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Learning Science Research - Page 3
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Learning Science Research - Page 3

Macmillan Employee
‎03-03-2021
11:03 AM
Hear how two instructors utilized Achieve in their General Chemistry courses to foster cooperative learning across face-to-face, virtual, & hybrid classroom environments.
Learn more about Two Case Studies Using Achieve for General Chemistry Courses below!
CASE STUDY #1:
CASE STUDY #2:
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Macmillan Employee
‎03-03-2021
11:01 AM
Learn how one teacher used Achieve in their Calculus course and was able to save time & positively change student/teacher interactions.
Table of Contents:
ACTIVE TEACHING AND LEARNING WITH ACHIEVE: Rediscovering the Beauty of Calculus
The Challenge
Student Preparedness and Instructor Efficiency
The Solution
Achieve Instructor and Student Resources
The Results
Achieve Saves Instructor Time and Positively Changes Instructor/Student Interactions
School Background
About the Professor
Student Limitations
Learn more about Case Study Using Achieve in Calculus Class below!
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Macmillan Employee
‎03-03-2021
10:57 AM
Hear how two instructors utilized Achieve in their Composition courses to improve equity, access, and engagement for hybrid and virtual courses.
Learn more about Two Case Studies Using Achieve for English & Composition Courses below!
Case Study 1:
Case Study 2:
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Macmillan Employee
‎09-03-2020
12:00 PM
The second of three versions of the Macmillan Learning Model, the Problem-Based Learning Model, builds on the Active Learning Model by adding scaffolded learning activity components to the Before Class and During Class segments. These additional elements address small group problem solving and large group discussions.
Learn more about Problem-Based Learning Model below.
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Macmillan Employee
‎07-23-2020
07:14 AM
Advances in the learning sciences combined with the fast evolution of powerful digital technologies and advances in the design of user experience have the potential to transform the future of higher education. There is now a large body of research demonstrating that learning science principles such as self-regulation, formative assessment, and active learning support the development of lifelong learners (Bell & Kozlowski, 2008). Digital tools can increasingly offer content, resources, and assessments that are personalized, adaptive, and relevant. (Cook et. al, 2013). And, seamless, efficient, engaging digital experiences that make the lives of students and instructors easier can meet the needs of busy educators and a diverse student population (Herrington & Oliver, 2000). However, despite a host of digital learning tools available to instructors there is a lack of rigorous and relevant evidence researching effectiveness and this has often led to false starts and frustrations of what to use and how to use it to best effect to improve student success. When building Achieve, a new digital learning platform, Macmillan Learning began by founding the solution on research-based learning science principles, and co-designing the platform with instructors and students. Researchers at Macmillan Learning then took the unusual approach of beginning to investigate the effectiveness and efficacy of Achieve in its infancy by conducting rapid-cycle evaluations of tool features as they were developed and implementing increasingly rigorous validity and efficacy studies as the platform matured through beta testing.
Learn more about Achieve More: The engineering of Achieve and insights into instructor implementations and outcomes below.
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Macmillan Employee
‎07-23-2020
07:09 AM
This study investigated the differential efficacy of a new digital learning tool, Achieve, among students less and more academically prepared to succeed.
Learn more about Achieving Student Success: Using indicators of college readiness to measure the efficacy of Achieve below.
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Macmillan Employee
‎07-23-2020
06:33 AM
We have been researching the impact of iClicker for years and here are two infographics that show some of our results.
Learn more about Infographics on iClicker below!
Infographic 1:
Infographic 2:
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Macmillan Employee
‎07-22-2020
02:13 PM
This research note offers an overview of the quasi-experimental, mixed-methods study of the impact of the iClicker engagement model on student academic performance. Results from this study indicate that using iClicker in the higher education classroom increases average end of course grades. Additional analyses suggest that this impact can be explained by an increase in student confidence to participate, engagement in class, and preparedness for in-class exams.
Learn more about An efficacy study of iClicker: The impact on academic performance below!
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Macmillan Employee
‎07-22-2020
01:55 PM
In order to provide instructors and other faculty the most valuable and actionable evidence of how a digital tool will work for their students in their educational environments, evaluation of product effectiveness needs to begin in development and continue throughout the lifetime of the product. By beginning testing early in a product’s life cycle, instructors have valuable insights they can use when making adoption and implementation decisions. This research brief presents the results from an implementation study of the iClicker student app and provides a discussion about how this study will provide early evidence of effectiveness to support instructors when they make adoption and usage decisions.
Learn more about How the iClicker student app Implementation Decisions Relate to Student Outcomes: A Research Brief below!
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Macmillan Employee
‎07-22-2020
01:26 PM
In order to provide instructors and other faculty the most useful, practical, and actionable evidence of whether a digital learning tool will work for students in their educational environments, evaluation of product effectiveness should begin in development and continue once a product is on the market. By defining implementation use cases and examining how implementation decisions relate to student outcomes, instructors have valuable insights to refer to when using the iClicker student app in the classroom. This paper presents the results from the iClicker student app implementation study and includes a discussion about how identifying and defining use cases can help instructors make research-driven decisions about how to use a digital learning tool.
Learn more about How iClicker Reef implementation decisions relate to student outcomes below.
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Macmillan Employee
‎07-22-2020
01:17 PM
Educational technology has the potential to substantially improve student success, particularly when it comes to active learning. Yet, many instructors are concerned about the impact of internet-enabled devices like laptops and phones in their classrooms, and research demonstrates that using devices in the classroom can divide student’s attention in class (Glass & Kang, 2017; Sana, Weston & Cepeda, 2013; Hembrooke & Gay, 2003; Grace-Martin & Gay, 2001). The division of student attention between classroom instruction and content on mobile devices is sometimes referred to as multitasking behavior. Previous research has indicated that multitasking behavior (Payne-Carter, Greenburg & Walker, 2017; Jacobsen & Forste, 2011; Fried, 2007) is negatively related to student performance on classroom exams and overall course grades, as well as student perception of content mastery.
Macmillan Learning’s new Focus feature in iClicker Reef was created to help students manage the distractions that divide their attention while maintaining active learning in class. Focus is a setting instructors can enable in iClicker to help students stay on task when using mobile devices for participation in iClicker classroom activities. Students log into their iClicker sessions during class and are sent a reminder to remain focused in class if they choose to leave the iClicker session to browse the web, answer texts, or watch videos. Students and their instructor are provided a summary of information about students’ time spent in and out of Focus while using iClicker. The goal of providing this information is to increase students’ awareness of any multitasking behavior and to help them self-regulate their ability to stay on task during class.
In the Fall 2019 semester, eight instructors partnered with Macmillan Learning to better understand whether iClicker Focus supports student learning and self-regulation of multitasking behavior. This research brief outlines those partnerships and highlights the results of the study. The report begins with an overview of iClicker Reef and the Focus feature, the research procedures including samples and methods are presented next, followed by results and implications for instructors.
Learn more about Reducing Distractions and Increasing Performance with Focus below!
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