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Relevant bibliographies by topics / Classroom Rules

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Academic literature on the topic 'Classroom Rules'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Classroom Rules"

1

Fields, Barry A. "Nature and Function of Rules." Australasian Journal of Early Childhood 22, no. 3 (September 1997): 7–12. http://dx.doi.org/10.1177/183693919702200303.

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In this paper the nature and function of teacher rules in Year I and 2 primary classrooms is discussed. It is argued that the classroom is a complex mini-society which children must come to understand if they are to adjust to and succeed in school. Rules, it is believed, help children make sense of the world of the classroom. Rules are viewed as serving both a managerial function (helping to establish order) and as a mechanism for defining and understanding the ‘way of life’ in the classroom. Against this backdrop of perspectives on school and teacher rules, the rules of 60 Year 1 and 2 teachers were examined. The findings are discussed with reference to the above two perspectives and to the importance of rules in reinforcing the authority of the teacher in the classroom.

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Chinnappan, Barathi, John T. Rapp, and Barry R. Burkhart. "Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting." Behavior Modification 44, no. 5 (March 6, 2019): 627–45. http://dx.doi.org/10.1177/0145445519834637.

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Over the past 30 years, researchers have shown that various types of group contingency procedures can decrease problem behavior displayed by young children in academic settings. Recently, researchers have demonstrated that presession rules, within-session feedback, and interdependent group contingencies (i.e., contingently delivered tangible and edible items) increased appropriate behavior displayed by detained adolescents in a residential treatment facility. Nevertheless, it is possible that rules with feedback about rule violations could produce comparable outcomes. To address this question, we used a nonconcurrent multiple baseline design across classrooms to evaluate the extent to which rules, visual feedback (i.e., marks on a board denoting rule violations), and postsession feedback decreased problem behaviors in three classrooms within a residential detention facility. Results indicate that problem behavior decreased to less than 10% of observation intervals in each classroom. Results from a social validity measure indicate that the procedures and outcomes were acceptable to the respective classroom teachers.

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Malone, Bobby G., and Cheryl L. Tietjens. "Re-Examination of Classroom Rules." Special Services in the Schools 16, no. 1-2 (November 17, 2000): 159–70. http://dx.doi.org/10.1300/j008v16n01_11.

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Dabell, John. "Creating rules in your classroom." SecEd 2017, no. 33 (November 30, 2017): 10. http://dx.doi.org/10.12968/sece.2017.33.10.

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Rosenberg, Michael S. "Maximizing the Effectiveness of Structured Classroom Management Programs: Implementing Rule-Review Procedures with Disruptive and Distractible Students." Behavioral Disorders 11, no. 4 (August 1986): 239–48. http://dx.doi.org/10.1177/019874298601100405.

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Structured classroom management systems such as token economies have been commonly employed in special education, remedial, and regular classrooms for the reduction of disruptive and socially inappropriate student behaviors. Still, many well-intentioned management plans do not achieve maximum effectiveness because several key prerequisites to a program's success are overlooked. The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multicategorical resource room. Results indicated that a brief daily review of the classroom rules can maximize the effectiveness of a well-planned and reliably implemented classroom management system. Compared to the token economy alone condition, the token economy with the daily review of the classroom rules resulted in an overall time-on-task improvement of 12% and a 50% reduction in the instances of disruptive talkouts. Additionally, it was found that the daily review of rules provided a greater number of opportunities to respond to be presented during lessons. Explanations and implications of these results are discussed in terms of instructional utilization and the need for planning for generalization and covertization.

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Holmes, Mark. "The Classroom: Solitude, Isolation and Rules." Curriculum Inquiry 21, no. 2 (June 1991): 135–40. http://dx.doi.org/10.1080/03626784.1991.11075360.

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Bicard, David F. "Using Classroom Rules to Construct Behavior." Middle School Journal 31, no. 5 (May 2000): 37–45. http://dx.doi.org/10.1080/00940771.2000.11494651.

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Snyder, Neil. "Classroom Noise Rules Go to Congress." ASHA Leader 16, no. 13 (November 2011): 3–4. http://dx.doi.org/10.1044/leader.pa2.16132011.3.

