scholarly journals Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses: An Initial Investigation

2021 ◽  
Vol 5 (1) ◽  
pp. 34
Author(s):  
Ben Farrow ◽  
Tom Leathem ◽  
Amna Salman
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Construction Management ◽  
Student Perception ◽  
Management Program ◽  
Teacher Student ◽  
Learner Centered ◽  
Student Grades ◽  
The Impact ◽  
Teacher Centered

Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whether these perceptions translate to student grades. This study used action research to better understand the impact of a learner-centered syllabus vs. a teacher-centered syllabus in an undergraduate construction management program. Student perception, faculty perception and student grades were measured between the learner-centered class and the teacher-centered class. The data was collected from four different classes, split among two courses, and taught by two faculty over the spring 2020 semester. Results suggested that the learner-centered syllabi appeared to motivate student engagement as well as impact both, the first impressions of the instructor and teacher-student relationship. However, it showed no difference in student grades.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

scholarly journals Novel Integration of Administrative Pharmacy Residents in a Management Course

2021 ◽  
Vol 12 (2) ◽  
pp. 9
Author(s):  
James Ford ◽  
Katherine Rotzenberg ◽  
David Mott
Keyword(s):  
Student Perceptions ◽  
Real World ◽  
Student Perception ◽  
Pharmacy Education ◽  
Course Evaluations ◽  
Case Examples ◽  
Course Content ◽  
Course Redesign ◽  
Pharmacy Management ◽  
The Impact

Background: Management skills are an essential component of a pharmacy graduate’s abilities for successful practice.  Although pharmacy education standards require that students have a working knowledge of management principles, students often do not see the value in management and business courses.  One innovative approach is restructuring course content using case examples and real-world experiences to improve student understanding of finance and management principles. Innovation: Two specific changes were implemented in a second year (P2) management and finance course to improve the relevance of business principles.  Course content was organized around current pharmacy service cases from a variety of practice settings and supported by the value of problem-based learning.  Post-graduate year 1 (PGY-1) administrative pharmacy residents were engaged as course teaching assistants (TAs) who brought real-world experiences into the class.  An analysis of pre- and post-course voluntary surveys, course evaluations, and TA evaluations assessed the impact of the course redesign. Findings: The course redesign achieved its intended goal of improving student-perceived course relevance.  This was shown through statistically significant improvements in course evaluations that were intended to measure student perception of pharmacy management and its relevance in their future career.  Student completed TA evaluations showed that those who reported their TA shared real-world applications had higher confidence in applying course concepts and greater understanding of course materials. Conclusions: Administrative pharmacy residents were successfully integrated into a pharmacy management course redesign, resulting in improved student perceptions of course relevance. 

scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

scholarly journals Multiple Medical Students on a Clerkship Team: Do They Affect Each Others’ Grades?

2020 ◽  
Author(s):  
Krishan K. Sharma ◽  
Yuchiao Chang ◽  
Eli Michael Miloslavsky
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Student Performance ◽  
Student Perceptions ◽  
Response Rate ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship ◽  
Student Grades ◽  
Attending Physicians ◽  
The Impact

Abstract Background Medical students are often paired together on clinical teams during their clerkships, but the effect of this practice on student performance is unknown. The primary objectives of this study were (1) to retrospectively assess whether students paired together on a medical team during their Internal Medicine sub-internship affected each other’s grade and (2) to survey medical students’ perceptions on the impact of pairing on their evaluations. Methods We examined clerkship grades of 186 student-pairs at 3 sub-internship hospital sites of Harvard Medical School from 2013-2017. To evaluate student perceptions we administered a survey to the graduating class of 2018. Results There was no significant deviation between the expected and observed distribution of student grades (p=0.39) among 186 student pairs, suggesting that pairing had no meaningful effect on the sub-internship grade. We also saw no effect when controlling for prior internal medicine clerkship performance (p=0.53). We then surveyed students in the 2018 graduating class assessing student perceptions on pairing. Of the 99 respondents (59% response rate), 90% and 87% of respondents felt that being paired affected their evaluations by resident and attending physicians, respectively. Conclusions Our analysis suggests that paired medical students do not meaningfully affect each others’ grades, despite the majority of surveyed students believing that being paired affects their evaluations. Awareness of student perceptions regarding pairing can inform clerkship structure and be utilized to address student concerns.

scholarly journals Impact of Teachers’ Feedback in Improving Students’ Writing Skills: A Study of Tertiary Level Students in Dhaka

2021 ◽  
pp. 129-139
Keyword(s):  
Undergraduate Students ◽  
Writing Skills ◽  
Tertiary Level ◽  
Proximal Development ◽  
Teacher Student ◽  
Efl Students ◽  
Convenience Sampling ◽  
Giving Feedback ◽  
The Impact ◽  
Method Approach

