Comparison of undergraduate student learning gains and satisfaction when enrolled in animal science courses offered in person and online

2017 ◽  
Vol 52 ◽  
pp. 117
Author(s):  
A.E. Neu ◽  
M.D. Stern ◽  
K.L. Martinson
Keyword(s):  
Student Learning ◽  
Undergraduate Student ◽  
Learning Gains ◽  
Animal Science ◽  
Science Courses

Undergraduate Student Learning Gains and Satisfaction in Online and In-Person Animal Science Courses

2017 ◽  
Vol 46 (1) ◽  
pp. nse2017.02.0003
Author(s):  
Abby E. Neu ◽  
Marshall D. Stern ◽  
Krishona L. Martinson
Keyword(s):  
Student Learning ◽  
Undergraduate Student ◽  
Learning Gains ◽  
Animal Science ◽  
Science Courses

The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11

2009 ◽  
Vol 31 (4) ◽  
pp. 282-298 ◽  
Author(s):  
Sharon Buckley ◽  
Jamie Coleman ◽  
Ian Davison ◽  
Khalid S Khan ◽  
Javier Zamora ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Student Learning ◽  
Undergraduate Student ◽  
Best Evidence Medical Education

Undergraduate Research Abroad: Shared Themes in Student Learning from Two Models of Course-Embedded Undergraduate Research in Field Biology Study Abroad Courses

2021 ◽  
Vol 5 (1) ◽  
pp. 39-52
Author(s):  
Jennifer A. Hamel ◽  
◽  
Hannah M. ter Hofstede ◽  
Adrienne Gauthier ◽  
David Lopatto ◽  
...  
Keyword(s):  
Study Abroad ◽  
Student Learning ◽  
Small Groups ◽  
Undergraduate Research ◽  
High Impact ◽  
Original Research ◽  
Learning Gains ◽  
Professional Research ◽  
Relationship Of ◽  
The Relationship

The authors present student self-reported learning gains from two undergraduate courses that embed research within study abroad courses. Students in one course worked in small groups on original research projects; students in the second course collectively contributed to one ongoing, professional research project. Differences in student learning between courses raise questions about the relationship of course structures to high-impact practices.

Undergraduate Student Perception of Caring and Trust

2019 ◽  
pp. 23-43
Author(s):  
Pamela Lee Grant
Keyword(s):  
Adult Learning ◽  
Student Learning ◽  
Undergraduate Student ◽  
Student Perception ◽  
The Self ◽  
Self Directed Learning ◽  
Learning Framework ◽  
Directed Learning ◽  
The Relationship

The purpose of this chapter is to provide information about the use of caring and trust within the undergraduate classroom as it may apply to self-directed learning. Some evidence of the relationship between caring and trust is provided through a recent study by the author. Malcolm S. Knowles' Designs for Adult Learning demonstrates the use of both caring and trust within the self-directed learning framework. The method used by Knowles takes a caring approach to student learning that is based in trust between the educator and student.

scholarly journals Teaching More by Lecturing Less

2005 ◽  
Vol 4 (4) ◽  
pp. 298-310 ◽  
Author(s):  
Jennifer K. Knight ◽  
William B. Wood
Keyword(s):  
Student Learning ◽  
Teaching Style ◽  
Higher Learning ◽  
Learning Gains ◽  
Traditional Lecture ◽  
Student Responsibility ◽  
Course Content ◽  
Interactive Engagement ◽  
Interactive Classroom ◽  
Made In

We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in fall 2003, the traditional lecture format; and in spring 2004, decreased lecturing and addition of student participation and cooperative problem solving during class time, including frequent in-class assessment of understanding. We used performance on pretests and posttests, and on homework problems to estimate and compare student learning gains between the two semesters. Our results indicated significantly higher learning gains and better conceptual understanding in the more interactive course. To assess reproducibility of these effects, we repeated the interactive course in spring 2005 with similar results. Our findings parallel results of similar teaching-style comparisons made in other disciplines. On the basis of this evidence, we propose a general model for teaching large biology courses that incorporates interactive engagement and cooperative work in place of some lecturing, while retaining course content by demanding greater student responsibility for learning outside of class.

Investigating student learning gains in college: a longitudinal study

2016 ◽  
Vol 42 (12) ◽  
pp. 2284-2300 ◽  
Author(s):  
Katrina Crotts Roohr ◽  
Huili Liu ◽  
Ou Lydia Liu
Keyword(s):  
Longitudinal Study ◽  
Student Learning ◽  
Learning Gains

Quantitative Reasoning and the Sine Function: The Case of Zac

2014 ◽  
Vol 45 (1) ◽  
pp. 102-138 ◽  
Author(s):  
Kevin C. Moore
Keyword(s):  
Student Learning ◽  
Undergraduate Student ◽  
Teaching Experiment ◽  
Quantitative Reasoning ◽  
Sine Function ◽  
Trigonometric Functions ◽  
Angle Measure ◽  
Covariational Reasoning ◽  
Growing Body

A growing body of literature has identified quantitative and covariational reasoning as critical for secondary and undergraduate student learning, particularly for topics that require students to make sense of relationships between quantities. The present study extends this body of literature by characterizing an undergraduate precalculus student's progress during a teaching experiment exploring angle measure and trigonometric functions.

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