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Bromley, Matt. "Classroom routines…" SecEd 2019, no. 12 (June 1, 2019): 48. http://dx.doi.org/10.12968/sece.2019.12.48.

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Diker, Fadime. "Evaluation of the efficiency of university classrooms with the fuzzy logic." Facta universitatis - series: Architecture and Civil Engineering 17, no. 4 (2019): 341–57. http://dx.doi.org/10.2298/fuace190528020d.

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In this paper, a fuzzy logic algorithm was created in order to grade and classify the design efficiencies of classrooms selected from S?leyman Demirel University. The existing classrooms were examined on site and the orientation of the classrooms, the number of people, the classroom area and the window area of the classroom were calculated. As the input variables, the orientation of the classrooms, the number of people, the area per-capita and the ratio of window area to the classroom area were modelled. The design efficiencies of the classrooms as the output variables were obtained by the rules formed among the input variables. In the model, fuzzy model as the Mamdani type and "weighted average" method as the clarification method were used. For fuzzy logic model, 180 fuzzy rules have been formed in the type of IF, which are associated with the facade of the classroom, the number of people, the area per capita and the ratio of the window area of the classrooms to the design efficiency of the classroom. Design efficiency of the classrooms were created; the design efficiency classes and the average design efficiencies of classrooms in faculties were compared and concluded according to faculties. The efficiency of the classrooms, which is the main place of the educational buildings, depends on the decisions taken during the design phase. With the model created in this paper, more efficient designs will be provided by having knowledge about the design efficiency through making use of the decision-making process of the classrooms during the design process.

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Dissertations / Theses on the topic "Classroom Rules"

1

Patet, Pradnya. "Rules in the kindergarten classroom : an ethnography /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-152052/.

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Bixler, Cynthia L. ""Because I said so ... an examination of rule-governed behavior within the classroom /." Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1264560256.

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Kaya, Songul. "Examining The Process Of Establishing And Implementing Classroom Rules In Kindergarten." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614870/index.pdf.

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The aim of the present study is to examine the source and characteristics of the classroom rules adopted by kindergarten teachers and to identify the difficulties confronted in the process of establishing and implementing classroom rules. In addition to this
in the current study, the possible effects of teaching experience on the practices of kindergarten teachers regarding classroom rules were also examined. The data of this study were collected through the survey developed by Gü
nay (2005). The instrument was adapted by the researcher in order to use it with kindergarten teachers. Reliability and validity checks of the adapted scale were conducted and a pilot study was constructed before using the instrument in the actual study. The data collected in the study were analyzed through the use of a statistical analysis program. The participants of the current study consisted of 231 in-service kindergarten teachers working in both public and private schools in Ankara with children between the ages of 4 to 6. Descriptive results of the present study illustrated that the main source of the classroom rules implemented in kindergarten indicated both &ldquo
teachers and students&rdquo
. In relation to the characteristics of the classroom rules
it was found that kindergarten teachers mainly establish rules which are positively stated and which are related to &ldquo
not harming friends&rdquo
. Kindergarten teachers did not report any difficulties when establishing classroom rules but rather they reported some difficulties that result from the families when implementing classroom rules. Finally
the results of the MANOVA analysis indicated that there is not a mean difference between less and more experienced teachers in relation to classroom rules practices.

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Melrose, Bradford Alan Patrick. "Rule Establishment in Two High School Classrooms." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/306147.

