Evaluation of Courses by Whole Student Cohorts: a case study

1997 ◽  
Vol 22 (4) ◽  
pp. 397-404 ◽  
Author(s):  
Anne M. Powell ◽  
Adrian Hunt ◽  
Ann Irving
Keyword(s):  
Student Cohorts ◽  
Whole Student

Triple-blend of classroom instruction, online facilitation and external exposure: Outcomes and challenges

2021 ◽  
pp. 095042222110308
Author(s):  
Teik Aun Wong ◽  
Wei Chieh Cheah
Keyword(s):  
Teaching And Learning ◽  
Classroom Instruction ◽  
External Exposure ◽  
Pedagogical Approach ◽  
Study Approach ◽  
Student Cohorts ◽  
Multiple Case ◽  
And Performance ◽  
Online Facilitation

This study examines the practice, outcomes and challenges of a “triple-blend” approach which combines the components of classroom instruction, online facilitation and external exposure. Examining this pedagogical approach provides guidance for improving the delivery of teaching and learning. The study takes a multiple case study approach, employing action research methodology. The authors are practicing lecturers and the five cases, drawn from a private institution of higher education in Penang, Malaysia, have an average of 13.8 students, comprise undergraduate and postgraduate classes, and cover business, social science and humanities disciplines. Quantitative and qualitative comparisons are made between student cohorts. Students’ behavior and performance are tracked using an online learning management system. The findings reveal that the deployment of the triple-blend approach on aggregate produces positive outcomes in terms of student engagement and performance. However, there are instances of negative outcomes, suggesting that other factors are at play apart from the choice of pedagogical approach. Discussion of the challenges in deploying this approach shows that the process is far from homogenous. Nonetheless, the overall perspective indicates a positive relationship between the triple-blend approach and positive teaching and learning outcomes. This study provides guidance for teachers on deployment challenges and best practices.

Management Methodology

2017 ◽  
pp. 169-188 ◽  
Author(s):  
Janine M. Pierce ◽  
Donna M. Velliaris
Keyword(s):  
Case Studies ◽  
Study Author ◽  
Learning Objectives ◽  
Related Case ◽  
Diagnostic Skills ◽  
Student Cohorts

This chapter overviews the rationale and methodology underpinning the implementation of two ‘purpose written' case studies delivered within two separate undergraduate Management courses. Finding suitable pre-existing Management-related case studies for different student cohorts can be difficult and time consuming, and may only partially align with the learning objectives. Writing one's own case studies to meet the learning objectives of courses is viewed by the writers as a proactive strategy to redress this gap. It is advantageous that the case study author enables students to apply diagnostic skills in diverse situations that may range from simple to complex, and to ensure that students are drawing on theoretical underpinnings from their Management coursework. This chapter further presents on how to develop in students the ability to shift from being a reactive learner to examining a case proactively through a strategic managerial lens for diagnosing and solving problems.

scholarly journals Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability

2020 ◽  
Vol 12 (21) ◽  
pp. 8898
Author(s):  
Jessica K. Abbonizio ◽  
Susie S. Y. Ho
Keyword(s):  
Learning Experience ◽  
Potential Effect ◽  
Physical Sciences ◽  
Recent Emergence ◽  
Student Cohorts ◽  
Australian Case ◽  
Disciplinary Background ◽  
Global Increase ◽  
Sustainability Program

Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students’ perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students’ incoming disciplinary background. This case study seized an opportunity to gain insights and perceptions from students across very diverse backgrounds within a shared interdisciplinary program. We surveyed 61 students enrolled in a highly interdisciplinary degree (Master of Environment and Sustainability; Monash University, Melbourne, Australia) and compared responses of students from STEMM, non-STEMM and mixed incoming degrees. Students’ specific disciplinary backgrounds were diverse, including physical sciences, engineering, marketing, business, fashion, law and education. We used a mixed methods approach to analyze survey data. The dominant perceived benefits of interdisciplinary training reported were: (1) career relevance; (2) expanded knowledge and perspectives of sustainability issues; (3) confidence in envisioning sustainability solutions. The main perceived challenges reported were potential confusion from rapidly upskilling into new domains and disciplinary jargon. Interestingly, respondents in this case study viewed these challenges as an authentic reflection of professional sustainability practice rather than a pedagogical issue. In line with this, students showed a preference for pedagogical approaches that simulated real world scenarios and developed career skills. Disciplinary background did not generally influence students’ views. All students identified similar challenges, benefits and pedagogical preferences, with one difference. Students from mixed prior degrees and non-STEMM disciplines showed a possible trend towards valuing cross-disciplinary teamwork more than those from STEMM backgrounds. Overall, our findings suggest that the diverse student cohort within the highly interdisciplinary sustainability program of this case study generally viewed this mode of education as beneficial, career-relevant and accessible. This case study may additionally encourage interdisciplinary educators from other fields, such as health professions, to also include more diverse domains and student cohorts in their programs.

