On the Horizon, Volume 23, Issue 1, February 2015.
Purpose Educators today struggle with the need to improve student success in a dynamic and increasingly technological world. Learners need to master more, more quickly, and educators need to upgrade their skills to meet these needs. This case study shows how one instructor used an integrated collection of technological and cognitive tools to reach these goals. Design/methodology/approach This vision-based research design focused on the goal that all students can succeed. The design took the non-traditional approach of separating pedagogical models that worked from those that did not. The objectives were achieved by successively improving the pedagogy. The components of the final model were evaluated using multiple regression to determine individual and summative effectiveness. Findings The pedagogical model designed around the goals of allowing adequate time for scaffolded acquisition and increasing skill development demonstrated consistent student success in the A and B grade range Research limitations/implications A sophisticated knowledge of the issues involved underlies the actualization of this research. The success of the approach will be determined by our ability to enable the method to function on its own. Practical implications With the increasing sophistication of teaching and learning tools, opportunities arise for more detailed and complex pedagogical analyses. Originality/value Using Microsoft® Excel® for evaluation of a pedagogical model that is also quantitatively analyzable.
Purpose Educators today struggle with the need to improve student success in a dynamic and increasingly technological world. Learners need to master more, more quickly, and educators need to upgrade their skills to meet these needs. This case study shows how one instructor used an integrated collection of technological and cognitive tools to reach these goals. Design/methodology/approach This vision-based research design focused on the goal that all students can succeed. The design took the non-traditional approach of separating pedagogical models that worked from those that did not. The objectives were achieved by successively improving the pedagogy. The components of the final model were evaluated using multiple regression to determine individual and summative effectiveness. Findings The pedagogical model designed around the goals of allowing adequate time for scaffolded acquisition and increasing skill development demonstrated consistent student success in the A and B grade range Research limitations/implications A sophisticated knowledge of the issues involved underlies the actualization of this research. The success of the approach will be determined by our ability to enable the method to function on its own. Practical implications With the increasing sophistication of teaching and learning tools, opportunities arise for more detailed and complex pedagogical analyses. Originality/value Using Microsoft® Excel® for evaluation of a pedagogical model that is also quantitatively analyzable.