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This study explored how rule systems evolved in two high school social studies classes. To accomplish this, detailed descriptions and analysis of the practices and processes by which teachers established and maintained rules were conducted in two classrooms over a nine-week observational timeline. In addition, the teachers were interviewed at the beginning, middle, and end of the observation period to gain insight into how they thought about their classes and reacted to the daily experiences they were having in these settings. Findings indicated that the teachers utilized the same enactment practices to uphold their management and rule systems, however, each operationalized these practices in dissimilar ways. This was largely due to the fact that the teachers' goal structures and beliefs about the function of management and classroom rules affected their implementation practices. Both set similar goals for managing the classroom and fostering self-discipline and student responsibility, yet each experienced problems attempting to balance student affordances for responsibility with teacher surveillance and interventions. One system thrived on explicitness and enforcement, while the other was dedicated to helping students develop autonomous morality. In reaction, both teachers had mixed feelings and/or satisfaction regarding the outcomes. This contrast was especially useful in demonstrating the inherent tensions in classroom systems that attempt to orchestrate students' personal responsibility. Such systems depend upon general norms and/or rules to guide student behavior. When students do not accept these norms, a teacher is constrained from imposing explicit rules and consequences because such practices take responsibility away from students and thus undermine the very system the teacher is attempting to implement. Overall, further research on this inherent tension is needed to better understand how teachers can orchestrate student responsibility in schools and classrooms.

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Rosebrock, Sarah E. "Implementation of Student-Created Classroom Rules that Decreased Off-Task Behavior in a Second Grade Classroom." Defiance College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=def1281637491.

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Johnson, Mary Frances. "Experimental analysis of negative vs. positive rules in the "Good Behavior Game"." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/546124.

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The Good Behavior Game (Barrish, Saunders, & Wolf, 1969) has been demonstrated to be an effective group-oriented contingency technique to decrease disruptive classroom behaviors. Typically, competing groups of students play a game by following negatively worded rules to attain specified consequences. The present study investigated the effects of rules stated in positive terms in the Good Behavior Game format to increase appropriate classroom behaviors. A class of third grade students was divided into three teams to play the game. The flip of a coin determined daily conditions and the effects of the use of positive rules were compared to the effects of negative rules. A changing criterion, multielement research design revealed both conditions effective in increasing on-task behavior. No differential was shown. However, students did indicate a preference for positive rule game days. It was recommended that research be continued comparing positive and negative conditions to increase academic performance.
Department of Educational Psychology

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Sonck, Gerda. "Developmental acquisition of three verb placement rules in dutch by adult french-speaking classroom learners." Doctoral thesis, Universite Libre de Bruxelles, 1989. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213385.

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Kaufmann, Renee Monique. "TEACHER DISCLOSURE: DEVELOPING PRIVACY RULES, MANAGING BOUNDARIES AND BUILDING RELATIONSHIPS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/154.

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The roles and responsibilities of middle school teachers are never ending. From instructing students on state-mandated curriculum to the enrichment of character and inquiry, teachers make daily decisions about how and what to disclose to their students. The current study reexamines Hosek and Thompson’s (2009) study on how teachers develop privacy rules and coordinate boundaries using Petronio’s Communication Privacy Management as the theoretical framework. Studying middle school teachers, in lieu of college instructors, allows for a better understanding of how privacy rules and boundaries are constructed and used within the middle school. This provides a better understanding of the important factors that influence teachers’ communicative decision making within the classroom.

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Zhang, Zhiyin. "“I never thought about those rules in all my languages” : A comparative study of teaching the English articles in the multilingual classroom from a monolingual or a multilingual approach." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157917.

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This study is conducted to compare the effect of practicing a multilingual approach to a monolingual approach in teaching the English article system for students with multilingual backgrounds. Through a structured experiment in light of sociolinguistic and second language acquisition theories, two different discourses (complexes of signs and practices that organize social existence and social reproduction) structuring different legitimate languages are implemented in each respective approach. In the multilingual approach, all languages in the participants’ language repertoire are legitimized and encouraged, while only Standard English is legitimized in the monolingual approach. Three groups of informants participated in the experiment. Two groups of young informants with low English proficiency, and one group of adult informants with intermediate English proficiency participated in the experiment. The majority of the participants have more than two languages in their language repertoires. The multilingual approach was adopted in one of the young groups and the adult group. The study shows that all informants improved in their use of the English article system, regardless of the different approaches. The informants with lower English proficiency level and with a strongest [-ART] language (language with no articles) improved 40.9% in the multilingual approach, which is almost twice as much as the improvement in the monolingual approach. However, the young informants in both groups tend to be confused about the use of the indefinite article a/an after the exercise. The improvements tend to remain in a longer period of time with the multilingual approach in both the adult group and the young group. In addition, the participants tend to show higher rates of concentration, positive emotional feelings and engagement during and after the multilingual approach. The results suggest that it is beneficial to deploy the multilingual approach, through intentional structuring of the legitimized languages in classroom.

