scholarly journals Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

2017 ◽  
Vol 18 (3) ◽  
pp. 441-456 ◽  
Author(s):  
Dorian A. Canelas ◽  
Jennifer L. Hill ◽  
Andrea Novicki
Keyword(s):  
Cooperative Learning ◽  
Flipped Classroom ◽  
Student Assessment ◽  
Subject Area ◽  
Comfort Level ◽  
Control Group ◽  
Learning Gains ◽  
Large Classes ◽  
Transferable Skills ◽  
Assessment Of Learning

Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among others. Using a pseudo-experimental design, and employing a variety of data from exam scores, course evaluations, and student assessment of learning gains (SALG) surveys of key competencies, we compared the development of both chemistry content knowledge and transferable or generic skills among students enrolled in two types of large classes: a lecture-based formatversusan interactive, constructive, cooperative learning (flipped classroom) format. Controlling for instructor, as well as laboratory and recitation content, students enrolled in the cooperative learning format reported higher learning gains than the control group in essential transferable skills and competency areas at the end of the term, and more growth in these areas over the course of the term. As a result of their work in the class, the two groups of students reported the most significant differences in their gains in the following areas: “interacting productively to solve problems with a diverse group of classmates,” “behaving as an effective leader,” “behaving as an effective teammate,” and “comfort level working with complex ideas.” Our findings clearly show that cooperative learning course designs allow students to practice and develop the transferable skills valued by employers.

Student Assessment of Learning Gains (SALGains)

2005 ◽  
Vol 68 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Gayle Vogt ◽  
Catherine Atwong ◽  
Jean Fuller
Keyword(s):  
Student Perception ◽  
Student Assessment ◽  
Business Communication ◽  
Online Classes ◽  
Learning Gains ◽  
Web Based ◽  
Assessment Of Learning ◽  
High Level

Student Assessment of Learning Gains (SALGains) is a Web-based instrument for measuring student perception of their learning in a variety of courses. The authors adapted this instrument to measure students’ achieved proficiency in analyzing cases in an advanced business communication class. The instrument showed that students did achieve a high level of proficiency and that they did so equally in both traditional and online classes.

scholarly journals An Integrated Evaluation Model of Teaching and Learning

2018 ◽  
Vol 15 (3) ◽  
pp. 116-133
Author(s):  
Yi-Ling Lu ◽  
◽  
Chih-Wei Wu ◽  
Keyword(s):  
Teaching And Learning ◽  
Student Evaluation ◽  
Evaluation Model ◽  
Student Assessment ◽  
Learning Gains ◽  
Assessment Of Learning ◽  
Learning Assistance ◽  
Evaluation Of Teaching ◽  
Teaching Learning ◽  
The Mind

Knowledge transmission and knowledge construction are two common approaches adopted for teaching and learning in higher education. Applying the two different approaches, this paper developed an evaluation model of teaching and learning, which comprises three main conceptual blocks: teaching, learning and learning assistance. A quantitative survey was utilised, collecting data from the Student Assessment of Learning Gains (SALG) along with the Student Evaluation of Teaching (SET) from 108 randomly selected courses at a university in Taiwan. The results demonstrated an R² value of 0.794. The route between teaching and learning was not statistically significant (t=0.0359), indicating that knowledge is constructed in the mind of the student with learning assistance as the mediator.

Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry

2016 ◽  
Vol 17 (2) ◽  
pp. 309-319 ◽  
Author(s):  
Venkat Rao Vishnumolakala ◽  
Daniel C. Southam ◽  
David F. Treagust ◽  
Mauro Mocerino
Keyword(s):  
Active Learning ◽  
Student Assessment ◽  
Learning Gains ◽  
Confirmatory Factor Analyses ◽  
Pedagogical Intervention ◽  
Undergraduate Chemistry ◽  
Latent Constructs ◽  
Assessment Of Learning ◽  
Chemistry Learning ◽  
Confirmatory Factor

Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG results in support of successful pedagogical interventions, a comprehensive construct-verified version measuring students' perceptions of their chemistry learning is lacking. This paper aims to identify latent constructs of the SALG instrument that was administered in Process Oriented Guided Inquiry Learning (POGIL) classes by using exploratory and confirmatory factor analyses. When the SALG was administered on two separate occasions with two different groups of students following four weeks of instruction on topics in stereochemistry, the results revealed a four-factor structure consisting of 32 items that included Active Learning, Concept Learning, Resources, and Process Skills. These findings demonstrate an approach to collect evidence to support the match between intended constructs and measured variables in light of a targeted pedagogical intervention.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION TERHADAP MOTIVASI BELAJAR MAHASISWA

2018 ◽  
Vol 5 (3) ◽  
pp. 293-304
Author(s):  
Ari Riswanto
Keyword(s):  
Academic Success ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Educational Process ◽  
Control Group ◽  
Motivation To Learn ◽  
Mathematical Economics ◽  
Assessment Of Learning ◽  
Before And After ◽  
Quasi Experimental

