Assessing the Value and Balance of In-Class Demos and Videos in Fluid Mechanics Lecture

2018 ◽  
Author(s):  
Thomas G. Shepard
Keyword(s):  
Fluid Mechanics ◽  
Student Learning ◽  
Fluid Mechanic ◽  
Positive Outcomes ◽  
Student Surveys ◽  
Preparation Time ◽  
Face To Face ◽  
Class Time ◽  
The Face ◽  
Survey Results

The use of in-class demonstrations and videos in an introductory fluid mechanics can have many positive outcomes in regards to student learning and engagement. However, the face-to-face class time an instructor has during lecture is a valuable commodity which can disappear all too quickly given the amount of topics to be covered, example problems, exams, etc. Thus, there is a balance to be struck amongst the various in-class activities, which must also factor in the amount of preparation time demanded of the instructor. This paper examines the utility of in-class demonstrations and videos using student surveys and feedback from both the instructor and students. Survey results reveal that students see the benefits of videos and in-class demonstrations differently and generally agree on the balance to be struck in the how class time is allocated. The results further reveal how students view in-class time in light of the opportunity to have a flipped, or partially flipped course whereby students watch lecture content outside of class. Student recall for relevant fluid mechanic concepts highlighted during demos is discussed. Additionally, the paper describes some of the specific fluid mechanics demonstrations and videos while providing references to other resources.

Instructor Presence in Online Distance Classes

2010 ◽  
pp. 1216-1219
Author(s):  
Janet Lear
Keyword(s):  
Student Learning ◽  
Instant Messaging ◽  
Online Environment ◽  
Face To Face ◽  
Instructor Presence ◽  
New Knowledge ◽  
The Face ◽  
Online Distance ◽  
A Site ◽  
E Mail

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructor presence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructor presence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment. Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presence as they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.

scholarly journals Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 109
Author(s):  
Jennifer Schneider ◽  
Melanie Patfield ◽  
Hayley Croft ◽  
Saad Salem ◽  
Irene Munro
Keyword(s):  
Augmented Reality ◽  
Student Learning ◽  
Tertiary Education ◽  
Pharmacy Education ◽  
Face To Face ◽  
Student Opinions ◽  
Mixed Method Design ◽  
Sequential Explanatory Mixed Method ◽  
The Face ◽  
Augmented Reality Technology

There is increasing use of augmented reality (AR) technology, which combines the virtual and real world, in the tertiary education sector. AR enables flexibility in student learning, since this technology may be used in the face to face setting and may also be accessed by students at any time outside of this setting. The purpose of this study was to develop an AR tool and investigate its effectiveness for learning about the medication naloxone using AR in a MagicBook; and determine student opinions on its acceptability and usability. Using a sequential explanatory, mixed method design, 25 undergraduate pharmacy students were recruited to participate in the study. Pre- and post-tests were used to measure changes in knowledge and a survey was used to collect information on the usability and acceptability of AR for learning. The findings of the study indicated that AR technology was able to support student learning on the chosen topic, showing 42% improvement in quiz score p < 0.0001, and that students found using AR was stimulating, interactive, engaging and easy to follow. Thus, AR technology could be an effective way to enhance student learning about medicines.

scholarly journals 507 Burn Survivor Perspectives On a “Virtual” Survivor Retreat

2021 ◽  
Vol 42 (Supplement_1) ◽  
pp. S100-S101
Author(s):  
Miranda L Yelvington ◽  
Gretta E Wilkinson
Keyword(s):  
Support Groups ◽  
Alternative Methods ◽  
Adult Survivor ◽  
Face To Face ◽  
Participation Level ◽  
Burn Survivors ◽  
Specific Feedback ◽  
The Face ◽  
Survey Results ◽  
Virtual Events

