WorldWideScience

Sample records for students completing courses

  1. Can Completing a Mental Health Nursing Course Change Students' Attitudes?

    Science.gov (United States)

    Hastings, Todd; Kroposki, Margaret; Williams, Gail

    2017-05-01

    Nursing program graduates rarely choose mental health nursing as a career. A quasi-experimental study was conducted to examine attitudes of 310 nursing students towards persons with mental illness. Students completed surveys on the first and last days of their program's psychiatric mental health nursing course. The pre- and post-test survey analysis indicated that students improved their attitude, knowledge and preparedness to care for persons with mental illness. However, students maintained little interest in working as a mental health nurse. Modifications in mental health nursing courses could be made to improve students' interest in choosing a career in mental health nursing.

  2. Predicting Successful Completion Using Student Delay Indicators in Undergraduate Self-Paced Online Courses

    Science.gov (United States)

    Lim, Janine M.

    2016-01-01

    Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and…

  3. Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

    OpenAIRE

    F. J. Kontur; K. de La Harpe; N. B. Terry

    2015-01-01

    We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only fo...

  4. Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course

    Science.gov (United States)

    Kontur, F.?J.; de La Harpe, K.; Terry, N.?B.

    2015-01-01

    We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam…

  5. Reducing Racism, Sexism, and Homophobia in College Students by Completing a Psychology of Prejudice Course

    Science.gov (United States)

    Pettijohn, Terry F., II; Walzer, Amy S.

    2008-01-01

    Students enrolled in Psychology of Prejudice and Introductory Psychology courses completed measures of racism, sexism, and attitudes toward homosexuals at the beginning and end of the term. We predicted that those who took part in the Psychology of Prejudice class would have significantly reduced prejudice as a result of the course experience. We…

  6. Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

    Directory of Open Access Journals (Sweden)

    F. J. Kontur

    2015-02-01

    Full Text Available We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only for students with high physics aptitude. On the other hand, all other students showed zero or even a negative correlation between successful homework completion and exam performance. Low- and medium-aptitude students who did more homework did no better and sometimes scored lower on exams than their low- and medium-aptitude peers who did less homework. Our work also shows that long-term changes in homework completion correlated to long-term changes in exam scores only for students with high physics aptitude, but not for students with medium or low aptitude. We offer several explanations for the disparity in homework learning gains, including cognitive load theory, ineffective homework strategies, and various mismatches between homework and exams. Several solutions are proposed to address these possible deficiencies in graded online and written homework.

  7. Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

    Science.gov (United States)

    Kontur, F. J.; de La Harpe, K.; Terry, N. B.

    2015-06-01

    We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only for students with high physics aptitude. On the other hand, all other students showed zero or even a negative correlation between successful homework completion and exam performance. Low- and medium-aptitude students who did more homework did no better and sometimes scored lower on exams than their low- and medium-aptitude peers who did less homework. Our work also shows that long-term changes in homework completion correlated to long-term changes in exam scores only for students with high physics aptitude, but not for students with medium or low aptitude. We offer several explanations for the disparity in homework learning gains, including cognitive load theory, ineffective homework strategies, and various mismatches between homework and exams. Several solutions are proposed to address these possible deficiencies in graded online and written homework.

  8. Reply to "Comment on "Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course""

    Science.gov (United States)

    Kontur, F. J.; de La Harpe, K.; Terry, N. B.

    2016-01-01

    We reply to Rieger, Reinsberg, and Wieman's forgoing Comment [Phys. Rev. Phys. Educ. Res., Comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course" 12, 028001 (2016)].

  9. Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

    Science.gov (United States)

    Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

    2013-01-01

    This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…

  10. A Study of Student Completion Strategies in a Likert-Type Course Evaluation Survey

    Science.gov (United States)

    Gee, Nick

    2017-01-01

    This article investigates the motivations and strategies employed by respondents to a Likert-style course evaluation at a UK university. These attitude surveys, generating large amounts of quantitative data, are commonly used in quality assurance procedures across UK higher education institutions. Similar student survey results are now scrutinised…

  11. Comment on "Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course"

    Science.gov (United States)

    Rieger, G. W.; Reinsberg, S. A.; Wieman, C. E.

    2016-01-01

    We present a comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course", by F. J. Kontur, K. de La Harpe, and N. B. Terry PRST-PER 11, 010105 (2015). Our data show that the conclusions Kontur and coworkers draw from their data may not be generally applicable.

  12. Changes in nursing students' perceptions of research and evidence-based practice after completing a research course.

    Science.gov (United States)

    Keib, Carrie N; Cailor, Stephanie M; Kiersma, Mary E; Chen, Aleda M H

    2017-07-01

    Nurses need a sound education in research and evidence-based practice (EBP) to provide patients with optimal care, but current teaching methods could be more effective. To evaluate the changes in nursing students 1) perceptions of research and EBP, 2) confidence in research and EBP, and 3) interest in research participation after completing a course in research and EBP. A pre-post assessment design was utilized to compare changes in students. This project was conducted at a small, private liberal arts institution with Bachelor of Science (BSN) students. Two cohorts of third-year BSN students (Year 1 N=55, Year 2 N=54) who were taking a required, semester-long Nursing Research and EBP course. Students' perceptions of and confidence in research and EBP were assessed pre- and post-semester using the Confidence in Research and EBP survey, which contained 7 demographic items, 9 Research Perceptions items, and 19 Confidence in Research items (5-point Likert scale; 1=Not at all confident, 5=Extremely confident). Two years of data were collected and analyzed in SPSS v.24.0. Wilcoxon signed-ranks tests and Mann-Whitney-U tests were utilized to examine the data. Students had significant improvements in perceptions of and confidence in research and EBP (pnursing practice. Copyright © 2017. Published by Elsevier Ltd.

  13. Factors Determining Student Retention of Economic Knowledge after Completing the Principles-of-Microeconomics Course.

    Science.gov (United States)

    Kohen, Andrew I.; Kipps, Paul H.

    1979-01-01

    Reports results of a study of economics students to test the effect of time and other factors affecting retention, to develop an instrument to measure the rate of depreciation of the student's stock of economic knowledge, and to explore the implications of findings for the student's academic planning. (Author/KC)

  14. Failure of college students to complete an online alcohol education course as a predictor of high-risk drinking that requires medical attention.

    Science.gov (United States)

    Abrams, Gina Baral; Kolligian, John; Mills, Douglas Lane; DeJong, William

    2011-11-01

    AlcoholEdu® for College and other computer-based education programs have been developed to reduce alcohol use and related problems among students. This study investigated whether the failure of incoming first-year students to complete AlcoholEdu predicts future high-risk drinking that requires medical attention. A review of clinical records kept by a single university's health service identified 684 undergraduates (classes of 2007-2011) who had presented for an alcohol event (September 2003 through June 2008). We used survival analysis to determine whether students who partially completed the course or failed to take it were disproportionately represented among student patients who presented with elevated blood alcohol concentration (BAC). Students who failed to take the online course were 4.64 times more likely than those who completed it to experience an alcohol event (p students who had partially completed the course were 1.52 times more likely (p alcohol education and gender were not significantly related to students' measured BAC level. Students who had completed AlcoholEdu were less likely to present for an alcohol event than were students who partially completed or failed to take the course. Campus administrators should consider whether students who fail to complete an online alcohol course should be flagged for more focused interventions (e.g., brief motivational interview, mandatory education classes). This is the first study to show a relationship between first-year college students' non-completion of an online alcohol course and subsequent high-risk drinking that requires medical attention.

  15. A Parallel Controlled Study of the Effectiveness of a Partially Flipped Organic Chemistry Course on Student Performance, Perceptions, and Course Completion

    Science.gov (United States)

    Shattuck, James C.

    2016-01-01

    Organic chemistry is very challenging to many students pursuing science careers. Flipping the classroom presents an opportunity to significantly improve student success by increasing active learning, which research shows is highly beneficial to student learning. However, flipping an entire course may seem too daunting or an instructor may simply…

  16. College Completion and Participation in a Developmental Math Course for Hispanic and White Non-Hispanic Students

    Science.gov (United States)

    Glazier, Stephen Gene

    2011-01-01

    Purpose, Scope, and Method of Study. The population of interest in the study consisted of white and Hispanic high school graduates in the United States who attended college and completed a college developmental mathematics course. Data from the National Educational Longitudinal Study of 1988 were employed, and a longitudinal, quasi-experimental…

  17. Program Costs and Student Completion

    Science.gov (United States)

    Manning, Terri M.; Crosta, Peter M.

    2014-01-01

    Community colleges are under pressure to increase completion rates, prepare students for the workplace, and contain costs. Colleges need to know the financial implications of what are often perceived as routine decisions: course scheduling, program offerings, and the provision of support services. This chapter presents a methodology for estimating…

  18. Isaac Newton and Student College Completion

    Science.gov (United States)

    Tinto, Vincent

    2013-01-01

    Success in college is built upon classroom success, but success in the classroom does not in itself ensure college completion. Completion arises from success in a sequence of classes one after another over time. It does so most frequently when students are presented with coherent course pathways to degree completion, are able to gain degree credit…

  19. The Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course

    Science.gov (United States)

    2015-02-17

    number of students into pursuing science and technology careers, it is important for physics educators to know how beneficial their pedagogical tools...essentially no effect on total exam scores. We assign homework because we expect there is a causative relationship between homework and learning. The...correlations in Fig. 2 and Fig. 3 suggest that this anticipated causative relationship shou ld be reevaluated for major segments of our student

  20. Optimizing Technical Education Pathways: Does Dual-Credit Course Completion Predict Students' College and Labor Market Success?

    Science.gov (United States)

    Phelps, L. Allen; Chan, Hsun-Yu

    2016-01-01

    Post-recession Federal policy initiatives, such as secondary/postsecondary career pathways and gainful employment higher education accountability standards, prioritize the alignment of education practices with market-driven outcomes. Using longitudinal student record data merged from college and state K-12 data systems with the Unemployment…

  1. Colloquial French the complete course for beginners

    CERN Document Server

    Demouy, Valérie

    2015-01-01

    Colloquial French: The Complete Course for Beginners has been carefully developed by an experienced teacher to provide a step-by-step course to French as it is written and spoken today. Combining a clear, practical and accessible style with a methodical and thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in French in a broad range of situations. No prior knowledge of the language is required. Colloquial French is exceptional; each unit presents a wealth of grammatical points that are reinforced with a wide range

  2. Colloquial French the complete course for beginners

    CERN Document Server

    Demouy, Valérie

    2014-01-01

     COLLOQUIAL FRENCH is easy to use and completely up to date!Specially written by experienced teachers for self-study or class use, the course offers a step-by-step approach to written and spoken French. No prior knowledge of the language is required.What makes COLLOQUIAL FRENCH your best choice in personal language learning?Interactive - lots of exercises for regular practiceClear - concise grammar notesPractical - useful vocabulary and pronunciation guideComplete - including answer key and reference sectionWhether you''re a business traveller, or about to take up a daring challenge in adventu

  3. Influence of Motivational Design on Completion Rates in Online Self-Study Pharmacy-Content Courses

    Science.gov (United States)

    Pittenger, Amy; Doering, Aaron

    2010-01-01

    Student retention rates are a constant concern in higher education, but this concern has become especially challenging as online courses become more common and there are widespread reports of low completion rates for online, self-study courses. We evaluated four self-study online pharmacy courses with a history of very high completion rates for…

  4. The new Cambridge English course student 1

    CERN Document Server

    Swan, Michael

    1991-01-01

    The New Cambridge English Course is a course teachers and students can rely on to cover the complete range and depth of language and skills needed from beginner to upper-intermediate level. Each level is designed to provide at least 72 hours of class work using the Student's Book, with additional self-study material provided in the Practice Book. The course has a proven multi-syllabus approach which integrates work on all the vital aspects of language study: grammar, vocabulary, pronunciation, skills, notions and functions.

  5. Colloquial English the complete course for beginners

    CERN Document Server

    King, Gareth

    2015-01-01

    Colloquial English provides a step-by-step course in English as it is written and spoken today. Combining a user-friendly approach with a thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in English in a broad range of situations. Key features include:progressive coverage of speaking, listening, reading and writing skillsstructured, jargon-free explanations of grammaran extensive range of focused and stimulating exercisesrealistic and entertaining dialogues covering a broad variety of scenariosuseful explanations

  6. Student Developed Knowledge Portfolios from a Soil Fertility Course

    Science.gov (United States)

    Sindelar, Meghan; Mamo, Martha; Wingeyer, Ana

    2018-01-01

    Students who have completed the Soil Nutrient Relationships course at the University of Nebraska-Lincoln often contact instructors once they have begun full-time work, seeking reminders of specific concepts. These students either did not take or keep detailed notes during the course. To assist students, instructors have developed a portfolio…

  7. Student Perceptions of a Flipped Pharmacotherapy Course

    Science.gov (United States)

    Khanova, Julia; McLaughlin, Jacqueline E.; Rhoney, Denise H.; Roth, Mary T.

    2015-01-01

    Objective. To evaluate student perception of the flipped classroom redesign of a required pharmacotherapy course. Design. Key foundational content was packaged into interactive, text-based online modules for self-paced learning prior to class. Class time was used for active and applied—but primarily case-based—learning. Assessment. For students with a strong preference for traditional lecture learning, the perception of the learning experience was negatively affected by the flipped course design. Module length and time required to complete preclass preparation were the most frequently cited impediments to learning. Students desired instructor-directed reinforcement of independently acquired knowledge to connect foundational knowledge and its application. Conclusion. This study illustrates the challenges and highlights the importance of designing courses to effectively balance time requirements and connect preclass and in-class learning activities. It underscores the crucial role of the instructor in bridging the gap between material learned as independent study and its application. PMID:26839429

  8. Student Engagement and Completion in Precalculus Precalculus Mega Section: Efficiently Assisting Student Engagement and Completion with Communications and Information Technology

    Science.gov (United States)

    Brusi, Rima; Portnoy, Arturo; Toro, Nilsa

    2013-01-01

    The Precalculus Mega Section project was developed with the main purpose of improving the overall performance of the student body in Precalculus, an important gatekeeper course that affects student engagement and completion, with typical drop/failure rates of over 50 percent. Strategies such as integration of technology and additional practice…

  9. Course Modality Choice and Student Performance in Business Statistics Courses in Post Secondary Institutions

    Science.gov (United States)

    Radners, Richard Harry, Jr.

    2011-01-01

    Limited research has been conducted on the role of course modality choice (face-to-face [FTF] or online [OL]) on course grades. At the study site, an independent college, the research problem was the lack of research on the proportions of undergraduate students who completed a statistics course as part of their academic program, in either OL or…

  10. Student Perceptions of Cheating in Online Business Courses

    Science.gov (United States)

    Watters, Michael P.; Robertson, Paul J.; Clark, Renae K.

    2011-01-01

    Accounting majors enrolled in business courses at two different universities were asked to complete a survey questionnaire pertaining to cheating in online business courses. Specifically, students majoring in Accounting were asked about their awareness of cheating in online business courses as well as their opinions regarding the credibility of…

  11. Student views regarding online freshmen physics courses

    Science.gov (United States)

    Ramlo, Susan

    2017-10-01

    Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?

  12. Students' Reactions to Course Policy Decisions

    Science.gov (United States)

    Bailey, Sarah F.; Jenkins, Jade S.; Barber, Larissa K.

    2016-01-01

    Classroom management involves managing students' requests for course policy changes. Instructors can adhere to the course policies or convey flexibility through making an exception for the student. The current study empirically examines students' emotional reactions (hostility, guilt, and surprise) and fairness perceptions to course policy…

  13. A Study of Course Design Factors that Influence E-Learning Course Completion Rates

    National Research Council Canada - National Science Library

    Mathews, Edward

    2004-01-01

    .... Although there is significant variation among institutions - with some reporting course-completion rates of more than 80 percent and others finding that fewer than 50 percent of distance-education...

  14. Book discussion course: timely topics for medical students.

    Science.gov (United States)

    Timm, Donna F; Woodson, Deidra; Jones, Dee

    2014-01-01

    Several library faculty members at the Louisiana State University Health Shreveport Health Sciences Library offered a book discussion course as an elective for first-year medical students. This article provides details on how the librarians developed, taught, and evaluated this elective. The librarians took a team-teaching approach, required the students to read two books, and outlined the criteria for participation. At the end of the course, the students completed an evaluation, commenting on positive and negative aspects of the course. The elective proved to be successful, and the librarians look forward to offering the course again in the spring of 2014.

  15. Undergraduate Students' Resistance to Study Skills Course

    Science.gov (United States)

    Yuksel, Sedat

    2006-01-01

    Research indicate that students generally fail to benefit from study skills courses and show resistance to this course in higher education level. The purpose of this research is to investigate reasons why students show resistance to the course of study skills and habits. In this research, a qualitative design utilizing retrospective interviews was…

  16. Video-based Learning Versus Traditional Method for Preclinical Course of Complete Denture Fabrication.

    Science.gov (United States)

    Fayaz, Amir; Mazahery, Azita; Hosseinzadeh, Mohammad; Yazdanpanah, Samane

    2015-03-01

    Advances in computer science and technology allow the instructors to use instructional multimedia programs to enhance the process of learning for dental students. The purpose of this study was to determine the effect of a new educational modality by using videotapes on the performance of dental students in preclinical course of complete denture fabrication. This quasi-experimental study was performed on 54 junior dental students in Shahid Beheshti University of Medical Sciences (SBMU). Twenty-five and 29 students were evaluated in two consecutive semesters as controls and cases, respectively for the same course. The two groups were matched in terms of "knowledge about complete denture fabrication" and "basic dental skills" using a written test and a practical exam, respectively. After the intervention, performance and clinical skills of students were assessed in 8 steps. Eventually, a post-test was carried out to find changes in knowledge and skills of students in this regard. In the two groups with the same baseline level of knowledge and skills, independent T-test showed that students in the test group had a significantly superior performance in primary impression taking (p= 0.001) and primary cast fabrication (p= 0.001). In terms of anterior teeth set up, students in the control group had a significantly better performance (p= 0.001). Instructional videotapes can aid in teaching fabrication of complete denture and are as effective as the traditional teaching system.

  17. Eating Competence of College Students in an Introductory Nutrition Course

    Science.gov (United States)

    Brown, Lora Beth; Larsen, Katrina J.; Nyland, Nora K.; Eggett, Dennis L.

    2013-01-01

    Objective: Describe eating competence, a positive and flexible way of conceptualizing eating attitudes and behaviors, in students enrolled in an introductory nutrition course. Methods: Online completion of the Satter Eating Competence Inventory (ecSI) and self-assessment of eating disorder status by 557 students (343 ages 18-20 years and 180 ages…

  18. College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

    Science.gov (United States)

    Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

    2015-01-01

    College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

  19. Research and Teaching: From Gatekeeper to Gateway: Improving Student Success in an Introductory Biology Course

    Science.gov (United States)

    Scott, Amy N.; McNair, Delores E.; Lucas, Jonathan C.; Land, Kirkwood M.

    2017-01-01

    Introductory science, math, and engineering courses often have problems related to student engagement, achievement, and course completion. To begin examining these issues in greater depth, this pilot study compared student engagement, achievement, and course completion in a small and large section of an introductory biology class. Results based on…

  20. Evaluating Student Perceptions of Course Delivery Platforms

    Science.gov (United States)

    Bramorski, Tom; Madan, Manu S.

    2016-01-01

    In this paper we evaluate effectiveness of course delivery mode on three dimensions: values, networking opportunities and learning. While students and their future employers are two important customers for the business program, we focus on the perception of students regarding the effectiveness of course delivery mode on program performance. The…

  1. Designing appropriate blended courses: a students' perspective.

    Science.gov (United States)

    Tsai, Chia-Wen

    2010-10-01

    The computing education in Taiwan's vocational schools usually focuses on how to help students enhance their professional skills and pass certified examinations. In addition, due to national education policy and universities' regulations, pure online courses are not permitted in Taiwan. In order to design appropriate blended learning (BL) courses, the author explored the effects of web-mediated self-regulated learning (SRL) with variations in online class frequency on enhancing students' computing skills and their perspective of the blended courses. A total of 172 students, divided into four groups, participated in the experiment. The results showed that students in the SRL and BL group with five online classes had the highest scores for using a database management system (DBMS), and the highest pass rate on certified examinations. Students in this group also expressed their positive perspective on the arrangement of their blended course with the intervention of web-mediated SRL.

  2. Student Performance in Undergraduate Economics Courses

    Science.gov (United States)

    Mumford, Kevin J.; Ohland, Matthew W.

    2011-01-01

    Using undergraduate student records from six large public universities from 1990 to 2003, the authors analyze the characteristics and performance of students by major in two economics courses: Principles of Microeconomics and Intermediate Microeconomics. This article documents important differences across students by major in the principles course…

  3. A writing intensive introductory course for RN to BSN students.

    Science.gov (United States)

    Tesh, Anita S; Hyde, Yolanda M; Kautz, Donald D

    2014-01-01

    This article describes learning strategies used with RN to BSN students in their 1st nursing course to successfully learn how to write formal papers using the American Psychological Association (APA) format. This 1st nursing course, a writing intensive, requires 4 short papers with self, peer, and teacher critiques and opportunities to rewrite. Students learn the style of professional nursing discourse, mastery of APA format, and development of additional skills in following directions and in critiquing their own work. An additional benefit is to enhance learning about professional nursing topics. By mastering writing skills in this initial course, students are able to successfully complete writing assignments in future courses and, in some cases, move on to publication.

  4. Human Sexuality: A Student Taught Course

    Science.gov (United States)

    Herold, Edward S.; And Others

    1973-01-01

    Four senior female students presented seminars in human sexuality to freshmen coeds. The seminar topics were (1) petting and intercourse, (2) masturbation, (3) venereal disease and problematic sexual behavior, and (4) abortion and sterilization. Improvement in knowledge was determined by pre- and post-course questionnaires. Student evaluations…

  5. Students' anxiety in a senior thesis course.

    Science.gov (United States)

    Wood, M R; Palm, L J

    2000-06-01

    The State-Trait Anxiety Inventory was administered on Weeks 8, 12, and 15 of a semester to 16 students enrolled in a senior thesis course. State anxiety scores were elevated when oral presentations began and declined following the presentations. Trait anxiety scores remained constant across test administrations. The influence of situational variables on students' anxiety was discussed.

  6. Retention of community college students in online courses

    Science.gov (United States)

    Krajewski, Sarah

    The issue of attrition in online courses at higher learning institutions remains a high priority in the United States. A recent rapid growth of online courses at community colleges has been instigated by student demand, as they meet the time constraints many nontraditional community college students have as a result of the need to work and care for dependents. Failure in an online course can cause students to become frustrated with the college experience, financially burdened, or to even give up and leave college. Attrition could be avoided by proper guidance of who is best suited for online courses. This study examined factors related to retention (i.e., course completion) and success (i.e., receiving a C or better) in an online biology course at a community college in the Midwest by operationalizing student characteristics (age, race, gender), student skills (whether or not the student met the criteria to be placed in an AFP course), and external factors (Pell recipient, full/part time status, first term) from the persistence model developed by Rovai. Internal factors from this model were not included in this study. Both univariate analyses and multivariate logistic regression were used to analyze the variables. Results suggest that race and Pell recipient were both predictive of course completion on univariate analyses. However, multivariate analyses showed that age, race, academic load and first term were predictive of completion and Pell recipient was no longer predictive. The univariate results for the C or better showed that age, race, Pell recipient, academic load, and meeting AFP criteria were predictive of success. Multivariate analyses showed that only age, race, and Pell recipient were significant predictors of success. Both regression models explained very little (<15%) of the variability within the outcome variables of retention and success. Therefore, although significant predictors were identified for course completion and retention, there are still

  7. Coursera's Introductory Human Physiology Course: Factors That Characterize Successful Completion of a MOOC

    Science.gov (United States)

    Engle, Deborah; Mankoff, Chris; Carbrey, Jennifer

    2015-01-01

    Since Massive Open Online Courses (MOOCs) are accessible by anyone in the world at no cost, they have large enrollments that are conducive to educational research. This study examines students in the Coursera MOOC, Introductory Human Physiology. Of the 33,378 students who accessed the course, around 15,000 students responded to items on the…

  8. Impact of sexual health course on Malaysian university students.

    Science.gov (United States)

    Low, W Y

    2004-10-01

    A sexual health course was offered and taught by academic staff from the Faculty of Medicine, University of Malaya during semester II of every year as a university elective course to other university students apart from medical students. The course covered a wide range of topics: adolescent sexuality, family planning and pregnancy, violence against women, alternative sexual behavior, physiology of sex, sex and the disabled, gender bias in sexuality, relationship and marriage, sexual dysfunctions, clarification of sexual attitudes and STDs and AIDS. The Sexual Knowledge and Attitude Test (SKAT-II) was used to measure students' pre- and post-course scores on sexual knowledge and attitudes. Fifty-four students who completed both the pre- and post-course tests showed a significant change in sexual knowledge and their attitudes towards sexual myths and autoeroticism. Sexual knowledge was also positively correlated with age, heterosexual relations, autoeroticism and sexual myths scores. However, sexual knowledge is negatively related to religiosity and the influence of religious beliefs on one's attitudes towards sexual matters. This study showed that the sexual health course offered does have a positive impact in increasing one's knowledge and changing one's attitudes towards sexual issues.

  9. [Community health course--student's evaluation].

    Science.gov (United States)

    Juresa, Vesna; Musil, Vera; Sosić, Zvonko; Majer, Marjeta; Pavleković, Gordana

    2010-12-01

    Since 1952, Andrija Stampar School of Public Health, School of Medicine, University of Zagreb, has provided a community health course, based on the medical education approach that the main fields of physicians' action are human settlements and not only consulting rooms and clinics. The aim of the study was to compare community health course students' evaluations immediately after attending the course at the 4th and 6th study years. The survey included 224 4th year medical students attending the community course during the academic year 2007-2008 and 192 same-generation 6th year students (85.7%) during the academic year 2009-2010. Students were required to fill out an evaluation questionnaire about the activities during the community health course using grades from 1-poor to 5-excellent, and to write personal remarks and essay. The academic year 2007-2008 students (n=224) were very satisfied (grades 5 and 4) with preparatory seminar (98% of students), final seminar (97%), course organization (90%) and course contents (89%). The same grades were allocated by 98% of students to public health field research, 94% to work in community nurse service, 93% to work in family practice and health promotion in school and kindergarten, and 87% to water sampling. Satisfaction with the community health course was very emotionally described in final essays: "... work with community nurse service in the poorest part of Croatia has changed my life. I have learned in only few hours to wish less and to give more. Every physician should experience it, because that is real life". Results of the same-generation students (n=192) in the academic year 2009-2010, now at 6th study year, showed them to be still very satisfied (grades 5 and 4) with the activities in the community health course: 94% with health promotion, 92% with work in the community nurse service and family medicine, 86% with course contents, 82% with course organization, 78% with final seminar, 64% with preparatory seminar

  10. Understanding MOOC Students: Motivations and Behaviours Indicative of MOOC Completion

    Science.gov (United States)

    Pursel, B. K.; Zhang, L.; Jablokow, K. W.; Choi, G. W.; Velegol, D.

    2016-01-01

    Massive open online courses (MOOCs) continue to appear across the higher education landscape, originating from many institutions in the USA and around the world. MOOCs typically have low completion rates, at least when compared with traditional courses, as this course delivery model is very different from traditional, fee-based models, such as…

  11. Predictors of Enrolling in Online Courses: An Exploratory Study of Students in Undergrad Marketing Courses

    Directory of Open Access Journals (Sweden)

    Renée J. Fontenot

    2015-01-01

    Full Text Available An exploratory study of undergraduate students enrolled in marketing courses at a Southeastern regional university was conducted to determine the motivations and characteristics of marketing students who plan to be online learners and examined for differences between those who have taken and those who have not taken online classes. An online survey of Likert scales, open-ended questions and demographic questions was sent via class learning management websites. A total of 165 students of the 438 invited to participate completed the survey. A structural model was developed using SMART-PLS to estimate the relationships of constructs that predict taking online courses. Results of the study showed differences in predictors of those that have taken online courses compared to those who plan on taking online courses. A significant predictor of those planning on taking online courses is quality of learning while a significant predictor of those who have taken online courses is scheduling and timing. The results can be used to examine ways to improve/enhance the student’s educational experience, as well as an institution’s effectiveness in attracting the growing body of online learners.

  12. Students' Perceptions of Online Courses: The Effect of Online Course Experience

    Science.gov (United States)

    Dobbs, Rhonda R.; Waid-Lindberg, Courtney A.; del Carmen, Alejandro

    2017-01-01

    While online learning is nothing new, research regarding student perceptions of online courses is limited and has generally focused on those who have taken online courses. Data were collected from 180 students taking criminal justice courses on campus at a large 4-year university in the Southwest and 100 students taking criminal justice courses in…

  13. Competitive Intelligence for MBA Students: Credit Courses

    OpenAIRE

    Kirkwood, Hal P, Jr

    2016-01-01

    Poster was presented at the Business & Finance Division Poster Session at the Special Libraries Association Annual Conference in Philadelphia, PA, 2016. Focus of the poster is on the credit-level courses taught by Prof Hal Kirkwood to MBA students in the Krannert Graduate School of Management on the topics of international business research and an introduction to competitive intelligence.

  14. Enhancing traditional, televised, and videotaped courses with Web-based technologies: a comparison of student satisfaction.

    Science.gov (United States)

    Sole, M L; Lindquist, M

    2001-01-01

    Varied distance learning strategies can be used to deliver nursing courses, including interactive television, videotape, and Web-based approaches. (1) To assess student assess student satisfaction with a critical care elective course offered simultaneously via traditional and distance learning formats in which Web-based strategies were added, and (2) to compare satisfaction of students taking the traditional course versus those taking the class via distance technology. Students (n = 113) who took the course during the spring 1998 and 1999 semesters completed a teacher-constructed evaluation at the end of the semester. Mean ratings on the evaluation were positive. Ratings of interaction, communication with instructor, and facilitation of learning were higher from students who took the traditional course. The application of Web-based technologies may be one factor for the overall course satisfaction. However, it is important to continue to evaluate strategies that work best for students taking courses via distance technology.

  15. The Relationship between Upper-Level Math Course Completion and ACT Math Sub Score Achievement

    Science.gov (United States)

    Dial, Larry Michael

    2016-01-01

    More high school students are taking the ACT and more students are taking it at an earlier age. States such as Missouri are now testing all public and charter school students during their junior year to use the ACT as a formative assessment to drive discussions about student schedules, plans of study, and course offerings. With more data from more…

  16. Networks for Success: Preparing Mexican American AVID College Students for Credentials, Completion, and the Workforce

    Science.gov (United States)

    Kirk, Richard; Watt, Karen M.

    2018-01-01

    This qualitative study examines how Mexican American students participating in an AVID for Higher Education course perceived their preparation for the workforce and efficacy of completing a college credential. A focus group approach was used to explore how social and cultural networks (networks for success) contribute to college completion. The…

  17. What We Know about Guided Pathways: Helping Students to Complete Programs Faster. Research Overview

    Science.gov (United States)

    Bailey, Thomas; Jaggars, Shanna Smith; Jenkins, Davis

    2015-01-01

    The idea behind guided pathways is straightforward. College students are more likely to complete a degree in a timely fashion if they choose a program and develop an academic plan early on, have a clear road map of the courses they need to take to complete a credential, and receive guidance and support to help them stay on plan. However, most…

  18. Does a Student's Personality Influence Global Attentiveness and Internationalism in an International Business Course?

    Science.gov (United States)

    Chen, Jiun-Shiu; Stevens, Jeffery; Cox, Susie S.; Tudor, Thomas R.

    2016-01-01

    Learning outcomes for international business (IB) courses are designed to do more than simply impart IB knowledge. However, past studies have had mixed results on the impact of learning in IB courses. This study examines whether a student's personality may affect learning outcomes. The results suggest that after completing an IB course, students…

  19. Assessing Student Attitudes Towards Science in an Adaptive Online Astrobiology Course: Comparing Online and On-Campus Undergraduates

    Science.gov (United States)

    Buxner, S.; Perera, V.; Mead, C.; Horodyskyj, L.; Semken, S. C.; Lopatto, D.; Anbar, A. D.

    2016-12-01

    General-education Science, Technology, Engineering, and Mathematics (STEM) courses are considered essential to a college education, in part, to train students to think critically and to make informed decisions about complex scientific issues such as climate change and public health. Therefore, the goals of these STEM courses go beyond content knowledge to include generating positive attitudes towards science, developing competence in evaluating scientific information in everyday life, and understanding the nature of science. The Classroom Undergraduate Research Experience (CURE) survey is frequently used to measure these attitudes, but it has not previously been used in an online, general education course. In this work, we administered the CURE survey for three semesters (N = 774) before and after completion of an online astrobiology course called Habitable Worlds. We compare students taking this course as part of fully-online degree programs (o-course) with those taking it as part of traditional undergraduate programs (i-course). More females and older students were among the o-course group, while overall the course had more white students than the Arizona State University average. Mean course grades were similar between the two groups but attitudes toward science differred significantly. O-course students began the course with more positive attitudes than i-course students, and o-course students also showed more positive changes at the end of the course. These differences suggest lesser intrinsic motivation among the i-course students. Additionally, pre-course attitudes correlated with final course grade for o-course students, but not for i-course students, which implies that success among o-course students is influenced by different factors than i-course students. Thus, effective student support strategies may differ for online-only students. Future work will include student interviews to better calibrate the CURE survey to online science courses.

  20. The Impact of Course Title and Instructor Gender on Student Perceptions and Interest in a Women's and Gender Studies Course

    Science.gov (United States)

    Spoor, Jennifer R.; Lehmiller, Justin J.

    2014-01-01

    Diversity awareness has enormous benefits, and universities in the United States increasingly require students to complete diversity-related courses. Prior research has demonstrated that students' initial attitudes toward these courses affect their subsequent engagement, as well as the quality of their learning experience; however, very little research has examined how these initial attitudes are formed. We conducted an experiment to examine this issue in the context of a women's and gender studies course in psychology. Participants read one of two identical course descriptions that varied only the course title (i.e., Psychology of Gender versus Psychology of Women) and instructor gender. Participants perceived a women-titled course to be narrowly focused compared to an identical gender-titled course and were more interested in taking the gender-titled course. Instructor gender had no effects on any of the variables. Additionally, female participants had more positive attitudes toward the course than male participants, regardless of title. Exploratory mediation analyses indicated that the main effects of course title and participant gender were mediated by perceptions of course content. Implications for improving student experiences and interest in diversity-related courses are discussed. PMID:25268353

  1. Perceived Learning Effectiveness of a Course Facebook Page: Teacher-Led versus Student-Led Approach

    Science.gov (United States)

    Tugrul, Tugba Orten

    2017-01-01

    This research aims to compare the perceived effectiveness of teacher-led and student-led content management approaches embraced in a course Facebook page designed to enhance traditional classroom learning. Eighty-five undergraduate marketing course students voluntarily completed a questionnaire composed of two parts; a depiction of a course…

  2. Practice Makes Perfect: Improving Students' Skills in Understanding and Avoiding Plagiarism with a Themed Methods Course

    Science.gov (United States)

    Estow, Sarah; Lawrence, Eva K.; Adams, Kathrynn A.

    2011-01-01

    To address the issue of plagiarism, students in two undergraduate Research Methods and Analysis courses conducted, analyzed, and wrote up original research on the topic of plagiarism. Students in an otherwise identical course completed the same assignments but examined a different research topic. At the start and end of the semester, all students…

  3. What Works for Doctoral Students in Completing Their Thesis?

    Science.gov (United States)

    Lindsay, Siân

    2015-01-01

    Writing a thesis is one of the most challenging activities that a doctoral student must undertake and can represent a barrier to timely completion. This is relevant in light of current and widespread concerns regarding doctoral completion rates. This study explored thesis writing approaches of students post or near Ph.D. completion through…

  4. Experiences of Visually Impaired Students in Community College Math Courses

    Science.gov (United States)

    Swan, S. Tomeka

    Blind and visually impaired students who attend community colleges face challenges in learning mathematics (Forrest, 2010). Scoy, McLaughlin, Walls, and Zuppuhaur (2006) claim these students are at a disadvantage in studying mathematics due to the visual and interactive nature of the subject, and by the way mathematics is taught. In this qualitative study six blind and visually impaired students attended three community colleges in one Mid-Atlantic state. They shared their experiences inside the mathematics classroom. Five of the students were enrolled in developmental level math, and one student was enrolled in college level math. The conceptual framework used to explore how blind and visually impaired students persist and succeed in math courses was Piaget's theory on constructivism. The data from this qualitative study was obtained through personal interviews. Based on the findings of this study, blind and visually impaired students need the following accommodations in order to succeed in community college math courses: Accommodating instructors who help to keep blind and visually impaired students motivated and facilitate their academic progress towards math completion, tutorial support, assistive technology, and a positive and inclusive learning environment.

  5. Comparing the Factors That Predict Completion and Grades among For-Credit and Open/MOOC Students in Online Learning

    Science.gov (United States)

    Almeda, Ma. Victoria; Zuech, Joshua; Utz, Chris; Higgins, Greg; Reynolds, Rob; Baker, Ryan S.

    2018-01-01

    Online education continues to become an increasingly prominent part of higher education, but many students struggle in distance courses. For this reason, there has been considerable interest in predicting which students will succeed in online courses and which will receive poor grades or drop out prior to completion. Effective intervention depends…

  6. Student Perceptions of a Course Taught in Second Life

    Science.gov (United States)

    Cheal, Catheryn

    2009-01-01

    Catheryn Cheal describes student reactions to a course she and Vagner Whitehead taught in Second Life. The course required students to research a topic about virtual worlds, write a paper, and illustrate their findings by building an environment in Second Life. Negative student responses to the course coupled with the observation that students…

  7. A patient safety course for preclinical medical students.

    Science.gov (United States)

    Shekhter, Ilya; Rosen, Lisa; Sanko, Jill; Everett-Thomas, Ruth; Fitzpatrick, Maureen; Birnbach, David

    2012-12-01

    We developed a course to introduce incoming third-year medical students to the subject of patient safety, to focus their attention on teamwork and communication, and to create an awareness of patient-safe practices that will positively impact their performance as clinicians. The course, held prior to the start of clinical rotations, consisted of lectures, web-based didactic materials, small group activities and simulation exercises, with an emphasis on experiential learning. First, students inspected a 'room of horrors', which is a simulated clinical environment riddled with errors. Second, we used lenticular puzzles in small groups to elicit teamwork behaviours that parallel real-life interactions in health care. Each team was given 8 minutes to complete a 48-piece puzzle, with five pieces removed at random and given to other teams. The salient teaching point of this exercise is that for a team to complete the task, team members must communicate with members of their own team as well as with other teams. Last, simulation scenarios provided a clinical context to reinforce the skills introduced through the puzzle exercise and lectures. The students were split into groups of six or seven members and challenged with two scenarios. Both scenarios focused on a 56-year-old man in respiratory distress. The teams were debriefed on both clinical management and teamwork. The vast majority of the students (93%) agreed that the course improved their patient safety knowledge and skills. The positive response from students to the introductory course is an important step in fostering a culture of patient safety. © Blackwell Publishing Ltd 2012.

  8. Multivariate Analysis of Students' Performance in Math Courses and Specific Engineering Courses

    OpenAIRE

    H. Naccache; R. Hleiss

    2016-01-01

    The aim of this research is to study the relationship between the performance of engineering students in different math courses and their performance in specific engineering courses. The considered courses are taken mainly by engineering students during the first two years of their major. Several factors are being studied, such as gender and final grades in the math and specific engineering courses. Participants of this study comprised a sample of more than thousands of engineering students a...

  9. Perceived learning effectiveness of a course Facebook page: teacher-led versus student-led approach

    Directory of Open Access Journals (Sweden)

    Tugba Orten Tugrul

    2017-01-01

    Full Text Available This research aims to compare the perceived effectiveness of teacher -led and student-led content management approaches embraced in a course Facebook page designed to enhance traditional classroom learning. Eighty-five undergraduate marketing course students voluntarily completed a questionnaire composed of two parts; a depiction of a course Facebook page where both teacher and students can share instructional contents, and questions about perceived learning effectiveness. The findings indicate that students have more favorable evaluations of a student-led approach in sharing instructional contents on a course Facebook Page than a teacher-led approach. Additionally, it is shown that instructional contents posted by both teacher and students enhance the overall learning effectiveness of a course Facebook page incorporated into a traditional classroom teaching.

  10. Undergraduate engineering students' attitudes and perceptions towards `professional ethics' course: a case study of India

    Science.gov (United States)

    Sethy, Satya Sundar

    2017-11-01

    'Professional Ethics' has been offered as a compulsory course to undergraduate engineering students in a premier engineering institution of India. It was noticed that students' perceptions and attitudes were frivolous and ornamental towards this course. Course instructors and institution authorities were motivated to find out the factors contributing to this awkwardness. For this purpose, a questionnaire was prepared and administrated to 336 students registered for the July-November 2014 semester. The study found two factors contributing to students' indifference towards the Professional Ethics course. First, most of the students did not have self-interest to join the engineering programme, and while pursuing their study, they decided to switch to a different field upon completion of their engineering study. Second, students who desired to be engineers in their future believed that engineering code of ethics is not really referred to in most of the engineering jobs, and therefore Professional Ethics course is only meant for classroom discussions.

  11. Electronics a course book for students

    CERN Document Server

    Olsen, G H

    2013-01-01

    Electronics: A Course Book for Students, Second Edition, provides a general introduction to electronics for those who find formal or examination texts to be unsuitable for their needs. This revised text includes more analytical work on circuits. Examples and examination-type exercises are also provided. The book's early chapters focus on the basic components, such as resistors, capacitors, inductors, and transistors. Readers are then introduced to combinations of these components that form the fundamental circuits from which most electronic equipment is built. Semiconductor devices are also di

  12. 40 CFR 62.15110 - Who must complete the plant-specific training course?

    Science.gov (United States)

    2010-07-01

    ...-specific training course? All employees with responsibilities that affect how a municipal waste combustion... 40 Protection of Environment 8 2010-07-01 2010-07-01 false Who must complete the plant-specific training course? 62.15110 Section 62.15110 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY...

  13. 40 CFR 60.1655 - Who must complete the plant-specific training course?

    Science.gov (United States)

    2010-07-01

    ...-specific training course? All employees with responsibilities that affect how a municipal waste combustion... 40 Protection of Environment 6 2010-07-01 2010-07-01 false Who must complete the plant-specific training course? 60.1655 Section 60.1655 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY...