AbstrakDalam dunia pendidikan keberhasilan yang maksimal dapat dilakukan dengan membuat berbagai prediksi dan perbaikan terhadap berbagai kekurangan yang ditemui, hal ini akan berimplikasi pada hasil belajar yang didapat oleh peserta didik. penilaian hasil belajar akan menjadi hal yang sangat penting dalam proses pembelajaran, sehingga merupakan satu hal yang wajib dilakukan dan menjadi tolok ukur proses pendidikan, hal ini akan tercermin salah satunya adalah dari motivasi belajar yang dimiliki oleh peserta didik. Penelitian ini berfokus pada sejauhmana model pembelajaran kooperatif tipe TAI (Team Assisted Individualiazation) berpengaruh dalam meningkatkan motivasi belajar peserta didik dalam dunia pendidikan. Penelitian ini menggunakan pendekatan eksperimen dengan metode eksperimen semu (quasi eksperiment) dengan menggunakan 32 mahasiswa sebagai kelompok eksperimen dan 32 mahasiswa lain sebagai kelompok kontrol. Analisis yang dilakukan mulai dari analisis uji validitas, reliabilitas, taraf keusukaran, uji beda dan analisis uji hipotesis. Sedangkan kesimpulan dari penelitian ini adalah bahwa terdapat perbedaan sebelum dan sesudah menggunakan metode pembelajaran tipe TAI, dengan tingkat motivasi belajar mahasiswa yang lebih baik pada materi matematika ekonomi. Adapun saran yang dapat di berikan pada peneliti selanjutnya adalah jika akan menggunakan Model Cooperative Learning metode TAI (Team Assisted Individualiazation) dalam melakukan penelitiannya harus memperhatikan aspek lain seperti aspek psikomotor sehingga hasil penelitian lebih baik dan sempurna.AbstractIn the academic success of the maximum can be done by making predictions and improvements to various deficiencies are found, it will have implications on learning outcomes acquired by learners. assessment of learning outcomes will be very important in the learning process, so that is one thing you must do and the benchmark educational process, this will be reflected one of them is from the motivation to learn owned by learners. This study focuses on the extent of cooperative learning model type TAI (Team Assisted Individualiazation) influence in increasing the motivation of learners in education. This research uses experimental approach with a quasi-experimental methods (quasi experiment) using 32 students as an experimental group and 32 other students as a control group. The analysis is done from the analysis of validity, reliability, level keusukaran, different test and analysis of hypothesis testing. While the conclusion of the study is that there is a difference before and after using the learning methods TAI type, with the level of student motivation to learn the material better in mathematical economics. As for suggestions that can give further research is if it will use the Model Cooperative Learning method of TAI (Team Assisted Individualiazation) in conducting the research should pay attention to other aspects such as psychomotor aspects so that research results better and perfect.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

60. Using a pocket card to improve end-of-life care on clinical teaching units: A controlled trials

2007 ◽  
Vol 30 (4) ◽  
pp. 61
Author(s):  
J. Downar ◽  
J. Mikhael
Keyword(s):  
End Of Life ◽  
Symptom Management ◽  
End Of Life Care ◽  
Palliative Medicine ◽  
Clinical Teaching ◽  
Intervention Group ◽  
Comfort Level ◽  
Control Group ◽  
Life Care ◽  
Comfort Levels

Although palliative and end-of-life is a critical part of in-hospital medical care, residents often have very little formal education in this field. To determine the efficacy of a symptom management pocket card in improving the comfort level and knowledge of residents in delivering end-of-life care on medical clinical teaching units, we performed a controlled trial involving residents on three clinical teaching units. Residents at each site were given a 5-minute questionnaire at the start and at the end of their medicine ward rotation. Measures of self-reported comfort levels were assessed, as were 5 multiple-choice questions reflecting key knowledge areas in end-of-life care. Residents at all three sites were given didactic teaching sessions covering key concepts in palliative and end-of-life care over the course of their medicine ward rotation. Residents at the intervention site were also given a pocket card with information regarding symptom management in end-of-life care. Over 10 months, 137 residents participated on the three clinical teaching units. Comfort levels improved in both control (p < 0.01) and intervention groups (p < 0.01), but the intervention group was significantly more comfortable than the control group at the end of their rotations (z=2.77, p < 0.01). Knowledge was not significantly improved in the control group (p=0.07), but was significantly improved in the intervention group (p < 0.01). The knowledge difference between the two groups approached but did not reach statistical significance at the end of their rotation. In conclusion, our pocket card is a feasible, economical educational intervention that improves resident comfort level and knowledge in delivering end-of-life care on clinical teaching units. Oneschuk D, Moloughney B, Jones-McLean E, Challis A. The Status of Undergraduate Palliative Medicine Education in Canada: a 2001 Survey. Journal Palliative Care 2004; 20:32. Tiernan E, Kearney M, Lynch AM, Holland N, Pyne P. Effectiveness of a teaching programme in pain and symptom management for junior house officers. Support Care Cancer 2001; 9:606-610. Okon TR, Evans JM, Gomez CF, Blackhall LJ. Palliative Educational Outcome with Implementation of PEACE Tool Integrated Clinical Pathway. Journal of Palliative Medicine 2004; 7:279-295.