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Strauss, Bradley Stead. "School discipline and collaboration rule-making : pupil perception." Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1926.

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Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2006
Teachers often complain of a lack of discipline in the school environment. In addition, these breakdowns in discipline become, on occasion, media headlines when violence, bullying, vandalism and intimidation flare up into major incidents. This, coupled with the desire of the national Department of Education (DOE) to encourage teachers to use more co-operative disciplinary methods, has led to this investigation. This dissertation explores the perceptions of senior secondary pupils around school discipline, with a particular focus on collaborative rule-making. Pupil perceptions were ascertained through a structured interview process. A framework of understanding was established by examining the pupils' interpretation of the meaning of discipline; the state of discipline in their school and recommendations to address problem areas; authority; corporal punishment; power and prefectship; power and non-prefect matrics; prefect versus nonprefect views on discipline; the prefect system; the fairness of school rules; and pupil input into school rules. The understanding gleaned from the pupils' perceptions of these notions established a solid base from which an investigation into collaborative rule-making was launched. Thereafter, the notion of collaborative rule-making, the viability of collaborative rule-making, the advantages and disadvantages of collaborative rule-making and the implementation of collaborative rule-making were examined. The pupils came out strongly in support of collaborative rule-making and were keen to have an input into the school's disciplinary structures. The potential advantages far outweighed any possible disadvantages. These findings support both Bernstein's (1996) principle of pupil participation and the premise of pupil input into Codes of Conduct as detailed by the South African Schools Act (No. 84 of 1996).

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Books on the topic "Classroom Rules"

1

Rules in the classroom. New York: Gareth Stevens Publishing, 2015.

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Crisci, Elizabeth W. When kids bend the rules: 101 creative discipline ideas. Denver, Colo: Accent Books, 1991.

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Beth, Forton Mary, Porter Deborah, and Northeast Foundation for Children, eds. Rules in school: Teaching discipline in the responsive classroom. 2nd ed. Turners Falls, MA: Northeast Foundation for Children, 2011.

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Affirmative classroom management: How do I develop effective rules and consequences in my school? Alexandria, VA: ASCD, 2013.

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Miyata, Cathy. Speaking rules!: Classroom games, exercises and activities for creating masterful speakers, presenters, storytellers. Markham, Ont: Pembroke Publishers, 2001.

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Gathercoal, Forrest. Judicious discipline: A constitutional perspective for school rules and decisions. [Corvallis, Or.]: F. J. Gathercoal, 1986.

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Australian Council for Educational Research, ed. You know the fair rule: Strategies for positive and effective behaviour management and discipline in schools. 3rd ed. Camberwell, Vic: ACER Press, 2011.

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Mob rule learning: Camps, unconferences, and trashing the talking head. Medford, N.J: Information Today, Inc., 2011.

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Rogers, Bill. You know the fair rule: Strategies for making the hard job of discipline in school easier. London: Pitman, 1995.

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Australian Council for Educational Research., ed. 'You know the fair rule': Strategies for making the hard job of discipline in school easier. Hawthorn, Victoria, Australia: ACER, 1990.

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Book chapters on the topic "Classroom Rules"

1

Colby, Richard, Matthew S. S. Johnson, and Rebekah Shultz Colby. "Introduction: Playing with the Rules." In The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom, 1–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63311-0_1.

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Knipping, Christine, David Reid, and Hauke Straehler-Pohl. "Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the Game." In Advances in Mathematics Education, 67–96. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15410-7_4.

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Kunsteller, Jessica. "Developing Rules Due to the Use of Family Resemblances in Classroom Communication." In ICME-13 Monographs, 365–77. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77760-3_24.

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Morice-Singh, Catherine. "Indian Calculation: The Rule of Three—Quite a Story …" In Let History into the Mathematics Classroom, 47–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57150-8_4.