  14. The motivations and experiences of students enrolled in online science courses at the community college

    Science.gov (United States)

    Ghosh, Urbi

    An important question in online learning involves how to effectively motivate and retain students in science online courses. There is a dearth of research and knowledge about the experiences of students enrolled in online science courses in community colleges which has impeded the proper development and implementation of online courses and retention of students in the online environment. This study sought to provide an understanding of the relationships among each of the following variables: self-efficacy, task value, negative-achievement emotions, self-regulation learning strategies (metacognition), learning strategy (elaboration), and course satisfaction to student's performance (course final grade). Bandura's social-cognitive theory was used as a framework to describe the relationships among students' motivational beliefs (perceived task value, self-efficacy, and self-regulation) and emotions (frustration and boredom) with the dependent variables (elaboration and overall course satisfaction). A mixed-method design was used with a survey instrumentation and student interviews. A variety of science online courses in biology, genetics, astronomy, nutrition, and chemistry were surveyed in two community colleges. Community colleges students (N = 107) completed a questionnaire during enrollment in a variety of online science online courses. Upon course completion, 12 respondents were randomly selected for follow-up in-depth interviews. Multiple regression results from the study indicate perceived task value and self-regulatory learning strategies (metacognition) were as important predictors for students' use of elaboration, while self-efficacy and the number of prior online courses was not significant predictors for students' elaboration when all four predictors were included. Frustration was a significant negative predictor of overall course satisfaction, and boredom unexpectedly emerged as a positive predictor when frustration was also in the model. In addition, the

  15. A course on professional development for astronomy graduate students

    Science.gov (United States)

    Friel, Eileen D.

    2014-01-01

    There is increasingly wide-spread recognition in astronomy that professional training must broaden beyond its traditional approaches to academic classes and research. Many recent community advisory reports, including the National Academy of Sciences Decadal survey, Astro2010, recommend that graduate education accommodate the variety of career paths taken by graduates, taking into account the wide range of activities scientists engage in and the skills necessary to succeed in career options both inside and outside academia and specific scientific disciplines. In response to this need, Indiana University has recently offered a new graduate seminar in astronomy to provide this broader perspective and to prepare students for a variety of career paths after graduate school. The course uses a mixture of class discussion on selected topics supplemented by short readings, activities that prepare students for seeking employment and practice some necessary skills, and discussions with astronomers who have followed a variety of career paths. An important part of the seminar is the practical preparation of complete applications for typical positions students are likely to pursue following graduation, and the revision of these applications to be appropriate for a non-traditional career path. The goal of the course is to make students aware of the many options for careers that will be available to them and the skills that will be important for their success, and to equip students with strategies for following a personally satisfying career path.

  16. Course Syllabi and Their Effects on Students' Final Grade Performance.

    Science.gov (United States)

    Serafin, Ana Gil

    This study examined the relationship between the changes introduced in a course syllabus for a course titled "Instructional Strategies" and the final grades obtained by freshman and sophomore students in three successive academic periods. A sample of 150 subjects was randomly selected from students enrolled in the course at the…

  17. A Comparison of Student Academic Motivations across Three Course Disciplines

    Science.gov (United States)

    Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini; Sturges, Diana

    2013-01-01

    Intrinsic and extrinsic motivations of undergraduate students enrolled in human anatomy and physiology, physics, and nutrition courses were explored with course discipline-specific adapted versions of the Academic Motivation Scale. Information on students' study habits and efforts, and final course grades were also collected. Results revealed the…

  18. Graduate Students' Expectations of an Introductory Research Methods Course

    Science.gov (United States)

    Earley, Mark A.

    2013-01-01

    While there is a scattered literature base on teaching research methods courses, there is very little literature that speaks to what and how students learn in research methods courses. Students are often described as coming to the course not seeing its relevance, bringing negative attitudes and low motivation with them. The purpose of this…

  19. Students' Views About Potentially Offering Physics Courses Online

    Science.gov (United States)

    Ramlo, Susan E.

    2016-06-01

    Nationally, many public universities have started to move into the online course and program market that is most often associated with for-profit institutions of higher education. Administrators in public universities make statements regarding benefits to students' desire for flexibility and profit margins related to online courses. But do students attending a large public university want to take courses online especially science courses perceived to be difficult such as freshmen-level physics courses? This study took place at a large, public, Midwestern university and involved students enrolled in the first semester of a face-to-face, flipped physics course for engineering technology majors. Statements were collected from comments about online courses made by the university's administration and students in the course. Twenty students sorted 45 statements. Two student views emerged with one rejecting online courses in general and the other primarily rejecting online math, science, and technology courses, including physics. Students' descriptions of their previous online course experiences were used to inform the analyses and to assist in describing the two views that emerged in conjunction with the distinguishing statements. Consensus among the two views is also discussed. Overall, the results indicate a potential divergence between student views and what university administrators believe students want.

  20. Student Expectations of Course Content Affect Faculty Evaluations in an Abnormal Psychology Course.

    Science.gov (United States)

    Bock, Frances A.

    1979-01-01

    Describes a study measuring how student expectations of an abnormal psychology course affect their rating of professors. Findings showed a significant impact, especially in relation to popularized topics. Recommends evaluative instruments separating course-related factors from instructor ratings. (CK)

  1. A Required Online Course with a Public Health Focus for Third Professional Year Pharmacy Students.

    Science.gov (United States)

    King, Amber E; Egras, Amy M

    2015-06-25

    To design, deliver, and evaluate the impact of a required course on student knowledge acquisition and ability to evaluate contemporary public health issues. A 2-credit course was implemented using asynchronous, online delivery. Learning activities included literature retrieval and assessment, analytic writing, quizzes, and creation of a group wiki evaluating a current public health issue. Course topics included health care reform, social determinants of health, health disparities, evidence-based medicine, end-of-life care, patient safety, and research ethics. Strong student performance on assessments indicated an ability to use higher-order cognitive domains. Online delivery provided students with the flexibility to complete assignments at their convenience, allowed participation by all students, and encouraged self-directed learning. Completion of a required, online, asynchronous course with a public health focus allowed pharmacy students to increase their knowledge of and ability to evaluate contemporary ethical, social, cultural, and governmental issues affecting pharmacy practice.

  2. Increasing Student Interaction in Technical Writing Courses in Online Environments

    Science.gov (United States)

    Virtue, Drew

    2017-01-01

    This article examines how the levels of student interaction change through the use of small groups and moderators in online writing courses. The study examines three technical and professional online writing courses: one course that employs small groups and group moderators and two courses that have no small groups or moderators. The results of…

  3. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

    OpenAIRE

    Biel, Rachel; Brame, Cynthia J.

    2016-01-01

    Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types ...

  4. Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program

    Science.gov (United States)

    Corsi, Gianluca

    2011-12-01

    Web-based technology has revolutionized the way education is delivered. Although the advantages of online learning appeal to large numbers of students, some concerns arise. One major concern in online science education is the value that participation in labs has on student performance. The purpose of this study was to assess the relationships between lab completion and student academic success as measured by test grades, scientific self-confidence, scientific skills, and concept mastery. A random sample of 114 volunteer undergraduate students, from an online Environmental Science program at the American Public University System, was tested. The study followed a quantitative, non-experimental research design. Paired sample t-tests were used for statistical comparison between pre-lab and post-lab test grades, two scientific skills quizzes, and two scientific self-confidence surveys administered at the beginning and at the end of the course. The results of the paired sample t-tests revealed statistically significant improvements on all post-lab test scores: Air Pollution lab, t(112) = 6.759, p virtual reality platforms and digital animations. Future research is encouraged to investigate possible correlations between socio-demographic attributes and academic success of students enrolled in online science programs in reference to lab completion.

  5. A medical student leadership course led to teamwork, advocacy, and mindfulness.

    Science.gov (United States)

    Warde, Carole M; Vermillion, Michelle; Uijtdehaage, Sebastian

    2014-06-01

    Many medical trainees seek work among underserved communities but may be unprepared to cope with the challenges. Relationship-centered qualities have been shown to promote physician resilience and prevent burnout. The UCLA-PRIME program aims to prepare medical students to work among vulnerable groups and begins with a 3-week leadership course. We describe this course and share lessons with those seeking to foster leadership, advocacy, and resiliency in our future physician workforce. Twenty students participated in our curriculum that emphasized five competencies: leadership, advocacy, teamwork, mindfulness, and self-care. Course activities complemented the students' work as they developed a community outreach project. They assessed and reflected on their leadership, relationship, and team behaviors, were coached to improve these, learned mindfulness meditation, and participated in community forums. Our evaluation assessed course quality, project completion, leadership, mindfulness, and team relational coordination. Students were very satisfied with all aspects of the course. They designed a medical student elective addressing the health challenges of an incarcerated and formerly incarcerated population. While we found no change in leadership practices scores, students had high team relational coordination scores and improved mindfulness scores upon course completion. Our course to develop medical students as resilient leaders, team members, and advocates for medically underserved groups consisted of a community-based service project, coupled with a facilitated relationship-centered curriculum. It promoted qualities in students that characterize effective and resilient physician leaders; they were more mindful, related to each other effectively, and coordinated their activities well with one another.

  6. Information visualization courses for students with a computer science background.

    Science.gov (United States)

    Kerren, Andreas

    2013-01-01

    Linnaeus University offers two master's courses in information visualization for computer science students with programming experience. This article briefly describes the syllabi, exercises, and practices developed for these courses.

  7. Factors that Influence Students' Decision to Dropout of Online Courses

    Science.gov (United States)

    Willging, Pedro A.; Johnson, Scott D.

    2009-01-01

    Although there are many reasons why students dropout of college courses, those reasons may be unique for students who are enrolled in an online program. Issues of isolation, disconnectedness, and technological problems may be factors that influence a student to leave a course. To understand these factors, an online survey was developed to collect…

  8. Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada's Clark County School District. What's Happening. REL 2016-099

    Science.gov (United States)

    Rice, John; Lash, Andrea; Huang, Min; Tran, Loan; Peterson, Mary

    2015-01-01

    The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and…

  9. Student Use of Mobile Devices in Course Evaluation: A Longitudinal Study

    Science.gov (United States)

    Champagne, Matthew V.

    2013-01-01

    A 2012 survey of higher education found that 27% of colleges and universities were "mobile ready", that is, allowing students to complete course evaluations via mobile devices, and 26% of schools planned to allow the use of mobile devices for course evaluations within the next year. The purpose of this study was to prepare for this…

  10. A Leadership Elective Course Developed and Taught by Graduate Students

    Science.gov (United States)

    Garza, Oscar W.; Witry, Matthew J.; Chang, Elizabeth H.; Letendre, Donald E.; Trewet, CoraLynn B.

    2013-01-01

    Objective. To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students. Design. An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course. Assessment. Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills. Conclusion. This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources. PMID:24371347

  11. Developing Guided Inquiry-Based Student Lab Worksheet for Laboratory Knowledge Course

    Science.gov (United States)

    Rahmi, Y. L.; Novriyanti, E.; Ardi, A.; Rifandi, R.

    2018-04-01

    The course of laboratory knowledge is an introductory course for biology students to follow various lectures practicing in the biology laboratory. Learning activities of laboratory knowledge course at this time in the Biology Department, Universitas Negeri Padang has not been completed by supporting learning media such as student lab worksheet. Guided inquiry learning model is one of the learning models that can be integrated into laboratory activity. The study aimed to produce student lab worksheet based on guided inquiry for laboratory knowledge course and to determine the validity of lab worksheet. The research was conducted using research and developmet (R&D) model. The instruments used in data collection in this research were questionnaire for student needed analysis and questionnaire to measure the student lab worksheet validity. The data obtained was quantitative from several validators. The validators consist of three lecturers. The percentage of a student lab worksheet validity was 94.18 which can be categorized was very good.

  12. How do student evaluations of courses and of instructors relate?

    DEFF Research Database (Denmark)

    Sliusarenko, Tamara; Clemmensen, Line Katrine Harder; Ersbøll, Bjarne Kjær

    2014-01-01

    Course evaluations are widely used by educational institutions to assess the quality of teaching. At the course evaluations, students are usually asked to rate different aspects of the course and of the teaching. We propose to apply canonical correlation analysis (CCA) in order to investigate...... the degree of association between how students evaluate the course and how students evaluate the teacher. Additionally it is possible to reveal the structure of this association. Student evaluations data is characterized by high correlations between the variables within each set of variables, therefore two...

  13. Predictors of student success in entry-level science courses

    Science.gov (United States)

    Singh, Mamta K.

    Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses

  14. Motivating Students to Write in Engineering Courses

    Science.gov (United States)

    Narayanan, M.

    2005-12-01

    Several scholars in the area of cognitive science have promoted new articulation guidelines for generating learning objectives such that student accomplishments become much more apparent and easily measurable. Technical writing has been a part of engineering education for a long time. Regardless, it appears that engineering students are more interested in spending productive time learning the mathematical aspects of subject matter. The students are reluctant to devote time and effort that involves descriptive writing. It is essential for the students to recognize that writing indeed enhances their grasp over technical content. In this paper, the author promotes such a practice and outlines how it could indeed help the instructor in assessing one's own teaching effectiveness. Leading educators and scholars in the area of cognitive science agree that in the modern era, a new paradigm for assessment called a learning paradigm must be generated to observe, measure and document the success of creative, new educational methods and practices. Educators have understood the implications and importance of Bloom's Taxonomy. Teachers have recognized that the students must be provided with an opportunity to develop their problem-solving skills in addition to mastering a particular body of information. Furthermore, many of our educational institutions have tried to move away from emphasizing the establishment of strong knowledge-base. The trend is to develop an interactive problem-solving pedagogy that encourages the development of learner's creativity, understanding, written and oral communication skills. (Saxe, 1988; Senge, 1990; Sims, 1995; Young & Young, 1999). In a learning paradigm, it is observed that evaluation is holistic, and student success outcomes are what is measured. Many scholars have recommended and supported a value-added concept of education by doing assessments before, during, and after a course. (Barr & Tagg, 1995). Other scholars have argued that

  15. Personality types and student performance in an introductory physics course

    Science.gov (United States)

    Harlow, Jason J. B.; Harrison, David M.; Justason, Michael; Meyertholen, Andrew; Wilson, Brian

    2017-12-01

    We measured the personality type of the students in a large introductory physics course of mostly life science students using the True Colors instrument. We found large correlations of personality type with performance on the precourse Force Concept Inventory (FCI), both term tests, the postcourse FCI, and the final examination. We also saw correlations with the normalized gain on the FCI. The personality profile of the students in this course is very different from the profile of the physics faculty and graduate students, and also very different from the profile of students taking the introductory physics course intended for physics majors and specialists.

  16. Teaching Ethics in Communication Courses: An Investigation of Instructional Methods, Course Foci, and Student Outcomes

    Science.gov (United States)

    Canary, Heather E.

    2007-01-01

    This study investigates the impact of ethics instruction in communication courses on students' moral reasoning competence. Using a quasi-experiment, participants in interpersonal conflict courses and communication ethics courses were exposed to different levels of ethics instruction through a variety of instructional methods. Results indicate that…

  17. Discriminating Factors between Completers of and Dropouts from Online Learning Courses

    Science.gov (United States)

    Lee, Youngju; Choi, Jaeho; Kim, Taehyun

    2013-01-01

    This study examined the differences between persistent and dropout students enrolled in an online course with five factors: support from family and work, academic locus of control, academic self-efficacy, time and environment management skills, and metacognitive self-regulation skills. Moreover, this study investigated the most significant factors…

  18. Why Do People Share Content? Identifying Why Students Support Sharing Course Material

    Science.gov (United States)

    Tromp, Gerhard Wieger; Long, Phillip D.

    2013-01-01

    To establish which factors predict student intentions to contribute towards an OpenCourseWare site, an online questionnaire was distributed among University of Queensland students via email. The 320 participants completed items that were based on the theory of planned behaviour and were designed to measure attitudes, subjective norms and perceived…

  19. Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

    Science.gov (United States)

    Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.

    2013-01-01

    The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…

  20. Predictive Modeling to Forecast Student Outcomes and Drive Effective Interventions in Online Community College Courses

    Science.gov (United States)

    Smith, Vernon C.; Lange, Adam; Huston, Daniel R.

    2012-01-01

    Community colleges continue to experience growth in online courses. This growth reflects the need to increase the numbers of students who complete certificates or degrees. Retaining online students, not to mention assuring their success, is a challenge that must be addressed through practical institutional responses. By leveraging existing student…

  1. Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

    Science.gov (United States)

    Rodenbusch, Stacia E.; Hernandez, Paul R.; Simmons, Sarah L.; Dolan, Erin L.

    2016-01-01

    National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296

  2. Positive Effects of Restricting Student Note-Taking in a Capstone Psychology Course: Reducing the Demands of Divided Attention in the Classroom

    Science.gov (United States)

    Long, Gerald M.

    2014-01-01

    Two versions of a senior-level capstone course with differing note-taking strategies were compared. In one semester, a traditional student note-taking format was used; in another semester, student note-taking was rendered unnecessary by providing students with complete instructor notes. Student performance in the course as well as student opinions…

  3. Determining the Drivers of Student Performance in Online Business Courses

    Science.gov (United States)

    Estelami, Hooman

    2014-01-01

    An emerging question in business education is whether all students would benefit from distance learning and if student performance can be predicted prior to enrollment in an online course based on student characteristics. In this paper, the role of student characteristics on academic performance is examined in the context two different online…

  4. Learning experience of Chinese nursing students in an online clinical English course: qualitative study.

    Science.gov (United States)

    Tang, Anson C Y; Wong, Nick; Wong, Thomas K S

    2015-02-01

    The low English proficiency of Chinese nurse/nursing students affects their performance when they work in English-speaking countries. However, limited resources are available to help them improve their workplace English, i.e. English used in a clinical setting. To this end, it is essential to look for an appropriate and effective means to assist them in improving their clinical English. The objective of this study is to evaluate the learning experience of Chinese nursing students after they have completed an online clinical English course. Focus group interview was used to explore their learning experience. 100 students in nursing programs at Tung Wah College were recruited. The inclusion criteria were: (1) currently enrolled in a nursing program; and (2) having clinical experience. Eligible participants self-registered for the online English course, and were required to complete the course within 3 months. After that, semi-structured interviews were conducted on students whom completed the whole and less than half of the course. One of the researchers joined each of the interviews as a facilitator and an observer. Thematic analysis was used to analyze the data. Finally, 7 themes emerged from the interviews: technical issues, adequacy of support, time requirement, motivation, clarity of course instruction, course design, and relevancy of the course. Participants had varied opinions on the 2 themes: motivation and relevancy of the course. Overall, results of this study suggest that the online English course helped students improve their English. Factors which support their learning are interactive course design, no time constraint, and relevancy to their work/study. Factors which detracted from their learning are poor accessibility, poor technical and learning support and no peer support throughout the course. Copyright © 2014. Published by Elsevier Ltd.

  5. Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses

    Science.gov (United States)

    Bridgewater, Laura C.; Jensen, Jamie L.; Breakwell, Donald P.; Nielsen, Brent L.; Johnson, Steven M.

    2018-01-01

    A critical area of emphasis for science educators is the identification of effective means of teaching and engaging undergraduate students. Personal microbiome analysis is a means of identifying the microbial communities found on or in our body. We hypothesized the use of personal microbiome analysis in the classroom could improve science education by making courses more applied and engaging for undergraduate students. We determined to test this prediction in three Brigham Young University undergraduate courses: Immunology, Advanced Molecular Biology Laboratory, and Genomics. These three courses have a two-week microbiome unit and students during the 2016 semester students could submit their own personal microbiome kit or use the demo data, whereas during the 2017 semester students were given access to microbiome data from an anonymous individual. The students were surveyed before, during, and after the human microbiome unit to determine whether analyzing their own personal microbiome data, compared to analyzing demo microbiome data, impacted student engagement and interest. We found that personal microbiome analysis significantly enhanced the engagement and interest of students while completing microbiome assignments, the self-reported time students spent researching the microbiome during the two week microbiome unit, and the attitudes of students regarding the course overall. Thus, we found that integrating personal microbiome analysis in the classroom was a powerful means of improving student engagement and interest in undergraduate science courses. PMID:29641525

  6. Chemical Research Writing: A Preparatory Course for Student Capstone Research

    Science.gov (United States)

    Schepmann, Hala G.; Hughes, Laura A.

    2006-01-01

    A research writing course was developed to prepare chemistry majors to conduct and report on their capstone research projects. The course guides students through a multistep process of preparing a literature review and research proposal. Students learn how to identify and avoid plagiarism, critically read and summarize a scientific article,…

  7. Searching for Student Success: Implementing Immediacy in Online Courses

    Science.gov (United States)

    Jennings, Amy B.

    2013-01-01

    Growing demand for higher education has contributed to the popularity of online education. While online courses can be effective in terms of student learning and success, and there are many potential benefits, there are also still areas that can be improved. There is evidence that students can experience online courses as impersonal and lacking…

  8. Business Student Attitudes, Experience, and Satisfaction with Online Courses

    Science.gov (United States)

    Kuzma, Ann; Kuzma, John; Thiewes, Harold

    2015-01-01

    The purpose of our study is to examine business students' perceptions of their online class experience relative to the traditional in-class experience; specifically, whether a descriptive, theoretical or analytical course would be preferred as an online or traditional course. Two hundred and ninety students enrolled in upper-level business courses…

  9. Improving Student Retention and Performance in Quantitative Courses Using Clickers

    Science.gov (United States)

    Liu, Wallace C.; Stengel, Donald N.

    2011-01-01

    Clickers offer instructors of mathematics-related courses an opportunity to involve students actively in class sessions while diminishing the embarrassment of being wrong. This paper reports on the use of clickers in two university-level courses in quantitative analysis and business statistics. Results for student retention and examination…

  10. Attitudes and Motivation of Students in an Introductory Technical Graphics Course: A Meta-Analysis Study

    Science.gov (United States)

    Ernst, Jeremy V.; Clark, Aaron C.

    2012-01-01

    Students in introductory engineering graphics courses at North Carolina State University (NCSU) were asked to complete surveys to help educators and administrators understand their attitudes toward learning and their motivation to learn. Analyses of the completed surveys provided the Graphic Communications Program at NCSU with an understanding of…

  11. Completion Rates--A False Trail to Measuring Course Quality? Let's Call in the HEROEs Instead

    Science.gov (United States)

    Creelman, Alastair; Reneland-Forsman, Linda

    2013-01-01

    Statistics are often used to reveal significant differences between online and campus-based education. The existence of online courses with low completion rates is often used to justify the inherent inferiority of online education compared to traditional classroom teaching. Our study revealed that this type of conclusion has little substance. We…

  12. 40 CFR 62.15105 - Who must complete the operator training course? By when?

    Science.gov (United States)

    2010-07-01

    ... an employee assumes responsibilities that affect operation of the municipal waste combustion unit. (c... 40 Protection of Environment 8 2010-07-01 2010-07-01 false Who must complete the operator training course? By when? 62.15105 Section 62.15105 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY...

  13. 40 CFR 60.1650 - Who must complete the operator training course? By when?

    Science.gov (United States)

    2010-07-01

    .... (3) The date before an employee assumes responsibilities that affect operation of the municipal waste... 40 Protection of Environment 6 2010-07-01 2010-07-01 false Who must complete the operator training course? By when? 60.1650 Section 60.1650 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY...

  14. Student Preferences for a Hybrid Course

    Science.gov (United States)

    Marquis, Gerald P.; Ghosh, Soumen

    2017-01-01

    Higher education institutions face demands to develop and deliver course content through alternate modes of delivery. A variety of course designs have emerged in recent years. One of these is the hybrid or blended course design model where face-to-face instruction is combined with online instruction. Researchers have found negligible differences…

  15. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting.

    Science.gov (United States)

    Biel, Rachel; Brame, Cynthia J

    2016-12-01

    Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students' learning of key biology skills and concepts.

  16. Students Enroll in a Model Television Course: Evaluation of City Colleges of Chicago's Use of "Ascent of Man."

    Science.gov (United States)

    Duby, Paul B.; Giltrow, David R.

    TV College of Chicago utilized the British Broadcasting Company's series, "Ascent of Man," as the core of a televised college credit course. Student evaluations of the course, total enrollment, and course completion data were used to compare the educational differences between the British series and typical TV College productions which…

  17. Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

    Directory of Open Access Journals (Sweden)

    Rachel Biel

    2016-12-01

    Full Text Available Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students’ learning of key biology skills and concepts.

  18. The Impact of a 15-Week Lifetime Wellness Course on Behavior Change and Self-Efficacy in College Students

    Science.gov (United States)

    Lockwood, Park; Wohl, Roy

    2012-01-01

    Purpose: The purpose of this study was to assess the effectiveness of a lifetime wellness course on changing students' global self-efficacy, physical self-efficacy, and wellness behavior. Methods: Seventy-one college students from a lifetime wellness course completed the TestWell Wellness Inventory--Standard Edition (National Wellness Institute,…

  19. Using Facebook to facilitate course-related discussion between students and faculty members.

    Science.gov (United States)

    DiVall, Margarita V; Kirwin, Jennifer L

    2012-03-12

    To use Facebook to facilitate online discussion of the content of a Comprehensive Disease Management course and to evaluate student use and perceptions of this exercise. A Facebook page was created and coordinators encouraged students to "like" the page and to post and view study tips, links, or questions. At the end of the course, students' use and perceptions were evaluated using an anonymous survey tool. At the end of week 1, there were 81 followers, 5 wall posts, and 474 visits to the course Facebook page. At peak use, the page had 117 followers, 18 wall posts, and 1,326 visits. One hundred nineteen students (97% of the class) completed the survey tool. Twenty-six percent of students contributed posts compared to 11% who posted on the course discussion board on Blackboard. Students were more likely to post and be exposed to posts on Facebook than on Blackboard. Students found Facebook helpful and 57% said they would miss Facebook if use was not continued in subsequent courses. Students in a Comprehensive Disease Management course found the addition of a Facebook page a valuable study tool and thought most posts added to their learning.

  20. Group Supervision and Japanese Students' Successful Completion of Undergraduate Theses

    Science.gov (United States)

    Yamada, Kiyomi

    2013-01-01

    This paper explores, from a sociocultural perspective, the nature and functions of "zemi" or seminars in which Japanese undergraduate students received group supervision for research and thesis writing. The study also investigates how the "zemi" contributed to completion of their theses. It was found that the "zemi"…

  1. The impact of embedded support for underprepared students in a college chemistry course

    Science.gov (United States)

    Hesser, Tiffany L.

    This quasi-experimental study examined the impact of embedded support on academic success for students requiring remediation in college chemistry. Additional support for underprepared students incorporated within a course is recommended by Connecticut's Public Act 12-40, An Act Concerning College Readiness and Completion. For this study, embedded support consisted of weekly instructional support sessions and introduced the concepts of metacognitive awareness and motivation in learning. Students' progression through the course was measured using a series of standardized questions. Metacognitive awareness and motivation levels were measure at the start and completion of the semester using the Metacognitive Awareness Inventory (MAI) and Motivated Student Learning Questionnaire (MSLQ). It was found that with embedded support, underprepared students performed academically at a level equivalent to that of their college-ready peers. Based on these results, this embedded support model as an evidence-based practice should be considered in class development or policies surrounding students identified as underprepared.

  2. Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees.

    Science.gov (United States)

    Rodenbusch, Stacia E; Hernandez, Paul R; Simmons, Sarah L; Dolan, Erin L

    2016-01-01

    National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score-matching to control for student-level differences, we tested the effect of participating in FRI on students' probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students' GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. © 2016 S. Rodenbusch et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  3. Relationship between participants' level of education and engagement in their completion of the Understanding Dementia Massive Open Online Course.

    Science.gov (United States)

    Goldberg, Lynette R; Bell, Erica; King, Carolyn; O'Mara, Ciaran; McInerney, Fran; Robinson, Andrew; Vickers, James

    2015-03-26

    The completion rates for Massive Open Online Courses (MOOCs) generally are low (5-10%) and have been reported to favour participants with higher (typically tertiary-level) education. Despite these factors, the flexible learning offered by a MOOC has the potential to provide an accessible educational environment for a broad spectrum of participants. In this regard, the Wicking Dementia Research and Education Centre has developed a MOOC on dementia that is evidence-based and intended to address this emerging major global public health issue by providing educational resources to a broad range of caregivers, people with dementia, and health care professionals. The Understanding Dementia MOOC was designed specifically to appeal to, and support, adult learners with a limited educational background. The nine-week course was presented in three units. Participants passed a quiz at the end of each unit to continue through the course. A series of discussion boards facilitated peer-to-peer interactions. A separate "Ask an Expert" discussion board also was established for each unit where participants posted questions and faculty with expertise in the area responded. Almost 10,000 people from 65 countries registered; 4,409 registrants engaged in the discussion boards, and 3,624 (38%) completed the course. Participants' level of education ranged from postgraduate study to a primary (elementary) school education. Participants without a university education (vocational certificate and below) were as likely as those with a university education to complete the course (χ(2) = 2.35, df = 6, p = 0.88) and to engage in the online discussions (F[6, 3799] = 0.85, p = 0.54). Further, participants who completed the MOOC engaged in significantly more discussion board posts than participants who did not complete the course (t = 39.60, df = 4407, p education suggest that MOOCs can be successfully developed and delivered to students from diverse educational

  4. Enhancing Student International Awareness and Global Competency through Compact International Experience Courses

    Science.gov (United States)

    Jacobitz, Frank; Schubert, Thomas

    2013-11-01

    Short-term, study-abroad, elective engineering courses were developed in order to raise the international awareness and global competency of engineering students. These Compact International Experience (CIE) courses were taught in response to a strong student desire for engineering study abroad courses and an effort by the home institution to internationalize its curriculum. An assessment of repeat offerings of two three-semester-unit courses on Topics in Fluid Mechanics and Advanced Electronic Circuit Design in a three-week time frame in France and Australia was performed. The goals of the two CIE courses are an effective teaching of their respective technical content as well as a student understanding of the cultural environment and the impact of engineering solutions from a global and societal viewpoint. In the repeat offerings, increased interaction with local industry was an additional goal. The CIE courses were assessed through surveys completed at the beginning and end of the courses, weekly student reflection papers, course evaluations, and formalized instructor observations. Based on the assessment performed, the two CIE courses have been found to be a valuable approach in the delivery of engineering technical electives combined with an international experience.

  5. Students' Satisfaction and Perceived Learning with a Web-based Course

    Directory of Open Access Journals (Sweden)

    Derek Holton

    2003-01-01

    Full Text Available This paper describes a study, which explored students' responses and reactions to a Web-based tertiary statistics course supporting problem-based learning. The study was undertaken among postgraduate students in a Malaysian university. The findings revealed that the majority of the students were satisfied with their learning experience and achieved comparable learning outcomes to students in the face-to-face version of the course. Students appreciated the flexibility of anytime, anywhere learning. The majority of the students was motivated to learn and had adequate technical support to complete the course. Improvement in computer skills was an incidental learning outcome from the course. The student-student and student-teacher communication was satisfactory but a few students felt isolated learning in the Web environment. These students expressed a need for some face-to-face lectures. While the majority of the students saw value in learning in a problem-based setting, around a third of the students expressed no opinion on, or were dissatisfied with, the problem-based environment. They were satisfied with the group facilitators and learning materials but were unhappy with the group dynamics. Some of the students felt unable to contribute to or learn from the asynchronous Web-based conferences using problem-based approach. Some of the students were not punctual and were not prepared to take part in the Web-based conferences. The findings have suggested a need to explicitly design an organising strategy in the asynchronous Web-based conferences using problem-based approach to aid students in completing the problem-based learning process.

  6. Developing students' qualitative muscles in an introductory methods course.

    Science.gov (United States)

    SmithBattle, Lee

    2014-08-30

    The exponential growth of qualitative research (QR) has coincided with methodological innovations, the proliferation of qualitative textbooks and journals, and the greater availability of qualitative methods courses. In spite of these advances, the pedagogy for teaching qualitative methods has received little attention. This paper provides a philosophical foundation for teaching QR with active learning strategies and shows how active learning is fully integrated into a one-semester course. The course initiates students into qualitative dispositions and skills as students develop study aims and procedures; enter the field to gather data; analyze the full set of student-generated data; and write results in a final report. Conducting a study in one semester is challenging but has proven feasible and disabuses students of the view that QR is simple, unscientific, or non-rigorous. Student reflections on course assignments are integrated into the paper. The strengths and limitations of this pedagogical approach are also described.

  7. Undergraduate Mathematics Students' Emotional Experiences in Linear Algebra Courses

    Science.gov (United States)

    Martínez-Sierra, Gustavo; García-González, María del Socorro

    2016-01-01

    Little is known about students' emotions in the field of Mathematics Education that go beyond students' emotions in problem solving. To start filling this gap this qualitative research has the aim to identify emotional experiences of undergraduate mathematics students in Linear Algebra courses. In order to obtain data, retrospective focus group…

  8. Increasing Student Engagement in Online Educational Leadership Courses

    Science.gov (United States)

    Deschaine, Mark E.; Whale, David E.

    2017-01-01

    Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews nontraditional student engagement in online courses. The goals of the study are to enhance student focus, attention, and interaction. Findings…

  9. Using Scaffolding to Improve Student Learning in Legal Environment Courses

    Science.gov (United States)

    May, Diane

    2014-01-01

    Students taking the initial legal environment course in a business school generally have little background in the law. Most of these students are learning new terms and are exposed to the workings of the legal system and statutes and cases for the first time. Some students have characterized learning the law as like "learning a new…

  10. Required Discussion Web Pages in Psychology Courses and Student Outcomes

    Science.gov (United States)

    Pettijohn, Terry F., II; Pettijohn, Terry F.

    2007-01-01

    We conducted 2 studies that investigated student outcomes when using discussion Web pages in psychology classes. In Study 1, we assigned 213 students enrolled in Introduction to Psychology courses to either a mandatory or an optional Web page discussion condition. Students used the discussion Web page significantly more often and performed…

  11. Evaluating University Physical Activity Courses from Student and Instructor Perspectives

    Science.gov (United States)

    Beaudoin, Christina; Parker, Tonya; Tiemersma, Karol; Lewis, Colleen

    2018-01-01

    This article presents the results of a survey of student and faculty perspectives within a university-level instructional physical activity (PA) program. The results revealed that students enrolled in the courses primarily for enjoyment and to stay fit. A majority of students ranked the quality of instruction as excellent, were interested in new…

  12. A practice course to cultivate students' comprehensive ability of photoelectricity

    Science.gov (United States)

    Lv, Yong; Liu, Yang; Niu, Chunhui; Liu, Lishuang

    2017-08-01

    After the studying of many theoretical courses, it's important and urgent for the students from specialty of optoelectronic information science and engineering to cultivate their comprehensive ability of photoelectricity. We set up a comprehensive practice course named "Integrated Design of Optoelectronic Information System" (IDOIS) for the purpose that students can integrate their knowledge of optics, electronics and computer programming to design, install and debug an optoelectronic system with independent functions. Eight years of practice shows that this practice course can train students' ability of analysis, design/development and debugging of photoelectric system, improve their ability in document retrieval, design proposal and summary report writing, teamwork, innovation consciousness and skill.

  13. Using spreadsheets to develop applied skills in a business math course: Student feedback and perceived learning

    Directory of Open Access Journals (Sweden)

    Thomas Mays

    2015-10-01

    Full Text Available This paper describes the redesign of a business math course and its delivery in both face-to-face and online formats. Central to the redesigned course was the addition of applied spreadsheet exercises that served as both learning and summative assessment tools. Several other learning activities and assignments were integrated in the course to address diverse student learning styles and levels of math anxiety. Students were invited to complete a survey that asked them to rank course activities and assignments based on how well they helped the student learn course material. Open-ended items were also included in the survey. In the online course sections, students reported higher perceived learning from the use the spreadsheet-based application assignments, while face-to-face students preferred demonstrations. Qualitative remarks from the online students included numerous comments about the positive learning impact of the business application spreadsheet-based assignments, as well as the link between these assignments and what students considered the “real world.”

  14. A Clinical Pharmacology Course for Veterinary Students.

    Science.gov (United States)

    Paulsen, Lynn Mulcahy

    1983-01-01

    A one-semester, two-credit course is described that was developed cooperatively by the colleges of pharmacy and veterinary medicine at Washington State University to help resolve an acute shortage of clinical pharmacologists in veterinary medicine and veterinary medical education. Course procedures, content, and evaluation are outlined (MSE)

  15. Students Matter: Quality Measurements in Online Courses

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2016-01-01

    Quality Matters (QM) is a peer review process designed to certify the quality of online courses and online components. It has generated widespread interest and received national recognition for its peer-based approach to quality assurance and continuous improvement in online education. While the entire QM online course design process is…

  16. Student performance in a flipped classroom dental anatomy course.

    Science.gov (United States)

    Chutinan, S; Riedy, C A; Park, S E

    2017-11-09

    The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts. Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given. Additionally, the cohorts' performance on the overall IDP course examination was compared. The flipped classroom cohort had statistically significant higher waxing scores (dental anatomy module) than students in the traditional classroom. There was no statistically significant difference for tooth identification scores and the overall IDP course examination between the traditional vs flipped approach cohorts. This is due to the latter two assessments conducted at the end of the course gave all students enough time to review the lecture content prior to the assessment resulting in similar scores for both cohorts. The flipped classroom cohort promoted students' individual learning and resulted in improved students' performance on immediate evaluation but not on the end of the course evaluation. Redesign of courses to include a new pedagogical approach should be carefully implemented and evaluated for student's educational success. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  17. Medical students' and facilitators' experiences of an Early Professional Contact course: active and motivated students, strained facilitators.

    Science.gov (United States)

    von Below, Bernhard; Hellquist, Gunilla; Rödjer, Stig; Gunnarsson, Ronny; Björkelund, Cecilia; Wahlqvist, Mats

    2008-12-02

    Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences.In 2001, a new "Early Professional Contact" longitudinal strand through term 1-4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators.The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions. Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used. Sixty students (70%) and 15 facilitators (71%) completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining iiration for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students. In this project, a new Early Professional Contact course was analysed from both student and facilitator

  18. Medical students' and facilitators' experiences of an Early Professional Contact course: Active and motivated students, strained facilitators

    Directory of Open Access Journals (Sweden)

    Gunnarsson Ronny

    2008-12-01

    Full Text Available Abstract Background Today, medical students are introduced to patient contact, communication skills, and clinical examination in the preclinical years of the curriculum with the purpose of gaining clinical experience. These courses are often evaluated from the student perspective. Reports with an additional emphasis on the facilitator perspective are scarce. According to constructive alignment, an influential concept from research in higher education, the learning climate between students and teachers is also of great importance. In this paper, we approach the learning climate by studying both students' and facilitators' course experiences. In 2001, a new "Early Professional Contact" longitudinal strand through term 1–4, was introduced at the Sahlgrenska Academy, University of Gothenburg, Sweden. General practitioners and hospital specialists were facilitators. The aim of this study was to assess and analyse students' and clinical facilitators' experiences of the Early Professional Contact course and to illuminate facilitators' working conditions. Methods Inspired by a Swedish adaptation of the Course Experience Questionnaire, an Early Professional Contact Questionnaire was constructed. In 2003, on the completion of the first longitudinal strand, a student and facilitator version was distributed to 86 students and 21 facilitators. In the analysis, both Chi-square and the Mann-Whitney tests were used. Results Sixty students (70% and 15 facilitators (71% completed the questionnaire. Both students and facilitators were satisfied with the course. Students reported gaining iiration for their future work as doctors along with increased confidence in meeting patients. They also reported increased motivation for biomedical studies. Differences in attitudes between facilitators and students were found. Facilitators experienced a greater workload, less reasonable demands and less support, than students. Conclusion In this project, a new Early

  19. Predicting success for college students enrolled in an online, lab-based, biology course for non-majors

    Science.gov (United States)

    Foster, Regina

    Online education has exploded in popularity. While there is ample research on predictors of traditional college student success, little research has been done on effective methods of predicting student success in online education. In this study, a number of demographic variables including GPA, ACT, gender, age and others were examined to determine what, if any, role they play in successfully predicting student success in an online, lab-based biology for non-majors course. Within course variables such as participation in specific categories of assignment and frequency of online visits were also examined. Groups of students including Native American/Non-Native American and Digital Immigrants and Digital Natives and others were also examined to determine if overall course success differed significantly. Good predictors of online success were found to be GPA, ACT, previous course experience and frequency of online visits with the course materials. Additionally, students who completed more of the online assignments within the course were more successful. Native American and Non-Native American students were found to differ in overall course success significantly as well. Findings indicate student academic background, previous college experience and time spent with course materials are the most important factors in course success. Recommendations include encouraging enrollment advisors to advise students about the importance of maintaining high academic levels, previous course experience and spending time with course materials may impact students' choices for online courses. A need for additional research in several areas is indicated, including Native American and Non-Native American differences. A more detailed examination of students' previous coursework would also be valuable. A study involving more courses, a larger number of students and surveys from faculty who teach online courses would help improve the generalizability of the conclusions.

  20. Instructors' Support of Student Autonomy in an Introductory Physics Course

    Science.gov (United States)

    Hall, Nicholas; Webb, David

    2014-12-01

    The role of autonomy in the student experience in a large-enrollment undergraduate introductory physics course was studied from a self-determination theory perspective. A correlational study investigated whether certain aspects of the student experience correlated with how autonomy supportive (versus controlling) students perceived their instructors to be. An autonomy-supportive instructor acknowledges students' perspectives and feelings and provides students with information and opportunities for choice while minimizing external pressures (e.g., incentives or deadlines). It was found that the degree to which students perceived their instructors as autonomy supportive was positively correlated with student interest and enjoyment in learning physics (β =0.31***) and negatively correlated with student anxiety about taking physics (β =-0.23**). It was also positively correlated with how autonomous (versus controlled) students' reasons for studying physics became over the duration of the course (i.e., studying physics more because they wanted to versus had to; β =0.24***). This change in autonomous reasons for studying physics was in turn positively correlated with student performance in the course (β =0.17*). Additionally, the degree to which students perceived their instructors as autonomy supportive was directly correlated with performance for those students entering the course with relatively autonomous reasons for studying physics (β =0.25**). In summary, students who perceived their instructors as more autonomy supportive tended to have a more favorable motivational, affective, and performance experience in the course. The findings of the present study are consistent with experimental studies in other contexts that argue for autonomy-supportive instructor behaviors as the cause of a more favorable student experience.

  1. Encouraging Student Participation in Large Astronomy Courses

    Science.gov (United States)

    Willoughby, Shannon D.

    2012-01-01

    Introductory astronomy is one of the most widely taught classes in the country and the majority of the students who take these classes are non-science majors. Because this demographic of students makes up the majority of astronomy enrollments, it is especially important as instructors that we do our best to make sure these students don't finish…

  2. A Mini-Course on Patient Communication for Optometry Students.

    Science.gov (United States)

    Bennett, Edward S.

    1982-01-01

    A 4-week course teaching interpersonal skills helps optometry students develop self-awareness in handling patients and other practice problems. Among the topics covered are questioning techniques, patient communication types, children, and difficult questions. (Author/MSE)

  3. Student-Centered Designs of Pan-African Literature Courses

    Science.gov (United States)

    M'Baye, Babacar

    2010-01-01

    A student-centered teaching methodology is an essential ingredient of a successful Pan-African literary course. In this article, the author defines Pan-Africanism and how to go about designing a Pan-African literature course. The author combines reading assignments with journals, film presentations, and lectures in a productive learning…

  4. The Hybrid Advantage: Graduate Student Perspectives of Hybrid Education Courses

    Science.gov (United States)

    Hall, Sarah; Villareal, Donna

    2015-01-01

    Hybrid courses combine online and face-to-face learning environments. To organize and teach hybrid courses, instructors must understand the uses of multiple online learning tools and face-toface classroom activities to promote and monitor the progress of students. The purpose of this phenomenological study was to explore the perspectives of…

  5. Tracking Developmental Students into Their First College Level Mathematics Course

    Science.gov (United States)

    Waycaster, Pansy

    2011-01-01

    A recent SACS review at the author's institution prompted an assessment of the school's developmental mathematics program. The author needed to examine the effectiveness of the developmental mathematics courses in preparing students for their first college level mathematics course. Rather than just examine success rates in developmental…

  6. Comparing Effectiveness of Undergraduate Course Delivery: A Student Perspective

    Science.gov (United States)

    Koenig, Robert J.

