1. During this presentation we will make
use of Shakespeak, a softwaretool
which enables interaction.
Please make sure you keep your
mobile device or laptop ready
3. Student (r)evolution?
• Student life
• E-learning
• Hypothesis & reflection
• Learners in the driving seat: fact or myth?
• Word of thanks
• References
Student (r)evolution? 3
4. Student life
• What is a student?
stu·dent, noun,
1 scholar, learner; especially: one who attends a school
2 one who studies; an attentive and systematic observer
• Members of a student board
o Education & student representation (Faculty ↔ University)
o Sports, culture & fun
Student (r)evolution? 4
5. Past Today
• Paper & pencil • Laptops, smartphones
• ↔ •
• Individuals • Groups
• Catholic University • Association KU
of Leuven Leuven
• Interaction
Student (r)evolution? 5
6. E-learning
• E-learning → electronically supported learning & teaching
o Tools in the cloud (Shakespeak, weblectures,…)
o Electronic learning environment (Moodle, Blackboard)
• What do students think about a student-centered approach?
Perception to more work? Not loving the
Indifference microphone
Feeling safe in class when
Help?!
nothing else to do than writing
down Being in small groups makes
interaction much more fun
Student (r)evolution? 6
7. Hypothesis
Sample question: do you think the „Millenium student‟ is
noisy?
• Do media influence learning?
• Is it really possible for students to multitask?
• Distance education ↔ classroom instruction?
Student (r)evolution? 7
8. Do media influences learning?
We will set these example results to zero once
you've started your session and your slide show.
A. Yes 33.3%
In the meantime, feel free to change the looks of
your results (e.g. the colors).
B. No 66.7%
C. No opinion 100.0%
Closed
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9. Reflection: Do media influences
learning?
D. Clark R. Kozma
• Media will NEVER influence • Interactionism
learning • Particular medium = relevant
• Media ↔ method/attributes (technology, symbol- & proces
• Replaceability argument opportunities)
• Confusion of technology • New methods
• Motivation to learn? • Medium + method
We can conclude that the media attributes stay at the surface of the system
→ there is no effect of the medium to the efficacy of learning.
Student (r)evolution? 10
10. Is it really possible for students to multitask?
A. Yes
B. No
C. No opinion
# votes: 0 Closed
TXT This text box will be has been loaded without the Shakespeak plug-in.
This presentation used to describe the different message sending methods.
Internet Want to download the plug-inbe insertedGo toyou have started a session.
The applicable explanations will for free? after www.shakespeak.com.
Twitter It is possible to move, resize and modify the appearance of this text box.
11. Is it really possible for students to multitask?
We will set these example results to zero once
you've started your session and your slide show.
A. Yes 33.3%
In the meantime, feel free to change the looks of
your results (e.g. the colors).
B. No 66.7%
C. No opinion 100.0%
Closed
TXT This text box will be has been loaded without the Shakespeak plug-in.
This presentation used to describe the different message sending methods.
Internet Want to download the plug-inbe insertedGo toyou have started a session.
The applicable explanations will for free? after www.shakespeak.com.
Twitter It is possible to move, resize and modify the appearance of this text box.
12. Reflection: Is it really possible for students
to multitask?
• People often try to do two things at a time → Succesfully…
or not?
• Attention span
o Only one processing channel
o Limited capacity
• Coens (2011); General ability to multitask is influenced by -
o Characteristics of the task at one hand
o Characteristics of the individual
Student (r)evolution? 13
13. Reflection: Is it really possible for students
to multitask?
• Educational context → mobile learning?
o Texting, surfing, reading & writing
o Anytime, anywhere
• Research Doolittle & Mariano (2008)
o Shared attention → performance ↓
o Static position: significant better results
o Interference between tasks (Wickens)
o Effect size is limited
Student (r)evolution? 14
14. Distance education ↔ classroom
instruction?
A. Distance education
B. Classroom instruction
# votes: 0 Closed
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This presentation used to describe the different message sending methods.
Internet Want to download the plug-inbe insertedGo toyou have started a session.
The applicable explanations will for free? after www.shakespeak.com.
Twitter It is possible to move, resize and modify the appearance of this text box.
15. Distance education ↔ classroom
instruction?
We will set these example results to zero once
you've started your session and your slide show.
Distance In the meantime, feel free to change the looks of
A. 50.0%
your results (e.g. the colors).
education
classroom
B. 100.0%
instruction
Closed
TXT This text box will be has been loaded without the Shakespeak plug-in.
This presentation used to describe the different message sending methods.
Internet Want to download the plug-inbe insertedGo toyou have started a session.
The applicable explanations will for free? after www.shakespeak.com.
Twitter It is possible to move, resize and modify the appearance of this text box.
16. Reflection: Distance education ↔
classroom instruction?
• Characteristics of distance learning
o Separation between student & teacher
o Influence of educational organisation on planning
o Use of technological media
o Mutual interaction
o Absence of others?
Student (r)evolution? 17
17. Reflection: Distance education (DE) ↔
classroom instruction (CI)?
• The results of (Bernard, 2004) show the following effects
on these variables
o Achievement: small significant effect DE
o Attitude: small negative significant effect CI
o Retention: small sign. effect in favor of CI
→ Overall we see a large variability in effect size
Student (r)evolution? 18
18. Learners in the driving seat: fact or myth?
• Student coach online
o Leuven: Peer - assisted Learning (PAL)
o “ to teach is to learn twice”
• Distraction
• (r)evolution? → Does it have limits?
Student (r)evolution? 19
19. Word of thanks
Thank you…
Prof. Jan Elen, for answering all our questions and the given
feedback
The Media & Learning division of KU Leuven, for all technical
support and feedback.
Eva Kyndt, for advice on APA standards
Student (r)evolution? 20
20. References
Bernard, R.M. (2004). How does distance education compare
with classroom instruction? A meta-analysis of the
empirical literature. Review of Educational Research,
74(3), 379-439.
Clark, R. E. (1994). Media will never influence learning.
ETR&D, 42(2), 21-29.
Coens, J., Reynvoet, B., & Clarebout, G. (2011). Mobile
learning: Can students really multitask? Journal of
Educational multimedia and hypermedia, 20(1), 5-20.
Kozma, R.B. (1994). Will media influence learning?
Reframing the debate. ETD&D, 42(2), 7-19.
Student (r)evolution? 21
