Student Performance and Perceptions of Business Courses Delivered Using Lecture Capture

2013 ◽  
pp. 77-88
Author(s):  
Patrick Moskal ◽  
Patricia Euzent ◽  
Patsy D. Moskal ◽  
Thomas Martin
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Video Instruction ◽  
Lecture Capture ◽  
Business Courses ◽  
Face To Face ◽  
Internet Connection ◽  
Significant Difference

This research compared student performance and withdrawal rates in undergraduate business courses taught using lecture capture and face-to-face. Student perceptions of lecture capture are also described. Lecture capture refers to storing videos of live course lectures, which students may view at their convenience from anywhere with an Internet connection. Results indicate no significant difference in student performance between the lecture capture and face-to-face conditions. Withdrawal rates also were similar, although freshman and sophomores had higher withdrawal rates in lecture capture than in face-to-face. Student perceptions of lecture capture were quite positive. Students were satisfied with the video instruction they received, they liked having more control over their learning, they liked the convenience that lecture capture provided, and about 70% said they would take another course that used lecture capture. However, the majority of students did not feel that lecture capture enhanced their performance or their interest in the course.

Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

2021 ◽  
pp. 1-13
Author(s):  
Masood Jawaid ◽  
Lubna Baig ◽  
Syed Moyn Aly ◽  
Admin
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Student Performance ◽  
Clinical Education ◽  
Teaching Method ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Learning Program ◽  
Face To Face ◽  
Significant Difference

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.

Student Performance in Online and Face-to-Face Microeconomics: Evidence from Adult Learners

2009 ◽  
Vol 15 (1) ◽  
pp. 29-36
Author(s):  
Simon Medcalfe
Keyword(s):  
Student Performance ◽  
Sample Selection ◽  
Traditional Students ◽  
Student Population ◽  
Policy Implications ◽  
Face To Face ◽  
Significant Difference ◽  
Education Market ◽  
Economics Courses ◽  
Higher Education Market

There have been few studies comparing student performance in online and face-to-face economics courses. Those studies that have been undertaken have concentrated on traditional students (18- to 22-year-olds). This paper examines student outcomes in an undergraduate course in microeconomics taught to non-traditional students (average age is 33 years). Analysis using multiple regression techniques suggests that there is no significant difference in grade between online and classroom students. Additional analysis that controls for sample selection bias does not change the result. This result may vary from previous studies because the student population was non-traditional and therefore more motivated and dedicated to learning in any format. This result has important policy implications since the adult student population in the US accounts for about 40 per cent of the higher education market.

scholarly journals Blended learning within an undergraduate exercise physiology laboratory

2016 ◽  
Vol 40 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Steven J. Elmer ◽  
Kathryn R. Carter ◽  
Austin J. Armga ◽  
Jason R. Carter
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Exercise Physiology ◽  
Learning Performance ◽  
Face To Face ◽  
Blinded Manner ◽  
Course Material ◽  
Physiology Laboratory ◽  
The Impact

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 ( n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 ( n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories ( P = 0.62) or between sections ( P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased ( P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance.

scholarly journals Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

2021 ◽  
Vol 13 (16) ◽  
pp. 8735
Author(s):  
Juan Luis Martín Ayala ◽  
Sergio Castaño Castaño ◽  
Alba Hernández Santana ◽  
Mariacarla Martí González ◽  
Julién Brito Ballester
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Student Performance ◽  
Final Exam ◽  
Conditioning Factors ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
Containment Measures ◽  
The Face

The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.

scholarly journals Blended teaching versus traditional teaching for undergraduate physiotherapy students at the University of the Witwatersrand

2021 ◽  
Vol 77 (1) ◽  
Author(s):  
Sadiya Ravat ◽  
Paula Barnard-Ashton ◽  
Monique M. Keller
Keyword(s):  
Blended Learning ◽  
Student Perceptions ◽  
Clinical Performance ◽  
Performance Outcomes ◽  
Health Science ◽  
Cross Sectional ◽  
Face To Face ◽  
Significant Difference ◽  
Physiotherapy Students ◽  
Blended Teaching

Background: Shifting from face-to-face teaching to incorporating technology may prepare students better for future work as health professionals. Evidence of blended teaching’s effect on the academic performance of undergraduate physiotherapy students’ performance is scarce.Objective: The purpose of our study was to determine students’ theoretical and clinical performance in a blended teaching module compared to their own performance in two knowledge areas taught face to face, and student perceptions of blended teaching in the third-year physiotherapy curriculum.Methods: The cross-sectional study design included 47 third-year physiotherapy students. The orthopaedic module was delivered using a blended teaching approach in two consecutive semesters, whilst two other physiotherapy knowledge areas, neuromusculoskeletal and cardiopulmonary, in the same semesters were delivered face to face. Theoretical and clinical performances of students were compared for significance and effect. Students were assessed on their theoretical and clinical knowledge in all areas using the same assessment methods. The students (n = 43) also completed a survey on their blended teaching experience.Results: Significantly higher theoretical marks for orthopaedics were calculated compared to neuromusculoskeletal and cardiopulmonary for both semesters with a large positive effect (average Cohen d = 4.44) for blended teaching on theoretical examination performance; no statistically significant difference for clinical performances. Students felt engaged in the blended teaching process, and 72% preferred blended teaching over face-to-face teaching or online delivery.Conclusion: Blended teaching improved the theoretical marks, demonstrating that knowledge acquisition was improved, but not clinical performance.Clinical implications: The study contributes to the knowledge base of blended learning in Health Science Education in South Africa. The authors identified a gap where future studies should investigate the effect of blended learning on clinical performance outcomes as a continuation from this one.

