Design and Omnichannel Retailing Students. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.9548.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua

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Mahat, Marian, and Wesley Imms. Innovative Learning Environment and Student Learning: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/11343.241884.

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Cellini, Stephanie Riegg, and Hernando Grueso. Student Learning in Online College Programs. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w28552.

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Yang, Jung-ha, Bernard C. Jones, and Nora M. MacDonald. Student Learning Outcomes of an Interdisciplinary Fashion Event. Iowa State University, Digital Repository, 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1686.

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Masters, Geofferey N., and Robert J. Mislevy. New Views of Student Learning: Implications for Educational Measurement. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada235285.

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Michaelson, Dawn M., and Karla P. Teel. Active learning in an apparel production management course: Student perceptions, instructor training, and learning outcomes. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-352.

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Godinet, Nancy. Special education labeling relationships with learning disabled student self-concept. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.792.

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Mankowski, Andrew. Do "Clickers" Improve Student Engagement and Learning in Secondary Schools? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.144.

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Boosinger, Marcia, Bonnie MacEwan, Denise Baker, et al. Reconfiguring Auburn University’s Main Library for Engaged Active Student Learning. Ithaka S+R, 2016. http://dx.doi.org/10.18665/sr.284239.

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