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Xu, Lihua, and David Clarke. "Meta-Rules of Discursive Practice in Mathematics Classrooms from Seoul, Shanghai and Tokyo." In Advances in Mathematics Education, 315–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-79045-9_15.

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Zahay, Debra, Alex Eddy, and Ira Kaufman. "The Fifty Percent Rule: The Challenge of Engaging Students in Social Media in the Classroom." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 335. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10951-0_125.

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"Four rules of classroom management." In Effective Classroom Management, 13–22. Routledge, 2002. http://dx.doi.org/10.4324/9780203130087-3.

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Takenoya, Miyuki. "Acquisition of Pragmatic Rules." In The Foreign Language Classroom, 149–63. Routledge, 1995. http://dx.doi.org/10.4324/9780203820858-10.

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Smith, Cassandra J. "Rules of conduct: plagiarism." In Ethical Behaviour in the E-Classroom, 45–57. Elsevier, 2012. http://dx.doi.org/10.1016/b978-1-84334-689-0.50005-7.

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"The Unwritten Rules of the Classroom:." In Will This Be on the Test?, 57–67. Princeton University Press, 2019. http://dx.doi.org/10.2307/j.ctvc773xz.10.

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Conference papers on the topic "Classroom Rules"

1

Shilian Chen. "Notice of Retraction: On the generation of classroom rules." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC 2011). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6009776.

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"Updating PowerPoint for the new Business Classroom." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4268.

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Aim/Purpose: To update a 2010 study that recommended “rules of thumb” for more effective use of PowerPoint in the post-secondary business classroom. The current study expanded the focus to include the business classroom in India as well as the US and examined possible shifts in student perception of the utility of PowerPoint among Generations Y and Z. Background: The study examined students’ perception of the learning utility of PowerPoint in post-secondary business classrooms in the US and India and the relationship of the use of PowerPoint to course ratings. Methodology: Surveys were distributed in post-secondary business classrooms in India and the US in 2018 and early 2019, resulting in 92 completions from India and 127 from the US. Separately 50 student course evaluations from the same US college were compared to the use of slides as well as to their conformance to the “rules of thumb” for effectiveness established earlier and other measures of quality. Contribution: These results show how PowerPoint is viewed by post-secondary business students in India and the US and its perceived utility as a learning tool for Generations Y and Z. Findings: Most post-secondary business students (80%) found PowerPoint an effective learning tool, but only 21% of the business classes examined used it. US students were more positive than Indian ones, who were more likely to say PowerPoint is overused. There was no difference in student course evaluations between those that had slides and those that did not. However, most of the slide decks examined did not follow the “rules of thumb,” exhibiting a much greater number of words per slide. Generations Y and Z gave high ratings to slides that incorporated audiovisuals, mixed media, and special effects and said they learned more when they were the ones who created the slides. However, most students did not rate themselves as competent in creation of PowerPoint slides. Recommendations for Practitioners: (1) Faculty should consider students’ positive reception of PowerPoint, their preference for adaptive, interactive learning that builds on strong multimedia elements while creating instructional materials. (2) Faculty should receive prescriptive design instruction for incorporating PowerPoint best practices to cut back on their self-reported high time spent on slide creation and student-reported low technical competency in faculty instruction. (3) Publishers should concentrate on slide design and innovativeness along with content coverage to serve faculty needs. (4) Business curricula should take into account generational as well as cultural differences in learning preferences. (5) To address the students’ conflation of personal social media prowess with superior technology or communication skills in the professional context, Business curricula should incorporate learning outcomes related to professional use of technology tools such as PowerPoint. Recommendations for Researchers: There is still utility in old-fashioned paper questionnaires to assess what impacts student learning. There is also merit in comparing student course evaluations with various in-classroom treatments. Impact on Society: PowerPoint may be underused in the post-secondary business classroom, but this paper raises questions about the value of unedited use of the very dense slides provided by publishers as effective learning tools in the post-secondary business classroom. Future Research: Future research can be focused on the use of PowerPoint slides in the business classroom in other countries and cultures, as only the US and India were examined. Further examination needs to be made of the relationship between extensive and unedited use of publisher-provided slides and the reporting of the staggering statistics that most students are not now buying textbooks. Finally, this study did not touch on gender or socio-economic differences in the student demographics, which might open further avenues for investigation.