Effect of Focusing on Maryam’s Flower During the First Stage of the Labor on the Labor Pain, Labor Duration, and Levels of Comfort and Satisfaction

2020 ◽  
pp. 105477382098491
Author(s):  
Hülya Türkmen ◽  
Serap Çetinkaya ◽  
Hafize Kiliç ◽  
Emine Apay ◽  
Devrim Karamüftüoğlu ◽  
...  
Keyword(s):  
Pregnant Women ◽  
Intervention Group ◽  
Comfort Level ◽  
Labor Pain ◽  
Cervical Dilatation ◽  
Control Group ◽  
Flower Opening ◽  
Labor Duration ◽  
Significant Difference ◽  
Physical Comfort

This randomized controlled experimental study was conducted with an intervention group ( n = 61) and a control group ( n = 63) consisting of primipara pregnant women. The pregnant women in the intervention group were asked to focus their attention on Maryam’s flower opening its leaf buds and imagine the labor’s progress during the course of their labor. The VAS was administered to each group at specific times (at 4–5 cm, 6–7 cm, 8–9 cm cervical dilatation) to determine their level of labor pain. A statistically significant difference was found between the groups’ mean pain scores at 4–5 cm, 6–7 cm, and 8–9 cm cervical dilatation ( p < .05). The labor duration of the pregnant women in the intervention group was significantly shorter than that of the pregnant women in the control group ( p = .017). The physical comfort level of the intervention group was significantly higher than that of the control group at 8–9 cm cervical dilatation ( p = .039).

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

scholarly journals Enhancing the Intention to Preview Learning Materials and Participate in Class in the Flipped Classroom Context through the Use of Handouts and Incentivisation with Virtual Currency

2021 ◽  
Vol 13 (6) ◽  
pp. 3276
Author(s):  
Yi-Hsing Chang ◽  
Jin-Yu Lin ◽  
You-Te Lu
Keyword(s):  
Flipped Classroom ◽  
Higher Learning ◽  
Control Group ◽  
Learning Effectiveness ◽  
Classroom Context ◽  
Learning Materials ◽  
Virtual Currency ◽  
Class Participation ◽  
Conventional Teaching ◽  
And Control

The flipped classroom approach is an emerging instructional approach that integrates digital technology. This approach has been applied in several fields, and it has demonstrated considerably higher learning effectiveness than conventional teaching modes. Common problems in its implementation that directly or indirectly affect learning effectiveness include students’ low intention to preview learning materials and low class participation. To overcome these problems, the present study sought to increase students’ intention to preview learning materials and participate in class through the implementation of educational activities integrated with an incentivisation system using a virtual currency and the provision of handouts. Students in two programming classes in the information management department of the participating university were divided into the experimental and control groups. The intention to preview learning materials, levels of class participation, and learning effectiveness were all significantly higher in the experimental group than in the control group.

scholarly journals Are patients willing to remove, and capable of removing, their own nonabsorbable sutures?

CJEM ◽  
2012 ◽  
Vol 14 (04) ◽  
pp. 221-227 ◽  
Author(s):  
Peter Macdonald ◽  
Nadia Primiani ◽  
Adam Lund
Keyword(s):  
Wound Care ◽  
Intervention Group ◽  
Comfort Level ◽  
Patient Comfort ◽  
Control Group ◽  
Complication Rates ◽  
Eligibility Criteria ◽  
Telephone Contact ◽  
Physician Visits

ABSTRACTObjectives:Providing patients with instructions and equipment regarding self-removal of nonabsorbable sutures could represent a new efficiency in emergency department (ED) practice. The primary outcome was to compare the proportion of patients successfully removing their own sutures when provided with suture removal instructions and equipment versus the standard advice and follow-up care. Secondary outcomes included complication rates, number of physician visits, and patient comfort level.Methods:This prospective, controlled, single-blinded, pseudorandomized trial enrolled consecutive ED patients who met the eligibility criteria (age &gt; 19 years, simple lacerations, nonabsorbable sutures, immunocompetent). The study group was provided with wound care instructions, a suture removal kit, and instructions regarding suture self-removal. The control group received wound care instructions alone. Outcomes were assessed by telephone contact at least 14 days after suturing using a standardized questionnaire.Results:Overall, 183 patients were enrolled (93 in the intervention group; 90 in the control group). Significantly more patients performed suture self-removal in the intervention group (91.5%; 95% CI 85.4–97.5) compared to the control group (62.8%; 95% CI 52.1–73.6) (p&lt; 0.001). Patients visited their physician less often in the intervention group (9.8%; 95% CI 3.3–16.2) compared to the control group (34.6%; 95% CI 24.1–45.2%) (p&lt; 0.001). Complication rates were similar in both groups.Conclusion:Most patients are willing to remove, and capable of removing, their own sutures. Providing appropriate suture removal instructions and equipment to patients with simple lacerations in the ED appears to be both safe and acceptable.

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