scholarly journals 489 Success of Hyflex Teaching Modality in Animal Reproduction

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 216-217
Author(s):  
Julie Weathers ◽  
Chelsea McNeely
Keyword(s):  
Student Success ◽  
Initial Study ◽  
Future Research ◽  
Grade Point ◽  
Face To Face ◽  
Traditional Course ◽  
Animal Reproduction ◽  
Course Grades ◽  
Significant Difference ◽  
Final Exams

Abstract COVID-19 forced institutions to think and act differently. Southeast Missouri State University launched a HyFlex pilot with 100 sections in fall 2020. AY350 (Animal Reproduction) is one course that converted to HyFlex and offered two sections in the pilot. The objective of this study was to determine if students were more successful in HyFlex courses compared to the traditional course, grades were compared from 2019 and 2020. A survey of Chief Online Officers identified that institutions on average converted more than 1500 sections as an emergency response to the pandemic (Garrett, et al., 2020). HyFlex is one approach institutions used to provide more flexible learning opportunities for students. In a HyFlex course, students can choose to learn in face-to-face, fully online, or synchronously online (Beatty, 2019). Research on student success in Hyflex is scant, however early research shows no significant difference in student success across modalities (Rhoads, 2020). Using a One Way T-test, we analyzed letter grade outcomes for students who enrolled in traditional (n=25) mode to those that enrolled in the HyFlex (n=44) modality. Findings show an increase in “A” and “B” course grades and a decrease in “C” grades, and conflicts with the Rhoads (2020) research which found no significant difference. Additionally, no students failed the HyFlex section(s). Specific variables of Test 3 (p< 0.02) and Final exams (p< 0.002) contributed to significant grade changes. Overall, using a traditional grade point average (GPA) scale where A=4.0, B=3.0, etc. the HyFlex course GPA mean was 3.269 and face-to-face 2.65 (p=0.002). Future research is planned to explore student success in HyFlex across the institution. If similar findings correlate with the initial study of AY350, additional questions should be considered to determine if grade distribution shift was incremental and why increases were seen in the second half of the semester.

scholarly journals The Impact of an Online Orientation Program on Student Success at a Community College

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Rachel Lerner Colucci
Keyword(s):  
Community College ◽  
Student Success ◽  
Success Factors ◽  
Future Research ◽  
Orientation Program ◽  
Grade Point ◽  
First Semester ◽  
Online Orientation ◽  
Significant Difference ◽  
The Impact

This study examined the effectiveness of an online orientation program on participation and student success for a defined cohort of students at a mid-size community college in the mid-Atlantic region. Specifically, a quantitative analysis focused on differences in grade point average (GPA) and retention as success factors among students who completed the online orientation versus students who only started but did not finish and students who did not attempt the program at all.  The findings indicate a statistically significant difference in fall to spring retention and cumulative GPA earned after the first semester for students who complete the online orientation module over students who access but do not complete and students who do not access the program. Further, follow-up survey data indicate students felt more prepared to attend the college and utilize programs and services after completing the program. The study contributes to the research and literature on online orientation programs, specifically in the community college setting, and the researchers offers a discussion of results and recommendations for policy, practice, and future research.  

scholarly journals PSVI-5 Undergraduate success in animal science courses based on demographics, motivation, and online courses

2019 ◽  
Vol 97 (Supplement_2) ◽  
pp. 239-240
Author(s):  
Haylee Lavoie ◽  
Nathan Conner ◽  
Lisa Karr ◽  
Kathy Anderson
Keyword(s):  
Student Success ◽  
Companion Animals ◽  
Correlation Coefficients ◽  
Companion Animal ◽  
Self Determination ◽  
Animal Science ◽  
Face To Face ◽  
Student Demographics ◽  
Course Grades ◽  
Strongly Agree