Tackling Diversity and Promoting Inclusivity

2019 ◽  
pp. 13-33
Author(s):  
Josh McCarthy
Keyword(s):  
Flipped Classroom ◽  
First Year ◽  
Teaching Experiences ◽  
First Year Students ◽  
Learning And Teaching ◽  
Diverse Student ◽  
Student Cohorts ◽  
Insight Into

This chapter evaluates a flipped classroom model for teaching culturally and disciplinary diverse student cohorts, and analyzes the benefits and limitations of such a format when compared to traditional techniques. From 2015 to 2017, 388 first year students took part in the case study. Within three iterations of the same course, flipped and traditional tutorials were utilized. Participating students and staff evaluated the tutorial models, providing insight into both learning and teaching experiences. The findings of the study disseminate the benefits afforded by each model and provide insight into the varying attitudes of different demographics within contemporary student cohorts at university.

scholarly journals The Effects of Intraprofessional Collaborative Case Based Learning: A Cohort Study of Student Physical Therapist and Physical Therapist Assistant Perceptions of the Physical Therapist Role

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Yvonne Marie Colgrove ◽  
Lori Maria Walton ◽  
Lisa Delores VanHoose
Keyword(s):  
Physical Therapist ◽  
Student Perception ◽  
Clinical Learning Environment ◽  
Physical Therapist Assistant ◽  
Paired Samples ◽  
Use Of Resources ◽  
Student Cohorts ◽  
The Impact ◽  
Case Based

Background: The changing nature and complex regulation of healthcare require the efficient use of resources, including the appropriate delegation and supervision of the physical therapist assistant (PTA). Knowledge of the scope of PTA practice introduced in the academic curriculum is mandated for entry-level practice. This study assessed the effect of a collaborative case-based educational intervention within the didactic curriculums of a physical therapy (PT) and PTA program on student knowledge of PTA scope of practice.Methods and Findings: A pre- and post-test research design was used. Students completed a validated survey exploring their perceptions of the PTA role before beginning the case study. The case study was a classroom assignment followed by instructional prompts requiring interactions between student cohorts three times over four weeks. Following case study completion, students completed the same survey. Independent and paired samples t-tests detected significant differences between and within groups (p < .05).Conclusions: Based on the results, the case-based instructional model was efficacious in teaching both student cohorts about the role of the PTA. The impact was greater on the accuracy of the PT students, but PTA students became less uncertain in their perceptions. The effect of the clinical learning environment should be investigated to determine the impact on student perception of PTA role delineation following didactic instruction.

Management Methodology

2018 ◽  
pp. 451-470
Author(s):  
Janine M. Pierce ◽  
Donna M. Velliaris
Keyword(s):  
Case Studies ◽  
Study Author ◽  
Learning Objectives ◽  
Related Case ◽  
Diagnostic Skills ◽  
Student Cohorts

This chapter overviews the rationale and methodology underpinning the implementation of two ‘purpose written' case studies delivered within two separate undergraduate Management courses. Finding suitable pre-existing Management-related case studies for different student cohorts can be difficult and time consuming, and may only partially align with the learning objectives. Writing one's own case studies to meet the learning objectives of courses is viewed by the writers as a proactive strategy to redress this gap. It is advantageous that the case study author enables students to apply diagnostic skills in diverse situations that may range from simple to complex, and to ensure that students are drawing on theoretical underpinnings from their Management coursework. This chapter further presents on how to develop in students the ability to shift from being a reactive learner to examining a case proactively through a strategic managerial lens for diagnosing and solving problems.

scholarly journals Lowering the walls: an integrative approach to first-year undergraduate business education

2020 ◽  
Vol 13 (2) ◽  
pp. 275-295
Author(s):  
Mario Fernando ◽  
Stephen Fox ◽  
Ruwan Bandara ◽  
Daniel Hartley
Keyword(s):  
Reflective Practice ◽  
Learning Outcomes ◽  
Business Education ◽  
First Year ◽  
Content Type ◽  
Interdisciplinary Learning ◽  
Student Cohorts ◽  
Reflective Essay ◽  
Interdisciplinary Thinking

