Browsing by Subject "Self-reflection"

Now showing 1 - 4 of 4
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    10x10=100: Best Practices and Lessons Learned from a Decade of Teaching Online Courses
    (2015-11-21) Hook, Sara Anne
    Drawn from the literature and the Quality Matters rubric as well as the presenter’s own experiences of 10 years of teaching online and in developing 10 courses on a wide variety of subjects, this presentation will offer a generous number of practical approaches and strategies that can be taken to enhance instructor-to-student and student-to-student interaction, encourage active learning and accountability, incorporate peer review and self-reflection, assess student learning outcomes and utilize technology most effectively.
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    Big and Small: Active Learning in Online and Face-to-Face Courses
    (2017-04-07) Hook, Sara Anne; Zhu, Liugen
    Drawn from the literature and the experiences of two faculty members, this presentation will highlight a variety of opportunities to promote active learning in online and face-to-face courses. Although some options may require substantial adjustment in pedagogical and logistical approaches, they will demonstrate how even small changes in a course can result in big improvements in student engagement and success.
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    Co-occurring Deficits in Clinical and Cognitive Insight in Prolonged Schizophrenia- Spectrum Disorders: Relationship to Metacognitive Deficits
    (Oxford University Press, 2021-07-20) Mervis, Joshua E.; Bonfils, Kelsey A.; Cooper, Samuel E.; Wiesepape, Courtney; Lysaker, Paul H.; Psychiatry, School of Medicine
    People diagnosed with schizophrenia have been broadly observed to experience deficits in clinical and cognitive insight; however, less is understood about how these deficits are related. One possibility is that these deficits co-occur among people when other deficits in cognition are present, such as in executive function, social cognition, and metacognition, which may either promote the development of both forms of poor insight or allow one to negatively influence the other. To explore this possibility, we conducted a cluster analysis using assessments of clinical and cognitive insight among 95 adults with a schizophrenia spectrum disorder. As predicted, this analysis yielded a group with concurrently poor clinical and cognitive insight (n = 36). Additional groups were found with concurrently good clinical and cognitive insight (n = 28) and poor clinical insight and good cognitive insight (n = 31). Groups were then compared on assessments of executive function, social cognition, and metacognition. The group with concurrently lower levels of cognitive and clinical insight had significantly poorer metacognition relative to the other groups. In particular, they tended to form more fragmented and less integrated ideas about themselves and others. No differences were found for executive function or social cognition. The result may suggest that while clinical and cognitive insight is partially orthogonal phenomena, relatively lower levels of metacognition, or difficulties forming integrated ideas about oneself and others, maybe a condition leading to the confluence of lower clinical and cognitive insight. Interventions targeting metacognition may be of particular use for this group.
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    Improving Student Learning with an Early Self-Reflection and Assessment
    (Indiana University, 2023-04) Zhu, Liugen
    Instructors often set expectations and explain what students need to do to succeed in their courses. Students achieve success by developing and applying effective study habits. This self-reflection and assessment survey contains ten true/false questions. These questions show students the correct study habits that will lead to improved learning and good grades. These questions help students predict their performance level because performance is tied to the amount of learning. Students complete the activity in the fourth or fifth week of a semester. This activity allows students to reflect on their study habits in the first few weeks and find ways to improve their learning and performance for the rest of the course.