scholarly journals COMPARING STUDENT PERFORMANCE: ONLINE VERSUS BLENDED VERSUS FACE-TO-FACE

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
David K. Larson ◽  
Chung-Hsien Sung
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Management Information Systems ◽  
Faculty Satisfaction ◽  
Learning Effectiveness ◽  
Online Delivery ◽  
Final Grade ◽  
Face To Face ◽  
Delivery Modes ◽  
Significant Difference

The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems course to determine if there existed a difference in student success among the delivery modes. The research compares student exam and final grade results in this class that was taught by the same instructor using face-to-face, blended and online delivery modes. An Analysis of Variance test was used on the exam and final grade data to determine if a significant difference existed. Additionally, a discussion of this class in relation to student satisfaction, learning effectiveness and faculty satisfaction is presented. This research demonstrates that there is no significant difference among delivery modes. Additionally, blended and online modes for this class do very well when measuring student satisfaction, learning effectiveness and faculty satisfaction.

scholarly journals Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic

2021 ◽  
Vol 45 (2) ◽  
pp. 290-298
Author(s):  
Jennifer A. Stokes ◽  
Dee U. Silverthorn
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Student Perception ◽  
Just In Time ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Learning Platform ◽  
Global Pandemic ◽  
The Face ◽  
Physiology Laboratory

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

scholarly journals Impact of COVID-19 pandemic on students’ performance in a problem-based learning system: comparative study between face-to-face-and virtual learning.

2020 ◽  
Author(s):  
Tarik Al Shaibani ◽  
Yahya Naguib ◽  
Rima Abdul Razzak ◽  
Fouad Ali
Keyword(s):  
Medical Education ◽  
Student Performance ◽  
Arabian Gulf ◽  
Learning System ◽  
Face To Face ◽  
Significant Difference ◽  
Final Exams ◽  
Ethical Approval ◽  
Difficulty Index ◽  
Teaching Learning

Abstract Background Amongst all other educational institutions, medical schools suffered the consequences of the COVID-19 pandemic. Medical education requires a great deal of interaction between instructors and students, and in the final years, patients as well. In response to the pandemic, the College of Medicine and Medical Sciences at the Arabian Gulf University has applied virtual teaching/learning since March 2020 as an alternative to face-to-face teaching. The college used Moodle and Zoom as online methods for education. The aim of the present study was to evaluate the effectiveness of virtual medical education by comparing students’ performance in final exams in face-to-face and virtual settings. Methods Following the college's ethical approval, this longitudinal study was performed on 183 medical students. Those students experienced 2 different successive methods of teaching/learning; Unit V as face-to-face followed by Unit VI as virtual settings. Students' performance in the final exams of both units was analyzed and compared. Results There was no significant difference in student performance between Units V and VI. Students' performance in the physiology part was equally effective in both units, while the difficulty index of both exams was insignificantly different. Conclusion Our results demonstrate that students’ performance in final exams could serve as an objective parameter when comparing different educational settings. Our results also support the idea that, in certain aspects, virtual is equal to face-to-face medical education strategies.

Pengaruh Integrasi E-Book Interaktif pada Kegiatan Belajar Mengajar Sains

2020 ◽  
Vol 2 (1) ◽  
pp. 83-88
Author(s):  
Fransiska Astri Kusumastuti
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Science Learning ◽  
Wilcoxon Test ◽  
Learning Activity ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study aims to see the effectiveness of the use of interactive e-book on student performance. Other than that, this study also discusses the integrating of interactive e-book into science learning activity, so that it can provide learning evaluation as material for e-book development in future studies. This study conducted in quasi-experimental pre-test post-test control group design. 88 students that are involved in this study were selected randomly of two classes from eight classes, and grouped into experiment and control class to see the effectiveness of using interactive e-book in science learning activities. Independent t-test was used to find out the effectiveness of the interactive e-books, and questionnaire was used to see student perceptions of interactive e-book that have been used in the science learning activity. From the Wilcoxon test, found that probability value (p)obtained was 0.000 (p<0.05). This result showed that each class showed significant difference in learning outcomes, where the experimental class get better than the control class. This finding also supported by the results of the questionnaire that students in experimental class has better learning experiences than students in control class.

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