    2009-01-01

    Higher education students can and do take courses delivered in a variety of ways. But, to date, little research has been done on the effectiveness of different delivery modes. This study sought to fill that void by comparing the effectiveness of three undergraduate course delivery modes: classroom, online, and video conference at a technical…

  7. New Laboratory Course for Senior-Level Chemical Engineering Students

    Science.gov (United States)

    Aronson, Mark T.; Deitcher, Robert W.; Xi, Yuanzhou; Davis, Robert J.

    2009-01-01

    A new laboratory course has been developed at the University of Virginia for senior- level chemical engineering students. The new course is based on three 4-week long experiments in bioprocess engineering, energy conversion and catalysis, and polymer synthesis and characterization. The emphasis is on the integration of process steps and the…

  8. Students' Experiences with Community in an Open Access Course

    Science.gov (United States)

    Blackmon, Stephanie J.; Cullen, Theresa A.

    2016-01-01

    Online open access courses have become regular offerings of many universities. Building community and connectedness is an important part of branding and success of such offerings. Our goal was to investigate students' experiences with community in an open access course. Therefore, in this study, we explored the sense of community of 342…

  9. Teaching Argumentation in a Philosophy Course for Baccalaureate Nursing Students

    Science.gov (United States)

    Gough, Jim

    2011-01-01

    In this paper I introduce the background situation that triggered the need for a particular project offered in a senior undergraduate course in health care ethics. Background information is provided to support the rationale of the project in the course. Then, the argument that opens the challenge to the students is outlined, followed by a…

  10. Differentiating Biochemistry Course Laboratories Based on Student Experience

    Science.gov (United States)

    Jakubowski, Henry V.

    2011-01-01

    Content and emphases in undergraduate biochemistry courses can be readily tailored to accommodate the standards of the department in which they are housed, as well as the backgrounds of the students in the courses. A more challenging issue is how to construct laboratory experiences for a class with both chemistry majors, who usually have little or…

  11. Improving Student Engagement in a Lower-Division Botany Course

    Science.gov (United States)

    Goldberg, Nisse A.; Ingram, Kathleen W.

    2011-01-01

    Active-learning techniques have been advocated as a means to promote student engagement in lower-division biology courses. In this case study, mini-lectures in combination with active-learning activities were evaluated as strategies to promote a culture of learning and participation in a required botany course. These activities were designed to…

  12. Using Game Elements to Increase Student Engagement in Course Assignments

    Science.gov (United States)

    Armier, David Des, Jr.; Shepherd, Craig E.; Skrabut, Stan

    2016-01-01

    Gamification incorporates game-elements in non-gaming situations to enhance student engagement and desired behavior. This study examined participant's willingness to take part in gamified activities where reward systems were not directly tied to course grades. Participants enrolled in a technology integration course for preservice teachers, were…

  13. On Developing the Writing Skills Course for Accounting Students

    Science.gov (United States)

    Firch, Tim; Campbell, Annhenrie; Lindsay, David H.; Garner, Don E.

    2010-01-01

    The CSU, Stanislaus, accounting program is providing a new course that meets the university-wide upper-division writing requirement and offers accounting students additional professional study. While a writing skills course is not unusual in a business program, few offer an alternative centered on the accounting body of knowledge. Undergraduate…

  14. A General Chemistry Laboratory Course Designed for Student Discussion

    Science.gov (United States)

    Obenland, Carrie A.; Kincaid, Kristi; Hutchinson, John S.

    2014-01-01

    We report a study of the general chemistry laboratory course at one university over four years. We found that when taught as a traditional laboratory course, lab experiences do not encourage students to deepen their understanding of chemical concepts. Although the lab instructor emphasized that the lab experiences were designed to enhance…

  15. Biochemistry of Neuromuscular Diseases: A Course for Undergraduate Students

    Science.gov (United States)

    Ohlendieck, Kay

    2002-01-01

    This article outlines an undergraduate course focusing on supramolecular membrane protein complexes involved in the molecular pathogenesis of neuromuscular disorders. The emphasis of this course is to introduce students to the key elements involved in the ion regulation and membrane stabilization during muscle contraction and the role of these…

  16. Short communication: Characteristics of student success in an undergraduate physiology and anatomy course.

    Science.gov (United States)

    Gwazdauskas, F C; McGilliard, M L; Corl, B A

    2014-10-01

    Several factors affect the success of students in college classes. The objective of this research was to determine what factors affect success of undergraduate students in an anatomy and physiology class. Data were collected from 602 students enrolled in the Agriculture and Life Sciences (ALS) 2304 Animal Physiology and Anatomy course from 2005 through 2012. The data set included 476 females (79.1%) and 126 males (20.9%). Time to complete exams was recorded for each student. For statistical analyses, students' majors were animal and poultry sciences (APSC), agricultural sciences, biochemistry, biological sciences, dairy science, and "other," which combined all other majors. All analyses were completed using the GLIMMIX procedure of SAS (SAS Institute Inc., Cary, NC). Gender, major, matriculation year, major by year interaction, gender by year interaction, and time to complete the exam affected final course grade. The significant gender effect was manifested in the final grade percentage of 75.9 ± 0.4 for female students compared with 72.3 ± 0.6 for male students. Junior males had final course grades comparable with those of females, but sophomore and senior males had lower final course grades than other combinations. Biology majors had a final grade of 82.4 ± 0.6 and this grade was greater than all other majors. Students classified as "other" had a final score of 74.4 ± 0.8, which was greater than agricultural science majors (69.5 ± 0.9). The APSC grade (72.6 ± 0.5) was higher than the agricultural science majors. Junior students had significantly greater final grades (76.1 ± 0.5) than sophomores (73.3 ± 0.6) and seniors (72.9 ± 0.9). All biology students had greater final grades than all other majors, but biochemistry juniors had greater final course grades than APSC, agricultural science, and dairy science juniors. "Other" seniors had greater final course grades than agricultural science seniors. The regression for time to complete the exam was

  17. The performance of ethics course for increasing students intention to blow the whistle using information technology

    Science.gov (United States)

    Munandar, Agus

    2017-10-01

    The profession of accounting believes that ethics is very important in the workplace. For that, profession recommends that ethics course should be taught for accounting student. Unfornutaly, the impact of ethics courses on accounting students intention to blow the whistle on organizational wrongdoing using information technology have not been determined. For that, this paper attempts to measure the impact of ethics courses on accounting student intention to blow the whistle on organizational wrongdoing. The research using experimental design for investigate the impact of ethic course on students intention to blow the whistle using IT. The respondents for this study are 40 accountig students. The respondent were given the ethical scenarios and were measured their intention to blow the whistle using information technology. This result of study reports that 70% of accounting student who completed ethic course indicated high intention to blow the whistle on organizational wrongdoing using information technology. Hence, ethics course is beneficial for increasing accounting professionalism especially their intentio to blow the whistle wrongdoing using information technology.

  18. Project-Based Learning Courses: The Relationship Between Faculty-Intended Course Implementation and Students' Perceptions

    Science.gov (United States)

    Simonovich, Jennifer A.; Towers, Emily; Zastavker, Yevgeniya V.

    2012-02-01

    Project-based learning (PjBL) has been shown to improve students' performance and satisfaction with their coursework, particularly in science and engineering courses. Specific aspects of PjBL that contribute to this improvement are student autonomy, course scaffolding, and instructor support. This study investigates two PjBL courses required for engineering majors at a small technical school, Introductory Mechanics Laboratory and Introductory Engineering Design. The three data sources used in this work are classroom observations (one laboratory and four design sessions) and semi-structured in-depth interviews with twelve students and six faculty. Grounded theory approach is used in a two-step fashion by (1) analyzing each data set individually and (2) performing full triangulation of all three data sets. In this talk, we demonstrate the relationship between faculty intentions and student perceptions regarding the three PjBL aspects -- student autonomy, course scaffolding, and instructor support -- within the context of these two courses. We further discuss implications for the course design and professional development of faculty.

  19. Evidence that personal genome testing enhances student learning in a course on genomics and personalized medicine.

    Directory of Open Access Journals (Sweden)

    Keyan Salari

    Full Text Available An emerging debate in academic medical centers is not about the need for providing trainees with fundamental education on genomics, but rather the most effective educational models that should be deployed. At Stanford School of Medicine, a novel hands-on genomics course was developed in 2010 that provided students the option to undergo personal genome testing as part of the course curriculum. We hypothesized that use of personal genome testing in the classroom would enhance the learning experience of students. No data currently exist on how such methods impact student learning; thus, we surveyed students before and after the course to determine its impact. We analyzed responses using paired statistics from the 31 medical and graduate students who completed both pre-course and post-course surveys. Participants were stratified by those who did (N = 23 or did not (N = 8 undergo personal genome testing. In reflecting on the experience, 83% of students who underwent testing stated that they were pleased with their decision compared to 12.5% of students who decided against testing (P = 0.00058. Seventy percent of those who underwent personal genome testing self-reported a better understanding of human genetics on the basis of having undergone testing. Further, students who underwent personal genome testing demonstrated an average 31% increase in pre- to post-course scores on knowledge questions (P = 3.5×10(-6; this was significantly higher (P = 0.003 than students who did not undergo testing, who showed a non-significant improvement. Undergoing personal genome testing and using personal genotype data in the classroom enhanced students' self-reported and assessed knowledge of genomics, and did not appear to cause significant anxiety. At least for self-selected students, the incorporation of personal genome testing can be an effective educational tool to teach important concepts of clinical genomic testing.

  20. Predictors of Enrolling in Online Courses: An Exploratory Study of Students in Undergraduate Marketing Courses

    Science.gov (United States)

    Fontenot, Renée J.; Mathisen, Richard E.; Carley, Susan S.; Stuart, Randy S.

    2015-01-01

    An exploratory study of undergraduate students enrolled in marketing courses at a Southeastern regional university was conducted to determine the motivations and characteristics of marketing students who plan to be online learners and examined for differences between those who have taken and those who have not taken online classes. An online…

  1. Emerging Themes of Student Satisfaction in a Traditional Course and a Blended Distance Course.

    Science.gov (United States)

    Parkinson, Debra; Greene, William; Kim, Younghee; Marioni, Joan

    2003-01-01

    Describes a team research project that explored and compared students' satisfaction with course delivery methods (blended distance learning with a remote site and an on-campus site, and a traditional section) based on the students' learning preferences. Explains research methodology used and results from the current study, and provides…

  2. Motivation of student teachers in educational psychology course: Its relation to the quality of seminar work and final achievement

    Directory of Open Access Journals (Sweden)

    Melita Puklek Levpušček

    2007-11-01

    Full Text Available The study examines various aspects of student teachers' initial motivation for educational psychology course and the motivation's effect on student teachers' engagement in a specific academic activity and on the final course achievement. At the beginning of the academic year 2004/2005 undergraduate student teachers filled in the Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich et al., 1991, the part which assesses students' motivational orientations. During the academic year students prepared and then presented to their colleagues their seminar work in groups. After each presentation, members of the group assessed the quality of their individual preparation, analyzed the quality of group work and assessed their part of the seminar presentation. Students' achievement was measured by an exam after completing the entire educational psychology course. The results showed that those students who had found the educational psychology course interesting and useful, and who had participated in the course because of extrinsic reasons prepared seminar work better and assessed their seminar presentation with higher marks than those with low motivation for the course. Students' engagement in individual study and self-assessment of seminar presentation were related to the final course grade. In addition, students' perception of the course as interesting and useful (task value independently predicted final course grade, over and above the account of previous academic achievement.

  3. Impact of online lecture-capture on student outcomes in a therapeutics course.

    Science.gov (United States)

    Bollmeier, Suzanne G; Wenger, Philip J; Forinash, Alicia B

    2010-09-10

    To examine the correlation between students accessing recorded lecture files (audio and slides) online and course grades and class attendance. Second professional year (of 6-year program) students in a therapeutics course had access to recorded online lectures for 72 hours following live lectures. The number and duration of lecture accessions were compared to final course grades and class attendance. Course grades were compared to those of a historical control group. At the end of the semester, students completed a brief survey instrument regarding their use and perceptions of online lectures. No correlation was found between final course grades and the number of lecture accessions (r = 0.0014) or total number of minutes lectures were viewed (r = 0.033), nor between class attendance and minutes viewed (r = 0.2158). Students with access to recorded lectures outperformed the historical control group on the final examination (p students reported no influence of online files on class attendance. Posting lectures online did not affect student outcomes, but students did score higher on the final examination.

  4. Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course.

    Science.gov (United States)

    Hess, Rick; Hagemeier, Nicholas E; Blackwelder, Reid; Rose, Daniel; Ansari, Nasar; Branham, Tandy

    2016-05-25

    Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students' patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students' patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.

  5. Students' Perspectives on Interprofessional Teamwork Before and After an Interprofessional Pain Education Course.

    Science.gov (United States)

    Simko, Lynn Coletta; Rhodes, Diane C; McGinnis, Kathleen A; Fiedor, Jaclyn

    2017-08-01

    Objective. To evaluate changes in pharmacy and nursing student perspectives before and after completion of an interprofessional education (IPE) course. Methods. A pre- and post-perception scale descriptive prospective study design utilizing Interdisciplinary Education Perception Scale (IEPS) and Collaboration and Satisfaction about Care Decisions (CSACD) with self-reported statements of knowledge and importance of professional roles was used. Results. Significant improvement was shown for IEPS and CSACD overall and for both pharmacy and nursing students. Post-scores improved from 2013 to 2014, with significant improvements for IEPS. Pharmacy student findings show an increase in knowledge and importance of their roles and those of nursing students. Nursing students grew significantly in their knowledge of the pharmacist's role only. Conclusion. An IPE course for nursing and pharmacy students, taught by diverse health professionals with a care plan and simulation assignments, fosters the Interprofessional Education Collaborative panel's competencies for IPE.

  6. A clinical nutrition course to improve pharmacy students' skills and confidence in counseling patients.

    Science.gov (United States)

    Chang, Linda; Popovich, Nicholas G; Iramaneerat, Cherdsak; Smith, Everett V; Lutfiyya, M Nawal

    2008-06-15

    To create, implement, and evaluate a PharmD course on primary care nutrition. A 2-credit hour elective course was offered to second- and third-year pharmacy students. It was informed by the Socratic method using a minimum number of formal lecture presentations and featured problem-based learning exercises, case-based scenarios, and scientific literature to fuel informed debate. A single group posttest design with a retrospective pretest was used to assess students' self-efficacy. There was a significant overall improvement in students' self-efficacy in their ability to practice primary care nutrition. Completion of a nutrition course improved students' confidence in providing primary care nutrition and empowered them to speak more comfortably about the role of nutrition in the prevention of chronic diseases.

  7. An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

    Science.gov (United States)

    Arra, Christopher T.

    2010-01-01

    The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used…

  8. Introduction to nanotechnology: a short course for high school students

    Science.gov (United States)

    Markin, Alexey V.

    2016-04-01

    This report devoted to presenting results of development and implementation of a short course (4 hours) entitled "Introduction to Nanotechnology" that was specially designed for familiarizing high school students with nanomaterials and nanotechnology. The course contains introduction to nanotechnology, essential definitions, short overview of history, descriptions for various examples of nanomaterials and their classifications, performing demonstration experiments. All these parts of the course are briefly analyzed from pedagogical effectiveness point of view. Finally, results of course testing, problems and perspectives of nano-oriented education at high school are also discussed shortly.

  9. Students in theoretical courses and traineeships

    DEFF Research Database (Denmark)

    Jensen, Anne Winther

    and students´ experiences in the traineeships. The paper reports some of the main issues regarding this aspect. In the school setting the future care helper is being constructed within the overall term ‘professional’, but students may meet differing ways of being care helper in the traineeships, and the paper...

  10. Preparing for Distance Learning: Designing An Online Student Orientation Course

    Directory of Open Access Journals (Sweden)

    Diane D. Chapman

    2004-01-01

    Full Text Available This paper describes the analysis undertaken to design a 1-credit-hour online orientation course for students new to online learning. An instructional design team, as a part of an advanced instructional design course, worked with a university-based client. The client identified specific problem areas encountered by novice students of online courses and the team designed a comprehensive program to meet those needs. Analysis of the data revealed surprising differences in expectations between instructors of online courses and their students of what an orientation to online learning should include. The team also conducted a task analysis to aid in further identifying the skills, knowledge and attitudes required by students for success in online courses. Findings indicated that there is a need for online learners to understand the time commitment required of an online course and possess or develop strong time management skills. Because of small sample size, results cannot be generalized beyond the respondents. The authors found a mismatch in the perception of instructor technical skills versus student technical skill. Based on their findings, the paper provides recommendations on the appropriate design, development and implementation of an orientation to online learning.

  11. Investigating students' academic numeracy in 1st level university courses

    Science.gov (United States)

    Galligan, Linda; Hobohm, Carola

    2015-06-01

    This paper investigates how an online test (`Self-Test' developed at the University of Southern Queensland) can enrich students' understanding of their academic numeracy, through a purpose-built, self-assessment tool aligned with online modules. Since its creation and evaluation, the tool has been developed and tailored to suit other first year courses based around an academic numeracy framework of competence, confidence and critical awareness (Galligan 2013a). This paper will highlight how the new Self-Test is underpinned by this framework and how students' levels of numeracy can be better understood by the lecturer through Self-Test in a first year nursing for numeracy course and a maths for teachers course. It particularly addresses over- and under-confidence, error analysis and students' reflective comments, and how this understanding can better inform course development and teaching.

  12. Joint reactor laboratory course for students in KUCA

    International Nuclear Information System (INIS)

    Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Pyeon Cheol Ho; Shiroya, Seiji

    2004-06-01

    This book is a revised version of Joint Reactor Laboratory Course for Students, which we have given over 30 years from 1975 at Kyoto University Critical Assembly (KUCA). The major objective of this course is to help the students for understanding the essence of nuclear reactor physics through the experiments carried out in KUCA C-core. At the same time, it is expected that by the end of the course the students will be able to obtain good and fruitful results by their efforts through this course. This textbook is composed of these following chapters; Introduction to Kyoto University Critical Assembly (KUCA). Chapter 1: Approach to Criticality. Chapter 2: Control Rod Calibration. Chapter 3: Measurement of Reaction Rate Distribution. Chapter 4: Neutron Correlation Experiment Feynman-α Method. Chapter 5: Measurement of Reactivity by the Pulsed Neutron Method. Chapter 6: Reactor Operation Training (Reactor Operation for Education). (author)

  13. Joint reactor laboratory course for students in KUCA

    International Nuclear Information System (INIS)

    Misawa, Tsuyoshi; Unesaki, Hironobu; Ichihara, Chihiro; Pyeon Cheol Ho; Shiroya, Seiji

    2004-04-01

    This book is based on Joint Reactor Laboratory Course for Students, which we have given over 30 years from 1975 at Kyoto University Critical Assembly (KUCA), and is one translated from Japanese into English. The major objective of this course is to help the students for understanding the essence of nuclear reactor physics through the experiments carried out in KUCA C-core. At the same time, it is expected that by the end of the course the students will be able to obtain good and fruitful results by their efforts through this course. This textbook is composed of these following chapters; Introduction to Kyoto University Critical Assembly (KUCA). Chapter 1: Approach to Criticality. Chapter 2: Control Rod Calibration. Chapter 3: Measurement of Reaction Rate Distribution. Chapter 4: Neutron Correlation Experiment Feynman-α Method. Chapter 5: Measurement of Reactivity by the Pulsed Neutron Method. (author)

  14. Building Effective Supervisory Relationships in the Online Counseling Course: Faculty and Student Responsibilities

    Science.gov (United States)

    Cicco, Gina

    2014-01-01

    This article will provide an outline for counselor educators and their students on how to develop and maintain solid supervisory relationships in the online classroom. Counselors-in-training are required to complete practicum and internship experiences during their graduate academic preparation. These field experience courses typically involve 100…

  15. Attendance and Student Performance in Undergraduate Chemistry Courses

    Science.gov (United States)

    Lyubartseva, Ganna; Mallik, Uma Prasad

    2012-01-01

    Numerous studies suggest that attendance may be one of the key factors which influence student performance. Although there have been many studies in introductory science courses, there have been virtually no studies which analyze and compare students' performance from different types of institutions as well as different level of classes. Our study…

  16. Business Students Flock to Courses on Electronic Commerce.

    Science.gov (United States)

    Mangan, Katherine S.

    1999-01-01

    Business schools across the country are specializing in electronic commerce, in which teams of students create online businesses available on the Internet only to participating institutions. The courses offer students an opportunity to see how an online retailing business is conducted, including creating and maintaining Web sites, advertising…

  17. Impact of Attendance Policies on Course Attendance among College Students

    Science.gov (United States)

    Chenneville, Tiffany; Jordan, Cary

    2008-01-01

    The purpose of this study was twofold: (a) to investigate whether having a graded attendance policy would have an effect on course attendance among college students, and (b) to examine beliefs about education and attendance policies among college students. Results support the utility of graded attendance policies for increasing class attendance…

  18. Required Course Gives Meredith College Students Global View

    Science.gov (United States)

    Tippett, Deborah T.; Roubanis, Jody L.

    2006-01-01

    In this article, the authors discuss how educators from Meredith College help college students gain a global awareness and take steps to be responsible global citizens. This is done by requiring all students to take a course that enables them to address a problem that has both global and local significance while using multiple disciplines and…

  19. Physical Classroom Environment and Student Satisfaction with Courses

    Science.gov (United States)

    Han, Heesup; Kiatkawsin, Kiattipoom; Kim, Wansoo; Hong, Ju Hea

    2018-01-01

    The higher education market in South Korea has matured over recent decades. Higher education institutions have invested in many areas to boost the student experience. Student satisfaction has been identified as a key variable in explaining the holistic evaluation of the course. This study aims to fulfil a void in research by developing a study…

  20. How IELTS Preparation Courses Support Students: IELTS and Academic Socialisation

    Science.gov (United States)

    Yang, Yanxian; Badger, Richard

    2015-01-01

    IELTS scores are widely used in combination with academic results as a way of judging whether non-English background students should be admitted to degree-level courses in Anglophone contexts. However, successful study at university requires more than language competence and intellectual ability and international students often seem to start from…

  1. Mentoring At-Risk Students in a Remedial Mathematics Course

    Science.gov (United States)

    Khazanov, Leonid

    2011-01-01

    A peer mentoring program has been implemented to support a group of at-risk students enrolled in two sections of an elementary algebra course at an urban community college. Peer mentors were recruited from advanced mathematics classes and trained to provide individualized tutoring and mentoring support to at-risk students. The results show that…

  2. Designing English for Specific Purposes Course for Computer Science Students

    Science.gov (United States)

    Irshad, Isra; Anwar, Behzad

    2018-01-01

    The aim of this study was to design English for Academic Purposes (EAP) course for University students enrolled in the Computer Science Department. For this purpose, academic English language needs of the students were analyzed by using a 5 point Likert scale questionnaire. Additionally, interviews were also conducted with four faculty members of…

  3. Student Engagement: Stakeholder Perspectives on Course Representation in University Governance

    Science.gov (United States)

    Carey, Philip

    2013-01-01

    Student engagement has become a key feature of UK higher education policy and analysis. At the core of this is a notion of engagement characterised by dialogue and joint venture. The article explores this by considering the role of student representation in university governance. It focuses on the system of course representation that is a feature…

  4. Students' Spirituality and "Big Questions" in Introductory Religion Courses

    Science.gov (United States)

    Walvoord, Barbara E.

    2008-01-01

    A study of sixty-six highly effective teachers of introductory theology and religion courses in various types of institutions reveals very complex challenges for instructors. The majority of students have as a goal their own religious and spiritual development. Faculty members' most frequent goal is critical thinking. Students much less frequently…

  5. Using Learning Analytics to Assess Student Learning in Online Courses

    Science.gov (United States)

    Martin, Florence; Ndoye, Abdou

    2016-01-01

    Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

  6. Students' and Teachers' Perceptions of after School Online Course

    Science.gov (United States)

    Yalavaç, Gamze; Samur, Yavuz

    2016-01-01

    This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other…

  7. Creating Masterpieces: How Course Structures and Routines Enable Student Performance

    Science.gov (United States)

    Dean, Kathy Lund; Fornaciari, Charles J.

    2014-01-01

    Over a five-year period, we made a persistent observation: Course structures and routines, such as assignment parameters, student group process rules, and grading schemes were being consistently ignored. As a result, we got distracted by correcting these structural issues and were spending less time on student assignment performance. In this…

  8. Mathematical modeling courses for Media technology students

    DEFF Research Database (Denmark)

    Timcenko, Olga

    2009-01-01

    This paper addresses curriculum development for Mathematical Modeling course at Medialogy education. Medialogy as a study line was established in 2002 at Faculty for Engineering and Natural Sciences at Aalborg University, and mathematics curriculum has already been revised three times, Mathematic...

  9. Value Education Through Distance Learning: Opinions of Students who already Completed Value Education

    Directory of Open Access Journals (Sweden)

    Handan DEVECI

    2015-01-01

    Full Text Available Individuals in a society should be systematically trained on value education so that they can appreciate values such as love, respect, tolerance, and honesty. Employment of value training approaches within Anadolu University Open and Distance Learning System will make it possible to educate many people on values. The purpose of this research is to determine the opinions of university students about providing value education through distance learning system. This study has been completed via use of semi-structured interview technique based on qualitative research approach. The participants are registered students studying at Social Studies Teacher Training Program, Faculty of Education, Anadolu University during the fall term of 2013-2014 academic years. Based on the selection criteria, 15 students who had already completed value education course and who were familiar with Anadolu University’s open and distance learning system partook in the study. Research data was analyzed through content analysis. Participating students believe that value education is a necessary component of social life and that students within distance learning system should be provided with value education. Furthermore, participants stated that value education could be integrated into distance learning. Based on the findings, it is possible to conclude that offering value education to students through distance learning system may significantly contribute to social life as it facilitates maintaining social order and raising effective citizens.

  10. The effectiveness of an e-learning course on medication calculation in nursing students: a clustered quasi-experimental study.

    Science.gov (United States)

    Van Lancker, Aurélie; Baldewijns, Katleen; Verhaeghe, Rik; Robays, Hugo; Buyle, Franky; Colman, Roos; Van Hecke, Ann

    2016-09-01

    To evaluate the effectiveness of an e-learning course compared with a face-to-face lecture on medication calculation. The current knowledge on medication calculation of nursing students and nurses is insufficient to provide safe care. A stratified-clustered quasi-experimental study. A random selection of nursing schools were allocated to the e-learning course (intervention group) (seven schools; 189 students) or face-to-face lecture (control group) (six schools, 222 students). Students in both groups completed a validated medication calculation test (maximum score: 16) prior to the course (T0), immediately after the course (T1) and 3 months later (T2). A linear mixed model was used for data analysis. Medication calculation skills improved significantly more by the face-to-face lecture than e-learning course. Students in both groups significantly improved in medication calculation skills immediately after the course (T1) and 3 months later. The results flattened at T2 with a significant decline in the intervention group between T1 and T2 and a non-significant decline in the control group. Based on a subgroup analysis, improvement in medication calculation skills at T2 could only be observed in vocational-level (sub degree) nursing students receiving a face-to-face course. Both medication calculation courses had a positive effect on medication calculation skills. Students receiving traditional face-to-face lecture improved significantly more than the students receiving the e-learning course. © 2016 John Wiley & Sons Ltd.

  11. Student workload estimation to pass a statistics course in Economics and Business Administration

    OpenAIRE

    Jano, María Dolores; Ortiz Serrano, Salvador

    2007-01-01

    The convergence process in Higher Education in Europe implies a radical change in the teacher’s practice. One of the fundamental questions in the harmonization process stems from the way credits are allocated by the ECTS (European Credit Transfer System). This article analyzes diverse methodologies for the estimation of student workload, with results regarding the time students need to successfully complete the Descriptive Statistics course in Economics and Business Administration. The obtain...

  12. Attitude of Pharmacy Students Towards a Nutrition Course

    Science.gov (United States)

    Syed Abdul, Majid Mufaqam

    Today's pharmacists are likely to encounter questions about nutritional products sold in the pharmacy. This is due, in part, to the increased number of pharmacies attached to grocery stores and the availability of pharmacists. Many pharmacists report they lack nutritional knowledge and believe the best time to educate pharmacists about nutrition is during pharmacy school. This study was conducted to determine if today's pharmacy students receive education in nutrition and if they realize the importance of nutrition education. Two hundred and twenty five students from India and ninety five students from the United States currently attending pharmacy school were surveyed. Results showed only 3.5% of students from India and 13.6% of students from the United States received nutrition education during their pharmacy degree curriculum. In addition, 81.8% of students from India and 82.9% of students from the United States who had taken a course in nutrition believed a nutrition course should be incorporated into the pharmacy degree curriculum. When pharmacy-related experience was taken into account, 92.9% of students from India and 73.3% of students from the United States also believed a nutrition course should be incorporated into the pharmacy degree curriculum. Overall, 88% of students from India and 70.5% of students from the United States believed nutrition education was important and should be included in the pharmacy degree curriculum. Results of this study suggest the majority of today's pharmacy students believe a nutrition course should be incorporated into the pharmacy degree curriculum regardless of past nutrition education or pharmacy-related experience.

  13. Transforming a Sequence of Microbiology Courses Using Student Profile Data

    Directory of Open Access Journals (Sweden)

    Rosa J. Buxeda

    2009-12-01

    Full Text Available A study was performed in the General Microbiology and Industrial Microbiology courses to increase research awareness at an early stage of the educational process and to establish collaboration between students in an Industrial Microbiology program and industry. In both courses, the professor helped students determine their learning styles and then used these data to design activities in order to accomplish the above objectives. In both the treatment and the control sections, students learned about strategies to optimize learning based on their learning styles. A cooperative learning format was introduced to promote active learning and team-building skills. The diverse learning styles data profile was used by students during cooperative learning activities for effective team integration. In the General Microbiology course, a mentor-mentee structure was introduced to expose students to research in microbiology by visiting research facilities on campus. This structure was an addition to the regular curriculum, which meets American Society for Microbiology curriculum recommendations. The results suggest an increase in interest in research by students. In the Industrial Microbiology course, a strategy was introduced to establish collaboration with industry in which students visit the workplace and identify microbial processes, microbiologist roles, and skills needed by microbiologists. Evaluation of these topics using pre- and posttest data indicates a significant increase in acquired knowledge relevant to daily workplace environments with the reformed course. In both courses, students gain information early in their academic experience to help them consider participation in research experiences while providing them with real-world experience toward the end of their academic careers, when they see the need for it.

  14. Persistence and withdrawal by students in a preservice science and mathematics teacher education course

    Science.gov (United States)

    Tulip, David F.; Lucas, Keith B.

    1991-12-01

    At a time when recruitment into preservice teacher education courses in mathematics and science is difficult, one strategy to increase the number of graduates is to minimise the number of students who fail to complete their university courses. This study sought to determine factors which distinguish withdrawers from persisters in the first semester of a B.Ed course. Discriminant analysis was employed; a discriminant function employing seven factors resulted in correct classification in 81% of cases. Further analysis distinguishing between dropouts and transferees resulted in two discriminant functions with some common variables.

  15. REASONS FOR STUDENT DISCONTINUATION IN ENGINEERING DEGREE COURSES OFFERED AT A DISTANCE

    Directory of Open Access Journals (Sweden)

    S. Anbahan ARIADURAI

    2009-01-01

    Full Text Available Faculty of Engineering Technology of the Open University of Sri Lanka has been offering engineering programmes at a distance for the last two decades or so. However, completion rates in Faculty of Engineering Technology are lower compared to the other faculties of the University. This paper investigates the reasons for low completion rates in the faculty and suggests ways and means to overcome this problem. The study concludes that increasing student numbers will not necessarily increase percentage of students completing the programme though the number of students completing is increased. It is found that students offering courses for the first time in the system of distance education in their academic career perform poorer because they are not conversant with distance education techniques. It is recommended that the Faculty must offer an orientation programme on distance education to all the students enrolling for the first time, before they commence their regular programmes. Further, it has been found that considerable percentage of students who obtain eligibility to sit the final examination by completing the continuous assessments do not sit the final examination. This has been found to contribute towards non-completion of programmes as students sitting the final examination in the subsequent years perform poorly in their exams. To overcome this problem, it is recommended that current practise of allowing the student to carry forward their eligibility to unlimited period of time must be disbanded.

  16. An Elective Course for First-Year Students Based on the "New England Journal of Medicine."

    Science.gov (United States)

    Griffith, Owen W.; And Others

    1988-01-01

    A course to develop medical students' capacity to read medical journal articles critically is described. The course's background, organization, and aims; faculty members' impressions of the course; and students' responses to an evaluation questionnaire are discussed. (MLW)

  17. Online Course Model that Fosters Interdisciplinary Collaboration Among Graduate Students

    Science.gov (United States)

    deCharon, A.; Repa, J. T.; Companion, C. J.; Taylor, L.

    2016-02-01

    First piloted in Fall 2014, "Broaden the Impacts of Your Research" is a fully asynchronous (i.e., no live or scheduled sessions) online graduate course. This two-credit offering was designed in response to evaluation data from 73 graduate students who participated in four National Science Foundation-funded workshops (deCharon et al., 2013). As a community of practice, students from various scientific disciplines learn about communication and collaboration skills, practice these skills by developing a portfolio of products, and provide feedback on their classmates' products. The course is organized into four sections during the 14-week semester, each with its own set of objectives including: assessing and reducing jargon; engaging in interdisciplinary collaboration; understanding non-scientist audiences' needs; and deconstructing science and connecting to society. The course's quality was assessed through a review of its design by an external evaluator who also gauged its overall efficacy by comparing students' weekly blog posts with the course's goals and objectives. Effectiveness was also evaluated based on students' data from post-semester surveys. Based on these analyses, it has been determined that the course is most appropriate for students who have conducted their initial research and are preparing to communicate it to others and seek additional funding. It exposes students to communications experts through video guest lectures, and it fosters interdisciplinary online collaboration. Participants benefit from employing a variety of online tools to examine and clarify thinking about their own research. Given that the course is online and 100% asynchronous, it is highly flexible and could potentially serve students worldwide. This presentation will focus on the design of "Broaden the Impacts of Your Research," provide evaluation results from both cohorts (i.e., Fall 2014, Fall 2015), and discuss its transferability to other universities or professional societies.

  18. Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

    Science.gov (United States)

    Frame, Tracy R; Gryka, Rebecca; Kiersma, Mary E; Todt, Abby L; Cailor, Stephanie M; Chen, Aleda M H

    2016-04-25

    Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.

  19. Voluntary peer-led exam preparation course for international first year students: Tutees' perceptions.

    Science.gov (United States)

    Huhn, Daniel; Eckart, Wolfgang; Karimian-Jazi, Kianush; Amr, Ali; Herzog, Wolfgang; Nikendei, Christoph

    2015-06-18

    While the number of international students has increased over the last decade, such students face diverse challenges due to language and cultural barriers. International medical students suffer from personal distress and a lack of support. Their performance is significantly lower than non-international peers in clinical examinations. We investigated whether international students benefit from a peer-led exam preparation course. An exam preparation course was designed, and relevant learning objectives were defined. Two evaluations were undertaken: Using a qualitative approach, tutees (N = 10) were asked for their thoughts and comments in a semi-structured interview at the end of the semester. From a quantitative perspective, all participants (N = 22) were asked to complete questionnaires at the end of each course session. International students reported a range of significant benefits from the course as they prepared for upcoming exams. They benefited from technical and didactic, as well as social learning experiences. They also considered aspects of the tutorial's framework helpful. Social and cognitive congruence seem to be the key factors to success within international medical students' education. If tutors have a migration background, they can operate as authentic role models. Furthermore, because they are still students themselves, they can offer support using relevant and understandable language.

  20. Student Motivation in Computer Networking Courses

    Directory of Open Access Journals (Sweden)

    Wen-Jung Hsin

    2007-01-01

    Full Text Available This paper introduces several hands-on projects that have been used to motivate students in learning various computer networking concepts. These projects are shown to be very useful and applicable to the learners’ daily tasks and activities such as emailing, Web browsing, and online shopping and banking, and lead to an unexpected byproduct, self-motivation.

  1. Engineering and Technology Students' Perceptions of Courses

    Science.gov (United States)

    Mativo, John M.; Womble, Myra N.; Jones, Karen H.

    2013-01-01

    As cultural, social, political and economic changes take place, the secondary or high school curriculum should reflect and respond to changing needs and aspirations of students. Technology Education has been proactive in this arena as it has transformed over the decades to meet ever-changing societal needs. The most recent change to the discipline…

  2. Cheating in Online Courses: The Student Definition

    Science.gov (United States)

    Raines, Deborah A.; Ricci, Peter; Brown, Susan L.; Eggenberger, Terry; Hindle, Tobin; Schiff, Mara

    2011-01-01

    One of the barriers to faculty acceptance of online teaching and learning is a concern about cheating and the quality of the learning experience. This paper reports the findings of a descriptive survey focused on the students' definition of cheating in the online learning environment.

  3. Student Motivation in Computer Networking Courses

    OpenAIRE

    Wen-Jung Hsin, PhD

    2007-01-01

    This paper introduces several hands-on projects that have been used to motivate students in learning various computer networking concepts. These projects are shown to be very useful and applicable to the learners’ daily tasks and activities such as emailing, Web browsing, and online shopping and banking, and lead to an unexpected byproduct, self-motivation.

  4. [Graduate Students in Medicine Course: Motivation, Socialization and Academic Recognition].

    Science.gov (United States)

    Magalhães-Alves, Cristina; Barbosa, Joselina; Ribeiro, Laura; Ferreira, Maria Amélia

    2017-04-28

    Students with a previous degree have personal and professional experiences that can contribute to a different academic path during the medical course. This study aims to: 1) analyze both satisfaction and impact of academic recognition; 2) investigate whether motivations and expectations at entrance are maintained along the course; 3) to evaluate socialization after regress to higher education. To accomplish the first objective a questionnaire was administered to 82 students who entered the medical school from 2011/2012 to 2013/2014. For the second and third goals a focus group was run (three groups with five students each, representing the three academic years). Students felt satisfied with the recognition, and 50% of them believe that accreditations replace knowledge acquired with the curricular units, and 47% preferred to obtain accreditation. Academic achievement was negatively associated with the satisfaction of recognition and positively with age, background and registration cycle. Socialization of these students is distinct from the younger ones, their motivations at entrance are intrinsic and, contrary to expectations, are maintained along the course. Students prefer recognition instead of attending the curricular units. The most satisfied with the recognition accomplish less credits and the younger ones, from health area and enrolled in the clinical cycle, accomplish more. Along the course, motivations become more solid, expectations change and socialization is carried out with greater responsibility.

  5. Evaluation of a communication skills training course for medical students using peer role-play.

    Science.gov (United States)

    Ayuob, Nasra Naeim; Qadi, Mahdi Ali; El Deek, Basem Salama; Boker, Abdulaziz Mohamed

    2017-05-01

    To evaluate the effect of using peer role-playing in learning the communication skills as a step in the development of the communication skills training course delivered to pre-clinical medical students. This study was conducted at the King Abdulaziz University, Jeddah, Saudi Arabia, between September 2014 and February 2015 and comprised medical students. Mixed methods design was used to evaluate the developed communication skills training course. Tests were conducted before and after the communication skills training course to assess the students' self-reported communication. After the course, the students completed a satisfaction survey. Focus groups were conducted to assess the behavioural and organisational changes induced by the course. SPSS 16 was used for data analysis.. Of the293 respondents, 246(84%) were satisfied with the course. Overall, 169(58%) subjects chose the lectures as the most helpful methods for learning the communication skills while 124(42%) considered practical sessions as the most helpful method. Besides, 237(81%) respondents reported that the role-play was beneficial for their learning, while 219(75%) perceived the video-taped role-play as an appropriate method for assessing the communication skills. Peer role-play was found to be a feasible and well-perceived alternative method in facilitating the acquisition of communication skills..

  6. Relation between contemplative exercises and an enriched psychology students' experience in a neuroscience course

    Science.gov (United States)

    Levit Binnun, Nava; Tarrasch, Ricardo

    2014-01-01

    This article examines the relation of contemplative exercises with enhancement of students' experience during neuroscience studies. Short contemplative exercises inspired by the Buddhist tradition of self-inquiry were introduced in an undergraduate neuroscience course for psychology students. At the start of the class, all students were asked to participate in short “personal brain investigations” relevant to the topic presented. These investigations were aimed at bringing stable awareness to a specific perceptual, emotional, attentional, or cognitive process and observing it in a non-judgmental, non-personal way. In addition, students could choose to participate, for bonus credit, in a longer exercise designed to expand upon the weekly class activity. In the exercise, students continued their “personal brain investigations” for 10 min a day, 4 days a week. They wrote “lab reports” on their daily observations, obtained feedback from the teacher, and at the end of the year reviewed their reports and reflected upon their experiences during the semester. Out of 265 students, 102 students completed the bonus track and their final reflections were analyzed using qualitative methodology. In addition, 91 of the students answered a survey at the end of the course, 43 students participated in a quiz 1 year after course graduation, and the final grades of all students were collected and analyzed. Overall, students reported satisfaction from the exercises and felt they contributed to their learning experience. In the 1-year follow-up, the bonus-track students were significantly more likely than their peers to remember class material. The qualitative analysis of bonus-track students' reports revealed that the bonus-track process elicited positive feelings, helped students connect with class material and provided them with personal insights. In addition, students acquired contemplative skills, such as increased awareness and attention, non-judgmental attitudes, and

  7. Designing a second language bridging course for university students

    Directory of Open Access Journals (Sweden)

    Carol A. Puhl

    2013-02-01

    Full Text Available The increasing number of students, especially black students, enrolling at university and needing to study in a medium of instruction which is not their mother tongue has underlined the need for additional language preparation as one way to reduce the failure and dropout rate. A possible solution is a bridging course aimed at developing academic language competencies to enable students to cope with communicative demands of their chosen course. An effective bridging course must take into account the requirements of the chosen institution and course, the level of student competency already achieved, and the actual student needs. These needs are divided into three areas: cognitive, which includes communicative macro-language skills and problem-solving skills; affective which includes self-confidence, acceptance of responsibility, and motivation; and behavioural, which includes cross-cultural competencies. Issues include duration of the course, the extent to which the course catersfor special purposes, and the didactic strategies employed. Three further considerations are the influence on the course of sponsors from business and industry, the academic level of the course, and effective evaluation methods. Die toenemende aantal studente, vera/ swart studente, wat aan 'n universiteit registreer waar die onderrigmedium nie hul moedertaal is nie, noodsaak bykomende taalvoorbereiding in 'n poging om die druip- en uitsaksyfer te verminder. Een moontlike oplossing is 'n oorbruggingskursus wat gemik is op die ontwikkeling van akademiese taalvermoens om studente in staat te stel om die kommunikatiewe eise van hul gekose kursus die hoof te bied. 'n Effektiewe oorbruggingskursus moet die volgende faktore in ag nee m: die vereistes van die gekose inrigting en kursus, die vaardigheidsvlak wat die student a/reeds bereik het sowel as die werklike studentebehoeftes. Hierdie behoeftes word in drie kategoriee verdeel: kognitief - wat kommunikatiewe makro

  8. Emergency telephone consultations: a new course for medical students.

    Science.gov (United States)

    Schaufelberger, Mireille; Harris, Michael; Frey, Peter

    2012-12-01

    Using the telephone for consultations is now common practice. Although there is a clear need for specific training for telephone consultations, it is uncommon for it to be taught in medical school. A practical course on emergency telephone consultations (ECTs) was designed for the medical degree course at the University of Bern Medical School. During the module, each of the volunteer fifth-year medical students had to perform two simulated telephone consultations. Medical students in their first year of medical school acted as simulated patients (SPs), and they gave immediate feedback to the participants. Nineteen per cent of fifth-year students voluntarily undertook the ETC course. The course was rated 'very informative' by 68 per cent of the participants, and 'informative' by 32 per cent. Ninety-four per cent of the attendees recorded a personal learning gain, and 68 per cent suggested that the course should be obligatory. All the participants thought that the SPs played their roles realistically. In their rating of the ETC, the fifth-year students gave it a mean mark of 5.5 (out of a maximum of 6), suggesting that they thought it had been very successful. Students became aware of their need for ETC training through the course itself, and they recommended that it should be obligatory. The ETC pilot received a highly positive response from lead clinicians who anticipated a rising number of telephone consultations, and who have to deal with trainees who have not been taught about how to deal with ETCs. As a result, the Faculty of Medicine decided to make the course obligatory. © Blackwell Publishing Ltd 2012.