Abstract A deeper understanding of student demographics, motivation, and outlook of online vs. face to face courses in Animal Science is needed to allow educators to facilitate greater student success. The purpose of this study was to investigate student factors which effected their final course grades. The following courses were surveyed at the University of Nebraska-Lincoln Animal Science Department: Animal Products (ASCI 210), Anatomy and Physiology of Domestic Animals (ASCI 240), Introduction to Companion Animals (ASCI 251), Companion Animal Behavior (ASCI 271), Companion Animal Nutrition (ASCI 321), Equine. Nutrition (ASCI 322), Equine Reproduction (ASCI 342), Animal Welfare (ASCI 370), Processed Meats (ASCI 410), (n = 139). The survey utilized a 5 part likert-type scale; (1) strongly disagree, (2) disagree, (3) don’t know, (4) agree, (5) strongly agree with questions measuring student motivation in scales of intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Additional questions relating student demographics (gender, ethnicity, experience, area of study, e.g.) were included. Survey analyses and student final course grades were analyzed by Spearman Correlation Coefficients to observe correlations and p-values of student demographics, motivation, and online vs. face to face student success. Students with increased motivation in self-efficiency, self-determination, and grade motivation showed a tendency of higher final course grades. No significant correlations were found in student demographics with final course grades. The method delivery, face to face (n = 101) or online (n = 38) had no difference in final course letter grades. These data indicate student final grades appeared to be influenced greater by certain motivations, rather than demographics or methods of delivery. The results of this study will allow educators to identify motivators, to increased success in student learning in Animal Science.

Business simulation and assurance of learning

2019 ◽  
Vol 27 (4) ◽  
pp. 412-426 ◽  
Author(s):  
Jeffrey W. Alstete ◽  
Nicholas J. Beutell
Keyword(s):  
Grade Point Average ◽  
Business Students ◽  
Future Research ◽  
Grade Point ◽  
Content Type ◽  
Capstone Course ◽  
Simulation Performance ◽  
Course Grades ◽  
Assurance Of Learning ◽  
Core Course

Purpose This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined. Design/methodology/approach Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data. Findings Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance. Research limitations/implications Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes. Originality/value This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

scholarly journals A Statistical Analysis Of The Performance Distance Learning Students And The Full-Time Students At The University Of Lagos

2010 ◽  
Vol 3 (9) ◽  
pp. 17-22
Author(s):  
Johnson Ademola Adewara ◽  
Ismail Adedeji Adeleke ◽  
Rotimi Kayode Ogundeji ◽  
Edesiri Bridget Ahani
Keyword(s):  
Distance Learning ◽  
Grade Point Average ◽  
Accounting Students ◽  
Full Time ◽  
Grade Point ◽  
Face To Face ◽  
Cumulative Grade Point Average ◽  
Significant Difference ◽  
Face To Face Learning ◽  
The University

The study compares the performance of distance learning students with full-time students in a traditional face-to-face learning environment. This study is one aspect of a larger research project designed to gain insight into factors that may influence the performance of distance learning students. The data used in the study represent the graduating GPA (Grade Point Average) and CGPA (Cumulative Grade Point Average). The result showed that students of Distance Learning Institute (DLI) performed better in business administration than the mainstream students, while the mainstream accounting students perform better than the DLI accounting students. Results indicated that there was a statistically significant difference in final grades of these groups of students.

Supervisees’ Perceptions of Effective Supervision: A Comparison of Fully Synchronous Cybersupervision to Traditional Methods

2020 ◽  
Author(s):  
Sara Bender ◽  
Cass Dykeman
Keyword(s):  
Clinical Supervision ◽  
Great Increase ◽  
Future Research ◽  
Master's Level ◽  
Perceived Effectiveness ◽  
Traditional Methods ◽  
Research And Practice ◽  
Face To Face ◽  
Significant Difference ◽  
Effective Supervision

Despite a great increase in the popularity of cybersupervision, little research is provided regarding supervisees’ perceptions of its effectiveness. This study examined the differences in Master’s level counseling student supervisees’ perceptions of participating in cybersupervision as compared to traditional face-to-face clinical supervision. Results indicated no significant difference in the perceived effectiveness between the two conditions. Implications and suggestions for future research and practice are provided.

