Your CIOS file request: Q-METHOD/06179151.208 hotline item

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Received:  by CIOS Mailer; Wednesday 17 Jun 2009 15:12:08
Date:         Wed, 17 Jun 2009 15:09:45 -0400
From:         "Ramlo,Susan E" 
Subject: Re: Learning strategies
To:           Q-METHOD@LISTSERV.KENT.EDU
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Hi.  There is certainly a lot of education research that focuses on student=
 satisfaction (think of faculty evaluations... we are not evaluating studen=
ts' learning but their subjective opinion of our performance).  Much of the=
 classroom response system (e.g. clickers) research is also about student s=
atisfaction (whether or not they enjoyed using the clickers).

Typically though when we talk about student learning it becomes very "objec=
tive" with concept inventories, ACT scores, NAEP, TIMSS, and the like being=
 the tools of choice.

It has been my experience teaching college physics that often students beli=
eve they understand the material better than they do (until the exam at lea=
st). =20

Sue Ramlo, PhD
Professor of General Technology - Physics and
Professor of Education
The University of Akron
Department of Engineering & Science Technology and
Department of Curricular & Instructional Studies
Schrank Hall South 123B
Akron, OH 44325-6104
=20
330-972-7057
sramlo@uakron.edu
=20
******************************************************************
It does not matter how slowly you go, so long as you do not stop.=20
Confucius


-----Original Message-----
From: Q Methodology Network [mailto:Q-METHOD  at LISTSERV.KENT.EDU] On Behalf O=
f Michael Abrams
Sent: Wednesday, June 17, 2009 12:26 PM
To: Q-METHOD@LISTSERV.KENT.EDU
Subject: Learning strategies

How much educational research focuses on how people, themselves, say they
"learn?" I see a lot of research on teaching strategies, some interesting
work on "learning styles."  With all of the observation and measurement
going on, I wonder how much attention subjectivity gets in these areas.


-----------------=20
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