  9. Varied Student Perception of E-Text Use among Student Populations in Biology Courses

    Science.gov (United States)

    McDaniel, Kerrie; Daday, Jerry

    2018-01-01

    The faculty in a biology department at a four-year public comprehensive university adopted e-texts for all 100 and 200 level biology courses with the primary motivation of reducing textbook costs to students. This study examines the students' perceptions of the e-texts adopted for these 100 and 200 level biology courses. An online questionnaire…

  10. Eighth Grade Algebra Course Placement and Student Motivation for Mathematics

    Science.gov (United States)

    Simzar, Rahila M.; Domina, Thurston; Tran, Cathy

    2016-01-01

    This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210

  11. Eighth Grade Algebra Course Placement and Student Motivation for Mathematics.

    Science.gov (United States)

    Simzar, Rahila M; Domina, Thurston; Tran, Cathy

    2016-01-01

    This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.

  12. Completion of an Online Library Module Improves Engineering Student Performance on Information Literacy Skills Tests

    Directory of Open Access Journals (Sweden)

    Rachel E. Scott

    2016-12-01

    Full Text Available A Review of: Zhang, Q., Goodman, M., & Xie, S. (2015. Integrating library instruction into the Course Management System for a first-year engineering class: An evidence-based study measuring the effectiveness of blended learning on students’ information literacy levels. College & Research Libraries, 76(7, 934-958. http://dx.doi.org/10.5860/crl.76.7.934 Objective – To assess the efficacy of an online library module and of blended learning methods on students’ information literacy skills. Design – Multi-modal, pre- and posttests, survey questionnaire, and focus groups. Setting – Public research university in London, Ontario, Canada. Subjects – First-year engineering students. Methods – Of 413 students enrolled in Engineering Science (ES 1050, 252 volunteered to participate in the study. Participants were asked to complete the online module, a pretest, a posttest, an online follow-up survey, and to take part in a focus group. Researchers generated a pretest and a posttest, each comprised of 15 questions:; multiple choice, true or false, and matching questions which tested students’ general and engineering-specific information literacy skills. The pretest and posttest had different, but similarly challenging, questions to ensure that students involved in the study would not have an advantage over those who had opted out. While all components of the study were voluntary, the posttest was a graded course assignment. In-person tutorials were offered on 4 occasions, with only 15 students participating. Both tutorial and module content were designed to cover all questions and competencies tested in the pretest and the posttest, including Boolean operators, peer review, identifying plagiarism, engineering standards, engineering handbooks, search strategies, patents, article citations, identifying reliable sources, and how to read journal articles. The posttest survey was delivered in the CMS immediately after the posttest was completed. It

  13. The effects of an online basic life support course on undergraduate nursing students' learning.

    Science.gov (United States)

    Tobase, Lucia; Peres, Heloisa H C; Gianotto-Oliveira, Renan; Smith, Nicole; Polastri, Thatiane F; Timerman, Sergio

    2017-08-25

    To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). An online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. A paired t-test revealed a significant increase in learning [pre-test (6.4 ± 1.61), post-test (9.3 ± 0.82), p online course was significant (plearning differences (p=0.475) had been observed between 1st and 2nd year (9.20 ± 1.60), and between 3rd and 4th year (9.67 ± 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). The online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals.

  14. Effects of Discovery, Iteration, and Collaboration in Laboratory Courses on Undergraduates' Research Career Intentions Fully Mediated by Student Ownership.

    Science.gov (United States)

    Corwin, Lisa A; Runyon, Christopher R; Ghanem, Eman; Sandy, Moriah; Clark, Greg; Palmer, Gregory C; Reichler, Stuart; Rodenbusch, Stacia E; Dolan, Erin L

    2018-06-01

    Course-based undergraduate research experiences (CUREs) provide a promising avenue to attract a larger and more diverse group of students into research careers. CUREs are thought to be distinctive in offering students opportunities to make discoveries, collaborate, engage in iterative work, and develop a sense of ownership of their lab course work. Yet how these elements affect students' intentions to pursue research-related careers remain unexplored. To address this knowledge gap, we collected data on three design features thought to be distinctive of CUREs (discovery, iteration, collaboration) and on students' levels of ownership and career intentions from ∼800 undergraduates who had completed CURE or inquiry courses, including courses from the Freshman Research Initiative (FRI), which has a demonstrated positive effect on student retention in college and in science, technology, engineering, and mathematics. We used structural equation modeling to test relationships among the design features and student ownership and career intentions. We found that discovery, iteration, and collaboration had small but significant effects on students' intentions; these effects were fully mediated by student ownership. Students in FRI courses reported significantly higher levels of discovery, iteration, and ownership than students in other CUREs. FRI research courses alone had a significant effect on students' career intentions.

  15. Instructor and course evaluation based on student-identified criteria.

    Science.gov (United States)

    Jackson, M O

    1977-02-01

    Students have come to school for an education and it is their right to evaluate the quality of the education they are receiving. They should not have to demand or even ask for the privilege of saying what they think. Instructors should be providing the opportunity for evaluation by requesting that information from the students. No value judgment can be totally objective, but an instrument composed of mutually agreed upon statements should encourage the greatest possible degree of objectivity. Using one accepted form throughout the school, all students would be considering the same characteristics and traits for every instructor and course evaluated. Each instructor would receive similar information about personal performance and about the course presented. Students would be free to talk to the faculty or to add comments if they so desired; but, a questionnaire used in every course would allow and even encourage responses from every student enrolled. Faculty responsibility would not end with the preparation and implementation of an evaluation instrument. Instructors would have to let the students know their opinions are important and will be considered in curricular and instructional decisions. Faculty and students would be communicating and hopefully fulfilling the needs of and responsibilities to each other.

  16. Critical thinking and reflection exercises in a biochemistry course to improve prospective health professions students' attitudes toward physician-pharmacist collaboration.

    Science.gov (United States)

    Van Winkle, Lon J; Cornell, Susan; Fjortoft, Nancy; Bjork, Bryan C; Chandar, Nalini; Green, Jacalyn M; La Salle, Sophie; Viselli, Susan M; Burdick, Paulette; Lynch, Sean M

    2013-10-14

    To determine the impact of performing critical-thinking and reflection assignments within interdisciplinary learning teams in a biochemistry course on pharmacy students' and prospective health professions students' collaboration scores. Pharmacy students and prospective medical, dental, and other health professions students enrolled in a sequence of 2 required biochemistry courses. They were randomly assigned to interdisciplinary learning teams in which they were required to complete case assignments, thinking and reflection exercises, and a team service-learning project. Students were asked to complete the Scale of Attitudes Toward Physician-Pharmacist Collaboration prior to the first course, following the first course, and following the second course. The physician-pharmacist collaboration scores of prospective health professions students increased significantly (p<0.001). Having prospective health professions students work in teams with pharmacy students to think and reflect in and outside the classroom improves their attitudes toward physician-pharmacist collaboration.

  17. Nursing students' attitudes toward statistics: Effect of a biostatistics course and association with examination performance.

    Science.gov (United States)

    Kiekkas, Panagiotis; Panagiotarou, Aliki; Malja, Alvaro; Tahirai, Daniela; Zykai, Rountina; Bakalis, Nick; Stefanopoulos, Nikolaos

    2015-12-01

    Although statistical knowledge and skills are necessary for promoting evidence-based practice, health sciences students have expressed anxiety about statistics courses, which may hinder their learning of statistical concepts. To evaluate the effects of a biostatistics course on nursing students' attitudes toward statistics and to explore the association between these attitudes and their performance in the course examination. One-group quasi-experimental pre-test/post-test design. Undergraduate nursing students of the fifth or higher semester of studies, who attended a biostatistics course. Participants were asked to complete the pre-test and post-test forms of The Survey of Attitudes Toward Statistics (SATS)-36 scale at the beginning and end of the course respectively. Pre-test and post-test scale scores were compared, while correlations between post-test scores and participants' examination performance were estimated. Among 156 participants, post-test scores of the overall SATS-36 scale and of the Affect, Cognitive Competence, Interest and Effort components were significantly higher than pre-test ones, indicating that the course was followed by more positive attitudes toward statistics. Among 104 students who participated in the examination, higher post-test scores of the overall SATS-36 scale and of the Affect, Difficulty, Interest and Effort components were significantly but weakly correlated with higher examination performance. Students' attitudes toward statistics can be improved through appropriate biostatistics courses, while positive attitudes contribute to higher course achievements and possibly to improved statistical skills in later professional life. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. Exploring physics students' engagement with online instructional videos in an introductory mechanics course

    Science.gov (United States)

    Lin, Shih-Yin; Aiken, John M.; Seaton, Daniel T.; Douglas, Scott S.; Greco, Edwin F.; Thoms, Brian D.; Schatz, Michael F.

    2017-12-01

    The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80% throughout the semester. On the other hand, the percentage of students accessing lecture videos dropped to less than 40% by the end of the term. Moreover, the fraction of students accessing the entirety of a video decreases when videos become longer in length, and this trend is more prominent for the lecture videos than the laboratory videos. The results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while they appear to consider the lecture videos as something more akin to supplemental material. In this study, we also found that there was little correlation between student engagement with the videos and their incoming background. There was also little correlation found between student engagement with the videos and their performance in the course. An examination of the in-video content suggests that students engaged more with concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas or mathematical expressions needed to solve particular problems) and less with content that is considered more conceptual in nature. It was also found that students' in-video accesses usually increased toward the embedded interaction points. However, students did not necessarily access the follow-up discussion of these

  19. The engineering capstone course fundamentals for students and instructors

    CERN Document Server

    Hoffman, Harvey F

    2014-01-01

    This essential book takes students and instructors through steps undertaken in a start-to-finish engineering project as conceived and presented in the engineering capstone course. The learning experience follows an industry model to prepare students to recognize a need for a product or service and work in a team; identify competition, patent overlap, and necessary resources; generate a project proposal that accounts for business issues; prepare a design, develop and fabricate the product or service; develop a test plan to evaluate the product or service; and prepare and deliver a final report and presentation. Throughout the book, students are asked to examine the business viability of the project. The Engineering Capstone Course: Fundamentals for Students and Instructors emphasizes that a design must meet a set of realistic technical specifications and constraints, including examination of attendant economics, environmental needs, sustainability, manufacturability, health and safety, governmental regulations...

  20. Potential bias factors that affect the course evaluation of students in preclinical courses

    Directory of Open Access Journals (Sweden)

    Su Jin Chae

    2017-06-01

    Full Text Available Purpose We aim to identify what potential bias factors affected students’ overall course evaluation, and to observe what factors should be considered in the curriculum evaluation system of medical schools. Methods This study analyzed students’ ratings of preclinical instructions at the Ajou University School of Medicine. The ratings of instructions involved 41 first-year and 45 second-year medical students. Results There was a statistically significant difference between years of study and ratings’ scoring. Learning difficulty, learning amount, student assessment, and teacher preparation from second-year students were significantly higher than first-year students (p<0.05. The analysis results revealed that student assessment was the predictor of ratings from first-year students, while teacher preparation was the predictor of ratings from second-year students. Conclusion We found significant interactions between year of study and the students’ rating results. We were able to confirm that satisfaction of instructions factors perceived by medical students were different for the characteristics of courses. Our results may be an important resource for evaluating preclinical curriculums.

  1. Finding actionable data to support student success in introductory science courses

    Science.gov (United States)

    Horodyskyj, L.; Mead, C.; Anbar, A. D.

    2017-12-01

    Effective education demands an understanding of students' prior knowledge, prior experiences, and predispositions. Knowledge surveys are one way to match instruction to students' needs, but measure only one way in which students' needs vary. Computer learning systems can give instructors detailed, real-time information about cognitive biases or effort in key lessons. We show how the design of the online course Habitable Worlds facilitates the collection and use of these kinds of student data. Early effort in a course is thought to predict success, but our results show that more effort is not always a positive indicator. Unit 1, the introduction, is scored on completion, but requires a correct answer to each question to progress. An ANOVA found that a student who earns anything less than full points for Unit 1 will have a course grade 1.3 letter grades lower than a student who earns full points (F(1, 1272) = 136.4, p < .001). A second analysis included only students who earned a C or better and full Unit 1 points, to deemphasize very low performers. On 180 separate "screens" in Unit 1, the median screen attempts was 249. An ANOVA shows that students taking more attempts than the median earn lower course grades by 0.25 letter grades (F(1, 919) = 35.8, p < .001). These results show the value in tracking completion (too little effort) as well as difficulty or challenge (unexpectedly high effort). We are working to create interventions to aid students on both ends of this spectrum in future offerings. In addition to measures of objective course performance, we can also examine more subtle student characteristics. In Unit 1, students are asked to describe an image of a cloud that resembles an angel. Some provide an observation (cloud), while others make an interpretation (angel). Even this seemingly trivial question shows significant predictive value in two subsequent exercises that ask students to classify statements as observations or interpretations (F(1, 292) = 30

  2. Assessing Gains in Science Teaching Self-Efficacy after Completing an Inquiry-Based Earth Science Course

    Science.gov (United States)

    Gray, Kyle

    2017-01-01

    Preservice elementary teachers are often required to take an Earth Science content course as part of their teacher education program but typically enter the course with little knowledge of key Earth Science concepts and are uncertain in their ability to teach science. This study investigated whether completing an inquiry-based Earth Science course…

  3. Relationship Between Active Learning Methodologies and Community College Students' STEM Course Grades

    Science.gov (United States)

    Clark Lesko, Cherish Christina

    Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use of ALM predicted STEM course grades while controlling for academic discipline, course level, and class size. The theoretical framework was Vygotsky's social constructivism. Descriptive statistics and multinomial logistic regression were performed on data collected through an anonymous survey of 74 instructors of 272 courses during the 2016 fall semester. Results indicated that students were more likely to achieve passing grades when instructors employed in-class, highly structured activities, and writing-based ALM, and were less likely to achieve passing grades when instructors employed project-based or online ALM. The odds ratios indicated strong positive effects (greater likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) for writing-based ALM (39.1-43.3%, 95% CI [10.7-80.3%]), highly structured activities (16.4-22.2%, 95% CI [1.8-33.7%]), and in-class ALM (5.0-9.0%, 95% CI [0.6-13.8%]). Project-based and online ALM showed negative effects (lower likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) with odds ratios of 15.7-20.9%, 95% CI [9.7-30.6%] and 16.1-20.4%, 95% CI [5.9-25.2%] respectively. A white paper was developed with recommendations for faculty development, computer skills assessment and training, and active research on writing-based ALM. Improving student grades and STEM course completion rates could lead to higher graduation rates and lower college costs for at-risk students by reducing course repetition and time to degree completion.

  4. Prediction of Student Course Selection in Online Higher Education Institutes Using Neural Network

    Science.gov (United States)

    Kardan, Ahmad A.; Sadeghi, Hamid; Ghidary, Saeed Shiry; Sani, Mohammad Reza Fani

    2013-01-01

    Students are required to choose courses they are interested in for the coming semester. Due to restrictions, including lack of sufficient resources and overheads of running several courses, some universities might not offer all of a student's desirable courses. Universities must know every student's demands for every course prior to each semester…

  5. Analysing Student Performance Using Sparse Data of Core Bachelor Courses

    Science.gov (United States)

    Saarela, Mirka; Karkkainen, Tommi

    2015-01-01

    Curricula for Computer Science (CS) degrees are characterized by the strong occupational orientation of the discipline. In the BSc degree structure, with clearly separate CS core studies, the learning skills for these and other required courses may vary a lot, which is shown in students' overall performance. To analyze this situation, we apply…

  6. A Mandatory Course in Scientific Writing for Undergraduate Medical Students

    Science.gov (United States)

    Roland, Charles G.; Cox, Barbara G.

    1976-01-01

    Describes a course required for Mayo Medical School students that includes a self-instructional test on 15 common writing faults, a minithesis, and a clinical laboratory research project prepared as a paper submissible to a scientific journal and critiqued by professional editors. (JT)

  7. Student-Moderated Discussion Boards in a Graduate Online Course

    Science.gov (United States)

    McRay, Jeni; Goertzen, Brent; Klaus, Kaley

    2016-01-01

    This application brief describes a "Module Discussant" activity assigned in an online graduate-level leadership theory course. The assignment was designed to stimulate higher-level thinking, apply leadership theory to practice, and foster extensive communication among students in the online learning environment using a common learning…

  8. Student Academic Performance in Undergraduate Managerial-Accounting Courses

    Science.gov (United States)

    Al-Twaijry, Abdulrahman Ali

    2010-01-01

    The author's purpose was to identify potential factors possibly affecting student performance in three sequential management-accounting courses: Managerial Accounting (MA), Cost Accounting (CA), and Advanced Managerial Accounting (AMA) within the Saudi Arabian context. The sample, which was used to test the developed hypotheses, included 312…

  9. How Do Freshman Engineering Students Reflect an Online Calculus Course?

    Science.gov (United States)

    Boz, Burcak; Adnan, Muge

    2017-01-01

    Improved access to technology has led to an increase in the number of online courses and degree programs in higher education. Despite continuous progress, little attention is paid to "understanding" students prior to implementation of learning and teaching processes. Being a valuable input for design of online learning environments and…

  10. Communication Course for Students in the CDIO Programme

    DEFF Research Database (Denmark)

    Christensen, Jørgen Erik; Christensen, Cecillia

    2010-01-01

    everyday life, it should be something we practice most consciously in order to improve our capabilities in this difficult field. This workshop is an introduction to communication and will give the CDIO staff a personal idea of a different approach to communicating between students. The workshop...... and inspire the participants of how to use the knowledge in their own courses....

  11. Course-embedded student support for online English language learners

    Directory of Open Access Journals (Sweden)

    Maureen Andrade

    2014-02-01

    Full Text Available This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.http://dx.doi.org/10.5944/openpraxis.6.1.90

  12. Undergraduate Physics Course Innovations and Their Impact on Student Learning

    Science.gov (United States)

    Iverson, Heidi L.; Briggs, Derek C.; Ruiz-Primo, Maria A.; Talbot, Robert M.; Shepard, Lorrie A.

    2009-11-01

    This paper presents results of an NSF project in which the goal is to provide a synthesis of research on instructional innovations that have been implemented in undergraduate courses in physics. The research questions guiding the project are: What constitutes the range of principal course innovations that are being implemented in undergraduate physics courses? What are the effects of these course innovations on student learning? The paper describes: (1) the literature search procedures used to gather over 400 innovation-related journal articles, (2) the procedures followed to analyze the studies within these articles, (3) the characteristics of the studies reported, and (4) the results from synthesizing the quantitative results of those studies that met our criteria for inclusion.

  13. Attendance, Employability, Student Performance and Electronic Course Materials

    DEFF Research Database (Denmark)

    Sund, Kristian J.

    2016-01-01

    This chapter discusses the possible detrimental effects of low attendance on the achievement of important learning outcomes in terms of "soft" employability-enhancing skills among undergraduate students in business schools, and explores how the use of learning technologies may contribute to high...... or low class attendance levels. The chapter describes the exploratory results of a survey carried out among final year bachelor students attending a strategic management course, the findings of which suggest that a significant number of students view virtual learning environments as a substitute...

  14. Improving motivation and engagement in core engineering courses with student teams

    Science.gov (United States)

    Trenshaw, Kathryn Faye

    Team-based projects are common in capstone engineering design courses and increasingly common in first-year engineering programs. Despite high enrollments and budget cutbacks affecting many programs, second- and third-year students can also benefit from team-based project experiences, which motivate them to succeed in engineering and prepare them for a globally competitive workforce. My dissertation research demonstrates that team design projects can be incorporated into the curricula of engineering departments, and these projects result in positive affective outcomes for students. Using ABET outcomes and Self Determination Theory (SDT) as the background for my studies, I investigated students' confidence, motivation, and sense of community after experiencing team design projects in two different engineering departments at a large public institution. In the first study, I used a sequential mixed methods approach with a primary quantitative phase followed by an explanatory qualitative phase to evaluate a chemical engineering program that integrated team design projects throughout the curriculum. The evaluation methods included a survey based on desired ABET outcomes for students and focus groups to expand on the quantitative results. Students reported increased confidence in their design, teamwork, and communication skills after completing the projects. In my second and third studies, I used qualitative interviews based on SDT to explore student motivation in an electrical and computer engineering course redesigned to support students' intrinsic motivation to learn. SDT states that intrinsic motivation to learn is supported by increasing students' sense of autonomy, competence, and relatedness in regard to their learning. Using both narrative inquiry and phenomenological methodologies, I analyzed data from interviews of students for mentions of autonomy, competence, and relatedness as well as course events that were critical in changing students' motivation

  15. Improving Bioengineering Student Leadership Identity Via Training and Practice within the Core-Course.

    Science.gov (United States)

    Rosch, David M; Imoukhuede, P I

    2016-12-01

    The development of a leadership identity has become significant in bioengineering education as a result of an increasing emphasis on teamwork within the profession and corresponding shifts in accreditation criteria. Unsurprisingly, placing bioengineering students in teams to complete classroom-based projects has become a dominant pedagogical tool. However, recent research indicates that engineering students may not develop a leadership identity, much less increased leadership capacity, as a result of such efforts. Within this study, we assessed two similar sections of an introductory course in bioengineering; each placed students in teams, while one also included leadership training and leadership practice. Results suggest that students in the leadership intervention section developed a strong self-image of themselves as leaders compared to students in the control section. These data suggest that creating mechanisms for bioengineering students to be trained in leadership and to practice leadership behaviors within a classroom team may be keys for unlocking leadership development.

  16. Students as teachers in an anatomy dissection course.

    Science.gov (United States)

    Salomäki, Tiina; Laakkonen, Juha; Ruohoniemi, Mirja

    2014-01-01

    One way to improve students' learning outcomes and well-being is to change teaching practices to allow students to become more active participants. We used an anatomy dissection course to test a cooperative group work method in which first-year veterinary students took turns leading their peer group and were each responsible for teaching the anatomy of a particular topographic region. The important blood vessels, lymphatic system, and nerves of each region of the body were covered. Students felt that exploration of the entire topographic region helped them to acquire a comprehensive understanding of the respiratory apparatus and the cardiovascular and nervous systems. Assigning individual tasks to each group member resulted in sharing the workload equally. Open-ended comments revealed that support from other group members was important for the students' learning experience, but the results also offered insight into a lack of constructive criticism. While teaching was considered challenging, and even a stress factor that hindered learning for some students, group work was generally held to be supportive of learning. The results suggest that more thorough instruction of students in their group work and in their individual tasks is required. Some students experienced difficulty in expressing their concerns openly and in seeking guidance from teachers, demonstrating the need for further investigation regarding students' self-regulation skills. Comments from the open-ended responses suggest that use of a cooperative learning method in anatomy dissection courses not only deepens student understanding of a subject but also offers first-year students an opportunity to practice the generic skills that will be needed in their future profession.

  17. Student use of flipped classroom videos in a therapeutics course.

    Science.gov (United States)

    Patanwala, Asad E; Erstad, Brian L; Murphy, John E

    To evaluate the extent of student use of flipped classroom videos. This was a cross-sectional study conducted in a college of pharmacy therapeutics course in the Unites States. In one section of the course (four sessions) all content was provided in the form of lecture videos that students had to watch prior to class. Class time was spent discussing patient cases. For half of the sessions, there was an electronic quiz due prior to class. The outcome measure was video view time in minutes. Adequate video view time was defined as viewing ≥75% of total video duration. Video view time was compared with or without quizzes using the Wilcoxon signed-rank test. There were 100 students in the class and all were included in the study. Overall, 74 students had adequate video view time prior to session 1, which decreased to 53 students for session 2, 53 students for session 3, and 36 students for session 4. Median video view time was greater when a quiz was required [80 minutes (IQR: 38-114) versus 69 minutes (IQR: 3-105), p flipped classroom is low and decreases with time. Preparation is higher when there is a quiz required. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. Selected factors associated with achievement of biology preparatory students and their follow-up to higher level biology courses

    Science.gov (United States)

    Biermann, Carol A.; Sarinsky, Gary B.

    This study was undertaken to determine whether a biology preparatory course given at an urban community college was helping students to develop the proper skills and background necessary for them to successfully complete follow-up courses in biology. A group of students who enrolled in a biology preparatory course, and subsequently, a follow-up anatomy and physiology or general biology course (experimental group) was compared to a group of students who should have registered for the preparatory course, but who enrolled directly into the anatomy and physiology or general biology course (control group). It was shown that there was no significant difference in their anatomy and physiology or general biology grades. Furthermore, only 16% of the initial group of preparatory students enrolled in and passed a follow-up biology course. Examination of the preparatory group using discriminant analysis ascertained that mathematics score was the principle discriminator between pass/fail groups. A stepwise multiple regression analysis of the variables explaining the preparatory grade showed that mathematics score, reading score, and type of high school degree explained 33% of the variance. Of the students who did pass the preparatory course and enrolled in a follow-up biology class, their preparatory grade was a good predictor of their achievement (measured by follow-up course grade), as determined by multiple regression.

  19. Student learning styles in anatomy and physiology courses: Meeting the needs of nursing students.

    Science.gov (United States)

    Johnston, A N B; Hamill, J; Barton, M J; Baldwin, S; Percival, J; Williams-Pritchard, G; Salvage-Jones, J; Todorovic, M

    2015-11-01

    Anatomy and Physiology is a core course in pre-registration nursing programs, yet many students have difficulty successfully negotiating the large volume of content and the complex concepts in these bioscience courses. Typically students perform poorly in these 'threshold' courses', despite multiple interventions to support student engagement. Investigation of the shortcomings in these courses, based on feedback from students indicated several key areas of difficulty in the course, especially focused around a relative lack of hands-on 'concrete' activities in laboratories and tutorials. To attempt to address this, academic and technical staff developed activities for students that promoted discussion and allowed students to interact easily and repetitively with content. Interactive tables and posters that needed to be labelled or 'filled-in' using pre-prepared Velcro dots, as well as pre-prepared flash cards to promote group work, were some examples of the activities used to enhance student experiences and promote hands-on learning. Over the academic year of 2013 these activities were introduced into the laboratory and tutorial classes for first year Bachelor of Nursing anatomy and physiology students. Staff and student participants positively rated implementation of these new activities on surveys, as they allowed them to explore the difficult aspects of anatomy and physiology, utilising various learning styles that may have been neglected in the past. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  20. Using Mind Maps to Improve Medical Student Performance in a Pharmacology Course at Kunming Medical University.

    Science.gov (United States)

    Ying, Guo; Jianping, Xie; Haiyun, Luo; Xia, Li; Jianyu, Yang; Qun, Xuan; Jianyun, Yu

    2017-07-01

    To determine whether students using mind maps would improve their performance in a final examination at the end of lecture-based pharmacology course. Aquasi-experimental study. Kunming Medical University, from September 2014 to January 2015. One hundred and twenty-two (122) third year undergraduate medical students, starting a 48-hour lecturebased pharmacology course, volunteered to use mind maps as one of their study strategies (intervention group), while the remaining 100 students in the class continued to use their usual study strategies (control group) over the duration of the course. The performance of both groups in the final course examination was compared. Students in the intervention group also completed a questionnaire on the usefulness of mind maps during the course and in preparation for the final examination. The students' performance of intervention group was superior to performance of the control group in all parts of a multi-modal final examination. For the multiple choice questions and comprehensive scores, average marks of 45.97 ±7.22 and 68.07 ±12.77, respectively were acquired by the control group, and 51.77 ±4.95 (pcontrol group, and were all significantly higher at 8.00 (4.00) (p=0.024), 10.00 (2.00) (pmind maps helped them to prepare more efficiently for the final exam; 90.91% believed that mind maps helped them to better understand all of pharmacology. Ninety-one percent also thought that mind maps would help them to better understand other disciplines, and 86.36% students would like the lecturers to utilize mind mapping as an alternative to conventional teaching formats, such as the use of Power Point. The addition of mind maps to students' study of pharmacology at Kunming Medical University improved their performance in all aspects of a multi-modal final examination.

  1. Undergraduate physics course innovations and their impact on student learning

    Science.gov (United States)

    Iverson, Heidi Louise

    Over the last several decades, the efficacy of the traditional lecture-based instructional model for undergraduate physics courses has been challenged. As a result, a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses around the globe---all with the intended purpose of improving student learning. This thesis satisfies the need for a comprehensive synthesis of the effectiveness of these course innovations by analyzing: (1) the types of innovations that have been enacted, (2) the impact of these innovations on student learning, and (3) the common features of effective innovations. An exhaustive literature search for studies published after 1990 on undergraduate physics course innovations yielded 432 articles which were then coded with respect to the characteristics of the innovations used as well as the methodological characteristics of the studies. These codes facilitated a descriptive analysis which characterized the features of the pool of studies. These studies were then meta-analyzed in order to evaluate the effect of innovations on student learning. Finally, a case-study analysis was conducted in order to identify the critical characteristics of effective innovations. Results indicate that most innovations focus on introductory mechanics and use some combination of conceptually oriented tasks, collaborative learning, and technology. The overall effect of course innovations has been positive, but with the caveat that a large number of studies suffer from poor methodological designs and potential threats to validity. In addition, over half of the studies had to be eliminated from the meta-analysis because they did not report the data necessary for an effect size to be calculated. Despite these limitations the results of the meta-analysis indicated that there was one innovation which had particularly high effect sizes---Workshop/Studio Physics---an innovation which involves an

  2. Beliefs in parapsychological events or experiences among college students in a course in experimental parapsychology.

    Science.gov (United States)

    Vitulli, W F

    1997-08-01

    16 undergraduate students completed Crawford and Christensen's 1995 12-item Extrasensory Perception Survey about attitudes toward extrasensory perception events or experiences before and after taking a 'special topics' course in experimental parapsychology. There were no significant differences in scale values (1-5) (within subjects) between beliefs before versus after the course. Combined (pre- and posttest) mean scale values showed that belief in life after death, belief in the existence of extrasensory perception, and belief in precognitive experiences in dreams ranked highest in endorsement while beliefs in out-of-the-body experiences, auras, or psychokinesis, ranked lowest.

  3. Evaluation of undergraduate nursing students' attitudes towards statistics courses, before and after a course in applied statistics.

    Science.gov (United States)

    Hagen, Brad; Awosoga, Olu; Kellett, Peter; Dei, Samuel Ofori

    2013-09-01

    Undergraduate nursing students must often take a course in statistics, yet there is scant research to inform teaching pedagogy. The objectives of this study were to assess nursing students' overall attitudes towards statistics courses - including (among other things) overall fear and anxiety, preferred learning and teaching styles, and the perceived utility and benefit of taking a statistics course - before and after taking a mandatory course in applied statistics. The authors used a pre-experimental research design (a one-group pre-test/post-test research design), by administering a survey to nursing students at the beginning and end of the course. The study was conducted at a University in Western Canada that offers an undergraduate Bachelor of Nursing degree. Participants included 104 nursing students, in the third year of a four-year nursing program, taking a course in statistics. Although students only reported moderate anxiety towards statistics, student anxiety about statistics had dropped by approximately 40% by the end of the course. Students also reported a considerable and positive change in their attitudes towards learning in groups by the end of the course, a potential reflection of the team-based learning that was used. Students identified preferred learning and teaching approaches, including the use of real-life examples, visual teaching aids, clear explanations, timely feedback, and a well-paced course. Students also identified preferred instructor characteristics, such as patience, approachability, in-depth knowledge of statistics, and a sense of humor. Unfortunately, students only indicated moderate agreement with the idea that statistics would be useful and relevant to their careers, even by the end of the course. Our findings validate anecdotal reports on statistics teaching pedagogy, although more research is clearly needed, particularly on how to increase students' perceptions of the benefit and utility of statistics courses for their nursing

  4. The Impact of E-Education on At Risk High School Students' Science Achievement and Experiences during Summer School Credit Recovery Courses

    Science.gov (United States)

    Phillips, Pamela Prevette

    2015-01-01

    Nationally, "at risk" students make up to 30% of U.S. students in public schools. Many "at risk" students have poor attendance, are disengaged from the learning environment and have low academic achievement. Educational failure occurs when students do not complete the required courses and as a result do not receive a high…

  5. Practical parasitology courses and infection with intestinal parasites in students.

    Science.gov (United States)

    Fallahi, Sh; Rostami, A; Mohammadi, M; Ebrahimzadeh, F; Pournia, Y

    2016-01-01

    Students who are working in research or educational laboratories of parasitology, as well as health care workers providing care for patients, are at the risk of becoming infected with parasites through accidental exposure. The main purpose of this study was to identify potential positive cases of intestinal parasitic infections among students who took practical parasitology courses compared with students who did not take any practical parasitology courses in Lorestan University of Medical Sciences, Khorramabad, Iran, in 2013-2014. A total of 310 subjects from various majors were invited to voluntarily participate in the study. Various demographic data were collected using questionnaires. Three stool samples were collected from each individual on alternate days. Saline wet mounts (SWM), formalin-ether sedimentation test (FEST), Sheather floatation test (SHFT) and trichrome and modified Ziehl-Neelsen staining methods were used to diagnose the presence of intestinal parasites. The prevalence rate of intestinal parasites (IPs) among the students was 11.93%. There was a significant difference between majors in the infection with IPs (Pparasites in the educational course of practical parasitology could occur and must be taken into careful consideration. Copyright © 2015 King Saud Bin Abdulaziz University for Health Sciences. Published by Elsevier Ltd. All rights reserved.

  6. Changes in Speech-Language Pathology Students' Attitudes Toward Breastfeeding During a Pediatric Dysphagia Course.

    Science.gov (United States)

    Mahurin-Smith, Jamie

    2017-11-01

    Speech-language pathologists provide infant feeding assessment and intervention; their training in breastfeeding management is highly variable. Research aim: The purpose of this study was to evaluate student attitudes toward breastfeeding and self-identified factors in attitude change. Before and after their course in pediatric dysphagia, two cohorts of graduate students in speech-language pathology ( N = 36) completed an assignment designed to capture qualitative and quantitative data on changes in their attitudes toward breastfeeding. Students rated their reactions to two hypothetical breastfeeding scenarios before and after the class, which included multiple sources of information on the importance of human milk and on breastfeeding management. Additionally, they completed a postclass reflection describing the nature of any changes in their attitudes toward breastfeeding and their ideas about the factors that were responsible for these changes. Nonparametric statistical tests were used to assess quantitative results; the qualitative data were evaluated via content analysis to identify themes. Significant positive changes in student attitudes were measured at the completion of the course. Students identified parents' stories as a particularly compelling component of their increased openness to breastfeeding. Attitudes toward breastfeeding may improve significantly over a relatively short period of time following a targeted intervention. Implications for lactation consultants and continuing education providers are discussed.

  7. Accommodating student learning styles and preferences in an online occupational therapy course.

    Science.gov (United States)

    Doyle, Nancy Wolcott; Jacobs, Karen

    2013-01-01

    Occupational therapy's online education must be research-based and inclusive. One way to provide a more inclusive online learning experience is to attend to individual learning styles and preferences. This study uses the best available evidence on learning styles and online education to develop, implement, and study occupational therapy students' experiences with an online learning module and related assignment. Eight students consented to take an online survey after completing a learning module and related assignment in an online post-professional graduate course in occupational therapy. The survey explored their learning experience and its applicability to clinical work. Data gathered from multiple-choice, Likert-scale, and open-ended questions were descriptively analyzed. Results from this study suggest that students find the study of learning styles and preferences enjoyable and applicable to their clinical work, but are often motivated by factors such as time and technology when selecting the format of a course assignment.

  8. Distance education in dental hygiene bachelor of science degree completion programs: As perceived by students and faculty

    Science.gov (United States)

    Tsokris, Maureen

    This study investigated student and faculty perceptions of their experiences with online learning in dental hygiene Bachelor of Science degree completion programs on the dimensions of: quality of learning, connectedness to the learning environment, technology factors and student satisfaction. The experiences of dental hygiene students who took their core BS dental hygiene (BSDH) courses completely online were compared and contrasted with the perceptions of dental hygiene students who had taken a portion of the BSDH courses online and a portion in a traditional face-to-face classroom setting. Furthermore, this study compared and contrasted the perceptions of faculty on these same four dimensions based on the position held by the faculty member and the course format they are teaching in: online or a combination of online and a traditional face-to-face classroom setting. This study revealed several important differences and similarities between students who had taken their courses online and those who had taken a portion of the BSDH courses online and a portion in a traditional face-to-face classroom setting. The results showed students who had taken their courses online described factors related to the instructor as important to the quality of the learning experience such as: the experience and qualifications of the professor, the examples they provided and the instructors prompt response to questions. Students who had taken courses in both formats described factors related to the amount of effort they put into the course, their classmates' preparedness, the course materials and assignments as important to the quality of the learning experience. Although students who completed courses online reported difficulty participating in group activities, they were more positive regarding the level of interaction they experienced with their classmates online Findings indicated students who had taken their courses in both formats would have liked more opportunities to interact

  9. Flipping the Classroom: Assessment of Strategies to Promote Student-Centered, Self-Directed Learning in a Dental School Course in Pediatric Dentistry.

    Science.gov (United States)

    Bohaty, Brenda S; Redford, Gloria J; Gadbury-Amyot, Cynthia C

    2016-11-01

    The aim of this study was to explore student and course director experiences with the redesign of a traditional lecture-based course into a flipped classroom for teaching didactic content in pediatric dentistry to second-year dental students. The study assessed student satisfaction, extent of student engagement, overall course grades, and course director satisfaction. The students enrolled in a flipped classroom pediatric dentistry course (spring semester 2014; SP14) were asked to complete pre- and post-course questionnaires to assess their perceptions of active learning, knowledge acquisition, and course satisfaction. The process was repeated with the class enrolled in the same course the following year (SP15). Responses for SP14 and SP15 resulted in an overall response rate of 95% on the pre questionnaire and 84% on the post questionnaire. The results showed that the greatest perceived advantage of the flipped classroom design was the availability and access to online content and course materials. Students reported enhanced learning due to heightened engagement in discussion. The results also showed that students' overall course grades improved and that the course director was satisfied with the experience, particularly after year two. Many calls have been made for educational strategies that encourage critical thinking instead of passive learning environments. This study provides one example of a course redesign and demonstrates the need for both faculty and student development to ensure success when a flipped classroom methodology is introduced.

  10. [Can medical students' motivation for a course of basic physiology education integrating into lectures some active learning methods be improved?

    Science.gov (United States)

    Bentata, Yassamine; Delfosse, Catherine

    2017-01-01

    Students' motivation is a critical component of learning and students' perception of activity value is one of the three major components of their motivation. How can we make students perceive the usefulness and the interest of their university courses while increasing their motivation? The aim of our study was to determine students' perception of basic physiology education value and to assess the impact of lecture integration into some active learning methods on the motivation of the students of the first cycle of Medicine in a junior faculty. We conducted a prospective study, involving the students in their second year of medical studies. At first, we assessed students' motivation for university courses through a first questionnaire, after we integrated two educational activities: the case study and the realization of a conceptual map for the lectures of the physiology module and then we evaluated, through a second questionnaire, the impact of these two activities on students' motivation. Out of 249 students in their second year of medical studies 131 and 109 students have completed and returned the 1st and 2nd questionnaire respectively. Overall students' motivation for their university courses was very favorable, even if the motivation for physiology course (70.8%) was slightly lower than for all the courses (80%). Our students enjoyed the two proposed activities and only 13% (for the case study) and 16.8% (for the map) were not satisfied. 40.9% of students completed a conceptual map whose quality judged on the identification of concepts and of the links between concepts was globally satisfactory for a first experience. Students' motivation is influenced by multiple internal and external factors and is a big problem in the university environment. In this context, a rigorous planning of diversified and active educational activities is one of the main gateways for teacher to encourage motivation.

  11. Students' conceptions of evidence during a university introductory forensic science course

    Science.gov (United States)

    Yeshion, Theodore Elliot

    Students' Conceptions of Science, Scientific Evidence, and Forensic Evidence during a University Introductory Forensic Science Course This study was designed to examine and understand what conceptions undergraduate students taking an introductory forensic science course had about scientific evidence. Because the relationships between the nature of science, the nature of evidence, and the nature of forensic evidence are not well understood in the science education literature, this study sought to understand how these concepts interact and affect students' understanding of scientific evidence. Four participants were purposefully selected for this study from among 89 students enrolled in two sections of an introductory forensic science course taught during the fall 2005 semester. Of the 89 students, 84 were criminal justice majors with minimal science background and five were chemistry majors with academic backgrounds in the natural and physical sciences. All 89 students completed a biographical data sheet and a pre-instruction Likert scale survey consisting of twenty questions relating to the nature of scientific evidence. An evaluation of these two documents resulted in a purposeful selection of four varied student participants, each of whom was interviewed three times throughout the semester about the nature of science, the nature of evidence, and the nature of forensic evidence. The same survey was administered to the participants again at the end of the semester-long course. This study examined students' assumptions, prior knowledge, their understanding of scientific inference, scientific theory, and methodology. Examination of the data found few differences with regard to how the criminal justice majors and the chemistry majors responded to interview questions about forensic evidence. There were qualitative differences, however, when the same participants answered interview questions relating to traditional scientific evidence. Furthermore, suggestions are

  12. Course Design and Student Responses to an Online PBL Course in 3D Modelling for Mining Engineers

    Science.gov (United States)

    McAlpine, Iain; Stothard, Phillip

    2005-01-01

    To enhance a course in 3D Virtual Reality (3D VR) modelling for mining engineers, and to create the potential for off campus students to fully engage with the course, a problem based learning (PBL) approach was applied to the course design and all materials and learning activities were provided online. This paper outlines some of the theoretical…

  13. Re-learning how to write: student successes and challenges in a targeted geoscience communication course

    Science.gov (United States)

    Elwood Madden, M.; Miller-Deboer, C.; Eodice, M.; Miller, J.; Johnson, J.; Rifenburg, M.