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Briot, Philippe, Ludivine Ponson, and Thierry Leterre. "Globalizing curriculum beyond the classroom: Service Learning Programs benefit Students, impact local issues and answer local needs to build bridges between cultures." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9417.

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Abstract Based on a case study, this article analyzes the effects of introducing Service Learning in the curriculum of a study abroad US Center. Explaining institutional motivations as well as resistances, this research shows that this introduction was essentially academic in nature, and represented an innovative way to some perceived deficiencies in the acquisition of learning objectives by students. This research also indicates the specific conditions in which this type of Service Learning can thrive, such as a strong welfare state context, which is both a support and a potential issue, and the necessity to have students supervised in their service by local managers. More general lessons are drawn for a successful practice of Service Learning abroad: clearly defined academic goals, strict distinction between Service Learning and other forms of volunteering or experiential learning, ethical rules to prevent patronizing attitudes among volunteers.

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Fiene, Jonathan P., and Mark Yim. "Project First: A Case Study in Mechatronics Course Design." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-50030.

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In many project-based mechatronic courses, the project is either a tangential part of the course or a kit is given to the students (e.g. parts of a mobile base for a robot) which they then assemble and modify as necessary. In contrast to these typical approaches, we present the design of a mechatronics course wherein the semester project pre-determines the various lab activities, which then define the ordering and content of the classroom lectures. As such, the project is the core focus of the course, and the supplied components are kept to a minimum in order to maximize the solution space and student creativity. Putting such a strong emphasis on the project requires that significant effort is invested early to select a suitable project for the semester, but once that choice is made, the remainder of the content essentially fills in automatically. In addition to the case study, we present more general rules and context which can be helpful in choosing a project and fostering a strong peer-assisted learning culture.

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Zhang, Mingshao, Pengji Duan, Zhou Zhang, and Sven Esche. "Development of Telepresence Teaching Robots With Social Capabilities." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86686.

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A telepresence robot is a device that allows people to participate in video conferences on a moveable platform from a remote location. The users can remotely control the robot’s motion and interact with each other through a video screen. Such systems, which were originally designed to promote social interaction between people, have become popular in various application areas such as office environments, health care, independent living for the elderly, and distance learning. Although there is ample published empirical work surrounding the use of telepresence and computer-mediated communication in education, few studies have examined telepresence robots in the classroom. Although some studies have indicated positive learning experiences and outcomes in education facilitated by telepresence robots, further research is needed to better identify the possible effects such approaches have on student learning and perceptions of instructor credibility. In order to maximize the students’ learning outcomes, it is very important to improve the usability of the telepresence robot platform for both the instructors and the students. In addition, the instructor credibility is also crucial to the overall learning experience. In the research presented here, an innovative remote teaching platform, which includes features of telepresence robots and social robots (which are autonomous robots that interact and communicate with humans by following social behaviors and rules associated with their roles), is developed. It is believed that telepresence robots equipped with the capabilities provided by social robots can improve the credibility of the instructor and the usability of the education platform, both of which contribute to the students’ overall learning outcomes.

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Srisuphab, Ananta, and Piyanuch Silapachote. "Rule-based systems made easy with battleship games: A well-received classroom experience." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654500.

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Grande, Daniel, Felice Mancini, and Pradeep Radhakrishnan. "An Automated Graph Grammar Based Tool to Automatically Generate System Bond Graphs for Dynamic Analysis." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59941.

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This paper presents a graph grammar based automated tool that can generate bond graphs of various systems for dynamic analysis. A generic graph grammar based representation scheme has been developed for different system components and bond graph elements. Using that representation, grammar rules have been developed that enable interpreting a given system and generating bond graph through an algorithmic search process. Besides, the paper also demonstrates the utility of the proposed tool in classrooms to enhance value in bond graph based system dynamics education. The underlying technique, various examples and benefits of this automated tool will be highlighted.

