Literaturnachweis - Detailanzeige
| Autor/inn/en | Gehret, Austin U.; Elliot, Lisa B.; MacDonald, Jonathan H. C. |
|---|---|
| Titel | Active Collaborative Learning through Remote Tutoring |
| Quelle | In: Journal of Special Education Technology, 32 (2017) 1, S.36-46 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643416681162 |
| Schlagwörter | Tutoring; Cooperative Learning; Active Learning; Case Studies; Chemistry; Partial Hearing; Deafness; Classroom Observation Techniques; Online Courses; Electronic Learning; Synchronous Communication; Relevance (Education); Delivery Systems; Technology Uses in Education; Integrated Activities; College Students; Teaching Methods; Instructional Effectiveness; Participant Satisfaction; Usability Förderkonzept; Nachhilfeunterricht; Kooperatives Lernen; Aktives Lernen; Case study; Fallstudie; Case Study; Chemie; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Online course; Online-Kurs; Relevance; Relevanz; Auslieferung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Integrierender Unterricht; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg |
| Abstract | An exploratory case study approach was used to describe remote tutoring in biochemistry and general chemistry with students who are deaf or hard of hearing (D/HH). Data collected for analysis were based on the observations of the participant tutor. The research questions guiding this study included (1) How is active learning accomplished in synchronous, remote tutoring for chemistry and biochemistry with students who are D/HH? and (2) Why might active learning be important to include in synchronous, remote tutoring for this student population? Findings included that (a) students approached remote tutoring with the same questions and materials they brought to in-person tutoring and (b) the degree to which tutoring materials could be imbedded into a remote session influenced the session's efficiency and the ability of students to actively participate in remote tutoring. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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