    2013-12-01

    Students in OU's Geology and Geophysics (G&G) program must complete either English Technical Writing or a major-specific Geowriting class as sophomores or juniors. We asked students in Geowriting and students in a G&G colloquium course (required for G&G scholarship students and an elective for others) to complete surveys reporting their writing experiences and attitudes, as well as write an abstract for a Scientific American story to assess writing skills at the beginning and end of the semester. Geowriting students had stronger writing skills and more positive attitudes towards writing at the beginning of the semester than their colloquium peers, suggesting that students who were already interested and skilled in writing were self-selecting into the class. During the semester, Geowriting focused on improving the clarity, organization, efficiency, and mechanics of student writing and discussed how science writing is similar in some ways (argument, sentence structure, etc.), but also different in many aspects (concise, forthright, repetitive, etc) from writing tactics taught in high school and some college composition courses. Colloquium students attended the weekly scientific talks, but did not write in the class; however, some students were enrolled in freshman-level composition courses and Technical Writing. End-of-semester surveys showed Geowriting students had a more positive change in attitude and expectations towards writing than their colloquium peers. However, one significant difference in attitude towards writing was indicated by negative feelings towards in-class writing, which may be a result of 'writing fatigue' within the Geowriting group. This writing fatigue could be explained by student end-of -semester cognitive overload. Through other measures, colloquium students showed a greater improvement in writing skills (concise, clear, organized, etc) compared to Geowriting students; however, Geowriting students maintained higher skill levels than the

  14. Impact of a Nursing in Psychiatry Course on Students' Attitudes Toward Mental Health Disorders.

    Science.gov (United States)

    Arbanas, Goran; Bosnjak, Dina; Sabo, Tamara

    2018-03-01

    Negative attitudes toward patients with mental illnesses are not uncommon among health professionals, and lead to poorer quality and outcomes of care. Because attitudes are formed early in life, the current study aimed to investigate if teaching psychiatry in secondary school nursing students (i.e., adolescents) changes attitudes toward three prevalent psychiatric disorders: schizophrenia, posttraumatic stress disorder (PTSD), and depression. A pilot quasi-experimental study was conducted with 51 fourth-year students in secondary nursing school who completed a questionnaire regarding attitudes toward these disorders on the first and last day of their Nursing in Psychiatry course. Results show that the stigma attached to all three disorders was significantly reduced after students completed the course. Students attached greater stigma to schizophrenia than PTSD, and to PTSD than depression, before and after the course. The study indicates that education in psychiatry helps reduce negative attitudes toward PTSD, schizophrenia, and depression. [Journal of Psychosocial Nursing and Mental Health Services, 56(3), 45-51.]. Copyright 2018, SLACK Incorporated.

  15. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.

    Science.gov (United States)

    Dang, Nathan V; Chiang, Jacob C; Brown, Heather M; McDonald, Kelly K

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students' perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students' MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students.

  16. A mandatory course in scientific writing for undergraduate medical students.

    Science.gov (United States)

    Roland, C G; Cox, B G

    1976-02-01

    All students at Mayo Medical School take a course in scientific writing during their sophomore and junior years. Early in the sophomore year they receive a self-instructional text designed to help them avoid 15 common writing faults. Comparison of pretest and posttest results for two classes, with a total of 89 students, indicates significant improvement (p less than .001). Later in his sophomore year, each student writes a minithesis; and during his junior year he reports on work done in a clinical or laboratory research project, preparing it as a paper submissible to a scientific journal. Professional editors work as preceptors with the students, critiquing their manuscripts, which are revised until they receive satisfactory ratings.

  17. Students' perceptions of a blended learning pharmacy seminar course in a Caribbean school of pharmacy.

    Science.gov (United States)

    Extavour, Rian Marie; Allison, Gillian L

    2018-04-01

    Blended learning (BL) integrates face-to-face and online instructional methods, with applications in pharmacy education. This study aimed to assess pharmacy students' perceptions of BL in a pharmacy seminar course at The University of the West Indies, St. Augustine campus, Trinidad and Tobago. Topics based on the use of medicines and public health were presented by student groups during live seminars, supplemented with online activities. An online survey of students' perceptions was administered at the end of the course. The usefulness of learning resources and course activities were assessed using 5-point Likert-like scales (1 = not helpful to 5 = very helpful). The effectiveness of the instructor, blended delivery, time value, and development of critical-thinking were rated on a 5-point Likert scale for agreement (1 = strongly disagree to 5 = strongly agree). Topics that were most instructive and additional topics of interest were also identified. Approximately 51% of students (37/72) completed the questionnaire; 73% were female and mean age was 24 years. The learning resources and most course activities were generally helpful (median = 4) in facilitating learning. There was strong agreement (median = 5) on the ease of navigating the online platform, and instructor encouraging interest in pharmacy issues. Students agreed (median = 4) that the course facilitated critical thinking, the BL approach was effective, and the time spent was worthwhile. The most instructive topics included medication errors, antibiotic resistance, and medicines in children and the elderly. BL in pharmacy seminars is a valuable approach to engage students learning about pharmacy and public health. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. Trends in Algebra II Completion and Failure Rates for Students Entering Texas Public High Schools. REL 2018-289

    Science.gov (United States)

    Stoker, Ginger; Mellor, Lynn; Sullivan, Kate

    2018-01-01

    This study examines Algebra II completion and failure rates for students entering Texas public high schools from 2007/08 through 2014/15. This period spans the time when Texas students, beginning with the 2007/08 grade 9 cohort, were required to take four courses each in English, math (including Algebra II), science, and social studies (called the…

  19. EVALUATION OF STUDENT'S NOTES IN A BLENDED LEARNING COURSE

    OpenAIRE

    Minoru Nakayama; Kouichi Mutsuura; Hiroh Yamamoto

    2011-01-01

    Student’s notes are evaluated to trace their learning process in a blended learning course, and the factors affecting the quality of these notes are discussed. As individual note-taking performance may be based on student’s characteristics, these contributions are also examined. Some factors about per-sonality and the learning experience are sig-nificant, and positively affect the grades given to notes. Lexical features of notes tak-en were extracted using a text analysis tech-nique, and ...

  20. Student satisfaction with a Website designed for three nursing courses.

    Science.gov (United States)

    Zwolski, K

    2000-01-01

    The website described was not designed to replace classroom teaching, but to serve as an additional tool for students attending a traditional course. Based on my experience and the data obtained from the evaluation questionnaire, the following points can be made: students are enthusiastic about the Internet and will access a web page that accompanies a particular course or courses a website can allow for objectives, not normally engendered by traditional methods, to be achieved. These may include, for instance, fostering a sense of community, providing new means of communication between professor and student and serving as a portal to the vast resources of the Internet. A single-theme website can effectively address the learning needs of students at different levels, in this case both undergraduate and graduate students A well-designed website can increase the visibility of the educational institution that sponsors it It is not easy to measure a website's effectiveness in helping students achieve traditional course objectives or its impact on student learning. The questionnaire results confirm students' satisfaction with the website and their belief that it was an important and useful learning tool. This is significant and positive. Future research is needed to measure the degree to which a website can increase learning in a particular area. The site required about 150 hours to construct and about 6-8 hours per week to maintain. This is a considerable amount of faculty time. Although I cannot speak for others, I firmly believe that this is a worthwhile investment. The website is clearly appreciated by students, and it seems logical to conclude that it is fulfilling some learning needs that may not be met by other methods. In addition, it provides the educator with a new vehicle for communication. It is exhilarating to create with new formats and to use expertise in a given area to reach students, foster community, and establish a presence beyond the classroom

  1. 3D Image Display Courses for Information Media Students.

    Science.gov (United States)

    Yanaka, Kazuhisa; Yamanouchi, Toshiaki

    2016-01-01

    Three-dimensional displays are used extensively in movies and games. These displays are also essential in mixed reality, where virtual and real spaces overlap. Therefore, engineers and creators should be trained to master 3D display technologies. For this reason, the Department of Information Media at the Kanagawa Institute of Technology has launched two 3D image display courses specifically designed for students who aim to become information media engineers and creators.

  2. Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study

    Science.gov (United States)

    Aboshady, Omar A; Radwan, Ahmed E; Eltaweel, Asmaa R; Azzam, Ahmed; Aboelnaga, Amr A; Hashem, Heba A; Darwish, Salma Y; Salah, Rehab; Kotb, Omar N; Afifi, Ahmed M; Noaman, Aya M; Salem, Dalal S; Hassouna, Ahmed

    2015-01-01

    Objectives To assess the prevalence of awareness and use of massive open online courses (MOOCs) among medical undergraduates in Egypt as a developing country, as well as identifying the limitations and satisfaction of using these courses. Design A multicentre, cross-sectional study using a web-based, pilot-tested and self-administered questionnaire. Settings Ten out of 19 randomly selected medical schools in Egypt. Participants 2700 undergraduate medical students were randomly selected, with an equal allocation of participants in each university and each study year. Primary and secondary outcome measures Primary outcome measures were the percentages of students who knew about MOOCs, students who enrolled and students who obtained a certificate. Secondary outcome measures included the limitations and satisfaction of using MOOCs through five-point Likert scale questions. Results Of 2527 eligible students, 2106 completed the questionnaire (response rate 83.3%). Of these students, 456 (21.7%) knew the term MOOCs or websites providing these courses. Out of the latter, 136 (29.8%) students had enrolled in at least one course, but only 25 (18.4%) had completed courses earning certificates. Clinical year students showed significantly higher rates of knowledge (p=0.009) and enrolment (p<0.001) than academic year students. The primary reasons for the failure of completion of courses included lack of time (105; 77.2%) and slow Internet speed (73; 53.7%). Regarding the 25 students who completed courses, 21 (84%) were satisfied with the overall experience. However, there was less satisfaction regarding student–instructor (8; 32%) and student–student (5; 20%) interactions. Conclusions About one-fifth of Egyptian medical undergraduates have heard about MOOCs with only about 6.5% actively enrolled in courses. Students who actively participated showed a positive attitude towards the experience, but better time-management skills and faster Internet connection speeds are required

  3. Study of science students' expectation for university writing courses

    Directory of Open Access Journals (Sweden)

    Shanthi Nadarajan

    2013-07-01

    Full Text Available The New Malaysia Education Blueprint (2012 states that the private sector continues to have concerns for Malaysian graduates’ English proficiency. The present study investigates the views and expectations of science students taking English courses in a public university. The findings revealed that learners saw opportunities to communicate and job applications process as important soft skills. They preferred practical learning methods above traditional teaching methods. Learners considered group performance, personal attitudes and online activities as important learning opportunities, while factual knowledge, report writing were least supported despite the fact that the majority viewed both assessments and instructional process as relevant. The data revealed that though they were dissatisfied with their existing level of proficiency, many students continued to expect an A for their course. An assessment of the learner’s’ language ability revealed that language ability was less under the learner’s control and more dependent on learner proficiency level. Taken together, this study suggests that the curriculum for the Professional Writing course should be highly diversified and balanced, with some emphasis on getting less proficient learners to read and improve their grammar skills while better students should be given opportunities to develop creative talents and interpersonal skills.

  4. Outcome and Impact Evaluation of a Transgender Health Course for Health Profession Students.

    Science.gov (United States)

    Braun, Hannan M; Garcia-Grossman, Ilana R; Quiñones-Rivera, Andrea; Deutsch, Madeline B

    2017-02-01

    Being transgender is associated with numerous health disparities, and transgender individuals face mistreatment and discrimination in healthcare settings. At the same time, healthcare professionals report inadequate preparation to care for transgender people, and patients often have to teach their own medical providers about transgender care. Our study aimed to evaluate the impact of an elective course for health profession students in transgender health that was implemented to address these gaps in provider knowledge. Students participated in a 10-session, lunch-hour elective course during the spring of 2015. To evaluate impact, course participants completed pre-, immediately post-, and 3-month postcourse questionnaires, including a previously validated nine-item transphobia scale, to determine the course's effect on knowledge, attitudes, and beliefs about transgender health. Forty-six students completed the pre- and immediately postelective questionnaire (74% response rate). Compared with pre-elective surveys, immediately postelective scores demonstrated increased knowledge in most domains and reduced transphobia. Specific knowledge domains with improvements included terminology, best practices for collecting gender identity, awareness of the DSM-V gender dysphoria diagnosis, medications used for gender affirmation, and relevant federal policies. A previously validated transphobia scale was found to have good reliability in the current sample. This elective course led to positive short-term changes in measures of multiple knowledge domains and reduced measures of transphobia among health profession students. Further study is needed to assess the long-term impact. Our methods and findings, including the demonstration of reliability of a previously validated nine-item transphobia scale, serve as formative data for the future development of theory-based transgender medicine curricula and measures.

  5. Produção científica dos alunos egressos do curso de especialização da Universidade Estadual de Londrina Scientific production of students who completed the specialist degree course in the State University of Londrina

    Directory of Open Access Journals (Sweden)

    Maria Cristina Marquezine

    2006-04-01

    was deemed necessary to revise the curriculum according to scientific parameters, it was suggested that the assessment of the students' scientific production should be one of the steps in the revision process. Since one of the objectives in the course was training teachers as researchers, it was decided that the study should analyze not only the students' scientific production (final papers, but also the development of their production process (theme choice, student's academic history, resonance with course proposal, correlation to student's professional career, or changes in task performance considering the aims of the study. The source of the data analyzed was the final papers written from 1987 to 2002 by 143 students who got their Specialist Degree in Special Education. The instrument used for collecting data was a form where information of various kinds was registered: general information to enable identification of the paper, name of supervisor, objectives, theme, target population, the context where the study was undertaken, type of research, type of references used in the research, and the publication date of the literature reviewed. The results showed that the research papers were developed mainly in schools, with special students, evenly divided between survey-type research and intervention-type research. The most common themes were investigations related to teaching procedures. All results were discussed.

  6. The effect of Mind Body Medicine course on medical student empathy: a pilot study.

    Science.gov (United States)

    Chen, Allen K; Kumar, Anagha; Haramati, Aviad

    2016-01-01

    Introduction Empathy among medical practitioners has been shown to affect patient care and outcomes. Factors such as stress and depression are known to have a negative impact on medical student empathy. Approaches such as mindfulness, meditation, and other mind-body techniques can enhance empathy and reverse burnout symptoms. In the present study, we evaluated impact of Mind Body Medicine (MBM) course on perceived stress and empathy on first-year medical students. Methods Thirteen first-year medical students in total self-selected into MBM (experimental) and seven non-MBM (control) groups completed a prospective, pre- and post-test analysis, using the Jefferson Scale of Physician Empathy - Students (JSPE-S), Perceived Stress Scale (PSS), and Personal Health Questionnaire (PHQ) to evaluate empathy, stress, and depression, respectively. Results Our results showed an increase in stress, as well as a decrease in empathy, in both MBM and non-MBM groups throughout the course of the study. Conclusion Our study demonstrated that the inverse relationship increased stress and decreased empathy among first-year medical students and participation in the MBM course did not attenuate the changes. However, a statistically significant rise in the depression score in the non-MBM group was not observed in the MBM group.

  7. The effect of Mind Body Medicine course on medical student empathy: a pilot study

    Directory of Open Access Journals (Sweden)

    Allen K. Chen

    2016-06-01

    Full Text Available Introduction: Empathy among medical practitioners has been shown to affect patient care and outcomes. Factors such as stress and depression are known to have a negative impact on medical student empathy. Approaches such as mindfulness, meditation, and other mind–body techniques can enhance empathy and reverse burnout symptoms. In the present study, we evaluated impact of Mind Body Medicine (MBM course on perceived stress and empathy on first-year medical students. Methods: Thirteen first-year medical students in total self-selected into MBM (experimental and seven non-MBM (control groups completed a prospective, pre- and post-test analysis, using the Jefferson Scale of Physician Empathy – Students (JSPE-S, Perceived Stress Scale (PSS, and Personal Health Questionnaire (PHQ to evaluate empathy, stress, and depression, respectively. Results: Our results showed an increase in stress, as well as a decrease in empathy, in both MBM and non-MBM groups throughout the course of the study. Conclusion: Our study demonstrated that the inverse relationship increased stress and decreased empathy among first-year medical students and participation in the MBM course did not attenuate the changes. However, a statistically significant rise in the depression score in the non-MBM group was not observed in the MBM group.

  8. Severe acute syphilitic posterior placoid chorioretinitis with complete spontaneous resolution: The natural course

    Directory of Open Access Journals (Sweden)

    Franco, Mónica

    2016-02-01

    Full Text Available Purpose: We report on a case of unilateral acute syphilitic posterior placoid chorioretinitis (ASPPC with spontaneous resolution of the lesions, and discuss the role of an altered versus adequate immune response as the major pathogenic factor.Methods: We describe a case of acute loss of visual acuity (VA in the left eye (LE in a 55-year-old healthy man.Results: The patient presented with VA of 20/20 in the right eye (RE and hand movements in the LE. Fundoscopy revealed a large yellowish placoid macular lesion with subretinal fluid in the LE, with no abnormalities detected in the RE. Fluorescein angiography showed early hypofluorescence with late staining in the affected area. The clinical findings progressed fast during the first week, with extension of the initial lesion outside the temporal retinal vascular arcades and the appearance of new lesions in the same eye. The patient abandoned the clinic for two weeks with no treatment. When observed again, VA of the LE had recovered to 20/20 and the lesions had completely resolved. Venereal disease research laboratory (VDRL and fluorescent treponemal antibody absorption (FTA-ABS tests results were positive and HIV antibody test titers negative. The diagnosis of ASPPC in the left eye was made. The patient accepted treatment with penicillin G only 45 days after the initial presentation. AV remained stable at 20/20 both eyes and no relapses of the lesions were observed during this period without therapy. The patient was followed for 3 months after treatment. He remained asymptomatic and the ophthalmic examination was unremarkable. Conclusions: The pathogenesis of ASPPC is still not understood. Our case showed a sequential pattern of the chorioretinal lesions, with initial aggravation and complete posterior spontaneous resolution, showing the natural course of the disease. These findings suggest the presence of an adequate ocular immune response in patients with ASPPC, not supporting the initially

  9. A Course in Critical Thinking for PhD Students in Biomolecular Sciences and Biotechnology: Classical Experiments in Biochemistry

    Directory of Open Access Journals (Sweden)

    Carlos B. Hirschberg

    2016-03-01

    Full Text Available This essay presents and discusses an eight-session seminar course designed to develop critical thinking skills in doctoral biochemistry students by exposing them to classical experiments in biochemistry. During each 2.5 session, different key topics of the discovery and development of biochemical concepts are discussed. Before each session, students are required to read the one or two classical papers. The size of the seminar course and the seating of the students are critical to make this a highly interactive environment for all students to participate in the critique and re-designing of key experiments, including control experiments, which helped formulate these classical concepts. Final student evaluation of the course’s goals has two equal components: Course participation and a final take home exam due two weeks after the course is completed. Together with the take home exam students are also required to write an evaluation of the course, preferably no longer than half a page. Students’ comments of the course have been uniformly positive. The author notes the sooner students are exposed to this manner of thinking, the better they will be equipped to choose an appropriate mentor and contribute creatively to attempt to solve the scientific problem of their PhD thesis.

  10. Long-term impact of a preclinical endovascular skills course on medical student career choices.

    Science.gov (United States)

    Lee, Jason T; Son, Ji H; Chandra, Venita; Lilo, Emily; Dalman, Ronald L

    2011-10-01

    Surging interest in the 0 + 5 integrated vascular surgery (VS) residency and successful recruitment of the top students in medical school requires early exposure to the field. We sought to determine the impact of a high-fidelity simulation-based preclinical endovascular skills course on medical student performance and ultimate career specialty choices. Fifty-two preclinical medical students enrolled in an 8-week VS elective course from 2007 to 2009. Students completed a baseline and postcourse survey and performed a renal angioplasty/stent procedure on an endovascular simulator (pretest). A curriculum consisting of didactic teaching covering peripheral vascular disease and weekly mentored simulator sessions concluded with a final graded procedure (posttest). Long-term follow-up surveys 1 to 3 years after course completion were administered to determine ultimate career paths of participants as well as motivating factors for career choice. Objective and subjective performance measured on the simulator and through structured global assessment scales improved in all students from pre- to posttest, particularly with regard to technical skill and overall procedural competency (P choices including surgical subspecialties (64%), radiology (10%), and cardiology (6%). Most respondents indicated major reasons for continued interest in VS were the ability to practice endovascular procedures on the simulator (92%) and mentorship from VS faculty (70%). Basic endovascular skills can be efficiently introduced through a simulation-based curriculum and lead to improved novice performance. Early exposure of preclinical medical students provides an effective teaching and recruitment tool for procedural-based fields, particularly surgical subspecialties. Mentored exposure to endovascular procedures on the simulator positively impacts long-term medical student attitudes toward vascular surgery and ultimate career choices. Copyright © 2011 Society for Vascular Surgery. Published by

  11. 46 CFR 166.10 - Course of study for engineering students.

    Science.gov (United States)

    2010-10-01

    ... 46 Shipping 7 2010-10-01 2010-10-01 false Course of study for engineering students. 166.10 Section... AND APPROVAL OF NAUTICAL SCHOOL SHIPS § 166.10 Course of study for engineering students. The course of study for engineering students shall include (a) all the instruction necessary to fully equip the...

  12. Investigating Students' Satisfaction with eLearning Courses: The Effect of Learning Environment and Social Presence

    Science.gov (United States)

    Strong, Robert; Irby, Travis L.; Wynn, J. Thomas; McClure, Megan M.

    2012-01-01

    Student demand and budget shortages have influenced the need for land-grant institutions to offer online courses. Research has identified that online courses broaden the reach of land-grant institutions to students who may not have access to campus. Literature indicated student satisfaction in online courses should be routinely assessed in order…

  13. Attitudes and Perceptions of Students in a Systems Engineering E-Learnig Course

    Science.gov (United States)

    de Vega, Carolina Armijo; McAnally-Salas, Lewis; Lavigne, Gilles

    2009-01-01

    In this paper is reported the attitudes and perception of students in a systems Engineering e-learning course and a teacher with more than six years of experience teaching online courses. The paper reports the teacher and students' perceptions about the e-learning courses experience. Personalized interviews with some of the students were carried…

  14. Changes in Diversity Course Student Prejudice and Attitudes toward Heterosexual Privilege and Gay Marriage

    Science.gov (United States)

    Case, Kim A.; Stewart, Briana

    2010-01-01

    This study examined diversity course influence on student prejudice against lesbians and gay men, awareness of heterosexual privilege, and support for gay marriage. The study included heterosexual female students in psychology of women, introduction to women's studies, and nondiversity psychology courses. Students in diversity courses expressed…

  15. Pilot undergraduate course teaches students about chronic illness in children: an educational intervention study.

    Science.gov (United States)

    Montenegro, Roberto E; Birnie, Krista D; Fisher, Paul Graham; Dahl, Gary V; Binkley, John; Schiffman, Joshua D

    2014-01-01

    Recent data question whether medical education adequately prepares physicians to care for the growing number of children with chronic medical conditions. We describe a 10-week course designed to provide undergraduate students with the knowledge and skills required to understand and care for children with chronic or catastrophic illnesses. The course presented the illness experience from the child's perspective and thus presented information in a manner that was efficient, conducive, and memorable. The curriculum was designed like a graduate-level seminar that included workshops, lectures, readings, writing, and lively discussions. This is an educational intervention study that used survey data to assess changes in attitudes among and between participants completing this course versus students not exposed to this course. We used Somers' D test and Fisher's z-transformation to perform both pre- and post-nonparametric comparisons. Course participants were more likely to change their attitudes and agree that chronically ill children "feel comfortable talking with their peers about their condition" (P=0.003) and less likely to agree that these children "want to be treated differently," "want more sympathy," or "care less about romantic relationships" (P = 0.003, 0.002 and 0.02, respectively). Controls were more likely to continue to agree that chronically ill children "want to be treated differently" (P = 0.009) and "care less about romantic relationships" (P = 0.02), and less likely to agree that these children "talk openly" or "feel comfortable talking with their peers about their condition" (P = 0.04). This classroom-based course serves as a feasible and cost-effective model for universities and medical schools to aid in improving student attitudes toward treating chronically ill children. The course provides the unique opportunity to learn directly from those who care for and those who have lived with chronic illness.

  16. A Web-Based Course on Public Health Principles in Disaster and Medical Humanitarian Response: Survey Among Students and Faculty

    Science.gov (United States)

    Tam, Greta; Liu, Sida

    2018-01-01

    Background Web-based public health courses are becoming increasingly popular. “Public Health Principles in Disaster and Medical Humanitarian Response” is a unique Web-based course in Hong Kong. This course aimed to fill a public health training gap by reaching out to postgraduates who are unable to access face-to-face learning. Objective The aim of this paper was to use a structured framework to objectively evaluate the effectiveness of a Web-based course according to Greenhalgh et al’s quality framework and the Donabedian model to make recommendations for program improvement. Methods An interim evaluation of the first cohort of students in 2014 was conducted according to the Donabedian model and a quality framework by Greenhalgh et al using objective and self-reported data. Results Students who registered for the first cohort (n=1152) from June 16, 2014 to December 15, 2014 (6 months) were surveyed. Two tutors and the course director were interviewed. The Web-based course was effective in using technology to deliver suitable course materials and assessment and to enhance student communication, support, and learning. Of the total number of students registered, 59.00% (680/1152) were nonlocal, originating from 6 continents, and 72.50% (835/1152) possessed a bachelor’s or postgraduate degree. The completion rate was 20.00% (230/1152). The chi-square test comparing students who completed the course with dropouts showed no significant difference in gender (P=.40), age (P=.98), occupation (P=.43), or qualification (P=.17). The cost (HK $272 per student) was lower than that of conducting a face-to-face course (HK $4000 per student). Conclusions The Web-based course was effective in using technology to deliver a suitable course and reaching an intended audience. It had a higher completion rate than other Web-based courses. However, sustainable sources of funding may be needed to maintain the free Web-based course. PMID:29374007

  17. The Impact of a Group Communication Course on Veterinary Medical Students' Perceptions of Communication Competence and Communication Apprehension.

    Science.gov (United States)

    Kedrowicz, April A

    2016-01-01

    This paper explores the impact of a group communication course on veterinary medical students' perceptions of communication competence and communication anxiety. Students enrolled in the Group Communication in Veterinary Medicine course completed the Personal Report of Communication Apprehension and the Communicative Competence Scale at the beginning (Time 1) and end (Time 2) of the semester. Results show that first-year veterinary students' self-perceptions of communication competence increased and their self-reported levels of communication apprehension decreased across multiple contexts from Time 1 to Time 2. This research provides support for experiential communication training fostering skill development and confidence.

  18. Students' confidence in the ability to transfer basic math skills in introductory physics and chemistry courses at a community college

    Science.gov (United States)

    Quinn, Reginald

    2013-01-01

    The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month of November after all of the students had taken their midterm exams and received midterm grades. The instrument used in this survey was developed and validated by the researcher. The instrument asks the students to rate how confident they were in working out specific math problems and how confident they were in working problems using those specific math skills in physics and chemistry. The instrument also provided an example problem for every confidence item. Results revealed that students' demographics were significant predictors in confidence scores. Students in the 18-22 year old range were less confident in solving math problems than others. Students who had retaken a math course were less confident than those who had not. Chemistry students were less confident in solving math problems than those in physics courses. Chemistry II students were less confident than those in Chemistry I and Principals of Chemistry. Students were least confident in solving problems involving logarithms and the most confident in solving algebra problems. In general, students felt that their math courses did not prepare them for the math problems encountered in science courses. There was no significant difference in confidence between students who had completed their math homework online and those who had completed their homework on paper. The researcher recommends that chemistry educators find ways of incorporating more mathematics in their courses especially logarithms and slope. Furthermore, math educators should incorporate more chemistry related applications to math class. Results of hypotheses testing, conclusions, discussions, and

  19. Gamification Approach to Enhance Students Engagement in Studying Language course

    Directory of Open Access Journals (Sweden)

    Cahyani Andharini Dwi

    2016-01-01

    Full Text Available Many researchers have attempted to utilize gamification to increase student engagement, motivation and achievement in the classroom with varying degrees of accomplishment. This research attempts to review of existing literature on the subject as well as the implementation of gamification on Language course. It aims to get better understanding of how gamification can efficiently be used in education. This analysis reveals that the underlying fact that make games engaging are already utilized in pedagogical practices. There are two important recommendations from this research. First, use gamified learning scenario as an activity, to encourage students trying new things and avoiding fear to make a mistakes. Secondly, the gamification in education setting needs students to participate deliberately to ensure the gamification retains the game-like nature.

  20. The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

    Science.gov (United States)

    Bahr, Peter Riley

    2013-01-01

    Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…

  1. Identifying motivators and barriers to student completion of instructor evaluations: A multi-faceted, collaborative approach from four colleges of pharmacy.

    Science.gov (United States)

    McAuley, James W; Backo, Jennifer Lynn; Sobota, Kristen Finley; Metzger, Anne H; Ulbrich, Timothy

    To identify motivators and barriers to pharmacy student completion of instructor evaluations, and to develop potential strategies to improve the evaluation process. Completed at four Ohio Colleges of Pharmacy, Phase I consisted of a student/faculty survey and Phase II consisted of joint student/faculty focus groups to discuss Phase I data and to problem solve. In Phase I, the top three student-identified and faculty-perceived motivators to completion of evaluations were to (1) make the course better, (2) earn bonus points, and (3) improve the instructor's teaching. The top three student-identified barriers to completion of evaluations were having to (1) evaluate multiple instructors, (2) complete several evaluations around the same time, and (3) complete lengthy evaluations. Phase II focus groups identified a number of potential ways to enhance the motivators and reduce barriers, including but not limited to making sure faculty convey to students that the feedback they provide is useful and to provide examples of how student feedback has been used to improve their teaching/the course. Students and faculty identified motivators and barriers to completing instructor evaluations and were willing to work together to improve the process. Copyright © 2016 Elsevier Inc. All rights reserved.

  2. Online versus Face-to-Face: Students’ Preferences for College Course Attributes

    OpenAIRE

    Mann, John T.; Henneberry, Shida R.

    2014-01-01

    The objectives of this article were to determine: 1) students’ preferences for college course attributes; and 2) how the amount of course attribute information impacts enrollment. Results indicate students had the highest preferences for face-to-face (F2F) courses offered late morning and early afternoon and two to three days per week. Students selected online over F2F courses depending on course makeup; for example, course topic, online course design technology, and when the F2F version wa...

  3. Influence of course characteristics, student characteristics, and behavior in learning management systems on student performance

    OpenAIRE

    Conijn, Rianne; Kleingeld, Ad; Matzat, Uwe; Snijders, Chris; van Zaanen, Menno

    2016-01-01

    The use of learning management systems (LMS) in education make it possible to track students’ online behavior. This data can be used for educational data mining and learning analytics, for example, by predicting student performance. Although LMS data might contain useful predictors, course characteristics and student characteristics have shown to influence student performance as well. However, these different sets of features are rarely combined or compared. Therefore, in the current study we...

  4. Improvements in self-efficacy for engaging in patient-centered communication following a course in peer-supervision and communication for medical students

    DEFF Research Database (Denmark)

    Lassesen, Berit; O Connor, Maja; Kjær, Louise Binow

    and Department of Psychology and Behavioral Science, Aarhus University, Aarhus, Denmark; 3Center for Medical Education, Aarhus University, Aarhus, Denmark.; belas@clu.au.dk Aim: The aim was to evaluate the outcome of a training course in peer-supervision and communication with the aim of improving medical...... student self-efficacy for engaging in patient-centered communication and examine the influence of course-related motivation to learn, course-related self-efficacy, and medical student well-being at baseline. Methods: A total of 127 graduate school medical students in clinical clerkship who participated...... in a course in peer-supervision and communication completed a pre-course questionnaire package including: 1) The Patient-Centeredness Self-Efficacy Questionnaire (PCSEQ), 2) Course-Related Motivation to Learn (CRML), 3) Course-Related Self-Efficacy (CRSE), and 4) the Medical Student Well-Being Index (MSWBI...

  5. Role of Pre-Course Student Characteristics on Student Learning in Interactive Teaching Environments

    Science.gov (United States)

    Miller, Kelly Anne

    The goal of this dissertation is to broaden our understanding of interactive teaching strategies, in the context of the introductory physics classroom at the undergraduate level. The dissertation is divided into four main projects, each of which investigates a specific aspect of teaching physics interactively. All four projects look towards improving the effectiveness of interactive teaching by understanding how pre-course student characteristics affect the way students learn interactively. We first discuss lecture demonstrations in the context of an interactive classroom using Peer Instruction. We study the role of predictions in conceptual learning. We examine how students' predictions affect what they report having seen during a demonstration. We also examine how student predictions affect what they recall as the outcome of the demonstration at the end of the semester. We then analyze student response patterns to conceptual questions posed during Peer Instruction. We look at the relationship between a student's tendency to switch their answer and pre-course student characteristics like science self-efficacy. Next we elucidate response timing to conceptual questions posed over the course of the semester, in two introductory physics classes taught using Peer Instruction. We look at the relationship between student response times and student characteristics like pre-course physics knowledge, science self-efficacy and gender. We study response times as a way of gaining insight into students thinking in Peer Instruction environments as well as to improve the implementation of Peer Instruction. Finally, we present work on the role of NB, an online collaborative textbook annotation tool, in a flipped, project based, physics class. We analyze the relationship between students' level of online engagement and traditional learning metrics to understand the effectiveness of NB in the context of flipped classrooms. We also report the results of experiments conducted to

  6. Factors Affecting Student Academic Success in Gateway Courses at Northern Arizona University

    Science.gov (United States)

    Benford, Russell; Gess-Newsome, Julie

    2006-01-01

    Students in gateway business, math, and science courses at Northern Arizona University receive non-passing grades (grades of D, F, and W) at high rates. To identify possible trends in demographic groups that receive DFWs and to investigate why students receive DFWs in these courses, a student survey was administered to 719 students in 7 gateway…

  7. Communication and Security Issues in Online Education: Student Self-Disclosure in Course Introductions

    Science.gov (United States)

    McMillion, Tonya; Tucker King, Carie S.

    2017-01-01

    In designing online and hybrid courses, instructors should consider structure, student motivation, and interaction (per Moore's 1993 Theory of Transactional Distance). To motivate students to interact and to build course community, instructors may assign student introductions. However, after examining students' introductions in a hybrid…

  8. Student Performance in an Introductory Business Statistics Course: Does Delivery Mode Matter?

    Science.gov (United States)

    Haughton, Jonathan; Kelly, Alison

    2015-01-01

    Approximately 600 undergraduates completed an introductory business statistics course in 2013 in one of two learning environments at Suffolk University, a mid-sized private university in Boston, Massachusetts. The comparison group completed the course in a traditional classroom-based environment, whereas the treatment group completed the course in…

  9. Targeting Future Customers: An Introductory Biobanking Course for Undergraduate Students of Life Sciences.

    Science.gov (United States)

    Abdelhafiz, Ahmed Samir; Fouda, Merhan Ahmed; El-Jaafary, Shaimaa Ibrahim; Farghly, Maysa Ibrahim; Salem, Mazen; Tammam, Ahmed; Gabr, Hala

    2017-08-01

    Biobanking is a relatively new concept in the Arab region. Targeting different stakeholders to introduce the concept of biobanking and develop an acceptance of it among them is important for the growth of biobanking in the region. Undergraduate students of life sciences represent an important segment of stakeholders, since they constitute potential future biobank customers. Limited funding, lack of awareness of the existence of the term "biobanking" itself among these students, and questions regarding best marketing strategies presented challenges to planning for the most effective message delivery to this target group. A specific course was designed for undergraduate students of life sciences, which was conducted at the Faculty of Medicine, Cairo University, Egypt. The course was conducted twice in 2016 and included lectures covering biobanking, quality, ethics, information technology, and translational research. Facebook and word-of-mouth were used for marketing and advertising. A total number of 125 participants attended both courses cumulatively. Facebook appeared to have been an effective marketing outlet, especially when paid advertisements were used. Evaluation of knowledge, measured using a pretest and posttest, demonstrated some improvement in knowledge of participants. Evaluation forms filled after the course showed positive attitude toward content and message delivery by a majority of participants. Facebook was also used as an evaluation method through analysis of engagement with posts created after course completion. Biobanking education can be carried out effectively with limited resources. Understanding the needs of the target group and using appropriate methods of communication are essential prerequisites to a well-tailored curriculum and effective message delivery. Using Facebook appears to be an effective and affordable method of communication and advertising. Targeting undergraduate students of life sciences interested in research is a good

  10. Changes in Generic and Degree Completion Dental Hygiene Student Characteristics.

    Science.gov (United States)

    Carr, Sandra; Rubinstein, Linda

    1989-01-01

    A study compared the characteristics of dental hygiene students in two programs (bachelor's degree and two-year professional dental hygiene training) in 1978 and 1987 to assess changes over time. Results are presented and the implications for enrollment management are discussed. (MSE)

  11. Turning Points: Improving Honors Student Preparation for Thesis Completion

    Science.gov (United States)

    Patino, Cynthia

    2012-01-01

    This dissertation is an action research study that had as its primary goal to increase retention of honors college students at Arizona State University by implementing an additional advising session during the fifth semester of their academic career. Introducing additional, strategically-timed support for the honors thesis and demystifying the…

  12. Successful Student Goal Completion: A Community College Case Study

    Science.gov (United States)

    Cady, Sara C.

    2013-01-01

    Research studies have shown that one half of all students who begin college fail to realize their goals. This case study of one community college provided a comprehensive examination of best practices developed over several years through strategic enrollment planning. Additionally, this dissertation examined the decision-making processes that…

  13. Student Access and Completion: A Regional Strategic Enrollment Partnership

    Science.gov (United States)

    Peterson, Angela

    2014-01-01

    "Albert" told his story to special visitor Dr. Jill Biden in order to bring notice to a very unique tuition assistance program provided to Valencia College's homeless students. Not only was Albert homeless, his background was indicative of failure and through education he turned his life around and helped others with similar backgrounds.…

  14. Student decisions about lecture attendance: do electronic course materials matter?

    Science.gov (United States)

    Billings-Gagliardi, Susan; Mazor, Kathleen M

    2007-10-01

    This study explored whether first-year medical students make deliberate decisions about attending nonrequired lectures. If so, it sought to identify factors that influence these decisions, specifically addressing the potential impact of electronic materials. Medical students who completed first-year studies between 2004 and 2006 responded to an open-ended survey question about their own lecture-attendance decisions. Responses were coded to capture major themes. Students' ratings of the electronic materials were also examined. Most respondents made deliberate attendance decisions. Decisions were influenced by previous experiences with the lecturer, predictions of what would occur during the session itself, personal learning preferences, and learning needs at that particular time, with the overriding goal of maximizing learning. Access to electronic materials did not influence students' choices. Fears that the increasing availability of technology-enhanced educational materials has a negative impact on lecture attendance seem unfounded.

  15. Student engagement in pharmacology courses using online learning tools.

    Science.gov (United States)

    Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S Niru; Davey, Andrew K

    2013-08-12

    To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (ponline teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.

  16. Comparison the Students Satisfaction of Traditional and Integrated Teaching Method in Physiology Course

    Directory of Open Access Journals (Sweden)

    Keshavarzi Z.

    2016-02-01

    Full Text Available Aims: Different education methods play crucial roles to improve education quality and students’ satisfaction. In the recent years, medical education highly changes through new education methods. The aim of this study was to compare medical students’ satisfaction in traditional and integrated methods of teaching physiology course. Instrument and Methods: In the descriptive analysis study, fifty 4th semester medical students of Bojnourd University of Medical Sciences were studied in 2015. The subjects were randomly selected based on availability. Data was collected by two researcher-made questionnaires; their validity and reliability were confirmed. Questionnaure 1 was completed by the students after presenting renal and endocrinology topics via traditional and integrated methods. Questionnaire 2 was only completed by the students after presenting the course via integrated method. Data was analyzed by SPSS 16 software using dependent T test. Findings: Mean score of the students’ satisfaction in traditional method (24.80±3.48 was higher than integrated method (22.30±4.03; p<0.0001. In the integrated method, most of the students were agreed and completely agreed on telling stories from daily life (76%, sitting mode in the classroom (48%, an attribution of cell roles to the students (60%, showing movies and animations (76%, using models (84%, and using real animal parts (72% during teaching, as well as expressing clinical items to enhance learning motivations (76%. Conclusion: Favorable satisfaction of the students in traditional lecture method to understand the issues, as well as their acceptance of new and active methods of learning, show effectiveness and efficiency of traditional method and the requirement of its enhancement by the integrated methods. 

  17. Designing and implementing a physiology course for a new doctoral occupational therapy program with student feedback.

    Science.gov (United States)

    Goodman, Barbara E; Ikiugu, Moses N

    2017-09-01

    Recently, the Occupational Therapy Department requested a custom-designed medical physiology course for the students in the new occupational therapy doctoral program. The first author, a physiologist with extensive experience in teaching both undergraduate preprofessional and medical students in human physiology, was recruited to design and implement the course. The course was designed to be consistent with the constructivist philosophy that guides the occupational therapy curriculum. The course was offered for the first time during fall/spring 2015/2016 and included both first- and second-year occupational therapy doctoral students. A number of anonymous assessment tools were used to evaluate students' perceptions regarding the effectiveness of various pedagogies used in the course in enhancing their learning. A summative course assessment survey with comments was used at the end of the course. This paper describes the model of course design and the student feedback, which generated some suggestions for improvement of the course. This approach in designing a new course for a new disciplinary group of students should be helpful to other faculty involved in developing courses for health career programs populated by students with variable physiology backgrounds and different educational needs. The final relevant feedback from the course would be to have the students evaluate the usefulness of the course to their future careers immediately following their certification examinations in a year or two and during their subsequent clinical experiences; however, that information will likely be more difficult to obtain. Copyright © 2017 the American Physiological Society.

  18. A massive open online course for teaching physiotherapy students and physiotherapists about spinal cord injuries.

    Science.gov (United States)

    Harvey, L A; Glinsky, J V; Lowe, R; Lowe, T

    2014-12-01

    A descriptive audit. To audit the participation and satisfaction in a Massive Open Online Course (MOOC) for teaching physiotherapy students and physiotherapists about spinal cord injuries. Global and online. A 5-week MOOC about the physiotherapy management of spinal cord injuries was hosted by Physiopedia and run in partnership with the International Spinal Cord Society. The MOOC was based on the physiotherapy-specific module of www.elearnSCI.org, and also involved extra readings, activities and online discussion through a closed Facebook group. Participation and satisfaction was quantified through a pre- and post-MOOC knowledge assessment and an online course evaluation. Participation was also gauged through Facebook activity and internet-based usage statistics. Three thousand five hundred and twenty-three people from 108 countries registered for the MOOC and 2527 joined the Facebook group. One thousand one hundred and twenty-one completed the pre- and post-MOOC knowledge assessments, with more completing one or the other. The median (interquartile range) results for those who completed the pre and post-MOOC knowledge assessments were 70% (60-80%) and 90% (80-95%), respectively. One thousand and twenty-nine completed the online course evaluation, with more than 80% agreeing or strongly agreeing with 12 of the 13 positive statements posed to them about the course. Most participants who completed the MOOC performed well on the post-MOOC knowledge assessment and enjoyed the learning experience. However, these results may be biased if those who did not complete the MOOC were dissatisfied and/or did not sit the post-MOOC knowledge assessment.