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Wolff-Boenisch, Domenik. "A case study on student perception of online lecturing." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12710.

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This case study looks at implications of transitioning live to recorded lectures, a subject that has acquired an acute importance given COVID19 and the unexpected need to move lectures online. Over a period of six years, from 2015 to 2020, a questionnaire was handed out at the end of a ‘unit’ on environmental geoscience; a ‘unit’ at Australian universities represents a ‘course’ in the European and American tertiary system. This is a 2nd semester, 3rd year core unit of an Applied Geology course meaning that (most of) the polled students were about to acquire a bachelor of science finishing their undergraduate studies. The students were asked multiple questions related to iLectures and their attitude towards this asynchronous content delivery approach as integral part of a flipped classroom. Provided that such a STEM unit with 40-120 students can be deemed representative of the wider student community, the findings indicate that students in general have come to terms with online lectures, way before COVID19 gave them no other choice. Acceptance rates for iLectures were over 50 % across all years, except for 2020, a clear indication that COVID19 marred the online experience, probably due to oversaturation and isolation. The majority of the students saw benefits in this asynchronous lecturing approach, irrespective of whether the rationale behind it had been explained in detail. Despite seeing benefits of the flipped classroom and recorded lectures, one out of three students preferred live lectures. This number has increased after COVID19 to 40 %, yet another sign of the negative impact of the pandemic on online lecturing. This inference is unrelated to the quality of the recordings which was deemed high. Other than the conspicuous pandemic effect, the data show enough scatter to rule out any sustained trend of student attitudes across the years. This demonstrates the heterogeneous demographics of the students taking this unit. Finally, the importance of meaningful extended lecture notes to complement the recordings is highlighted.

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Peterson, Kirsten L., Marc D. Compere, Yosef S. Allam, and Bernard J. Van Wie. "A Fluid Flow Characterization Device for an Educational Desktop Learning Module." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88525.

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This paper presents the design and testing of a fluid loss characterization device for use in engineering education as a classroom or laboratory demonstration in a core curriculum fluid dynamics course. The design is specifically tailored for clear demonstration of the abstract concept of fluid loss in a way that supports collaborative, hands-on, active, and problem-based learning. This stand-alone device is intended as a prototype for a Desktop Learning Module (DLM) cartridge. The DLM module framework was developed by engineering educators at Washington State University as part of a collaborative NSF-sponsored program. The fluid loss characterization device was sponsored by the Embry-Riddle Aeronautical University Honors Program in Daytona Beach, Florida. The purpose of the experiment is to have students determine the loss coefficients and friction factors of different piping components in a fluid flow system. The experiment involves measuring volumetric flowrate changes in the system due to the introduction of minor and major losses. A pump circulates water at a specified rate tunable by the students to achieve a steady state flow condition. Height sensors report tank heights and a flow meter shows volumetric flow rate which is verifiable with student’s data collection. A graphical computer interface allows students to control pump rate and also reports tank height in real time. The computer and height sensors are not critical to the learning objectives and may be replaced with rulers and a potentiometer for motor control. The educational goals are for students to gain a better understanding of the transition between Bernoulli’s flow equation and the Energy equation, to study major and minor losses, and experimentally determine volumetric flowrate. Fluid flow loss concepts can be reinforced by experimentally verifying these concepts immediately after presenting them on the whiteboard. Educational assessments measuring gains with pre- and post-tests and a conceptual test one week later were performed with a control group and experimental group. Results are presented that allow direct comparison between a hands-on activity versus conventional lecture-based instruction alone. The results indicate no statistically significant differences in gains between control and treatment groups; however the trend indicates improved ability to describe abstract concepts on the material 1 week later in the experiment group. The most promising results show that a greater percentage of students who were actively involved with the demonstration increased their scores from post- to conceptual assessment. This agrees with previously published results on CHAPL [1]. The majority of passive observers showed decreased scores. These results warrant more devices be built and tested to engage the entire class in the hands-on collaborative experiment.

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