Abstract Introduction The social distancing restrictions mandated by the COVID-19 pandemic have directly impacted burn survivor support groups. Around the country, Pediatric Camps and Adult Support groups have been canceled or moved to an alternate format. While these alternative methods provide much-needed support and interaction for burn survivor groups, it is unknown how they compare to traditional, in-person support programs. In November 2020, our facility will replace our traditional Adult Burn Survivor Retreat with an entirely virtual, synchronous retreat. The retreat will feature many of the sessions and experiences from the in-person retreat but will be lacking the face-to-face contact that is so valued by our Adult Survivor Group. Educational sessions will be provided by adult psychologists and social workers, burn therapists and nurses. An adult burn survivor will provide the keynote address. Adult burn survivors, who have participated in prior year’s retreats, will be invited to participate in a comparison feedback survey. Methods Participants in the Virtual Adult Survivor Retreat will complete a post-retreat survey, comparing the virtual retreat experience to the traditional in-person retreat format. Likert scale questions will address participation level, benefit of retreat, specific feedback for sessions and ease of ability for survivors to interact with peers. In addition, the survey will seek to identify barriers of the virtual format as a means of providing needed survivor support. Results Survey results will be analyzed, and trends will be reported. Statistically significant results can be further explored to guide future virtual events. Conclusions Virtual events utilizing video platforms have become commonplace in the era of COVID-19, however, this format is still new, and the benefits have not been fully explored. Evidence has shown a direct benefit to survivors participating in support services. In an attempt to fill the gap left by the cancelation of in-person events, our facility is hosting a synchronous virtual retreat for adult burn survivors. Retreat evaluation and data comparing the virtual event to prior in-person events will be analyzed and reported.

scholarly journals Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

2021 ◽  
Vol 45 (2) ◽  
pp. 384-389
Author(s):  
Beth Beason-Abmayr ◽  
David R. Caprette ◽  
Chaya Gopalan
Keyword(s):  
Active Learning ◽  
Online Instruction ◽  
Online Teaching ◽  
Group Discussions ◽  
Face To Face ◽  
Spring Break ◽  
Class Time ◽  
Animal Physiology ◽  
The Face ◽  
Rice University

Due to the COVID-19 pandemic, Rice University canceled classes for the week of March 9–13, 2020 and shifted all instruction to online only following spring break. For the second half of the semester, animal physiology was taught exclusively over Zoom. Here we describe how a flipped teaching format that was used before the pandemic eased the transition from face-to-face teaching to online instruction. The preclass preparation resources and the active learning materials that were already in place for flipped teaching were helpful in the transition to solely online teaching. Therefore, the focus during the transition was to reconfigure active learning and examinations from the face-to-face format to the online platform. Instead of small group discussions in the classroom, teams interacted in Zoom Breakout Rooms. Rather than taking exams in-person during scheduled class time, students submitted exams online. Additionally, students prerecorded their project presentations instead of presenting them “live” during the last week of classes. Overall, students felt that the class smoothly transitioned to a remote only format. These and other changes to the instructional methods will be implemented during the Spring 2021 semester when the course is taught fully online.

Instructor Presence in Online Distance Classes

2010 ◽  
pp. 1422-1427
Author(s):  
Janet Lear
Keyword(s):  
Student Learning ◽  
Instant Messaging ◽  
Online Environment ◽  
Face To Face ◽  
Instructor Presence ◽  
New Knowledge ◽  
The Face ◽  
Online Distance ◽  
A Site ◽  
E Mail

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructorpresence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructorpresence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment.Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presenceas they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.

scholarly journals Consumers’ Perception About Genetically Modified Foods and Their Purchase Intention in the City Center of Hatay, Turkey

2016 ◽  
Vol 4 (11) ◽  
pp. 952 ◽  
Author(s):  
Ahmet Duran Çelik ◽  
Erdal Dağıstan
Keyword(s):  
Risk Perceptions ◽  
Purchase Intention ◽  
Genetically Modified ◽  
Genetically Modified Foods ◽  
City Center ◽  
Face To Face ◽  
Perceptions And Attitudes ◽  
The Face ◽  
Survey Results ◽  
The City