  19. A student's manual for A first course in general relativity

    CERN Document Server

    Scott, Robert B

    2016-01-01

    This comprehensive student manual has been designed to accompany the leading textbook by Bernard Schutz, A First Course in General Relativity, and uses detailed solutions, cross-referenced to several introductory and more advanced textbooks, to enable self-learners, undergraduates and postgraduates to master general relativity through problem solving. The perfect accompaniment to Schutz's textbook, this manual guides the reader step-by-step through over 200 exercises, with clear easy-to-follow derivations. It provides detailed solutions to almost half of Schutz's exercises, and includes 125 brand new supplementary problems that address the subtle points of each chapter. It includes a comprehensive index and collects useful mathematical results, such as transformation matrices and Christoffel symbols for commonly studied spacetimes, in an appendix. Supported by an online table categorising exercises, a Maple worksheet and an instructors' manual, this text provides an invaluable resource for all students and in...

  20. Sleep quality in medical students: a comparison across the various phases of the medical course

    Science.gov (United States)

    Corrêa, Camila de Castro; de Oliveira, Felipe Kazan; Pizzamiglio, Diego Scherlon; Ortolan, Erika Veruska Paiva; Weber, Silke Anna Theresa

    2017-01-01

    ABSTRACT Objective: To evaluate and compare subjective sleep quality in medical students across the various phases of the medical course. Methods: This was a cross-sectional study involving medical undergraduates at one medical school in the city of Botucatu, Brazil. All first- to sixth-year students were invited to complete the Pittsburgh Sleep Quality Index, which has been validated for use in Brazil. Participants were divided into three groups according to the phase of the medical course: group A (first- and second-years); group B (third- and fourth-years); and group C (fifth- and sixth-years). The results obtained for the instrument components were analyzed for the total sample and for the groups. Results: Of the 540 students invited to participate, 372 completed the instrument fully. Of those, 147 (39.5%) reported their sleep quality to be either very or fairly bad; 110 (29.5%) reported taking more than 30 min to fall asleep; 253 (68.0%) reported sleeping 6-7 h per night; 327 (87.9%) reported adequate sleep efficiency; 315 (84.6%) reported no sleep disturbances; 32 (8.6%) reported using sleeping medication; and 137 (36.9%) reported difficulty staying awake during the day at least once a week. Group comparison revealed that students in group A had worse subjective sleep quality and greater daytime dysfunction than did those in groups B and C. Conclusions: Medical students seem to be more exposed to sleep disturbance than other university students, and first- and second-years are more affected than those in other class years because they have worse subjective sleep quality. Active interventions should be implemented to improve sleep hygiene in medical students. PMID:29365004

  1. The Impact of "Virtualization" on Independent Study Course Completion Rates: The British Columbia Open University Experiment

    Science.gov (United States)

    Giguere, Louis

    2009-01-01

    In 1997 the British Columbia Open University (BCOU) adopted a virtualization strategy based primarily on twinning off-line independent study distance education courses (textbook-based with study guide and telephone and e-mail tutor support) with alternate online versions (textbook-based with integrated conferencing and communications provided…

  2. Does the Number of Post-Secondary Agricultural Mechanics Courses Completed Affect Teacher Competence?

    Science.gov (United States)

    Byrd, Alex Preston; Anderson, Ryan G.; Paulsen, Thomas H.; Shultz, Matthew J.

    2015-01-01

    Preparing teachers to teach agricultural mechanics is a difficult task since many topic areas are included in the curriculum. This study examines the effect of the number of college courses taken on a teacher's perceived competence to teach agricultural mechanics. Agricultural education teachers in Iowa ranked themselves according to their…

  3. The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment.

    Science.gov (United States)

    Schweikhard, April J; Hoberecht, Toni; Peterson, Alyssa; Randall, Ken

    2018-01-01

    This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students' search strategies and cited sources pre- and post-implementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum. Results indicate a statistically significant increase in components of students' searching skills and ability to find higher levels of evidence after completing the library tutorials.

  4. The Conversion of a Peer Teaching Course in the Puncture of Peripheral Veins for Medical Students into an Interprofessional Course

    Directory of Open Access Journals (Sweden)

    Brem, Beate Gabriele

    2016-04-01

    Full Text Available Objective: There is a great interest on both a national and international level in promoting cooperation between different occupational groups within the healthcare professions through interprofessional education (IPE , , . Within this project, a peer teaching course on the puncture of peripheral veins was therefore converted from a course for medical students into an IPE learning unit. Students from different occupational groups were to learn within the context of this course, according to the definition from the World Health Organisation (WHO, with and from each other . Project description: This course constituted a small group class in the peer teaching format. The didactic principle was based on the idea that the students were to practice the respective practical skills in pairs and give each other reciprocal feedback. Together with the Department for Health at the Bern University of Applied Sciences (BUAS and the Bern Center of Higher Education of Nusing (BCHEN, the course, which was conducted by the Institute of Medical Education at the University of Bern (IME, was converted into a voluntary IPE pilot project. Students from all three institutions were represented in terms of participants as well as tutors. Results: The course was evaluated very positively by participants, peer tutors and the participating institutions. By means of an OSCE, it could be proven that the course content had been successfully imparted. On the basis of these results, it was determined that the course should be compulsory in the future for students at all three institutions. Discussion: The evaluation results show the successful conversion of the course into an IPE format within the context of the pilot project. The interactive format of the course created the prerequisite that the students from different professional groups learned with and from each other in actuality, and did not just study the same objectives at the same time as with multiprofessional learning

  5. Personality traits of pharmacy and medical students throughout their course of studies

    Directory of Open Access Journals (Sweden)

    Cordina M

    2015-12-01

    Full Text Available Background: Pharmacists and medical doctors are two professional groups that very often receive their education and practice in the same environment. However, their approach to patient care and collaboration tends to be different and this may lead to both frustration and conflict which may adversely affect patient care. Personality has been identified as a psychological issue that could contribute to conflict in a work situation. Objective: To study the personality traits of a cohort of students studying pharmacy and medicine at the University of Malta in their first and final year. Methods: The Gordon Personal Profile – Inventory was administered to a cohort of pharmacy and medical students in their first year and once again administered to the same cohort who completed their course of study in their final year. Basic demographic data was also collected. Results: In first year the most pronounced traits for both student groups were those of Emotional Stability and Personal Relations. Over a period of five years, there were shifts in personality traits. In their final year pharmacy students were characterized by high scores for Cautiousness and Personal Relations while medical students exhibited medium scores in Cautiousness and Emotional Stability. Conclusion: The changes in personality traits over the duration of the course were not radical changes but rather that of traits becoming more pronounced.

  6. Teaching Methods Associated with Student Progress in General Education Courses. IDEA Research Report #9

    Science.gov (United States)

    Benton, Stephen L.; Li, Dan

    2015-01-01

    This study examined which teaching methods are most highly correlated with student progress on relevant course objectives in first- and second-year (lower-level) general education courses. We specifically sought to identify teaching methods that distinguish progress made by students taking a general education course from that made by students…

  7. Student Interactions with Online Videos in a Large Hybrid Mechanics of Materials Course

    Science.gov (United States)

    Ahn, Benjamin; Bir, Devayan D.

    2018-01-01

    The hybrid course format has gained popularity in the engineering education community over the past few years. Although studies have examined student outcomes and attitudes toward hybrid courses, a limited number of studies have examined how students interact with online videos in hybrid courses. This study examined the video-viewing behaviors of…

  8. An Assessment of the Effects of Teaching Methods on Academic Performance of Students in Accounting Courses

    Science.gov (United States)

    Hosal-Akman, Nazli; Simga-Mugan, Can

    2010-01-01

    This study explores the effect of teaching methods on the academic performance of students in accounting courses. The study was carried out over two semesters at a well-known university in Turkey in principles of financial accounting and managerial accounting courses. Students enrolled in the courses were assigned to treatment and control groups.…

  9. Do Introductory Statistics Courses in the United States Improve Students' Attitudes?

    Science.gov (United States)

    Schau, Candace; Emmioglu, Esma

    2012-01-01

    We examined the attitudes of about 2200 students enrolled in 101 sections of post-secondary introductory statistics service courses located across the United States. Using the "Survey of Attitudes Toward Statistics-36," we assessed students' attitudes when they entered and left their courses, as well as changes in attitudes across their courses.…

  10. Developing a Dynamics and Vibrations Course for Civil Engineering Students Based on Fundamental-Principles

    Science.gov (United States)

    Barroso, Luciana R.; Morgan, James R.

    2012-01-01

    This paper describes the creation and evolution of an undergraduate dynamics and vibrations course for civil engineering students. Incorporating vibrations into the course allows students to see and study "real" civil engineering applications of the course content. This connection of academic principles to real life situations is in…

  11. A Comparison of Student Ratings in Traditional and Interactive Television Courses

    Science.gov (United States)

    McCall, Morgan; Dunham, Mardis; Lyons, Robert

    2013-01-01

    Although interactive television (ITV) allows colleges and universities to reach a wider audience, little research has been conducted exploring the effectiveness of the courses as perceived by students. This study compared student ratings of teacher effectiveness between 331 traditional courses and 125 ITV courses. The data included 456 graduate…

  12. Student's Reflections on Their Learning and Note-Taking Activities in a Blended Learning Course

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2016-01-01

    Student's emotional aspects are often discussed in order to promote better learning activity in blended learning courses. To observe these factors, course participant's self-efficacy and reflections upon their studies were surveyed, in addition to the surveying of the metrics of student's characteristics during a Bachelor level credit course.…

  13. Developing Independence in a Capstone Course: Helping Students Ask and Answer Their Own Questions

    Science.gov (United States)

    Camenga, Kristin A.

    2013-01-01

    We discuss a mathematics capstone course designed to help students grow in mathematical independence. We describe how the course is structured to support this goal and the major assignments: a course wiki, a group expository project, and an individual problem to solve and extend. Students learn to ask and answer their own questions, helping them…

  14. The Effect of a History-based Course in Optics on Students' Views about Science.

    Science.gov (United States)

    Galili, Igal; Hazan, Amnon

    2001-01-01

    Describes an experimental course in optics for 10th grade high school students. The course incorporates those historical ideas, views, and conceptions that constituted the early understanding of light and vision. Presents a part of the course which assesses its impact on students' views about science and some related technological and cultural…

  15. The Primary Student Teachers' Views about a Blended Learning Application in a Basic Physics Course

    Science.gov (United States)

    Taskin Ekici, Fatma; Kara, Izzet; Ekici, Erhan

    2012-01-01

    In this study we present an overview of the undergraduate blended Physics course that has been supported by the Moodle platform. The course that has been applied is a basic physics course for primary student teachers. The aim of Moodle is to create an online learning environment which helps students to have a virtual space where they can share…

  16. Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement

    Science.gov (United States)

    Mooring, Suazette R.; Mitchell, Chloe E.; Burrows, Nikita L.

    2016-01-01

    Organic Chemistry is recognized as a course that presents many difficulties and conceptual challenges for students. To combat the high failure rates and poor student attitudes associated with this challenging course, we implemented a "flipped" model for the first-semester, large-enrollment, Organic Chemistry course. In this flipped…

  17. Student Learning and Performance in Information Systems Courses: The Role of Academic Motivation

    Science.gov (United States)

    Herath, Tejaswini C.

    2015-01-01

    Despite the need for information technology knowledge in the business world today, enrollments in information systems (IS) courses have been consistently declining. Student performance in lower level IS courses and student assumptions about the level of difficulty of the courses seem to be reasons for lower enrollments. To understand how student…

  18. Student Engagement in Pharmacology Courses Using Online Learning Tools

    Science.gov (United States)

    Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S. Niru

    2013-01-01

    Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (pstudent engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation. PMID:23966728

  19. Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses.

    Science.gov (United States)

    Preszler, Ralph W; Dawe, Angus; Shuster, Charles B; Shuster, Michèle

    2007-01-01

    With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning.

  20. Improving Distance Education for Students with Special Needs: A Qualitative Study of Students' Experiences with an Online Library Research Course

    Science.gov (United States)

    Catalano, Amy

    2014-01-01

    This article describes a study in which seven students with diverse disabilities participated in a one-credit online library research course which had been adapted to be accessible using the best practices literature on distance education for students with special needs. Students provided feedback on the design of the course and participated in…

  1. COMPARISON OF STUDENT SATISFACTION BETWEEN TRADITIONAL AND BLENDED TECHNOLOGY COURSE OFFERINGS IN PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Nikolaos VERNADAKIS

    2012-01-01

    Full Text Available Blended learning With the concerns and dissatisfaction with e-learning, educators are searching for alternative instructional delivery solutions to relieve the above problems. The blended e-learning system has been presented as a promising alternative learning approach. While blended learning has been recognized as having a number of advantages, insufficient learning satisfaction is still an obstacle to its successful adoption. Therefore, the purpose of this study was to evaluate students’ satisfaction with blended learning course delivery compared to a traditional face-to-face class format in a general multimedia course in physical education. Forty six (n=46 undergraduate students, between the ages of 20-22 years old, were randomly assigned into two teaching method groups: Classroom Lecture Instruction (CLI and Blended Lecture Instruction (BLI. For the data collection at the end of this study, students completed an online satisfaction questionnaire.Independent sample t-test analysis was conducted to measure students’ satisfaction towards the CLI and BLI methods. Results indicated that a blended course delivery is preferred over the traditional lecture format. These finding suggest that students' satisfaction could increase when the instructor provides learning environments not only in a traditional classroom, but in an asynchronous online system as well.

  2. Student Autonomy and its Effects on Student Enjoyment in a Traditional Mechanics Course for First-Year Engineering Students

    Science.gov (United States)

    Perera, Janaki I.; Quinlivan, Brendan T.; Simonovich, Jennifer A.; Towers, Emily; Zadik, Oren H.; Zastavker, Yevgeniya V.

    2012-02-01

    In light of recent literature in educational psychology, this study investigates instructional support and students' autonomy at a small technical undergraduate school. Grounded theory is used to analyze twelve semi-structured open-ended interviews about engineering students' experiences in Introductory Mechanics that includes Lecture, Recitation, and Laboratory components. Using data triangulation with each course component as a unit of analysis, this study examines students' course enjoyment as a function of instructional support and autonomy. The Lecture utilizes traditional instructor-centered pedagogy with predominantly passive learning and no student autonomy. The Recitation creates an active learning environment through small group work with a moderate degree of autonomy. The Laboratory is designed around self-guided project-based activities with significant autonomy. Despite these differences, all three course components provide similar levels of instructional support. The data reveal that students enjoy the low autonomy provided by Lecture and Recitations while finding the Laboratory frustrating. Analyses indicate that the differences in autonomy contribute to students' misinterpretation of the three course components' value within the context of the entire course.

  3. Professional expectations of students of the oral health technician course

    Directory of Open Access Journals (Sweden)

    José Ferreira Lima Junior

    2012-03-01

    Full Text Available Objective: To identify the expectations of students enrolled in the oral health technician course conducted by the School of Public Health of Ceará, about their professional future. Methods:This work presents a quantitative, cross-sectional descriptive study held with students of seven classes in dental hygiene course conducted by the School of Public Health. Data collection was conducted between March and April 2011, through the application of a semistructured questionnaire, which addressed the professional profile of the participants, their expectations about the labor market and the profession. Statistical analysis was performedwith a degree of significance of 0.05. Results: 154 students were interviewed, of whom 96.1% were women, mean age of 32.9 (± 7.3 years. Most (93.8%, N = 120 graduated from high school and 71.1% (N = 108 were registered at the Regional Council of Dentistry. Regardingtheir insertion in the labor market, 42.9% believed it would be satisfactory and 58% that it would occur in public service. The biggest obstacle mentioned by the subjects about the insertion of oral health technicians in the labor market was the difficulty of hiring (45.5%. When asked to punctuate some actions that they would play as TSB, 82.2% cited clinical and collective actions. The majority (96% claimed to feel safe to act as TSB. Conclusion:The students’ expectations regarding their professional future are positive. However, it is necessary to develop further research in this area, so that the profession has a growing support within the labor market.

  4. A biochemistry laboratory course designed to enhance students autonomy

    Directory of Open Access Journals (Sweden)

    T. Silva

    2015-08-01

    Full Text Available INTRODUCTION: Laboratory sessions are responsible for promoting instrumentation skills desirable in biochemistry and biochemistry related careers. They are traditionally based on experimental protocols that lead to the expected results, and students usually have not autonomy to plan and execute their experiments. GOALS: This work aimed to enhance a traditional biochemistry lab course, applying pre-lab quizzes on protein biochemistry and lab techniques in order to have students better prepared to plan, execute and interpret experiments. This approach also aims to bring the laboratory sessions into an inquiry-based environment capable to improve students’ independent capabilities in 2 autonomy domains: learning and communication. MATERIAL AND METHODS: Online quizzes are delivered one week before each laboratory session, containing questions regarding the experimental techniques and theoretical basis related to them. Laboratory activities are presented in an inquiry-based approach where the first class of each activity is dedicated to plan experiments in order to answer the research questions presented by instructors. Activities are also organized in order to enhance students’ autonomy. The first activity is the simplest and more instructor-controlled and the last one is the most complex and less driven, transferring gradually to students the responsibility for their decisions in laboratory, supporting students’ autonomy. RESULTS: Online quizzes allowed instructors to identify students’ difficulties and to timely intervene. Scientific reports presented by students at the end of each activity showed that they performed better on less driven activities in which autonomy support were more complex than in the instructor controlled activities. CONCLUSIONS: Scientific reports analysis reveals students capabilities related to different scopes of autonomy, such as: discuss different strategies; find multiple solutions to solve problems; make their

  5. Influence of course characteristics, student characteristics, and behavior in learning management systems on student performance

    NARCIS (Netherlands)

    Conijn, Rianne; Kleingeld, Ad; Matzat, Uwe; Snijders, Chris; van Zaanen, Menno

    2016-01-01

    The use of learning management systems (LMS) in education make it possible to track students’ online behavior. This data can be used for educational data mining and learning analytics, for example, by predicting student performance. Although LMS data might contain useful predictors, course

  6. Reflections on Service-Learning: Student Experiences in a Sport-Based Youth Development Course

    Science.gov (United States)

    Whitley, Meredith A.; Farrell, Kelly; Maisonet, Cindy; Hoffer, Andrew

    2017-01-01

    Service-learning courses provide students with practical opportunities to enhance their learning and development in the field, along with getting students engaged in different communities and settings. However, there are still many challenges to designing and offering effective service-learning courses, such as requiring all students to…

  7. The Effect of Peer Review on Student Learning Outcomes in a Research Methods Course

    Science.gov (United States)

    Crowe, Jessica A.; Silva, Tony; Ceresola, Ryan

    2015-01-01

    In this study, we test the effect of in-class student peer review on student learning outcomes using a quasiexperimental design. We provide an assessment of peer review in a quantitative research methods course, which is a traditionally difficult and technical course. Data were collected from 170 students enrolled in four sections of a…

  8. CURRICULUM: A Chemical Engineering Course for Liberal Arts Students--Indigo: A World of Blues

    Science.gov (United States)

    Piergiovanni, Polly R.

    2012-01-01

    Sophomore liberal arts and engineering students enrolled in a course to learn and practice some basic chemical engineering side by side. The course was developed around the theme of indigo dyeing, which has an interesting history, fascinating chemistry and is accessible to all students. The students participated in a variety of active learning…

  9. Factors Influencing Academic Performance of Students Enrolled in a Lower Division Cell Biology Core Course

    Science.gov (United States)

    Soto, Julio G.; Anand, Sulekha

    2009-01-01

    Students' performance in two semesters of our Cell Biology course was examined for this study. Teaching strategies, behaviors, and pre-course variables were analyzed with respect to students' performance. Pre-semester and post-semester surveys were administered to ascertain students' perceptions about class difficulty, amount of study and effort…

  10. College Students' Choice Modeling of Taking On-Line International Business Courses

    Science.gov (United States)

    Yeh, Robert S.

    2006-01-01

    To understand students' choice behavior of taking on-line international business courses, a survey study is conducted to collect information regarding students' actual choices of taking on-line courses and potential factors that may have impacts on students' choices of online learning. Potential factors such as enrollment status, demographic…

  11. The Examination of the Attitudes of Secondary School Students towards Physical Education Course

    Science.gov (United States)

    Keskin, Özkan; Hergüner, Gülten; Dönmez, Ahmet; Berisha, Milaim; Üçan, Erkan

    2017-01-01

    The aim of this study is to examine the attitudes of primary education students towards physical education courses according to certain variables. 640 students from elementary schools in the city center and several counties of Sakarya participated in the study. In the designating of the students' attitudes towards the physical education courses,…

  12. What Motivates U.S. Business Students to Take International Business Courses?

    Science.gov (United States)

    Pineda, Rodley C.

    2009-01-01

    Business and educational institutions agree that students need a solid foundation in international business (IB) to become successful managers in a global economy. Students have increasingly expressed interest in IB courses but have not necessarily enrolled in them. The author found that students who have taken IB courses have a more positive…

  13. Using the Jazz Metaphor to Enhance Student Learning and Skill Development in the Marketing Research Course

    Science.gov (United States)

    Mills, Michael Kenneth

    2010-01-01

    The marketing research course is often a very challenging one both for students and instructors. This article discusses how the jazz metaphor can aid the instructor in both facilitating students' learning of the more basic as well as the more specific skills that make up the course, in addition to contributing more to student enjoyment of the…

  14. Students' Network Integration as a Predictor of Persistence in Introductory Physics Courses

    Science.gov (United States)

    Zwolak, Justyna P.; Dou, Remy; Williams, Eric A.; Brewe, Eric

    2017-01-01

    Increasing student retention (successfully finishing a particular course) and persistence (continuing through a sequence of courses or the major area of study) is currently a major challenge for universities. While students' academic and social integration into an institution seems to be vital for student retention, research into the effect of…

  15. Undergraduate Student Perceptions of the Pedagogy Used in a Leadership Course: A Qualitative Examination

    Science.gov (United States)

    Odom, Summer F.

    2015-01-01

    This exploratory, qualitative, descriptive study examined undergraduate student perspectives of pedagogy used in an undergraduate leadership elective course to describe how students view the effectiveness and impact of pedagogies used in the course. Undergraduate students (n = 28) reflected on the effectiveness of the pedagogies and the learning…

  16. Online Course Delivery: An Empirical Investigation of Factors Affecting Student Satisfaction

    Science.gov (United States)

    Beqiri, Mirjeta S.; Chase, Nancy M.; Bishka, Atena

    2010-01-01

    The authors investigated potential factors impacting students' satisfaction with online course delivery using business students as participants. The findings suggest that the student who would be more satisfied with the delivery of online courses fits the following profile: graduate, married, resides more than 1 mile away from campus, and male.…

  17. Improving Undergraduate Student Satisfaction with the Consumer Behavior Course: Will Interactive Technology Help?

    Science.gov (United States)

    Eastman, Jacqueline K.; Iyer, Rajesh; Eastman, Kevin L.

    2011-01-01

    In this paper, we measure the impact of interactive technology on student satisfaction and find support for the hypothesis that students who find a class is more interesting because of the use of interactive technology will be more satisfied with the course. The results also support the hypothesis that if students like the course, they will be…

  18. EXPERIENCE OF THE REMOTE COURSE IMPLEMENTATION FOR THE ORGANIZATION OF THE INDEPENDENT WORK OF STUDENTS FROM MATHEMATICAL ANALYSIS

    Directory of Open Access Journals (Sweden)

    Botuzova Y.

    2017-12-01

    Full Text Available The article raises the problem of organization independent work of students. In particular, the model of integration of traditional and distance learning in the form of a blended learning is considered. The experience of introducing a distance course in the discipline "Mathematical Analysis" is described. The purpose of this distance course is the effective organization of independent out of class work of future mathematics teachers. In this paper, the structure of educational and methodological support of the educational process on mathematical analysis is examined, as well as its model in a blended learning is presented. The didactic capabilities of distance technologies are analyzed. The step-by-step scheme of organization of independent work of students in the context of the use of distance course is offered. The scheme consists of the following stages: preparatory, theoretical, practical-activity, controlling, corrective. The author describes in detail the contents of the work of the teacher and students at each of these stages. The peculiarities of planning, developing and implementing a distance course, and the leadership of independent work of students are revealed. For this, the teacher performs the following functions: the formation of a permanent positive student motivation; defining and setting goals and objectives; organization of interaction between students; control and counseling of students in the learning process. A number of psychological and pedagogical problems are highlighted in the implementation of the distance learning form and the ways of their partial or complete elimination are indicated.

  19. The impact of a dedicated Science-Technology-Society (STS) course on student knowledge of STS content

    Science.gov (United States)

    Barron, Paul E.

    In the last half century, public awareness of issues such as population growth, environmental pollution and the threat of nuclear war has pressured science education to reform to increase student social responsibility. The emerging Science-Technology-Society (STS) movement addressed these concerns by developing numerous strategies and curricula. Considerable diagnostic research has been conducted on student knowledge of the nature of science, but not on the wider scope of STS content (e.g., the nature of science and technology and their interactions with society). However, researchers have not widely studied the impact of comprehensive STS curricula on students' knowledge of STS content nor the nature of STS teaching practice that influenced this knowledge gain. This study examined student success and teacher performance in a special STS course in Ontario, Canada. Research questions focused on the STS content knowledge gain by students completing this course and the impact of the STS teachers' teaching practices on this knowledge gain. Student data were collected using pre-course and post-course assessments of students' STS content knowledge. Teacher data were obtained using semi-structured interviews, classroom observations and videotapes. Statistical analysis indicated that, after completing the STS course, students significantly increased their STS content knowledge as measured by the Views on Science Technology Society instrument. Gender and academic achievement had no significant impact on this knowledge gain, implying that this course, as taught by these teachers, could appeal to a wide range of students as a general education course. The second part of the study indicated that detailed research is needed on the relationship between STS teaching practice and student STS content knowledge gain. The small sample size prevents generalizations but initial indications show that factors such constructivist teaching practices and strong teacher STS content knowledge

  20. Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

    Science.gov (United States)

    Zimmerman, Whitney Alicia; Johnson, Glenn

    2017-01-01

    Data were collected from 353 online undergraduate introductory statistics students at the beginning of a semester using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument and an abbreviated form of the Statistics Anxiety Rating Scale (STARS). Data included a survey of expected grade, expected time commitment, and the…

  1. Behind the Final Grade in Hybrid v. Traditional Courses: Comparing Student Performance by Assessment Type, Core Competency, and Course Objective

    Science.gov (United States)

    Bain, Lisa Z.

    2012-01-01

    There are many different delivery methods used by institutions of higher education. These include traditional, hybrid, and online course offerings. The comparisons of these typically use final grade as the measure of student performance. This research study looks behind the final grade and compares student performance by assessment type, core…

  2. Teaching caring and competence: Student transformation during an older adult focused service-learning course.

    Science.gov (United States)

    Brown, Karen M; Bright, Leslie M

    2017-11-01

    Innovative teaching strategies develop nurses' knowledge, skills, and attitudes while simultaneously integrating the art of caring and transforming attitudes toward adults over age 65. The study's purpose was to explore students' experiences and attitudes toward older adults with cognitive and/or physical limitations as well as the effects on students' knowledge and skills during a baccalaureate nursing, course which included a service-learning experience. Service-learning synthesizes meaningful community service, academic instruction, and reflection. Participants included baccalaureate students enrolled in a service-learning nursing course focused on older adults. This retrospective, qualitative, phenomenological study used reflective journals and an online survey to explore baccalaureate nursing students' experiences toward older adults with cognitive and/or physical limitations. Themes included initial attitudes of anticipation, apprehension, anxiety, and ageist stereotypes. Final attitudes included a "completely changed perspective" of caring, compassion, and respect indicative of a rewarding, "life-changing" experience. Participants cited enhanced learning, especially in the areas of patient-centered care, collaboration, communication, advocacy, empathy, assessment skills, and evidence-based practice. This innovative teaching strategy led to transformed attitudes toward older adults, reduced fear of older adult populations, an increased desire to work with older adults, and the ability to form a transpersonal, caring relationship while enhancing nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities?

    Science.gov (United States)

    Gottfried, Michael A; Sublett, Cameron

    Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.

  4. Student Buy-In to Active Learning in a College Science Course

    Science.gov (United States)

    Cavanagh, Andrew J.; Aragón, Oriana R.; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I.; Graham, Mark J.

    2016-01-01

    The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure–persuasion–identification–commitment (EPIC) process model of buy-in, here applied to student (n = 245) engagement in an undergraduate science course featuring active learning. Student buy-in to active learning was positively associated with engagement in self-regulated learning and students’ course performance. The positive associations among buy-in, self-regulated learning, and course performance suggest buy-in as a potentially important factor leading to student engagement and other student outcomes. These findings are particularly salient in course contexts featuring active learning, which encourage active student participation in the learning process. PMID:27909026

  5. Impact of Flipped Classroom Design on Student Performance and Perceptions in a Pharmacotherapy Course.

    Science.gov (United States)

    Koo, Cathy L; Demps, Elaine L; Farris, Charlotte; Bowman, John D; Panahi, Ladan; Boyle, Paul

    2016-03-25

    Objective. To determine whether a flipped classroom design would improve student performance and perceptions of the learning experience compared to traditional lecture course design in a required pharmacotherapy course for second-year pharmacy students. Design. Students viewed short online videos about the foundational concepts and answered self-assessment questions prior to face-to-face sessions involving patient case discussions. Assessment. Pretest/posttest and precourse/postcourse surveys evaluated students' short-term knowledge retention and perceptions before and after the redesigned course. The final grades improved after the redesign. Mean scores on the posttest improved from the pretest. Postcourse survey showed 88% of students were satisfied with the redesign. Students reported that they appreciated the flexibility of video viewing and knowledge application during case discussions but some also struggled with time requirements of the course. Conclusion. The redesigned course improved student test performance and perceptions of the learning experience during the first year of implementation.

  6. Class modality, student characteristics, and performance in a community college introductory STEM course

    Science.gov (United States)

    Fogle, Thomas Ty

    Research on introductory STEM course performance has indicated that student characteristics (age, ethnicity and gender) and Grade Point Average (G.P.A.) can be predictive of student performance, and by implication, a correlation among these factors can help determine course design interventions to help certain types of students perform well in introductory STEM courses. The basis of this study was a community college Visual Basic programming course taught in both online and hybrid format. Beginning students in this course represented a diverse population residing in a large, mid-western, city and surrounding communities. Many of these students were defined as "at-Risk" or "non-traditional, which generally means any combination of socio-economic, cultural, family and employment factors that indicate a student is non-traditional. Research has shown these students struggle academically in technologically dense STEM courses, and may require student services and support to achieve their individual performance goals. The overall number in the study range was 392 distance students and 287 blended course students. The main question of this research was to determine to what extent student characteristics in a community college context, and previous success, as measured in overall G.P.A., were related to course performance in an introductory Visual Basic programming (STEM) course; and, whether or not a combination of these factors and course modality was predictive of success. The study employed a quantitative, quasi-experimental design to assess whether students' course performance was linked to course modality, student characteristics and overall G.P.A. The results indicated that the only predictor of student performance was overall G.P.A. Despite the research analyzed in Chapter 2, there was no statistically significant relationship to modality, age, ethnicity, or gender to performance in the course. Cognitive load is significant in a computer programming course and it

  7. Teaching Experiences for Graduate Student Researchers: A Study of the Design and Implementation of Science Courses for Secondary Students

    Science.gov (United States)

    Collins, Anne Wrigley

    Modern science education reform recommends that teachers provide K-12 science students a more complete picture of the scientific enterprise, one that lies beyond content knowledge and centers more on the processes and culture of scientists. In the case of Research Experience for Teachers (RET) programs, the "teacher" becomes "researcher" and it is expected that he/she will draw from the short-term science research experience in his/her classroom, offering students more opportunities to practice science as scientists do. In contrast, this study takes place in a program that allows graduate students, engaged in research full-time, to design and implement a short-duration course for high school students on Saturdays; the "researcher" becomes "teacher" in an informal science program. In this study, I investigated eleven graduate students who taught in the Saturday Science (SS) program. Analyses revealed participants' sophisticated views of the nature of science. Furthermore, participants' ideas about science clearly resonated with the tenets of NOS recommended for K-12 education (McComas et al., 1998). This study also highlighted key factors graduate students considered when designing lessons. Instructors took great care to move away from models of traditional, "lecture"-based, university science teaching. Nonetheless, instruction lacked opportunities for students to engage in scientific inquiry. In instances when instructors included discussions of NOS in SS courses, opportunities for high school students to learn NOS were not explicit enough to align with current science reform recommendations (e.g., AAAS, 2009). Graduate students did, however, offer high school students access to their own science or engineering research communities. These findings have significant implications for K-12 classroom reform. Universities continue to be a valuable resource for K-12 given access to scientists, materials or equipment, and funding. Nonetheless, and as was the case with

  8. Courses in Modern Physics for Non-science Majors, Future Science Teachers, and Biology Students

    Science.gov (United States)

    Zollman, Dean

    2001-03-01

    For the past 15 years Kansas State University has offered a course in modern physics for students who are not majoring in physics. This course carries a prerequisite of one physics course so that the students have a basic introduction in classical topics. The majors of students range from liberal arts to engineering. Future secondary science teachers whose first area of teaching is not physics can use the course as part of their study of science. The course has evolved from a lecture format to one which is highly interactive and uses a combination of hands-on activities, tutorials and visualizations, particularly the Visual Quantum Mechanics materials. Another course encourages biology students to continue their physics learning beyond the introductory course. Modern Miracle Medical Machines introduces the basic physics which underlie diagnosis techniques such as MRI and PET and laser surgical techniques. Additional information is available at http://www.phys.ksu.edu/perg/

  9. Sifting through course evaluations: medical student comments driving surgery curriculum changes.

    Science.gov (United States)

    French, Judith C; Bickett, Melissa M; Iocono, Joseph A

    2013-01-01

    Student empowerment of curriculum changes is a double-edged sword. When examining our third-year surgery course every year, we debate where the line is between improving education through student input against allowing the students to design "an easy course." Written student comments on end-of-course evaluations (from the academic years 2006-2007 to 2010-2011) were analyzed using the qualitative approach described by Miles and Huberman. We compared the grouped comments to the course changes that were made over these years to determine what extent were we listening to students. Finally, we took the course changes made and juxtaposed them with student grades and with student course perceptions provided by the end-of-course evaluation analysis. We identified 17 alterations to our curriculum since the year 2007-2008 and of those, 12 are directly related to student comments. Some examples of our changes were a grading-scale alteration, grouping of workshops, and adding a shelf examination review session. The overall course ratings by the students steadily rose over the 5-year period (2.57 to 3.39), while the percentages of A's earned by students decreased over that same time until the year 2010-2011 when the percent of A's earned increased by over 30%. Because of the fact that 12 of 17 course changes can be directly related back to the student comments, we feel confident that we are listening to students. The increase in perception of the course through the first 4 years did not coincide with higher grades. The changes made have been instrumental in the course winning the best clerkship award for the last 4 years. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  10. Student teachers' perceptions about their experiences in a student centered course

    Directory of Open Access Journals (Sweden)

    Canan Perkan Zeki

    2014-03-01

    Full Text Available There is a growing need to provide curricula that meets the changing needs of students in higher education. To train pre-service teachers according to the demands of the new educational contexts, the move from teacher-centered curricula to learning-centered curricula is a must. The aim of this research is to examine the currently used curriculum of EGIT 450 Student Centered Education (SCE course to highlight suggestions for a better design and implementation of the SCE approach. A qualitative paradigm was used with an interpretive methodology. The participants of the study were the 37 third year undergraduate students enrolled in the course at one of the tertiary institutions in North Cyprus. Qualitative data were collected through end-of-the-semester reflective essays and analyzed through content analysis method. The findings revealed that SCE methodology helped improve student teachers' cognitive skills via holding an active role and their affective skills through group work activities emphasizing its effect on permanent learning and learning how to learn. Participants also pointed out the difficulty and complexity of the roles expected from the teacher and learners individually and cooperatively. The inefficiency of some of the teaching-learning activities, physical characteristics of the classroom setting and duration of the allocated time for the activities were among the weak aspects of the course.

  11. A course for developing interprofessional skills in pre-professional honor students using humanities and media.

    Science.gov (United States)

    Poirier, Therese I; Stamper-Carr, Connie; Newman, Kate

    2017-09-01

    To design and implement an undergraduate honors course for pre-health professional students that develops interpersonal skills through use of a variety of humanities. A three credit hour course in an honors seminar sequence was developed by pharmacy practice faculty and with input from faculty in mass communications, philosophy, applied communication studies and history. The course utilized a variety of media such as literature, film, and podcasts to foster student discussion about a variety of health-related topics. Topics included public health, stigmatization, portrayals of health care providers, patient experiences, health care ethics, aging, and death and dying. Students were assessed using pre-class assignments and reflective writings as well as a formal written and oral presentation on a selected health-related book. A quasi-experimental design was used to assess the impact of the course on desired course outcomes. The first course offering was to 22 undergraduate pre-health professional honors students. Pre- and post-course surveys on students' perceptions and students' reflective writings revealed achievement of desired course outcomes. Post-course evaluations also revealed positive perceptions about the course. The design of this course provided an outlet for students to read and enjoy various forms of media, while also meeting its goal of exposing students to a variety of humanities. The course allowed students to think critically about various health care issues, and to begin to develop interpersonal skills. The course could be adapted for pharmacy by developing affective domains of the Accreditation Council for Pharmacy Education (ACPE) Standards. Copyright © 2017 Elsevier Inc. All rights reserved.

  12. Students Helping Students: Evaluating a Pilot Program of Peer Teaching for an Undergraduate Course in Human Anatomy

    Science.gov (United States)

    Bruno, Paul A.; Love Green, Jennifer K.; Illerbrun, Sara L.; Holness, Duncan A.; Illerbrun, Samantha J.; Haus, Kara A.; Poirier, Sylvianne M.; Sveinson, Katherine L.

    2016-01-01

    The educational literature generally suggests that supplemental instruction (SI) is effective in improving academic performance in traditionally difficult courses. A pilot program of peer teaching based on the SI model was implemented for an undergraduate course in human anatomy. Students in the course were stratified into three groups based on…

  13. Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course

    Directory of Open Access Journals (Sweden)

    Amir Mohamed Talib

    2018-01-01

    Full Text Available This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT Fundamentals (IT280 course in the Information Technology (IT Department, College of Computer & Information Sciences (CCIS, Al-Imam Mohammad Ibn Saud Islamic University (IMSIU. The assessment model is developed based on students’ mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students’ performance towards the final examination of the course. A study on 150 second year students (male = 52; female = 98 was conducted to measure students’ knowledge and understanding for IT280 course according to the three level of Bloom’s Taxonomy. The results concluded that students can be categorized as poor (10%, moderate (42%, good (18%, and successful (24% to achieve Level 3 of Bloom’s Taxonomy. This study shows that the students’ performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.

  14. Introductory astronomy course at the University of Cape Town: Probing student perspectives

    Directory of Open Access Journals (Sweden)

    Vinesh Rajpaul

    2014-11-01

    Full Text Available We report on research carried out to improve teaching and student engagement in the introductory astronomy course at the University of Cape Town. This course is taken by a diverse range of students, including many from educationally disadvantaged backgrounds. We describe the development of an instrument, the Introductory Astronomy Questionnaire (IAQ, which we administered as pre- and posttests to students enrolled in the course. The instrument comprised a small number of questions which probed three areas of interest: student motivation and expectations, astronomy content, and worldview. Amongst our findings were that learning gains were made in several conceptual areas, and that students appeared to develop a more nuanced view of the nature of astronomy. There was some evidence that the course had a positive impact on students’ worldviews, particularly their attitudes towards science. We also identified a promising predictor of course success that could in the future be used to identify students requiring special teaching intervention.

  15. Developing Intercultural Competence in Future Student Affairs Professionals through a Graduate Student Global Study Course to Doha, Qatar

    Science.gov (United States)

    Haber, Paige; Getz, Cheryl

    2011-01-01

    This paper describes a 2-week global study course to Doha, Qatar for graduate students in the higher education leadership and student affairs program at the University of San Diego. The course sought to develop intercultural competence with a specific focus on understanding Qatari and Middle Eastern perspectives and culture, understanding the…

  16. A Web-based Quantum Mechanics Course for first Year Graduate Students in Physics

    Science.gov (United States)

    Breinig, M.

    1996-11-01

    All class materials for the 1996 graduate Quantum Mechanics course at the University of Tennessee are distributed over the Internet (http://electron4.phys.utk.edu). Complete class notes are available in PDF format. Homework problems and solutions are distributed in PDF format or as scanned notes. Students need Web access using a graphical browser with a PDF reader plug-in (Adobe Acrobat) installed. The news and mail clients must be able to display attachments, such as graphics files, inline. A class news group has been set up. Students use this news group to discus class material, homework problems, and anything else of interest among themselves. Numerical solutions are presented in the form of Java programs.

  17. Introduction to clinical pathology: A brief course of laboratory medicine in the field for medical students

    Science.gov (United States)

    Omidifar, Navid; Keshtkari, Ali; Dehghani, Mohammadreza; Shokripour, Mansoureh

    2017-01-01

    OBJECTIVES: Teaching of clinical pathology to medical students has been ignored in many countries such as Iran. We aim to introduce a practical brief course and its proper timing. MATERIALS AND METHODS: Three groups of medical students from consecutive years of entrance passed a 1.5 working day practical course on the field. Their level of knowledge was assessed by pre- and post-tests. Their idea and satisfaction were gathered by questionnaires. RESULTS: Knowledge of students became significantly higher after the course. Their satisfaction was high. Students in later year of education got significantly higher marks. Most of the students wished such a course should be away from basic sciences period and as near as possible to internship. DISCUSSION: Due to overloaded curriculum of general medicine in Iran, we decided to run a brief practical course of laboratory medicine education for medical students. Although the course was practical, the knowledge of students became higher. Students with more clinical experience and knowledge absorbed more. Being actively involved in the classes lit the enthusiasm of students and made them satisfied with the course. It seemed that the course should be placed in later years of clinical training to get the best uptake and results. PMID:29114552

  18. The Impact of a Participant-Based Accounting Cycle Course on Student Performance in Intermediate Financial Accounting I

    Science.gov (United States)

    Siagian, Ferdinand T.; Khan, Mohammad

    2016-01-01

    The authors investigated whether students in an Intermediate Financial Accounting I course who took a 1-credit, participant-based accounting cycle course performed better than students who did not take the accounting cycle course. Results indicate a higher likelihood of earning a better grade for students who took the accounting cycle course even…

  19. A Comparison of the Number of Hours of Sleep in High School Students Who Took Advanced Placement and/or College Courses and Those Who Did Not

    Science.gov (United States)

    Jin, Qiushuang; Shi, Qian

    2008-01-01

    This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high…

  20. Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course

    Directory of Open Access Journals (Sweden)

    Jo Boaler

    2018-04-01

    Full Text Available This study reports on the impact of a “massive, open, online course” (MOOC designed to change students' ideas about mathematics and their own potential and improve their mathematics achievement. Many students hold damaging fixed mindsets, believing that their intelligence is unchangeable. When students shift to a growth mindset (believing that their intelligence is malleable, their achievement increases. This study of a MOOC intervention differs from previous mindset research in three ways (1 the intervention was delivered through a free online course with the advantage of being scalable nationwide (2 the intervention infused mindset messages into mathematics, specifically targeting students' beliefs about mathematics (3 the research was conducted with a teacher randomized controlled design to estimate its effects. Results show that the treatment group who took the MOOC reported more positive beliefs about math, engaged more deeply in math in class, and achieved at significantly higher levels on standardized mathematics assessments.