This study sought to investigate the impact of teachers’ feedback in improving students' writing skills. Feedback is perhaps the most widely used method for responding to students’ writing. While various studies have investigated the effectiveness of providing error correction, there has been relatively little research in Bangladesh incorporating the impact of teachers' feedback in improving students’ writing skills. Supporting Vygotsky's concept of ‘Zone of Proximal Development’ a mixed-method approach was used to collect data. The data was analyzed in both numerical and descriptive manner. 90 undergraduate students were chosen for this research using convenience sampling. The major findings indicate that students find multiple benefits of feedback and have a positive attitude towards receiving feedback but the feedback they receive is not clear, specific, well explained, and immediate. This study finds that teacher-student conferencing is the feedback that students prefer the most. Finally, some suggestions are given to improve feedback quality for enhancing the writing skills of tertiary-level students in Bangladesh. This study will help teachers have a better understanding of giving feedback to improve the writing skills of EFL students. It will also facilitate educational administrators and policymakers.

scholarly journals COVID-19 Modifications to a Service-Learning Project Designed to Prepare Special Education Students to Be Effective Participants in Transdisciplinary Collaborations

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Kathy Doody ◽  
Katrina Fulcher ◽  
Pamela Schueltze
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Speech Language Pathology ◽  
Community Based ◽  
Language Pathology ◽  
The Impact ◽  
Early Childhood Settings

This research study examined the impact of COVID-19 on university students’ perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable and rigorous assignment for students who were unable to complete the original assignment due to the lockdown. Student perceptions were compared, pre and post COVID; subsequent results are discussed in alignment with the original four goals of the project. Additionally, suggestions are posed to position this service-learning assignment for remote delivery should the pandemic persist to disrupt higher education.

scholarly journals STUDENT PERCEPTION OF FORMATIVE PEER REVIEW

2020 ◽  
Vol 1 ◽  
pp. 493
Author(s):  
Alex Krouglov
Keyword(s):  
Peer Review ◽  
Student Perceptions ◽  
Student Perception ◽  
Professional Communication ◽  
Research Engagement ◽  
Curriculum Framework ◽  
University College London ◽  
Research Findings ◽  
The University ◽  
The Impact

The present paper covers our initial research findings of postgraduate student perceptions of formative in-class peer review in relation to their presentations, research, professional communication, and language skills. The paper also aims to assess the impact it may have on learning at advanced level of language training, and explores how peer review approach used in classes changes student perception of its benefits and challenges and contributes to the development of presentation, language and research skills. Besides the development of speaking skills, critical thinking and argumentation, peer review enables them to assess themselves better, to think more about the target audience and encourages better course and research engagement and collaborative learning. In our research, the students were asked to provide in-class peer review of presentations made by students on various aspects of their research as part of the connected curriculum framework established at the University College London. 

scholarly journals Investigating the Impact of Online Classes on Undergraduate Degree Completion

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Sharon Wavle ◽  
Gamze Ozogul
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Degree Completion ◽  
Online Courses ◽  
Online Classes ◽  
Course Grades ◽  
Program Of Study ◽  
Faculty And Administrators ◽  
Student Grades ◽  
The Impact

This study expands on current research that examines the impact of online courses on retention, degree completion, and student success. The researchers investigated the impact of online courses on degree completion by using existing graduation rate data, course enrollment data, and student grades for undergraduate students at a multi-campus 4-year institution. The researchers aimed to provide advisors, faculty, and administrators with a better understanding of how online classes fit into an undergraduate student’s program of study while completing their degrees within the desired timeframe.  The researchers additionally sought to understand the impact of taking online classes on degree completion while controlling for student demographic and academic factors (e.g. age, first-generation student status, socioeconomic status, SAT/ACT scores, and 1st semester GPA) and campus type (traditional flagship, urban research, and regional). Results indicated that regardless of campus type taking one or more online classes during their program of study increased undergraduate students’ likelihood of successful degree completion. Lastly, to provide further insight, this study compared student performance in online and on campus classes. Results for this comparison were mixed; slightly higher or slightly lower online course grades were obtained by students compared to face-to-face course grades depending on type of campus.

scholarly journals SINGLE CAPSTONE OR MULTIPLE CORNERSTONES? DISTRIBUTED MODEL OF CAPSTONE SUBJECTS IN CONSTRUCTION EDUCATION

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Mehrdad Arashpour ◽  
Amrit Sagoo ◽  
Dallas Wingrove ◽  
Tayyab Maqsood ◽  
Ron Wakefield
Keyword(s):  
Undergraduate Students ◽  
Construction Management ◽  
Management Program ◽  
Distributed Model ◽  
Construction Project Management ◽  
Management Skills ◽  
Construction Engineering ◽  
Construction Education ◽  
Industry And Education ◽  
Design And Practice

Capstone experiences provide critical opportunities for undergraduate students to integrate and apply the skills and knowledge they have previously developed in their degree or program. Commonly, this involves students engaging in learning experiences that involve real-world issues and which in turn enhance the student experience and employability skills. The research on capstone experiences in the construction management education literature indicates a need to develop customized delivery models that addresses the specific requirements of construction industry and education providers. This paper aims to showcase an innovative model of distributed delivery for multiple capstones (cornerstones) in a construction management program. The case study described in this paper realized an improvement in capstone design and practice-based learning by incrementally enhancing a student’s knowledge of construction project management skills. The model of multiple capstones discussed here is applicable to diverse disciplines, including construction engineering and management programs.

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