In this study consumers’ perception of, and purchase intention for genetically modified foods were examined in the city center of Hatay. The data of the 343 surveys were collected by using the face to face interview method. The data were analyzed by means of Likert Scale, and Spearman Correlation Analysis. According to the survey results, consumers’ risk perceptions about genetically modified foods are quite high. Consumers don’t willingly purchase genetically modified foods, and they intend to consume foods grown in traditional methods. High risk perceptions have a determining role on consumers’ views about genetically modified foods and their purchase intention for them. Another outcome from this study is that consumers’ awareness and knowledge levels about genetically modified foods are quite low, and that their perceptions and attitudes are mostly based on biases.

scholarly journals Online Delivery of Introductory Economics Content in the United States

Economics ◽  
2015 ◽  
pp. 1-19
Author(s):  
Thomas Scheiding
Keyword(s):  
Student Learning ◽  
The United States ◽  
Online Environment ◽  
Online Classroom ◽  
Face To Face ◽  
The Face ◽  
Technology And Assessment ◽  
Economics Courses ◽  
Introductory Economics ◽  
Enhance Student Learning

Introductory economics courses for undergraduates have increasingly been delivered online. This chapter documents not only the number of economics courses taught online and the types of institutions where they are offered, but it also highlights how the online environment changes how students learn and faculty members teach. As for how students perform in an online classroom and whether learning online is superior or inferior to learning face-to-face, the evidence is mixed. The overall finding with regard to student learning, however, is that there is no statistically significant difference in student learning in either the face-to-face or online environment. Finally, certain kinds of technology can enhance student learning in an online environment such as video lectures, blogs, and frequent homework assignments that guide students. This chapter concludes with a discussion of instructional design and how to make informed technology and assessment choices in the economics classroom that enhance student learning.

Is it face time or structure and accountability that matter? Moving from a flipped to a flipped/hybrid classroom

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kara Diane Smith
Keyword(s):  
Student Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Individual Student ◽  
Classroom Context ◽  
Final Exam ◽  
Content Type ◽  
Face To Face ◽  
Class Time ◽  
Face Time

PurposeThis research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the structure and incentives that are characteristic of a flipped classroom are already in place.Design/methodology/approachThis study features a quantitative analysis of individual student data collected over multiple sections of a single course with the same instructor. In all seven sections, over two semesters, principles of microeconomics used a flipped classroom format that features preclass video lectures, daily quizzes and highly interactive class time. In three of the seven sections, the time spent in class was reduced by one-third. For this experiment, student scores on the cumulative final exam evaluate student learning. Students took a survey at the end of the semester to provide feedback on time use during the course and to make observations about the class format.FindingsResults from this study suggest that despite accountability for the work done outside of class, students score 4.4% points lower on the final exam in the class format that features reduced face-to-face time. However, student comments also suggest that this is a worthwhile tradeoff as they balance work, internships and other nonacademic demands on their time. Student evaluations of the course and instructor are statistically unchanged.Practical implicationsEfficiency in educational delivery is an ongoing concern for students and faculty. This research demonstrates that a classroom that is both flipped and hybrid makes better use of student and faculty time, provides a richer learning experience and only modestly reduces student learning. It is notable that students report a preference for the hybrid classroom model, despite modestly lower levels of learning.Originality/valueWhile research has been done on flipped and hybrid classrooms separately, this is the first paper to isolate the effect of seat time within the flipped classroom context. This research addresses the flipped classroom design's ability to mitigate the documented reduction in student learning that often results from reduced class time or an increase in online learning.

Facilitating Roles an E-Instructor Undertakes

2011 ◽  
pp. 1516-1521 ◽  
Author(s):  
Ni Chang
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Teaching And Learning ◽  
Virtual Learning Environment ◽  
Traditional Classroom ◽  
Course Management Systems ◽  
Face To Face ◽  
The Face ◽  
Online Instructor ◽  
Educational Field

A discussion of roles that an instructor plays in the traditional classroom does not seem to be an innovative focus in the educational field. Yet, such discussions continue because of the topic’s paramount impact on student learning. Discussions regarding the roles that an online instructor plays in a virtual learning environment are essential because teaching and learning via course management systems are completely different from that in the face-to-face setting and are still in their infancy, thereby requiring a great deal of exploration.

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