  1. 34 CFR 668.48 - Report on completion or graduation rates for student-athletes.

    Science.gov (United States)

    2010-07-01

    ... Institutional and Financial Assistance Information for Students § 668.48 Report on completion or graduation... Management and Budget under control number 1845-0004) (Authority: 20 U.S.C. 1092) [60 FR 61788, Dec. 1, 1995...

  2. Correlating student interest and high school preparation with learning and performance in an introductory university physics course

    OpenAIRE

    Jason J. B. Harlow; David M. Harrison; Andrew Meyertholen

    2014-01-01

    We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the course primarily for their own interest outperformed students who took the course primarily because it was required, both on the Force Concept Inven...

  3. Physics Myth Busting: A Lab-Centered Course for Non-Science Students

    Science.gov (United States)

    Madsen, Martin John

    2011-01-01

    There is ongoing interest in how and what we teach in physics courses for non-science students, so-called "physics for poets" courses. Art Hobson has effectively argued that teaching science literacy should be a key ingredient in these courses. Hobson uses Jon Millers definition of science literacy, which has two components: first, "a basic…

  4. Components of a Flipped Classroom Influencing Student Success in an Undergraduate Business Statistics Course

    Science.gov (United States)

    Shinaberger, Lee

    2017-01-01

    An instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course. The researcher used a linear mixed model to explore the effectiveness of the evolution on student success as measured by exam performance. The results provide guidance to successfully implement a…

  5. Two Sides of the Same Coin: Student-Faculty Perspectives of the Course Syllabus

    Science.gov (United States)

    McDonald, Jeanette; Siddall, Gillian; Mandell, Deena; Hughes, Sandy

    2010-01-01

    Course syllabi play an important role in teaching, learning, and course design. They serve multiple functions and audiences and represent the end product of a scholarly process. In the following article, select findings from a mixed methods study examining how faculty and students conceptualize course syllabi are presented, specifically the design…

  6. Online Student Evaluation Improves Course Experience Questionnaire Results in a Physiotherapy Program

    Science.gov (United States)

    Tucker, Beatrice; Jones, Sue; Straker, Leon

    2008-01-01

    This paper reports the use of an online student evaluation system, Course Experience on the Web (CEW), in a physiotherapy program to improve their Course Experience Questionnaire (CEQ) results. CEW comprises a course survey instrument modeled on the CEQ and a tailored unit survey instrument. Closure of the feedback loop is integral in the CEW…

  7. Student-Centered Learning in an Earth Science, Preservice, Teacher-Education Course

    Science.gov (United States)

    Avard, Margaret

    2009-01-01

    In an effort to get elementary teachers to teach more science in the classroom, a required preservice science education course was designed to promote the use of hands-on teaching techniques. This paper describes course content and activities for an innovative, student-centered, Earth science class. However, any science-content course could be…

  8. Gender Gap or Program Gap? Students' Negotiations of Study Practice in a Course in Electromagnetism

    Science.gov (United States)

    Andersson, Staffan; Johansson, Anders

    2016-01-01

    This study of achievement differences, as reflected by course grades, on a third-semester electromagnetism course at a Swedish research university was motivated by instructor concerns about gender inequalities. Quantitative analysis showed a gender gap in course grades between female and male students for the period of fall 2007 to spring 2013.…

  9. Enhancing Student Learning in Marketing Courses: An Exploration of Fundamental Principles for Website Platforms

    Science.gov (United States)

    Hollenbeck, Candice R.; Mason, Charlotte H.; Song, Ji Hee

    2011-01-01

    The design of a course has potential to help marketing students achieve their learning objectives. Marketing courses are increasingly turning to technology to facilitate teaching and learning, and pedagogical tools such as Blackboard, WebCT, and e-Learning Commons are essential to the design of a course. Here, the authors investigate the research…

  10. Designing a Materials Development Course for EFL Student Teachers: Principles and Pitfalls

    Science.gov (United States)

    Bouckaert, Marina

    2016-01-01

    This article presents an overview of a newly designed course in materials development at a teacher education institute in the Netherlands. It also includes an evaluation of the course by its participants, student teachers of English as a foreign language (EFL) in Dutch secondary schools. The course overview describes the aims and objectives of the…

  11. Cross-Cultural Context, Content, and Design: Development of Courses in Global Topics Serving International Students

    Science.gov (United States)

    Van Hook, Steven R.

    2011-01-01

    This research was conducted in the development of courses for students from multiple nations at two California universities, applying cross-cultural tactics in course content and design. The paper examines the evolution of courses in Global Issues and Global Economics, including the theoretical foundations of socioeconomic development, how those…

  12. A Student-Led Feedback Protocol on Writing Assignments in a History of Mathematics Course

    Science.gov (United States)

    White, Diana

    2014-01-01

    History of math courses are commonly offered in mathematics departments. Such courses naturally lend themselves to writing assignments, and a growing body of research supports writing as a means to learn mathematics. This article details two such assignments, providing an overview of the course in which they are situated, and a student-led…

  13. Personality and Student Performance on Evaluation Methods Used in Business Administration Courses

    Science.gov (United States)

    Lakhal, Sawsen; Sévigny, Serge; Frenette, Éric

    2015-01-01

    The objective of this study was to verify whether personality (Big Five model) influences performance on the evaluation methods used in business administration courses. A sample of 169 students enrolled in two compulsory undergraduate business courses responded to an online questionnaire. As it is difficult within the same course to assess…

  14. Causal-Comparative Study Analyzing Student Success in Hybrid Anatomy and Physiology Courses

    Science.gov (United States)

    Levy, Jacqueline Anita

    2013-01-01

    In the biological sciences, higher student success levels are achieved in traditionally formatted, face-to-face coursework than in hybrid courses. The methodologies used to combine hybrid and in-person elements to the course need to be applied to the biological sciences to emulate the success seen in the traditional courses since the number of…

  15. Fostering Students' Preparation and Achievement in Upper Level Mathematics Courses

    Science.gov (United States)

    Celik, Mehmet; Shaqlaih, Ali

    2017-01-01

    This study describes an intervention to address both motivation, student engagement and preparation in upper-level mathematics courses. The effect of the intervention regarding students' achievements is investigated via students' opinions and data analysis from students' assessments. The results of this study show the featured intervention…

  16. Performance of Distance Learning Students in a Small Business Management Course

    Science.gov (United States)

    Kotey, Bernice; Anderson, Phil

    2006-01-01

    Purpose: The purpose of the paper is to compare the performance of distance-learning students in a Small Business Management (SBM) course with that of internal (on-campus) students, and to examine students' demographics and information processing systems for their moderating effects on performance of each student group.…

  17. Enabling students to learn: Design, implementation and assessment of a supplemental study strategies course for an introductory undergraduate biology course

    Science.gov (United States)

    Sriram, Jayanthi Sanjeevi

    Attrition in the STEM disciplines is a national problem and one of the important reasons for this is student experiences in introductory courses. A myriad of factors influence students' experiences in those courses; inadequate student preparation is one of the most cited reasons. Incoming freshmen often lack the learning strategies required to meaningfully learn and succeed in college courses. Unfortunately, the instructors have limited time and/or have little experience in teaching learning strategies. In this paper, the design, implementation, and evaluation of a Supplemental Course (SC) model that emphasizes learning strategies is presented. SC was offered concurrently with the introductory biology courses for four consecutive semesters (fall 2011 to spring 2013); for 10 weeks in fall 2012 and 7 weeks in the other semesters at Miami University. 10 weeks SC began earlier in the semester than the shorter SC. This study evaluated the effects of the SC on students' (1) performance in the introductory biology course, (2) perceived changes in self-regulation and social support, and (3) experiences in the introductory biology course before, during, and after participation in the SC. A mixed methods approach was used to address these goals. A pre-post survey was administered to obtain students' use of self-regulation strategies and social-support data. Quantitative methods were utilized to analyze content exam grades and changes in self-regulation strategies and social-support. To explore the experiences of the students, semi-structured interviews were conducted, followed by analysis using grounded theory. The findings reveal that participants of the longer duration SC (with an earlier start date) significantly improved in content exam performance, perceived use of self-regulation strategies, and social support compared to the non-participants. Participants of the shorter duration SC (with a later start date) did not significantly improve in content exam performance

  18. Learning Doctor-Patient Communication – Evaluating the effectiveness of the communication training course at Leipzig University from the students' point of view

    Directory of Open Access Journals (Sweden)

    Cämmerer, Jana

    2016-05-01

    Full Text Available Objective: At the University of Leipzig, the requirements of the Licensing Regulations for Doctors (Approbationsordnung für Ärzte for the practical training of communication skills are actively implemented by a two-semester communication course. During this course, student tutors impart the basics of interpersonal as well as selected aspects of doctor-patient communication using interactive training methods. This article reports on the effect the training has on the self-assessed communication skills of the medicine students.Methods: The students’ self-perceived communication skills were assessed, both at the beginning and after the completion of the first and second course semesters using questionnaires related to the course’s learning goals. Pre-post comparisons were then carried out. 142 students (of 163 students in total participated in the survey at the start of the course, of which 117 completed the T2-questionnaire at the end of the first course semester. Only the 84 students who also completed the questionnaires in the second course semester were included in the statistical analysis. These responses were analysed using both descriptive and inferential statistics.Results: The comparison of the self-assessments between the four measurement points showed that statistically significant learning progress for all assessed communication skills had taken place from the point of view of the students. The largest changes between measurements, and therefore the greatest learning progress, could be seen in knowledge related skills.Conclusion: From the students’ point of view the communication training contributes significantly to the acquisition of communication skills. The results suggest that this “hands-on” course concept is suited to successfully enhance the students’ communication skills. The course concept should therefore be retained for both the course in its current form as well as for any extension of the course into the

  19. The Importance of Course Design on Classroom Performance of Marketing Students

    Science.gov (United States)

    Black, Gregory S.; Daughtrey, Clayton L.; Lewis, Jeffrey S.

    2014-01-01

    The main objective of this study was to investigate the impact of course design on marketing student outcomes by examining data gathered over several semesters from 563 undergraduate students enrolled in marketing classes at a major university. During this period of time, respondents were enrolled in one of four marketing courses, each of which…

  20. Blended Learning in Chemistry Laboratory Courses: Enhancing Learning Outcomes and Aligning Student Needs with Available Resources

    Science.gov (United States)

    Burchett, Shayna Brianne

    2016-01-01

    Freshman science courses are intended to prepare students for the rigor and expectations of subsequent college science. While secondary education aims to prepare students for the college curriculum, many incoming freshman lack the sense of responsibility for their own learning that is essential for success in a college-level course. The freshman…

  1. Theoretical Model of Development of Information Competence among Students Enrolled in Elective Courses

    Science.gov (United States)

    Zhumasheva, Anara; Zhumabaeva, Zaida; Sakenov, Janat; Vedilina, Yelena; Zhaxylykova, Nuriya; Sekenova, Balkumis

    2016-01-01

    The current study focuses on the research topic of creating a theoretical model of development of information competence among students enrolled in elective courses. In order to examine specific features of the theoretical model of development of information competence among students enrolled in elective courses, we performed an analysis of…

  2. Formation of Professional Competence of Legal Specialty Students in the Elective Courses Studying

    Science.gov (United States)

    Akhmejanova, Gulnara; Olzhabayev, Bulat; Grigoryeva, Roza; Karibaeva, Zhanara; Avilkhan, Akmamyk; Sakenov, Janat

    2016-01-01

    This article examines the scientific problem of the formation of professional competence of legal specialty students in the elective courses studying. The analysis has been conducted and the content of professional competence of legal specialty students has been substantiated. This work substantiates the role of elective courses in the formation…

  3. Normal Science and the Paranormal: The Effect of a Scientific Method Course on Students' Beliefs.

    Science.gov (United States)

    Morier, Dean; Keeports, David

    1994-01-01

    A study investigated the effects of an interdisciplinary course on the scientific method on the attitudes of 34 college students toward the paranormal. Results indicated that the course substantially reduced belief in the paranormal, relative to a control group. Student beliefs in their own paranormal powers, however, did not change. (Author/MSE)

  4. Student Oriented Approaches in the Teaching of Thermodynamics at Universities--Developing an Effective Course Structure

    Science.gov (United States)

    Partanen, Lauri

    2016-01-01

    The aim of this study was to apply current pedagogical research in order to develop an effective course and exercise structure for a physical chemistry thermodynamics course intended for second or third year university students of chemistry. A mixed-method approach was used to measure the impact the changes had on student learning. In its final…

  5. Distance Learning in an Accounting Principles Course--Student Satisfaction and Perceptions of Efficacy

    Science.gov (United States)

    Vamosi, Alexander R.; Pierce, Barbara G.; Slotkin, Michael H.

    2004-01-01

    In this study, the authors employed a novel, dual approach toward the delivery of course material to assess students' satisfaction with distance learning and their perceptions of its efficacy. Students in two sections of an Introduction to Financial Accounting course received instruction that alternated between traditional, live lectures and live…

  6. Multicultural Course Pedagogy: Experiences of Master's-Level Students of Color

    Science.gov (United States)

    Seward, Derek Xavier

    2014-01-01

    The author conducted a grounded theory study to examine multicultural training as experienced by 20 master's-level students of color enrolled in multicultural counseling courses. Findings revealed an emergent theory of student of color learning experiences and multicultural course pedagogy. Implications for counselor educators are discussed.

  7. Web-Conferencing: An Analysis of Course Delivery Systems on Student Achievement at a Technical College

    Science.gov (United States)

    Stanford, Roger John

    2012-01-01

    Web-conferencing software was chosen for course delivery to provide flexible options for students at a two-year technical college. Students used technology to access a live, synchronous microeconomics course over the internet instead of a traditional face-to-face lecture. This investigation studied the impact of implementing web-conferencing…

  8. When a Dream Becomes a Nightmare: Why Do Indigenous Australian Medical Students Withdraw from Their Courses?

    Science.gov (United States)

    Ellender, Isabel; Drysdale, Marlene; Chesters, Janice; Faulkner, Susan; Kelly, Heather; Turnbull, Leanne

    2008-01-01

    This paper investigates reasons Indigenous Australian medical students gave for leaving their courses prior to graduation. Indigenous students who had withdrawn or deferred from their medical courses were asked about the barriers and disincentives that had dissuaded them from graduating. Although the response rate to the questionnaire was very…

  9. Student Response to an Internet-Mediated Industrial Design Studio Course

    Science.gov (United States)

    Chen, Wenzhi; You, Manlai

    2010-01-01

    The purpose of this study is to investigate student attitudes towards and perceptions of using the Internet and information technology to mediate a design studio course and to propose guidelines and suggestions for developing Internet-mediated design studio courses. Two classes of third-year undergraduate industrial design students in two…

  10. Portraits of PBL: Course Objectives and Students' Study Strategies in Computer Engineering, Psychology and Physiotherapy.

    Science.gov (United States)

    Dahlgren, Madeleine Abrandt

    2000-01-01

    Compares the role of course objectives in relation to students' study strategies in problem-based learning (PBL). Results comprise data from three PBL programs at Linkopings University (Sweden), in physiotherapy, psychology, and computer engineering. Faculty provided course objectives to function as supportive structures and guides for students'…

  11. Students' Attitudes towards Interdisciplinary Education: A Course on Interdisciplinary Aspects of Science and Engineering Education

    Science.gov (United States)

    Gero, Aharon

    2017-01-01

    A course entitled "Science and Engineering Education: Interdisciplinary Aspects" was designed to expose undergraduate students of science and engineering education to the attributes of interdisciplinary education which integrates science and engineering. The core of the course is an interdisciplinary lesson, which each student is…

  12. Student Perceived Importance and Correlations of Selected Computer Literacy Course Topics

    Science.gov (United States)

    Ciampa, Mark

    2013-01-01

    Traditional college-level courses designed to teach computer literacy are in a state of flux. Today's students have high rates of access to computing technology and computer ownership, leading many policy decision makers to conclude that students already are computer literate and thus computer literacy courses are dinosaurs in a modern digital…

  13. Early Experience with a Health Promotion Course for Pharmacy Students in Indonesia

    Science.gov (United States)

    Kristina, Susi Ari; Yulianto, Yulianto; Prabandari, Yayi Suryo

    2018-01-01

    Objective: To implement a new health promotion course as part of pharmacy public health practices and to identify pharmacy students' knowledge, perceived role and self-efficacy with respect to what was learned through this. Method: A total of 119 fifth-year pharmacy students undertook a new health promotion course in a pharmacy school in…

  14. Communication Barriers: A Study of Eastern Mediterranean University Students' and Teachers' of Online Program and Courses

    Science.gov (United States)

    Isman, Aytekin; Altinay, Fahriye

    2005-01-01

    This research study defines communication barriers in online programs and courses by determining the perceptions of students and teachers at Eastern Mediterranean University. It aims to get the answers to the questions of what sorts of problems students and teachers face while being involved in online courses and online programs. Distance…

  15. Introductory Astronomy Course at the University of Cape Town: Probing Student Perspectives

    Science.gov (United States)

    Rajpaul, Vinesh; Allie, Saalih; Blyth, Sarah-Louise

    2014-01-01

    We report on research carried out to improve teaching and student engagement in the introductory astronomy course at the University of Cape Town. This course is taken by a diverse range of students, including many from educationally disadvantaged backgrounds. We describe the development of an instrument, the Introductory Astronomy Questionnaire…

  16. Active Learning: Engaging Students to Maximize Learning in an Online Course

    Science.gov (United States)

    Khan, Arshia; Egbue, Ona; Palkie, Brooke; Madden, Janna

    2017-01-01

    Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty…

  17. Heterosexual Privilege Awareness, Prejudice, and Support of Gay Marriage among Diversity Course Students

    Science.gov (United States)

    Case, Kim; Stewart, Briana

    2010-01-01

    Although most research investigating diversity courses focuses on attitudes toward racial minorities and women, these courses may also influence student attitudes toward lesbians and gay men. The current study assessed student awareness of heterosexual privilege, prejudice against lesbians and gay men, and support for same-sex marriage. Students…

  18. A Study of Student Retention and Attitudes in a Community College Preparatory Mathematics Course.

    Science.gov (United States)

    Rhodes, Jolene M.

    This study explored the effects of the use of laboratory activities on students' attitudes and retention in a community college preparatory mathematics course. It also examined whether the use of numerical, analytical, and graphical methods of solution in preparatory classes would affect student retention in the succeeding algebra course. The…

  19. Student Performance in Mathematics: Should We Be Concerned? Evidence from a Retail Course

    Science.gov (United States)

    Enderson, Mary C.; Mann, Manveer

    2018-01-01

    This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence…

  20. Psychological Type and Undergraduate Student Achievement in Pharmacy Course in Military Medical University

    Science.gov (United States)

    Shi, Ru; Shan, Shou-qin; Tian, Jian-quan

    2007-01-01

    The Myers-Briggs Type Indicator (MBTI) was given to 264 students in an undergraduate Pharmacy course at a military medical university. Selected MBTI personality types were compared for achievement in the course using a t-test to compare total points earned. High grades were earned by students stronger in the traits of introversion (I) and judgment…

  1. Incentive Matters!--The Benefit of Reminding Students about Their Academic Standing in Introductory Economics Courses

    Science.gov (United States)

    Chen, Qihui; Okediji, Tade O.

    2014-01-01

    In this article, the authors illustrate how incentives can improve student performance in introductory economics courses. They implemented a policy experiment in a large introductory economics class in which they reminded students who scored below an announced cutoff score on the midterm exam about the risk of failing the course. The authors…

  2. "Detached Concern" of Medical Students in a Cadaver Dissection Course: A Phenomenological Study

    Science.gov (United States)

    Tseng, Wei-Ting; Lin, Ya-Ping

    2016-01-01

    The cadaver dissection course remains a time-honored tradition in medical education, partly because of its importance in cultivating professional attitudes in students. This study aims to investigate students' attitudes--specifically characterized as "detached concern"--in a cadaver dissection course. An interpretative phenomenological…

  3. Effective Reading in a Foreign Language: An Experimental Reading Course in English for Overseas Students.

    Science.gov (United States)

    Hill, J. K.

    1981-01-01

    Describes experimental program at the Language Center of the University of Kent at Canterbury in which Belgian university students participated in a course designed to increase their English reading speed. Purpose of course was to decrease tendency to concentrate on every word. Results suggest the participating students made significant progress.…

  4. Integrating Public Relations with Advertising: An Exercise for Students in the College Public Relations Campaigns Course

    Science.gov (United States)

    Moody, Reginald Ford

    2012-01-01

    Today's public relations (PR) campaigns courses give students the opportunity to research, analyze, plan, and, in many cases, execute a campaign for a real client. Even so, today's campaigns courses may leave students with a weak understanding of how PR can best partner with other tools in the communication mix, namely advertising. Educators may…

  5. A Library Research Course for Graduate and Professional Students in Communication Sciences and Disorders

    Science.gov (United States)

    Tag, Sylvia G.

    2007-01-01

    This article describes the formation and content of a required library and information research course for graduate and professional students enrolled in the Communication Sciences and Disorders Master of Arts degree program at Western Washington University. The course was created as a result of library assessment, student feedback, and faculty…

  6. Introducing Problem-Based Learning to Undergraduate IT Service Management Course: Student Satisfaction and Work Performance

    Science.gov (United States)

    Anicic, Katarina Pažur; Mekovec, Renata

    2016-01-01

    This paper describes the implementation of problem-based learning (PBL) principles in an undergraduate IT service management course, followed by the results about student satisfaction and work performance. The results indicate the students' general satisfaction with the course implementation, as well as some challenges regarding the…

  7. The Effect of Creative Drama on Student Achievement in the Course of Information Technologies

    Science.gov (United States)

    Özek, Müzeyyen Bulut

    2016-01-01

    The purpose of this study is to determine the effect of creative drama on student achievement in the Information Technologies course. The study was carried out for the unit "Tomorrow's Technology" which is the first unit of Information Technologies course. For this study, 89 sixth grade students were selected from primary school in…

  8. Course-Shopping in the Urban Community Colleges: An Analysis of Student Drop and Add Activities.

    Science.gov (United States)

    Hagedorn, Linda Serra; Maxwell, William B.; Cypers, Scott; Moon, Hye Sun; Lester, Jaime

    This study examines the course shopping behaviors of approximately 5,000 community college students enrolled across the nine campuses of the Los Angeles Community College District in spring 2001. The sample students are representative of the district. For the purpose of this analysis, the authors define course shopping as: (1) cyclic shopping, the…

  9. Tracking Undergraduate Student Achievement in a First-Year Physiology Course Using a Cluster Analysis Approach

    Science.gov (United States)

    Brown, S. J.; White, S.; Power, N.

    2015-01-01

    A cluster analysis data classification technique was used on assessment scores from 157 undergraduate nursing students who passed 2 successive compulsory courses in human anatomy and physiology. Student scores in five summative assessment tasks, taken in each of the courses, were used as inputs for a cluster analysis procedure. We aimed to group…

  10. An Evaluation of a Course That Introduces Undergraduate Students to Authentic Aerospace Engineering Research

    Science.gov (United States)

    Mena, Irene B.; Schmitz, Sven; McLaughlin, Dennis

    2015-01-01

    This paper describes the implementation and assessment of an aerospace engineering course in which undergraduate students worked on research projects with graduate research mentors. The course was created using the principles from cooperative learning and project-based learning, and consisted of students working in small groups on a complex,…

  11. How Do Students' Accounts of Sociology Change over the Course of Their Undergraduate Degrees?

    Science.gov (United States)

    Ashwin, Paul; Abbas, Andrea; McLean, Monica

    2014-01-01

    In this article we examine how students' accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology.…

  12. Using ACT Subscores to Identify at Risk Students in Business Statistics and Principles of Management Courses

    Science.gov (United States)

    Welborn, Cliff Alan; Lester, Don; Parnell, John

    2015-01-01

    The American College Test (ACT) is utilized to determine academic success in business core courses at a midlevel state university. Specifically, subscores are compared to subsequent student grades in selected courses. The results indicate that ACT Mathematics and English subscores are a valid predictor of success or failure of business students in…

  13. Fear and loathing: undergraduate nursing students' experiences of a mandatory course in applied statistics.

    Science.gov (United States)

    Hagen, Brad; Awosoga, Oluwagbohunmi A; Kellett, Peter; Damgaard, Marie

    2013-04-23

    This article describes the results of a qualitative research study evaluating nursing students' experiences of a mandatory course in applied statistics, and the perceived effectiveness of teaching methods implemented during the course. Fifteen nursing students in the third year of a four-year baccalaureate program in nursing participated in focus groups before and after taking the mandatory course in statistics. The interviews were transcribed and analyzed using content analysis to reveal four major themes: (i) "one of those courses you throw out?," (ii) "numbers and terrifying equations," (iii) "first aid for statistics casualties," and (iv) "re-thinking curriculum." Overall, the data revealed that although nursing students initially enter statistics courses with considerable skepticism, fear, and anxiety, there are a number of concrete actions statistics instructors can take to reduce student fear and increase the perceived relevance of courses in statistics.

  14. First-Generation Female College Students' Financial Literacy: Real and Perceived Barriers to Degree Completion

    Science.gov (United States)

    Eitel, Susan J.; Martin, Jennifer

    2009-01-01

    First-generation female college students (FGFCS) make up a large portion of the diversity in higher education. Unfortunately "access" to education does not translate to success. Persistence and degree completion for these students is often undermined by seemingly insurmountable obstacles. The purposes of this study were to identify the financial…

  15. Why Do Students Choose Not to Follow All Instructions When Completing Assessment Tasks?

    Science.gov (United States)

    Fleet, Wendy

    2013-01-01

    As academics we often assume that allocating marks to a task will influence student decision-making when it comes to completing that task. Marks are used by lecturers to indicate the relative importance of each of the criteria used for marking the assessment task and we expect the student to respond to the marks' allocation. This Postcard suggests…

  16. The Cost of Economic Literacy: How Well Does a Literacy-Targeted Principles of Economics Course Prepare Students for Intermediate Theory Courses?

    Science.gov (United States)

    Gilleskie, Donna B.; Salemi, Michael K.

    2012-01-01

    In a typical economics principles course, students encounter a large number of concepts. In a literacy-targeted course, students study a "short list" of concepts that they can use for the rest of their lives. While a literacy-targeted principles course provides better education for nonmajors, it may place economic majors at a…

  17. Influence of Nursing Faculty Discussion Presence on Student Learning and Satisfaction in Online Courses.

    Science.gov (United States)

    Claywell, Lora; Wallace, Cara; Price, Jill; Reneau, Margaret; Carlson, Kathleen

    2016-01-01

    This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses.

  18. Evaluation of e-learning course, Information Literacy, for medical students

    OpenAIRE

    Kratochvíl Jiří

    2013-01-01

    The main purpose of this article is to describe and to evaluate the results of evaluation of the e-learning course, Information Literacy, which is taught by the librarians at the Faculty of Medicine, Masaryk University. In the article the results are discussed to inform about the librarians' experience with tutoring the course. The survey covers the medical students who enrolled on the course between autumn 2008 and autumn 2010. The students were requested to fill the questionnaire designed i...

  19. Using Mimio Boardcast in an Online Principles of Macroeconomics Course to Improve Student Performance

    OpenAIRE

    FINLAY, Nikki McIntyre; DEIS, Michael H.

    2004-01-01

    The emergence of the speedily evolving world of technology has given many universities an interactive medium to facilitate teaching and learning. One such medium has been online courses, which have provided greater access to both traditional and non-traditional students. In quantitative courses such as economics, however, there are often concerns about whether students in online and on-campus sections of the same course receive equivalent educational experiences. This paper will compare stude...

  20. The analysis of students' characteristics related to the achievement in the introduction course to programming

    OpenAIRE

    Habjan, Klaudija

    2016-01-01

    In this Master thesis we look into students' characteristics which impact their success at introductory programming course. We want to define characteristics which are connected to and positively correlate with success at introductory programming course. The majority of novice students studying Computing on the Two-subject teacher program at the Faculty of Education, University of Ljubljana experience programming for the first time in this introductory programming course. Every year, stude...

  1. Knowledge loss of medical students on first year basic science courses at the university of Saskatchewan

    Directory of Open Access Journals (Sweden)

    D'Eon Marcel F

    2006-01-01

    Full Text Available Abstract Background Many senior undergraduate students from the University of Saskatchewan indicated informally that they did not remember much from their first year courses and wondered why we were teaching content that did not seem relevant to later clinical work or studies. To determine the extent of the problem a course evaluation study that measured the knowledge loss of medical students on selected first year courses was conducted. This study replicates previous memory decrement studies with three first year medicine basic science courses, something that was not found in the literature. It was expected that some courses would show more and some courses would show less knowledge loss. Methods In the spring of 2004 over 20 students were recruited to retake questions from three first year courses: Immunology, physiology, and neuroanatomy. Student scores on the selected questions at the time of the final examination in May 2003 (the 'test' were compared with their scores on the questions 10 or 11 months later (the 're-test' using paired samples t -tests. A repeated-measures MANOVA was used to compare the test and re-test scores among the three courses. The re-test scores were matched with the overall student ratings of the courses and the student scores on the May 2003 examinations. Results A statistically significant main effect of knowledge loss (F = 297.385; p post hoc comparisons showed a significant difference between Neuroanatomy and Physiology (mean difference of 10.7, p = .004. Conclusion There was considerable knowledge loss among medical students in the three basic science courses tested and this loss was not uniform across courses. Knowledge loss does not seem to be related to the marks on the final examination or the assessment of course quality by the students.

  2. Computer Self-Efficacy: A Practical Indicator of Student Computer Competency in Introductory IS Courses

    Directory of Open Access Journals (Sweden)

    Rex Karsten

    1998-01-01

    Full Text Available Students often receive their first college-level computer training in introductory information systems courses. Students and faculty frequently expect this training to develop a level of student computer competence that will support computer use in future courses. In this study, we applied measures of computer self-efficacy to students in a typical introductory IS course. The measures provided useful evidence that student perceptions of their ability to use computers effectively in the future significantly improved as a result of their training experience. The computer self-efficacy measures also provided enhanced insight into course-related factors of practical concern to IS educators. Study results also suggest computer self-efficacy measures may be a practical and informative means of assessing computer-training outcomes in the introductory IS course context

  3. Web-Enhanced General Chemistry Increases Student Completion Rates, Success, and Satisfaction

    Science.gov (United States)

    Amaral, Katie E.; Shank, John D.; Shibley, Ivan A., Jr.; Shibley, Lisa R.

    2013-01-01

    General Chemistry I historically had one of the highest failure and withdrawal rates at Penn State Berks, a four-year college within the Penn State system. The course was completely redesigned to incorporate more group work, the use of classroom response systems, peer mentors, and a stronger online presence via the learning management system…

  4. How Instructional Strategies Impact Students' Learning, Motivation, and Learning Strategies in Introductory Geology Courses

    Science.gov (United States)

    Perkins, D.; Budd, D. A.; Stempien, J. A.; Kraft, K.; Matheney, R. K.; McConnell, D.; Wirth, K. R.; Bykerk-Kauffman, A.

    2010-12-01

    The Geoscience Affective Research Network (GARNET) quantified the relationship between classroom teaching styles, student learning, and students’ motivations and attitudes for 14 different instructors at 2 community colleges, a private college, and 4 large public universities. Instruction was characterized with the Reformed Teaching Observation Protocol (RTOP). The 0-100 scale reflects the span between traditional instructor-centered lecture and interactive, student-centered courses. Every participating instructor was observed at least twice. Student learning was measured using a 15-question concept inventory (CI) focused on geologic time and plate tectonics. Twelve questions were from the Geologic Concept Inventory of Libarkin and Anderson (2005) and 3 questions were added on relative time. Students’ affective domain was measured using the Motivated Strategies for Learning Questionnaire (MSLQ), 81 questions that define 15 motivation and cognitive subcategories. 1152 students completed both surveys in the 2nd and 14th weeks of their class during the 2008-2010 academic years. RTOP scores ranged from 19 to 87. Learning gains ranged from 18.6% to 47.4% with students learning significantly more from instructors with higher RTOP scores. Learning gains and RTOP positively covary (R2 = 0.67). Adjusting for questions on which students scored high prior to instruction (>90% correct), results in an even stronger relationship (R2 = 0.89). Higher RTOP scores correlate to significant declines in many aspects of student motivation (extrinsic and intrinsic goals, task value, control of learning, and effort regulation). Declines occur mainly in lower and/or middle performing students as measured by grades. The highest performing students only show declines with respect to their control of learning beliefs. Students’ self-efficacy also declines with increasing use of student-student interactions. Higher RTOP scores only exhibit positive correlations to a few aspects of

  5. What do beginning students, in a rurally focused medical course, think about rural practice?

    Science.gov (United States)

    Young, Louise; Lindsay, Daniel B; Ray, Robin A

    2016-12-07

    Medical schools may select students for their attitudes towards rural medical practice, yet the rural-urban disparity in availability of medical practitioners and services has not diminished in recent times despite government initiatives and increasing numbers being trained for a career in medicine. One medical school, with a focus on rural and remote medicine, aims to select students with positive perceptions for rural medical practice. A research project collected data on the perceptions of these medical students in the first week of their medical studies. Students completed a low stakes essay on the life and work of a rural doctor. Initially, this formed part of a literacy assessment to determine any students requiring remediation. All students were asked if they would consent to their essay being reviewed for a research project. Data was obtained from those students who consented and handed their essays in for review. The 103 student essays underwent thematic analysis and sentences were coded into three main themes of rural lifestyle, doctor role and rural practice. Second level themes were further elicited and results were quantified according to whether they were positive or negative. Positive themes included rural lifestyle, doctor role, views of doctor, impact on community, broader work and skills knowledge, and better relationships with community and patients. Negative themes included doctor's health, pressure on doctor, family problems, greater workload, privacy and confidentiality issues, cultural issues, isolation, limited resources and financial impacts. Quantitisation of this data was used to transform essay sentences into a numerical form which allowed statistical analysis and comparison of perceptions using Z tests. No significant differences on the number of positive and negative responses for rural lifestyle and rural practice were found. The rural doctor role had a significantly more positive than negative views. Significant differences were

  6. The Effect of a Math Emporium Course Redesign in Developmental and Introductory Mathematics Courses on Student Achievement and Students' Attitudes toward Mathematics at a Two-Year College

    Science.gov (United States)

    Bishop, Amy Renee

    2010-01-01

    The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the…

  7. Teaching an Interdisciplinary Gerontological Course to Pharmacy Students

    Science.gov (United States)

    Sumner, Edward D.

    1978-01-01

    An interdisciplinary course on gerontology has been developed and offered as an elective at the Medical University of South Carolina College of Pharmacy. Instruction is provided in the physical, psychological, and social influences with ambulatory and institutionalized geriatrics patients. A course outline and course objectives are included. (SW)

  8. A "Hybrid" Bacteriology Course: The Professor's Design and Expectations; The Students' Performance and Assessment

    Directory of Open Access Journals (Sweden)

    Steven Krawiec

    2009-12-01

    Full Text Available A basic bacteriology course was offered in two successive academic years, first in a conventional format and subsequently as a "hybrid" course. The latter combined (i online presentation of content, (ii an emphasis on online resources, (iii thrice-weekly, face-to-face conversations to advance understanding, and (iv frequent student postings on an electronic discussion board. We compared the two courses through statistical analysis of student performances on the final examinations and the course overall and student assessment of teaching. The data indicated that there was no statistical difference in performance on the final examinations or the course overall. Responses on an instrument of evaluation revealed that students less strongly affirmed the following measures in the hybrid course: (i The amount of work was appropriate for the credit received, (ii Interactions between students and instructor were positive, (iii I learned a great deal in this course, and (iv I would recommend this course to other students. We recommend clear direction about active learning tasks and relevant feedback to enhance learning in a hybrid course.

  9. Opinion of Croatian Teacher Education Students Regarding the Quality of the Visual Arts Teaching Didactics Course

    Directory of Open Access Journals (Sweden)

    Marijana Županić Benić

    2017-09-01

    Full Text Available The purpose of this study was to assess student satisfaction with the Visual Arts Teaching Methodology course taught at the Croatian faculties of teacher education and identify important areas for improvement. The students’ open-ended, qualitative responses were reviewed and each response was assigned to one or more of the following categories: teacher performance, student teaching practice, assessment and grading, course organization, availability of learning materials and resources, and student teaching competences. The results indicate that the students are most satisfied with teacher performance, but they are also the least satisfied with course organization and recommend the most improvements in this area.

  10. Feedback in online course for non-native English-speaking students

    CERN Document Server

    Olesova, Larisa

    2013-01-01

    Feedback in Online Course for Non-Native English-Speaking Students is an investigation of the effectiveness of audio and text feedback provided in English in an online course for non-native English-speaking students. The study presents results showing how audio and text feedback can impact on non-native English-speaking students' higher-order learning as they participate in an asynchronous online course. It also discusses the results of how students perceive both types of the feedback provided. In addition, the study examines how the impact and perceptions differ when the instructor giving the

  11. Using lab notebooks to examine students' engagement in modeling in an upper-division electronics lab course

    Science.gov (United States)

    Stanley, Jacob T.; Su, Weifeng; Lewandowski, H. J.

    2017-12-01

    We demonstrate how students' use of modeling can be examined and assessed using student notebooks collected from an upper-division electronics lab course. The use of models is a ubiquitous practice in undergraduate physics education, but the process of constructing, testing, and refining these models is much less common. We focus our attention on a lab course that has been transformed to engage students in this modeling process during lab activities. The design of the lab activities was guided by a framework that captures the different components of model-based reasoning, called the Modeling Framework for Experimental Physics. We demonstrate how this framework can be used to assess students' written work and to identify how students' model-based reasoning differed from activity to activity. Broadly speaking, we were able to identify the different steps of students' model-based reasoning and assess the completeness of their reasoning. Varying degrees of scaffolding present across the activities had an impact on how thoroughly students would engage in the full modeling process, with more scaffolded activities resulting in more thorough engagement with the process. Finally, we identified that the step in the process with which students had the most difficulty was the comparison between their interpreted data and their model prediction. Students did not use sufficiently sophisticated criteria in evaluating such comparisons, which had the effect of halting the modeling process. This may indicate that in order to engage students further in using model-based reasoning during lab activities, the instructor needs to provide further scaffolding for how students make these types of experimental comparisons. This is an important design consideration for other such courses attempting to incorporate modeling as a learning goal.

  12. Enriching Student Learning of Astronomy in Online Courses via Hybrid Texts

    Science.gov (United States)

    Montgomery, M.

    2016-01-01

    Hybrid texts such as Horizons: Exploring the Universe, Hybrid (with CengageNOW) and Universe, Hybrid (with CengageNOW) are designed for higher education learning of astronomy in undergraduate online courses. In these hybrid texts, quiz and test bank questions have been revised to minimize easy look-up of answers by students via the Internet and discussion threads have been re-designed to allow for student selection of learning and for personalized learning, for example. By establishing connections between the student and the course content, student learning is enriched, students spend more time learning the material, student copying of answers is minimized, and student social engagement on the subject matter is increased. In this presentation, we discuss how Hybrid texts in Astronomy can increase student learning in online courses.

  13. Impact of distance education via interactive videoconferencing on students' course performance and satisfaction.

    Science.gov (United States)

    Klibanov, Olga M; Dolder, Christian; Anderson, Kevin; Kehr, Heather A; Woods, J Andrew

    2018-03-01

    The impact of distance education via interactive videoconferencing on pharmacy students' performance in a course was assessed after implementation of a distance campus. Students filled out a "Student Demographic Survey" and a "Precourse Knowledge Assessment" at the start of the course and a "Postcourse Knowledge Assessment" and a "Postcourse Student Perceptions Survey" at the end of the course. The primary end point, a comparison of course grades (%) between the main and distance campuses, was examined using the two-sample t-test. We examined the relationships among demographics, campus location, course grades, grade point average, pre- and postcourse knowledge assessments, and postcourse perceptions as our secondary end points with parametric and nonparametric tests. Data from 93 students were included in the analysis [main campus ( n = 81); distance campus ( n = 12)]. Students on the main campus achieved a significantly higher final course grade (87 vs. 81%; P = 0.02). Scores on the Postcourse Knowledge Assessment were also significantly higher compared with those of students on the distance education campus (77 vs. 68%; P = 0.04). Students on both campuses reported self-perceived improvement in their knowledge base regarding various aspects of infectious diseases. Compared with the students on the distance campus, those on the main campus were more likely to subjectively perceive that they had succeeded in the course ( P = 0.04). Our study suggests that students on the main campus achieved a higher final course grade and were more likely to feel that they had succeeded in the course. Students on both campuses reported improvement in knowledge.

  14. Happenstance and compromise: a gendered analysis of students' computing degree course selection

    Science.gov (United States)

    Lang, Catherine

    2010-12-01

    The number of students choosing to study computing at university continues to decline this century, with an even sharper decline in female students. This article presents the results of a series of interviews with university students studying computing courses in Australia that uncovered the influence of happenstance and compromise on course choice. This investigation provides an insight into the contributing factors into the continued downturn of student diversity in computing bachelor degree courses. Many females interviewed made decisions based on happenstance, many males interviewed had chosen computing as a compromise course, and family helped in the decision-making to a large degree in both genders. The major implication from this investigation is the finding that students of both genders appear to be socialised away from this discipline, which is perceived as a support or insurance skill, not a career in itself, in all but the most technical-oriented (usually male) student.

  15. Perception of the Relevance of Organic Chemistry in a German Pharmacy Students' Course.

    Science.gov (United States)

    Wehle, Sarah; Decker, Michael

    2016-04-25

    Objective. To investigate German pharmacy students' attitudes toward the relevance of organic chemistry training in Julius Maximilian University (JMU) of Würzburg with regard to subsequent courses in the curricula and in later prospective career options. Methods. Surveys were conducted in the second-year organic chemistry course (50 participants) as well as during the third-year and fourth-year lecture cycle on medicinal and pharmaceutical chemistry (66 participants) in 2014. Results. Students' attitudes were surprisingly consistent throughout the progress of the degree course. Students considered organic chemistry very relevant to the pharmacy study program (95% junior and 97% senior students), and of importance for their future pharmacy program (88% junior and 94% senior students). With regard to prospective career options, the perceived relevance was considerably lower and attitudes were less homogenous. Conclusions. German pharmacy students at JMU Würzburg consider organic chemistry of high relevance for medicinal chemistry and other courses in JMU's pharmacy program.