Purpose The purpose of this study is to examine the nature of interdisciplinary thinking and the conditions and processes that foster it among first-year undergraduate students. Design/methodology/approach This study with 510 Australian students drawn from 2 cohorts explored an initiative to promote interdisciplinary teaching in an undergraduate ethics-based subject. The study focused on a case-study-based reflective essay intervention to compare the teaching and learning outcomes in the two student cohorts. Findings The results show how a case-study-based reflective essay intervention impacted on interdisciplinary learning. Introducing the case-study-based reflective essay improved interdisciplinary thinking. Findings show that integral to engaging students in interdisciplinary learning is a need for more experiential and active approaches built into education itself. Research limitations/implications The study findings extend Spelt et al.’s (2009) model in the business education context to link student learning outcomes to the learning processes, learning environment and interdisciplinary thinking. A key limitation of this study is that the intervention is limited to only two student cohorts. Practical implications The study recommends the use of reflective practice in interdisciplinary subjects to support a variety of learning outcomes across disciplines including classroom-based and assignment-based reflective practices which influence interdisciplinary thinking and active learning. Originality/value There is limited understanding on how business schools should or could attempt to promote interdisciplinary teaching and the actual methods for doing so. This study highlights the significance of integrating reflective practice in undergraduate business education to promote students’ interdisciplinary thinking.

scholarly journals If you build it, they may not come: Why Australian university students do not take part in outbound mobility experiences.

2016 ◽  
Vol 13 (3) ◽  
pp. 144-159
Author(s):  
Benjamin T. Jones ◽  
◽  
Anne Power ◽  
Tonia Gray ◽  
Greg Downey ◽  
...  
Keyword(s):  
Cultural Sensitivity ◽  
International Student ◽  
Student Mobility ◽  
Participation Rates ◽  
International Student Mobility ◽  
Student Cohorts ◽  
Communication Competencies ◽  
The University ◽  
Independent Thinking

Universities around the world seek to internationalise students to prepare them for an increasingly globalised world. Outbound mobility experiences (OMEs) are recognised as one of the most effective ways to foster independent thinking, cultural sensitivity, and a sense of ‘worldmindedness’. This article takes a case study from an Australian university and explores efforts to increase student participation rates in OMEs. Through a mixed-method study of three student cohorts (n=223), important data was gathered relating to how OMEs are perceived by undergraduate and post-graduate students. The results are filtered through thematic discourse analysis and suggest that the university needs to do more to build awareness, explain the professional and employability benefits, and create a travel culture where students are encouraged to grow their international skills and communication competencies. This research has important implications for universities seeking to increase international student mobility and prioritise a global outlook.

scholarly journals Improving Digital Assessment Practice: A Case Study of a Cross-Institutional Initiative

2017 ◽  
Vol 14 (2) ◽  
pp. 73-91
Author(s):  
Anne-Marie Chase ◽  
◽  
Bella Ross ◽  
Diane Robbie ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Learning And Teaching ◽  
Digital Assessment ◽  
Crucial Component ◽  
Diverse Student ◽  
Student Cohorts ◽  
Teaching Qualifications

Assessment practice is a crucial component of higher education learning and teaching, however many academic teachers lack formal teaching qualifications and often fall back on teaching and assessing the way they themselves were taught. Furthermore, with increasingly diverse student cohorts, larger classes and increasing components of teaching delivered online, it is unsurprising that students rate assessment as one of the poorest features of their learning experiences. For these reasons, understanding the specific contexts of assessment is important now more than ever. This paper will present the findings of a case study of a cross-institutional initiative aimed at exploring how to improve digital assessment practice by focusing on context, and encouraging and facilitating collegial collaboration. The aim of the case study was to progress a digital assessment project at an Australian higher education provider. Teams of staff from two higher education providers collaborated to develop and implement eight prototype assessments to reform digital assessment practices. The assessments were selected from online undergraduate academic subjects across a range of disciplines. Findings reveal that both staff and students felt that there were benefits to the cross-institutional collaboration. The resulting assessment was perceived as improving student motivation and engagement and more tailored for the online environment than the existing assessment.

The Genesis and Internal Dynamics of El Salvador's People's Revolutionary Army, 1970–1976

2014 ◽  
Vol 38 (01) ◽  
pp. 102-129
Author(s):  
ALBERTO MARTÍN ÁLVAREZ ◽  
EUDALD CORTINA ORERO
Keyword(s):  
Latin America ◽  
El Salvador ◽  
Early Years ◽  
Left Wing ◽  
Internal Dynamics ◽  
Internal Coherence ◽  
The 1960S

AbstractUsing interviews with former militants and previously unpublished documents, this article traces the genesis and internal dynamics of the Ejército Revolucionario del Pueblo (People's Revolutionary Army, ERP) in El Salvador during the early years of its existence (1970–6). This period was marked by the inability of the ERP to maintain internal coherence or any consensus on revolutionary strategy, which led to a series of splits and internal fights over control of the organisation. The evidence marshalled in this case study sheds new light on the origins of the armed Salvadorean Left and thus contributes to a wider understanding of the processes of formation and internal dynamics of armed left-wing groups that emerged from the 1960s onwards in Latin America.

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