Blended Assessment Methods in Online Educational Programs in Turkey

2010 ◽  
pp. 327-343 ◽  
Author(s):  
Erman Yukselturk ◽  
Orhan Curaoglu
Keyword(s):  
Student Success ◽  
Educational Programs ◽  
Assessment Methods ◽  
Online Programs ◽  
Face To Face ◽  
Group Projects ◽  
Final Exams ◽  
Online Quizzes ◽  
Traditional Assessments

This study analyzed eleven online educational programs of different universities in Turkey regarding their assessment methods with several aspects. The results showed that online quizzes and tests, assignments, individual and group projects, participation to the discussions, proctored face-to-face midterm and final exams are major blended assessment methods used in the online programs. All methods have benefits and challenges while preparing and administering in the courses. Therefore, online and traditional assessments methods are used complementarily to overcome their respective disadvantages. The main parts of student success scores are assessed based on human proctored face-to-face final exams at the end of the courses to get accreditation in the programs.

scholarly journals Cohort-Specific Online Discussion Experiences: A Collaborative And Multidisciplinary Approach To Improving Student Learning

2017 ◽  
Vol 10 (4) ◽  
pp. 241-254 ◽  
Author(s):  
Adam L. Selhorst ◽  
Eric Klein ◽  
Justin Harrison
Keyword(s):  
Online Education ◽  
Student Success ◽  
General Education ◽  
Student Satisfaction ◽  
Online Discussion ◽  
Online Discussions ◽  
Progression Rate ◽  
Cohort Size ◽  
Grade Point ◽  
Significant Difference

Research addressing the effects of cohort size on student success in asynchronous online discussions is sparse.  As such, the following study attempted to determine an optimal student cohort size to enhance success and engagement within online discussions in general education courses at a large post-secondary university consisting of predominately adult learners.  Experimental courses split mandatory discussions into one, two, or three cohorts to maintain a discussion size of no more than ten students per cohort per week.  The effects of cohort size on student grade-point-average (GPA), withdraw rate, fail rate, and progression rate was evaluated in addition to effects on student satisfaction as measured by end-of-course surveys (EoCS).  Results showed no significant difference in either student success or student satisfaction between courses with one, two, or three online discussion cohorts.  Future online education research should focuses on upper division courses where students might benefit from smaller group discussions.

scholarly journals The Impact of an Online Happiness Course on Subjective Happiness Among College Students

2020 ◽  
Vol 4 (1) ◽  
pp. 69
Author(s):  
Casey Murdoch Rodowicz ◽  
Laura Morris ◽  
Cara L. Sidman ◽  
Kelsey Beyer
Keyword(s):  
College Students ◽  
Online Survey ◽  
Survey Methodology ◽  
Well Being ◽  
Future Research ◽  
Subjective Happiness ◽  
Face To Face ◽  
Significant Difference ◽  
Beneficial Impact ◽  
The Impact

Background: This research examined the subjective happiness of students enrolled in either a 5-week happiness or a 5-week recreational course, both administered online. Studies have shown improvements in college students’ well-being after teaching them behavior modification strategies, in a face-to-face setting, similar to those implemented in the present study. In addition, the past three decades of research on positive psychology has provided extensive evidence of the beneficial impact of happiness, or positive psychological interventions (PPIs), on various aspects of well-being. These include emotional variables related to stress.Aim: The purpose of this study was to determine the impact of an evidence-based online happiness course on subjective happiness among college students. Methods: Participants (N = 74) were self-selected based on course enrollment. The population of interest was college students (18 – 22 years of age). An online survey methodology was utilized for data collection of pretest/posttest measures of subjective happiness.Results: Participants in both the happiness and recreational courses reported increased measures of subjective happiness, although there was no significant difference between group meansConclusion: Future research investigating university-based happiness courses and other interventions, using a variety of delivery formats, is recommended to determine the most effective ways to improve overall happiness in student populations.

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.

Blended Assessment Methods in Online Educational Programs in Turkey

2012 ◽  
pp. 340-362
Author(s):  
Erman Yukselturk ◽  
Orhan Curaoglu
Keyword(s):  
Student Success ◽  
Educational Programs ◽  
Assessment Methods ◽  
Online Programs ◽  
Face To Face ◽  
Group Projects ◽  
Final Exams ◽  
Online Quizzes ◽  
Traditional Assessments

This study analyzed eleven online educational programs of different universities in Turkey regarding their assessment methods with several aspects. The results showed that online quizzes and tests, assignments, individual and group projects, participation to the discussions, proctored face-to-face midterm and final exams are major blended assessment methods used in the online programs. All methods have benefits and challenges while preparing and administering in the courses. Therefore, online and traditional assessments methods are used complementarily to overcome their respective disadvantages. The main parts of student success scores are assessed based on human proctored face-to-face final exams at the end of the courses to get accreditation in the programs.

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