  16. An analysis of high-performing science students' preparation for collegiate science courses

    Science.gov (United States)

    Walter, Karen

    This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (pstudent GPA with honors science courses (n=55 and Pearson's r=-0.336), while AP courses (n=47 and Pearson's r=0.0016) and IB courses (n=17 and Pearson's r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.

  17. Differences in Student Evaluations of Principles and Other Economics Courses and The Allocation of Faculty across Courses

    Science.gov (United States)

    Ragan, James F., Jr.; Walia, Bhavneet

    2010-01-01

    The authors analyze 19 semesters of student evaluations at Kansas State University. Faculty member fixed effects are sizable and indicate that among faculty members who teach both types of courses, the best principles teachers also tend to be the best nonprinciples teachers. Estimates that ignore faculty effects are biased because principles…

  18. Language Learning Styles Used By Students Of Basic English Course (Bec) Pare

    OpenAIRE

    HIDAYAH, ULFA NURUL

    2013-01-01

    Learning styles are the important factors to help students to learn a second or foreign language. A learning habit of every individual is needed to support the student's learning to be more effective, for example by taking an English course. Learning styles can be classified into: visual, auditory, kinesthetic, tactile, group, and individual. This study is conducted to examine the language learning styles applied by the students of Basic English Course (BEC) in Pare, Kediri. This study applie...

  19. Using a Vaccine Proposal Assignment to Help Students Synthesize Topics Covered in an Undergraduate Immunology Course

    Directory of Open Access Journals (Sweden)

    Rebecca L. Sparks-Thissen

    2015-08-01

    Full Text Available Undergraduate students often have difficulty keeping track of all the pieces of the immune response and how they relate to each other.  To help students synthesize the information in an upper-level, undergraduate immunology course, the students in my course investigate the immune response to pathogen of their choosing and then use that information to design a vaccine to that pathogen.

  20. Study on Related Courses to Help Undergraduate Students Write Research Reports: a Curriculum Evaluation

    OpenAIRE

    Winarti, Eny

    2014-01-01

    From the experience of joining the boards in the students’ research report defence, teaching education research methodology, and classroom action research, the researcher indicated that students had challenges related with the logic of research methods and academic research writing.  These findings encouraged the researcher to study the courses that have potential in helping students writing their research reports.  To study the courses, the researcher analysed related documents, such as ...

  1. Students' perception of an integrated approach of teaching entire sequence of medicinal chemistry, pharmacology, and pharmacotherapeutics courses in PharmD curriculum.

    Science.gov (United States)

    Islam, Mohammed A; Schweiger, Teresa A

    2015-04-01

    To develop an integrated approach of teaching medicinal chemistry, pharmacology, and pharmacotherapeutics and to evaluate students' perceptions of integration as they progress through the PharmD curriculum. Instructors from each discipline jointly mapped the course contents and sequenced the course delivery based on organ systems/disease states. Medicinal chemistry and pharmacology contents were integrated and aligned with respective pharmacotherapeutics contents to deliver throughout second and third year of the curriculum. In addition to classroom lectures, active learning strategies such as recitation, case studies, online-discussion boards, open book quizzes, and writing patient progress notes were incorporated to enhance student learning. Student learning was assessed by examination scores, patient progress notes, and writing assignments. The impact of course integration was evaluated by a Web-based survey. One hundred and sixty-nine students completed the survey. Students exhibited positive attitude toward the integrated approach of teaching medicinal chemistry, pharmacology, and therapeutics. The P3 and P4 students better appreciated the benefits of integration compared to P2 students (P < .05). Students perceived the course integration as an effective way of learning. This study supports course improvement and the viability of expanding the concept of integration to other courses in the curriculum. © The Author(s) 2014.

  2. Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes.

    Science.gov (United States)

    Casagrand, Janet; Semsar, Katharine

    2017-06-01

    Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the incremental nature of the reforms and absence of pre-reform learning assessments, we needed a way to retrospectively assess the effectiveness of our efforts. To do this, we first looked at performance on 12 conserved exam questions. Students performed significantly higher post-reform on questions requiring lower-level cognitive skills and those requiring higher-level cognitive skills. Furthermore, student performance on conserved questions was higher post-reform in both the top and bottom quartiles of students, although lower-quartile student performance did not improve until after the first exam. To examine student learning more broadly, we also used Bloom's taxonomy to quantify a significant increase in the Bloom's level of exams, with students performing equally well post-reform on exams that had over twice as many questions at higher cognitive skill levels. Finally, we believe that four factors provided critical contributions to the success of the course reform, including: transformation efforts across multiple course components, alignment between formative and evaluative course materials, student buy-in to course instruction, and instructional support. This reform demonstrates both the effectiveness of incorporating student-centered, active learning into our course, and the utility of using Bloom's level as a metric to assess course reform. Copyright © 2017 the American Physiological Society.

  3. Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course

    Directory of Open Access Journals (Sweden)

    Katharine V. Northcutt

    2015-12-01

    Full Text Available One of the challenges in teaching a service-learning course is obtaining student buy-in from all students in the course. To circumvent this problem, I have let students in my undergraduate Neurobiology course design their own service-learning projects at the beginning of the semester. Although this can be chaotic because it requires last-minute planning, I have made it successful through facilitating student communication in the classroom, requiring thorough project proposals, meeting with students regularly, and monitoring group progress through written reflection papers. Most of my students have strong opinions about the types of projects that they want to carry out, and many students have used connections that they have already made with local organizations. Almost all projects that students have designed to this point involve teaching basic concepts of neurobiology to children of various ages while simultaneously sparking their interest in science. Through taking ownership of the project and designing it such that it works well with their strengths, interests, and weekly schedule, students have become more engaged in service learning and view it as a valuable experience. Despite some class time being shifted away from more traditional assignments, students have performed equally well in the course, and they are more eager to talk with others about course concepts. Furthermore, the feedback that I have received from community partners has been excellent, and some students have maintained their work with the organizations.

  4. Comparing the Attitudes of Pre-Health Professional and Engineering Students in Introductory Physics Courses

    Science.gov (United States)

    McKinney, Meghan

    2015-04-01

    This talk will discuss using the Colorado Learning Attitudes about Science Survey (CLASS) to compare student attitudes towards the study of physics of two different groups. Northern Illinois University has two levels of introductory mechanics courses, one geared towards biology majors and pre-health professionals, and one for engineering and physics majors. The course for pre-health professionals is an algebra based course, while the course for engineering and physics majors is a calculus based course. We've adapted the CLASS into a twenty question survey that measures student attitudes towards the practice of and conceptions about physics. The survey is administered as a pre and post assessment to look at student attitudes before and after their first course in physics.

  5. Evaluation of Small Student-Led Discussion Groups as an Adjunct to a Course in Abnormal Psychology

    Science.gov (United States)

    White, Geoffry D.

    1978-01-01

    Presents data related to student involvement in biweekly student-led discussion groups in an undergraduate abnormal psychology course. Evaluates the degree to which students felt they benefited from discussion groups composed of similar and dissimilar students. (Author/AV)

  6. The Test of Logical Thinking as a predictor of first-year pharmacy students' performance in required first-year courses.

    Science.gov (United States)

    Etzler, Frank M; Madden, Michael

    2014-08-15

    To investigate the correlation of scores on the Test of Logical Thinking (TOLT) with first-year pharmacy students' performance in selected courses. The TOLT was administered to 130 first-year pharmacy students. The examination was administered during the first quarter in a single session. The TOLT scores correlated with grades earned in Pharmaceutical Calculations, Physical Pharmacy, and Basic Pharmacokinetics courses. Performance on the TOLT has been correlated to performance in courses that required the ability to use quantitative reasoning to complete required tasks. In the future, it may be possible to recommend remediation, retention, and/or admission based in part on the results from the TOLT.

  7. A pilot randomised controlled study of the mental health first aid eLearning course with UK medical students.

    Science.gov (United States)

    Davies, E Bethan; Beever, Emmeline; Glazebrook, Cris

    2018-03-21

    Medical students face many barriers to seeking out professional help for their mental health, including stigma relating to mental illness, and often prefer to seek support and advice from fellow students. Improving medical students' mental health literacy and abilities to support someone experiencing a mental health problem could reduce barriers to help seeking and improve mental health in this population. Mental Health First Aid (MHFA) is an evidence-based intervention designed to improve mental health literacy and ability to respond to someone with a mental health problem. This pilot randomised controlled trial aims to evaluate the MHFA eLearning course in UK medical students. Fifty-five medical students were randomised to receive six weeks access to the MHFA eLearning course (n = 27) or to a no-access control group (n = 28). Both groups completed baseline (pre-randomisation) and follow-up (six weeks post-randomisation) online questionnaires measuring recognition of a mental health problem, mental health first aid intentions, confidence to help a friend experiencing a mental health problem, and stigmatising attitudes. Course feedback was gathered at follow-up. More participants were lost follow-up in the MHFA group (51.9%) compared to control (21.4%). Both intention-to-treat (ITT) and non-ITT analyses showed that the MHFA intervention improved mental health first aid intentions (p = first aid actions at follow-up (p = .006). Feedback about the MHFA course was generally positive, with participants stating it helped improve their knowledge and confidence to help someone. This pilot study demonstrated the potential for the MHFA eLearning course to improve UK medical students' mental health first aid skills, confidence to help a friend and stigmatising attitudes. It could be useful in supporting their own and others' mental health while studying and in their future healthcare careers. Retrospectively registered ( ISRCTN11219848 ).

  8. Isoniazid completion rates for latent tuberculosis infection among college students managed by a community pharmacist.

    Science.gov (United States)

    Hess, Karl; Goad, Jeffery; Wu, Joanne; Johnson, Kathleen

    2009-01-01

    The authors' objective was to document 9-month and previously recommended 6-month treatment completion rates for latent tuberculosis infection (LTBI) in a pharmacist-managed LTBI clinic in a community pharmacy on a college campus, and to describe patient characteristics. Participants were university students diagnosed with LTBI. The authors conducted a retrospective review of pharmacy records from 2000 to 2006. Main outcome measures included 6-month and 9-month LTBI treatment completion rates, total isoniazid (INH) tablets taken, characteristics of completers versus noncompleters, average time to treatment completion, and reported adverse drug events. The 9-month completion rate was 59%, and the 6-month completion rate was 67%. Among those not completing treatment, 15.2% experienced fatigue and 2.2% experienced a rash (p=.04 and p=.03, respectively). LTBI clinics are a unique niche for community pharmacies and can provide individualized patient care to ensure LTBI treatment adherence, monitoring for disease progression, and safety of INH.

  9. Electrophysiology for biomedical engineering students: a practical and theoretical course in animal electrocorticography.

    Science.gov (United States)

    Albarracín, Ana L; Farfán, Fernando D; Coletti, Marcos A; Teruya, Pablo Y; Felice, Carmelo J

    2016-09-01

    The major challenge in laboratory teaching is the application of abstract concepts in simple and direct practical lessons. However, students rarely have the opportunity to participate in a laboratory that combines practical learning with a realistic research experience. In the Biomedical Engineering career, we offer short and optional courses to complement studies for students as they initiate their Graduation Project. The objective of these theoretical and practical courses is to introduce students to the topics of their projects. The present work describes an experience in electrophysiology to teach undergraduate students how to extract cortical information using electrocorticographic techniques. Students actively participate in some parts of the experience and then process and analyze the data obtained with different signal processing tools. In postlaboratory evaluations, students described the course as an exceptional opportunity for students interested in following a postgraduate science program and fully appreciated their contents. Copyright © 2016 The American Physiological Society.

  10. Effective Modification of a Nonprescription Medicines Course to Optimize Learning of Millennial Generation Students

    Directory of Open Access Journals (Sweden)

    Bella H Mehta

    2013-01-01

    Full Text Available Objective: To describe examples of effective teaching strategies utilized within a required nonprescription therapeutics course, in order to accommodate learning characteristics of Millennials. Case Study: Instructors identified unique characteristics of Millennial generation students through literature review and focused educational workshops. These characteristics include the desire for active learning where didactic lectures make a connection to life, the incorporation of technology, and assignments that focus on team work. Course modifications were then made based on these characteristics including redesign of large group course lectures with incorporation of patient cases, inclusion of a variety of online components including the opportunity to provide course feedback, and active learning small group projects within workshop sections. Evaluation:Student evaluation of the course and instructors significantly improved after introducing changes to the course compared to previous years. Each component of the student evaluation resulted in a statistically significant change in mean score. Verbal and written evaluations indicated a very positive learning experience for students. Grade mean (3.3 vs. 3.8, p Conclusions: By identifying characteristics of Millennial generation student learners, traditional teaching methods can be modified in order to enhance retention of material and optimize their learning process. Course changes improved the learning experience for students and instructors. Instructors' willingness to evaluate generational differences and adapt teaching enhances the learning experiences in the classroom for both students and instructors.   Type: Case Study

  11. Flexner 2.0—Longitudinal Study of Student Participation in a Campus-Wide General Pathology Course for Graduate Students at The University of Arizona

    Directory of Open Access Journals (Sweden)

    Margaret M. Briehl PhD

    2016-12-01

    Full Text Available Faculty members from the Department of Pathology at The University of Arizona College of Medicine-Tucson have offered a 4-credit course on enhanced general pathology for graduate students since 1996. The course is titled, “Mechanisms of Human Disease.” Between 1997 and 2016, 270 graduate students completed Mechanisms of Human Disease. The students came from 21 programs of study. Analysis of Variance, using course grade as the dependent and degree, program, gender, and year (1997-2016 as independent variables, indicated that there was no significant difference in final grade (F = 0.112; P = .8856 as a function of degree (doctorate: mean = 89.60, standard deviation = 5.75; master’s: mean = 89.34, standard deviation = 6.00; certificate program: mean = 88.64, standard deviation = 8.25, specific type of degree program (F = 2.066, P = .1316; life sciences: mean = 89.95, standard deviation = 6.40; pharmaceutical sciences: mean = 90.71, standard deviation = 4.57; physical sciences: mean = 87.79, standard deviation = 5.17, or as a function of gender (F = 2.96, P = .0865; males: mean = 88.09, standard deviation = 8.36; females: mean = 89.58, standard deviation = 5.82. Students in the physical and life sciences performed equally well. Mechanisms of Human Disease is a popular course that provides students enrolled in a variety of graduate programs with a medical school-based course on mechanisms of diseases. The addition of 2 new medically oriented Master of Science degree programs has nearly tripled enrollment. This graduate level course also potentially expands the interdisciplinary diversity of participants in our interprofessional education and collaborative practice exercises.

  12. Effects of Online Interaction and Instructor Presence on Students' Satisfaction and Success with Online Undergraduate Public Relations Courses

    Science.gov (United States)

    Moore, Jensen

    2014-01-01

    This study examined student success, failure, withdrawal, and satisfaction in online public relations courses based on instructor-student interaction, student-student interaction, and instructor presence. Student passing rates, D/F rates, withdrawal rates, and evaluations of instruction were compiled from fifty-one online PR courses run over the…

  13. Stereotype Threat? Male and Female Students in Advanced High School Courses

    Science.gov (United States)

    Corra, Mamadi

    Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.

  14. Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material.

    Science.gov (United States)

    Crossgrove, Kirsten; Curran, Kristen L

    2008-01-01

    Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.

  15. At-Risk High School Students Recovering Course Credits Online: What We Know and Need to Know

    Science.gov (United States)

    Viano, Samantha L.

    2018-01-01

    The majority of American high school students enrolling in online education are doing so in credit recovery courses. These are online courses specifically for students who previously failed a face-to-face version of the course. Despite the popularity of credit recovery courses, the literature on online learning largely ignores credit recovery…

  16. Programs and Practices: Students' Historical Understandings in International Baccalaureate, Advanced Placement and Regular World History Courses

    Science.gov (United States)

    Ryter, Di

    2015-01-01

    World history has become increasingly important and has often been a required course for high school students in the United States. This multi-case study provides examples and descriptions of students' demonstration of historical understandings. It also includes multiple perspectives and experiences of world history students and teachers, and…

  17. Gender Differences on Attitudes and Participation in an Extracurricular Gymnastics Course among Greek University Students

    Science.gov (United States)

    Milosis, Dimitrios; Papaioannou, Athanasios G.; Siatras, Theophanis A.; Proios, Miltiadis; Proios, Michael

    2015-01-01

    The aims of the study were (a) to test the effectiveness of the theory of planned behavior (TPB) to predict Greek university students' voluntary participation in an extracurricular gymnastics course, and (b) to evaluate gender differences. Two hundred sixty-three (127 female, 136 male) students participated in the study. Students' attitudes,…

  18. OER Approach for Specific Student Groups in Hardware-Based Courses

    Science.gov (United States)

    Ackovska, Nevena; Ristov, Sasko

    2014-01-01

    Hardware-based courses in computer science studies require much effort from both students and teachers. The most important part of students' learning is attending in person and actively working on laboratory exercises on hardware equipment. This paper deals with a specific group of students, those who are marginalized by not being able to…

  19. Connecting to the Professor: Impact of the Student-Faculty Relationship in a Highly Challenging Course

    Science.gov (United States)

    Micari, Marina; Pazos, Pilar

    2012-01-01

    While many factors play into college student success, interaction with faculty has been identified as a key component. In highly challenging and anxiety-provoking courses, the student-faculty relationship may be all the more important. This study uses organic chemistry as a case example to investigate the role of the student-faculty relationship…

  20. Effectiveness of Just in Time Teaching on Student Achievement in an Introductory Thermodynamics Course

    Science.gov (United States)

    Liberatore, Matthew W.; Morrish, Rachel M.; Vestal, Charles R.

    2017-01-01

    The utility of Just-In-Time-Teaching (JITT) is compared across course topics and groups of students not receiving JITT exercises in class. JITT feedback incorporated various active learning exercises based on students' performance on online homework problems from Sapling Learning. With over 200 students in two sections participating in the…

  1. Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students

    Science.gov (United States)

    Nielsen, Jacob; Majgaard, Gunver; Sørensen, Erik

    2013-01-01

    How can student self-assessment be used as a tool and become beneficial for both lecturers and students? We used a simple self-assessment tool for pre- and post-testing on a first-semester engineering course. The students graded their knowledge on human-computer interaction based on their ability to understand and explain specific concepts. The…

  2. Factors Affecting Student Success in a First-Year Mathematics Course: A South African Experience

    Science.gov (United States)

    Kizito, Rita; Munyakazi, Justin; Basuayi, Clement

    2016-01-01

    In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function…

  3. Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course

    Science.gov (United States)

    Ziegler, Brittany; Montplaisir, Lisa

    2014-01-01

    Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students' perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest…

  4. Students' Perceptions of Factors That Contribute to Risk and Success in Accelerated High School Courses

    Science.gov (United States)

    Shaunessy-Dedrick, Elizabeth; Suldo, Shannon M.; Roth, Rachel A.; Fefer, Sarah A.

    2015-01-01

    In this qualitative study, we investigated 15 successful and 15 struggling high school students, perceived stressors, coping strategies, and intrapersonal and environmental factors that students perceive to influence their success in college-level courses. We found that students' primary sources of stress involved meeting numerous academic demands…

  5. Wounded Healers: Graduate Students with Histories of Trauma in a Family Violence Course

    Science.gov (United States)

    Zosky, Diane L.

    2013-01-01

    Social work students are witness to a variety of challenges from course content through scenarios, videos, role-plays, and field practice. Students may be vulnerable to experiencing vicarious traumatization from this exposure. Some students, however, may have personal histories of trauma and may therefore experience posttraumatic stress reactions…

  6. Undergraduate Students' Perceptions of Collaborative Learning in a Differential Equations Mathematics Course

    Science.gov (United States)

    Hajra, Sayonita Ghosh; Das, Ujjaini

    2015-01-01

    This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and…

  7. Student Perceptions of Writing Projects in a University Differential-Equations Course

    Science.gov (United States)

    Latulippe, Christine; Latulippe, Joe

    2014-01-01

    This qualitative study surveyed 102 differential-equations students in order to investigate how students participating in writing projects in university-level mathematics courses perceive the benefits of writing in the mathematics classroom. Based on previous literature on writing in mathematics, students were asked specifically about the benefits…

  8. Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students

    Science.gov (United States)

    Arshavskaya, Ekaterina

    2015-01-01

    This article makes a case for using creative writing in a second language course. Creative writing increases students' enthusiasm for writing skills development and supports students' creativity, which is a fundamental aspect of education. In order to engage less motivated students, a series of creative writing assignments was implemented in a…

  9. Improving Student Understanding of Lipids Concepts in a Biochemistry Course Using Test-Enhanced Learning

    Science.gov (United States)

    Horn, Savannah; Hernick, Marcy

    2015-01-01

    Test-enhanced learning has successfully been used as a means to enhance learning and promote knowledge retention in students. We have examined whether this approach could be used in a biochemistry course to enhance student learning about lipids-related concepts. Students were provided access to two optional learning modules with questions related…

  10. Students' Perceptions of a Twitter-Based Assignment in a Graduate-Level Instructional Technology Course

    Science.gov (United States)

    Nygard, Shanda; Day, Micah; Fricke, Gretchen; Knowlton, Dave S.

    2014-01-01

    This article examines Twitter as an innovation to enhance student learning within an online graduate-level course. Specifically, this article includes 3 narratives from students who were charged with using Twitter as a medium for sharing photographs and accompanying analysis. Within each narrative, students' experiences and opinions are…

  11. Student Buy-In to Active Learning in a College Science Course

    Science.gov (United States)

    Cavanagh, Andrew J.; Aragón, Oriana R.; Chen, Xinnian; Couch, Brian; Durham, Mary; Bobrownicki, Aiyana; Hanauer, David I.; Graham, Mark J.

    2016-01-01

    The benefits of introducing active learning in college science courses are well established, yet more needs to be understood about student buy-in to active learning and how that process of buy-in might relate to student outcomes. We test the exposure-persuasion-identification-commitment (EPIC) process model of buy-in, here applied to student (n =…

  12. Enhancing Geographic and Digital Literacy with a Student-Generated Course Portfolio in Google Earth

    Science.gov (United States)

    Guertin, Laura; Stubbs, Christopher; Millet, Christopher; Lee, Tsan-Kuang; Bodek, Matthew

    2012-01-01

    Google Earth can serve as a platform for students to construct a course ePortfolio. By having students construct their own placemarks in a customized Google Earth file, students document their learning in a geospatial context, learn an innovative use of Google Earth, and have the opportunity for creativity and flexibility with disseminating their…

  13. Effectively Using Discussion Boards to Engage Students in Introductory Leadership Courses

    Science.gov (United States)

    Smith, Deborah N.

    2015-01-01

    This article discusses the use of online asynchronous discussion boards as a valuable tool for connecting students to leadership concepts, theories, and models in introductory leadership survey courses. Recommendations are given for designing effective discussion boards that engage students and enhance their learning. Student outcomes include…

  14. Business Student Preferences: Exploring the Relative Importance of Web Management in Course Design

    Science.gov (United States)

    Taylor, Steven A.; Humphreys, Michael; Singley, Roger; Hunter, Gary L.

    2004-01-01

    The following study investigates the relative importance of Web management practices in business curricular pedagogy from an undergraduate student perspective. Using conjoint methodology, the results suggest that students early in their program of studies tend to most value (more) tests in terms of course attributes, while students later in their…

  15. Motivating Students to Offer Their Best: Evidence Based Effective Course Design

    Science.gov (United States)

    Stearns, Susan A.

    2013-01-01

    Sometimes we question whether students are incapable or capable and/or willing or unwilling in regards to their academics. This study determined where students lie in regards to these concepts and showed one example of motivating students to do their best via course design, in this particular case by the use of a writing process model.

  16. Telescopic Topics: The Impact of Student-Created Podcasts in a Large, General Education Course

    Science.gov (United States)

    Kraal, E. R.

    2014-12-01

    Large, general education courses are important to the geoscience community. These courses serve as valuable recruiting tools for future geoscience majors because over 55% of geoscience students select their major in the first two years of college (Wilson, 2013). These courses can have many challenges such as large class sizes, limited (or no) laboratory time and facilities, little financial resource support, non-permanent faculty, and a variety of student abilities and needs. High impact practices, such as writing courses, student research, and community service can be difficult to integrate into large, non-major courses. Student-produced audio (e. g. podcasts) provide one approach to providing high impact practices within these courses. Other researchers have found student produced audio to be effective at transmitting content, integrating place based experiences, and building community connections within the students. Here I present the implementation of student-created audio within a large (100+), general education course (AST 30 - Mission to the Planets) over the last 4 years called 'Telescopic Topics.' Activities scaffold the students through the semester where they select a topic on planetary science, work with the science reference librarian, visit the writing center, and record their podcast at campus student radio station. The top podcasts are then aired on the campus radio station during the news broadcasts through a rotating series. Surveys of student experiences find that student find the activity valuable and engaging. Students reported feeling less intimidated by the science content and more connected to the subject matter. In addition, it provides many of them with their first introduction to and use of the university library and associated campus resources.

  17. Predictors of Student Satisfaction with University Psychology Courses: A Review

    Science.gov (United States)

    Green, Heather J.; Hood, Michelle; Neumann, David L.

    2015-01-01

    Student satisfaction at university is receiving increasing attention. While academic discipline has been associated with student satisfaction in many studies, we found no previous reviews of student satisfaction within psychology, a discipline with among the largest undergraduate enrolments. In this paper, we review the student satisfaction…

  18. Vertical Integration: Results from a Cross-Course Student Collaboration

    Science.gov (United States)

    Sloan, Thomas; Lewis, David

    2011-01-01

    The authors report the results of a cross-class project involving sophomore-level students in an Operations Analysis (OA) class with junior-level students in an Operations Management (OM) class. The students formed virtual teams and developed a simulation model of a call center. The OM students provided the management expertise, while the OA…

  19. Integrating quantitative thinking into an introductory biology course improves students' mathematical reasoning in biological contexts.

    Science.gov (United States)

    Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

    2014-01-01

    Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students' apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students' understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students' inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students' biology learning.

  20. Leadership in Dental Hygiene Degree Completion Programs: A Pilot Study Comparing Stand-Alone Leadership Courses and Leadership-Infused Curricula.

    Science.gov (United States)

    Smith, Michelle L; Gurenlian, JoAnn R; Freudenthal, Jacqueline J; Farnsworth, Tracy J

    2016-05-01

    The aim of this study was to define the extent to which leadership and leadership skills are taught in dental hygiene degree completion programs by comparing stand-alone leadership courses/hybrid programs with programs that infuse leadership skills throughout the curricula. The study involved a mixed-methods approach using qualitative and quantitative data. Semi-structured interviews were conducted with program directors and faculty members who teach a stand-alone leadership course, a hybrid program, or leadership-infused courses in these programs. A quantitative comparison of course syllabi determined differences in the extent of leadership content and experiences between stand-alone leadership courses and leadership-infused curricula. Of the 53 U.S. dental hygiene programs that offer degree completion programs, 49 met the inclusion criteria, and 19 programs provided course syllabi. Of the program directors and faculty members who teach a stand-alone leadership course or leadership-infused curriculum, 16 participated in the interview portion of the study. The results suggested that competencies related to leadership were not clearly defined or measurable in current teaching. Reported barriers to incorporating a stand-alone leadership course included overcrowded curricula, limited qualified faculty, and lack of resources. The findings of this study provide a synopsis of leadership content and gaps in leadership education for degree completion programs. Suggested changes included defining a need for leadership competencies and providing additional resources to educators such as courses provided by the American Dental Education Association and the American Dental Hygienists' Association.

  1. Nursing student evaluation of NIOSH workplace violence prevention for nurses online course.

    Science.gov (United States)

    Brann, Maria; Hartley, Dan

    2017-02-01

    As primary targets of workplace violence in health care settings, nurses may suffer negative physical and psychological consequences. NIOSH created an online course to educate nurses about violence prevention techniques. A mixed-methods approach assessed workplace violence awareness and knowledge among nursing students. A pre/post/post-test survey and focus group discussions evaluated participant awareness and knowledge, assessed course design, and solicited recommendations for increasing participation and strategies for improving message retention. The mean awareness scores differed significantly between pre-course and both post-course time points (Wilk's λ=0.319, F(2, 46)=49.01, pviolence from pre-course scores (M=0.75, SD=0.438) to immediate post-course (M=2.13, SD=0.789) and four-week post-course (M=1.96, SD=0.771) scores on a 3-item measure. Similarly, mean knowledge scores increased between pre-course and both post-course time points (Wilk's λ=0.495, F(1.57, 73.66)=37.26, pviolence from pre-course scores (M=6.65, SD=1.45) to immediate post-course (M=8.56, SD=1.32) and four-week post-course (M=8.19, SD=1.42) scores on a 10-item measure. Qualitative data from the focus groups reinforced the quantitative findings. Participants citing benefits from the content strongly recommended including the course in nursing curriculums. Incorporating the course early in the nursing educational experience will better prepare students to deal with workplace violence when they enter health care professions. The results indicate that NIOSH and its partners created an effective online workplace violence awareness and prevention course. Practical applications: Nursing students and professionals can be effectively educated about workplace violence using an online format. Copyright © 2016 National Safety Council and Elsevier Ltd. All rights reserved.

  2. Teaching with comics: a course for fourth-year medical students.

    Science.gov (United States)

    Green, Michael J

    2013-12-01

    Though graphic narratives (or comics) now permeate popular culture, address every conceivable topic including illness and dying, and are used in educational settings from grade school through university, they have not typically been integrated into the medical school curriculum. This paper describes a popular and innovative course on comics and medicine for 4th-year medical students. In this course, students learn to critically read book length comics as well as create their own stories using the comics format. The rationale for the course, its general content and format, and methods for teaching are described. Finally, the author offers some reflections on why this medium resonates so powerfully with medical student learners.

  3. Does increasing student activity and reducing lecturing improve learning outcome in courses?

    DEFF Research Database (Denmark)

    Jensen, Lars Peter

    2014-01-01

    learnt. The setup of the traditional and the new version of the course is explained and the effects of the change analyzed by comparing two cohorts of first semester Software Engineering and Computer Science students. The course is aimed at improving the potential of freshmen students project work...... helping them to develop their skills in cooperation, learning and project management. After the semester each student group write a process analysis where they reflect on these issues and come up with ideas to improve their performance in the next project. The effect of the changes in the course...

  4. Comparing Synchronous Virtual Classrooms: Student, Instructor and Course Designer Perspectives

    Science.gov (United States)

    Lavolette, Elizabeth; Venable, Melissa A.; Gose, Eddie; Huang, Eric

    2010-01-01

    The synchronous tool that is right for developing an online course depends on the context, needs and priorities. This report compares synchronous, virtual classroom systems Elluminate Live! v. 9 and Dimdim v. 4.5. The researchers compared the features of each system in terms of facilitation of communication, presentation of course content and…

  5. Students, Micros, and Software: A New Approach in History Courses.

    Science.gov (United States)

    Xidis, Kathleen

    1988-01-01

    Explains how IBM and Apple microcomputers are being used in U.S. history survey courses at Johnson County Community College (Kansas). Discusses development of the program and the use of software such as "U.S. Constitution Tutor" and "Microstudy." Describes the courses and the computer-assisted-instruction modules designed to go…

  6. Rethinking ESL Service Courses for International Graduate Students

    Science.gov (United States)

    Min, Young-Kyung

    2016-01-01

    Drawing on data from a writing program in English as a second language (ESL) at a large university in the midwestern United States, this article addresses the significant gap in programmatic and pedagogical responses for graduate writing support by probing the notion of ESL service courses that approach graduate writing courses as being…

  7. An Environmental Sustainability Course for Design and Merchandising Students

    Science.gov (United States)

    Cao, Huantian; Frey, Lisa Vogel; Farr, Cheryl A.; Gam, Haejin

    2006-01-01

    The purpose of this project was to develop a science-based course, "Environmental Sustainability Issues for Designers and Merchandisers". The course emphasis was on scientific concepts underlying textile-related environmental problems; the focus was on the "cradle to cradle" design model as an approach for eliminating environmental problems during…

  8. Correlating Student Interest and High School Preparation with Learning and Performance in an Introductory University Physics Course

    Science.gov (United States)

    Harlow, Jason J.?B.; Harrison, David M.; Meyertholen, Andrew

    2014-01-01

    We have studied the correlation of student performance in a large first year university physics course with their reasons for taking the course and whether or not the student took a senior-level high school physics course. Performance was measured both by the Force Concept Inventory and by the grade on the final examination. Students who took the…

  9. A study on the students feedback on the foundation course in first year MBBS curriculum

    Directory of Open Access Journals (Sweden)

    Srimathi T

    2014-07-01

    Full Text Available Aim of the Study: To study the students feedback on the short orientation course in first year MBBS curriculum, which was introduced in the institution as per the recommendations of Medical Council of India for the Foundation course. Methodology: 250 First year MBBS students were divided into 7 small groups of 35 to 36 each. They attended a short orientation course over a period of 8 days on a rotation basis. The skills taught include Stress and Time Management, language, communication, use of information technology, National health policies, Biohazard safety, Introduction to the preclinical subjects, Medical literature search, First Aid and Basic life support, Medical ethics and professionalism. The results were analyzed on the 8th day by student’s feedback and debate sessions. Results: Positive feedback of 88.5 to 98.5% was recorded regarding the objectives of the course, contents, presentation, future value of the course in the student’s career by a Questionnaire issued to the students. Remedial measures undertaken for negative Feedback. The course enabled self directed learning of the subjects. Conclusion: The Foundation Course at the beginning of the First phase of the course enables the First year students to acquire the basic knowledge and skills required for all the subsequent phases in MBBS course and later on their medical practice and career.

  10. Assessing student engagement and self-regulated learning in a medical gross anatomy course.

    Science.gov (United States)

    Pizzimenti, Marc A; Axelson, Rick D

    2015-01-01

    In courses with large enrollment, faculty members sometimes struggle with an understanding of how individual students are engaging in their courses. Information about the level of student engagement that instructors would likely find most useful can be linked to: (1) the learning strategies that students are using; (2) the barriers to learning that students are encountering; and (3) whether the course materials and activities are yielding the intended learning outcomes. This study drew upon self-regulated learning theory (SRL) to specify relevant information about learning engagement, and how the measures of particular scales might prove useful for student/faculty reflection. We tested the quality of such information as collected via the Motivated Strategies for Learning Questionnaire (MSLQ). MSLQ items were administered through a web-based survey to 150 students in a first-year medical gross anatomy course. The resulting 66 responses (44% response rate) were examined for information quality (internal reliability and predictive validity) and usefulness of the results to the course instructor. Students' final grades in the course were correlated with their MSLQ scale scores to assess the predictive validity of the measures. These results were consistent with the course design and expectations, showing that greater use of learning strategies such as elaboration and critical thinking was associated with higher levels of performance in the course. Motivation subscales for learning were also correlated with the higher levels of performance in the course. The extent to which these scales capture valid and reliable information in other institutional settings and courses needs further investigation. © 2014 American Association of Anatomists.

  11. Evaluation of medical students of teacher-based and student-based teaching methods in Infectious diseases course.

    Science.gov (United States)

    Ghasemzadeh, I; Aghamolaei, T; Hosseini-Parandar, F

    2015-01-01

    Introduction: In recent years, medical education has changed dramatically and many medical schools in the world have been trying for expand modern training methods. Purpose of the research is to appraise the medical students of teacher-based and student-based teaching methods in Infectious diseases course, in the Medical School of Hormozgan Medical Sciences University. Methods: In this interventional study, a total of 52 medical scholars that used Section in this Infectious diseases course were included. About 50% of this course was presented by a teacher-based teaching method (lecture) and 50% by a student-based teaching method (problem-based learning). The satisfaction of students regarding these methods was assessed by a questionnaire and a test was used to measure their learning. information are examined with using SPSS 19 and paired t-test. Results: The satisfaction of students of student-based teaching method (problem-based learning) was more positive than their satisfaction of teacher-based teaching method (lecture).The mean score of students in teacher-based teaching method was 12.03 (SD=4.08) and in the student-based teaching method it was 15.50 (SD=4.26) and where is a considerable variation among them (p<0.001). Conclusion: The use of the student-based teaching method (problem-based learning) in comparison with the teacher-based teaching method (lecture) to present the Infectious diseases course led to the student satisfaction and provided additional learning opportunities.

  12. The relationship between student engagement with online content and achievement in a blended learning anatomy course.

    Science.gov (United States)

    Green, Rodney A; Whitburn, Laura Y; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L

    2017-12-13

    Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  13. Cyclic efforts to improve completion rates of masters’ degree students in nursing

    Directory of Open Access Journals (Sweden)

    Lizeth Roets

    2012-12-01

    Full Text Available Supervisors at Higher Education Institutions are challenged to shorten throughput of Master’s degree students in nursing as researchers are needed to improve the art and science of the nursing profession. Globally the completion time for a postgraduate degree in the health sciences varies between 4.7 and 5.5 years. The purpose of the study was to describe strategies that were implemented to shorten completion time and attrition rate of postgraduate students. A cyclic technical, scientific collaborative mode within an action research methodology was used to identify factors impeding completion time in this study. Contrary to other studies, supervision was not an inhibiting factor in this study. Physical, technical, academic and financial aspects were identified by postgraduate students through questionnaires and informal discussion groups with supervisors as well as progress reports. Strategies were implemented to address these. Following implementation of all strategies, 42% of the postgraduate students in the School of Nursing completed their Master’s degree within two years. This implies a 34% improvement. Although the completion rate improved it was still unsatisfactory and new challenges were identified during the second cycle, for example, the number of inexperienced supervisors increased and they needed mentoring. Speed mentoring is a possible solution to the problem.

  14. Information Management Processes for Extraction of Student Dropout Indicators in Courses in Distance Mode

    Directory of Open Access Journals (Sweden)

    Renata Maria Abrantes Baracho

    2016-04-01

    Full Text Available This research addresses the use of information management processes in order to extract student dropout indicators in distance mode courses. Distance education in Brazil aims to facilitate access to information. The MEC (Ministry of Education announced, in the second semester of 2013, that the main obstacles faced by institutions offering courses in this mode were students dropping out and the resistance of both educators and students to this mode. The research used a mixed methodology, qualitative and quantitative, to obtain student dropout indicators. The factors found and validated in this research were: the lack of interest from students, insufficient training in the use of the virtual learning environment for students, structural problems in the schools that were chosen to offer the course, students without e-mail, incoherent answers to activities to the course, lack of knowledge on the part of the student when using the computer tool. The scenario considered was a course offered in distance mode called Aluno Integrado (Integrated Student

  15. Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course

    Science.gov (United States)

    Soluk, Lauren; Buddle, Christopher M.

    2015-01-01

    Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education. PMID:26594328

  16. Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course.

    Science.gov (United States)

    Soluk, Lauren; Buddle, Christopher M

    2015-01-01

    Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education.

  17. Analysis of a Student-Centered, Self-Paced Pedagogy Style for Teaching Information Systems Courses

    Directory of Open Access Journals (Sweden)

    Sharon Paranto

    2006-12-01

    Full Text Available The entry-level skills for students enrolling in a college-level information systems course can vary widely. This paper analyzes the impact of a "student-centered" pedagogy model, in which students use a self-paced approach for learning the material in an introductory information systems course, with pre-assigned dates for lectures and for assignment/exam deadlines. This new paradigm was implemented in several sections of an introductory information systems course over a two-semester time span. Under the new model, tutorial-style textbooks were used to help students master the material, all other materials were available online, and all exams were given using a hands-on, task-oriented online testing package, which included a multiple-choice/true-false component to test student understanding of the conceptual portion of the course. An anonymous student survey was used to gain student perceptions of the level of learning that took place under the new paradigm, as well as to measure student satisfaction with the course design, and a pre-/post-test was used to provide a measure of student learning.

  18. Student experience and academic success: comparing a student-centred and a lecture-based course programme

    NARCIS (Netherlands)

    Severiens, S.; Meeuwisse, M.; Born, M.

    2015-01-01

    Past research has shown that, under certain conditions, student-centred and small-scale course programmes result in more academic success. The present study investigates these conditions in further detail. It is examined whether, in comparison to a course programme that is relatively more

  19. Student perceptions: Importance of and satisfaction with aspects of an online biology course

    Science.gov (United States)

    Hendry, Sheila R.

    Research of student satisfaction with various facets of an online biology course, as well as the perceived importance of these aspects, was conducted during the summer and fall 2004 semesters within a course, History of Biology, at a university in the southeastern United States. This research is based on the theory of transactional distance, which involves dialogue between the teacher and student, the physical environments of both the student and teacher, and the emotional environments of each. Student ratings of importance and satisfaction regarding aspects of convenience, grade earned/knowledge learned, emotional health, communication, and student support were collected toward the end of each semester, via the online course, using the researcher-designed Student Perceptions Survey. Statistics with repeated measures ANOVA, using an alpha of 0.05, determined differences between importance and satisfaction ratings for each of these aspects. Students perceived grade earned/knowledge learned to be the most important aspect of learning online, although it is not an aspect unique to online courses. All of the aspects included in the study were found to be at least somewhat important. Convenience was the aspect with which students were most satisfied, with students at least somewhat satisfied with the other aspects. Although convenience is an inherent strength of the online course format, instructors should be aware of how important it is to design requirements of the online class to help students acquire knowledge while allowing them to do so at their own pace. Well-structured content, prompt feedback, encouragement of quality student-instructor communication, and student support are all parts of a positive online course experience. The Student Perceptions Survey, created specifically for this research, can have substantial value both in the creation of new online courses and in the evaluation of pre-existing courses. It can provide important information that can be

  20. The Effect of Student Working Group Establishment on Teaching General Embryology Course to Medical Students

    Directory of Open Access Journals (Sweden)

    Mozafar Khazaei

    2012-11-01

    Full Text Available Introduction: Quantitative and qualitative enhancement of educational activities is an essential issue. Learners’ cooperation in the teaching process in order to increase teaching effectiveness and promotion is considered significant. The aim of the present study was to determine the effect of establishment of student working group on the teaching general embryology course to medical students.Methods: Ten students (1% of medical embryology course were selected to analyze the topics to be taught before each session according to lesson plan, and observe the whole teaching process during lesson presentation. Then, having asked the other students’ viewpoints and discussing with one another, they provided the teacher with a written report on the strengths and weaknesses of the teaching and its problems. The teacher analyzed the problems proposed by the working group to improve teaching process in the next session. At the end of the semester, a questionnaire was administered to all the participants. Data were analyzed using descriptive statistics.Results: The mean of students’ scores was 74.26%. The most important findings obtained in this study included positive role of film projection in teaching the materials (95.34%, significance of presentation of various pictures from different books (88.4%, changing students’ attitude toward application of embryology in different diseases (86%, and repetition of previous session’s pictures (83.75%. The weak points mentioned, however, were physical problems of the classroom and deficiency of audio visual equipment.Conclusion: Student working group has a positive impact on the teaching medical general embryology.