Campbell R Bego
Biographic Data
| ID | 2749138 |
|---|---|
| NAME | Campbell R Bego |
| GIVEN NAMES | Campbell R |
| FAMILY NAME | Bego |
| SIGNATURE | BEGO C R |
| AFFILIATIONS | University of Louisville |
| ORCID | 0000-0002-8125-3178 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Increasing contrasting cases during exploration or practice problems given before or after instruction
Bringing exploratory learning online: Problem-solving before instruction improves remote undergraduate physics learning
STEM undergraduate instructors teaching remote courses often use traditional lecture-based instruction, despite evidence that active learning methods improve student engagement and learning outcomes. One simple way to use active learning online is to incorporate exploratory learning. In exploratory learning, students explore a novel activity (e.g., problem solving) before a lecture on the underlying concepts and procedures. This method has been s…
Designing novel activities before instruction: Use of contrasting cases and a rich dataset
BackgroundIn exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always.AimsThe current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features.SamplesUndergraduate physics students (Exp…
Frontiers in Education (FIE) at 50: Advancing Computing and Engineering Education
This Special Issue is a product of the collaboration between the Frontiers in Education (FIE) Conference and the IEEE Transactions on Education (IEEE ToE) Journal, both known for producing high-impact, peer-reviewed scholarly publications. FIE was founded in 1971 by the IEEE Education Society, joined by the ASEE Educational Research and Methods (ERM) division in 1973, and supported by the IEEE Computer Society since 1995. From its inception, FIE …
Designing novel activities before instruction: Use of contrasting cases and a rich dataset
BackgroundIn exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always.AimsThe current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features.SamplesUndergraduate physics students (Exp…
Increasing contrasting cases during exploration or practice problems given before or after instruction
Frontiers in Education (FIE) at 50: Advancing Computing and Engineering Education
This Special Issue is a product of the collaboration between the Frontiers in Education (FIE) Conference and the IEEE Transactions on Education (IEEE ToE) Journal, both known for producing high-impact, peer-reviewed scholarly publications. FIE was founded in 1971 by the IEEE Education Society, joined by the ASEE Educational Research and Methods (ERM) division in 1973, and supported by the IEEE Computer Society since 1995. From its inception, FIE …
Bringing exploratory learning online: Problem-solving before instruction improves remote undergraduate physics learning
STEM undergraduate instructors teaching remote courses often use traditional lecture-based instruction, despite evidence that active learning methods improve student engagement and learning outcomes. One simple way to use active learning online is to incorporate exploratory learning. In exploratory learning, students explore a novel activity (e.g., problem solving) before a lecture on the underlying concepts and procedures. This method has been s…
Designing novel activities before instruction: Use of contrasting cases and a rich dataset
BackgroundIn exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always.AimsThe current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features.SamplesUndergraduate physics students (Exp…
Increasing contrasting cases during exploration or practice problems given before or after instruction
Computer Science (3 works) · Exploratory research (3 works) · Mathematics education (3 works) · Psychology (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Innovative Teaching and Learning Methods (2 works) · Online and Blended Learning (2 works) · Visual and Cognitive Learning Processes (2 works) · Artificial Intelligence (1 works)