A “Hybrid” Bacteriology Course: The Professor’s Design and Expectations; The Students’ Performance and Assessment

2005 ◽  
Vol 6 (1) ◽  
pp. 8-13
Author(s):  
STEVEN KRAWIEC ◽  
DIANE SALTER ◽  
EDWIN J. KAY
Keyword(s):  
Statistical Analysis ◽  
Active Learning ◽  
Statistical Difference ◽  
Student Assessment ◽  
Discussion Board ◽  
Online Resources ◽  
Hybrid Course ◽  
Face To Face ◽  
Learning Tasks ◽  
Electronic Discussion Board

A basic bacteriology course was offered in two successive academic years, first in a conventional format and subsequently as a “hybrid” course. The latter combined (i) online presentation of content, (ii) an emphasis on online resources, (iii) thrice-weekly, face-to-face conversations to advance understanding, and (iv) frequent student postings on an electronic discussion board. We compared the two courses through statistical analysis of student performances on the final examinations and the course overall and student assessment of teaching. The data indicated that there was no statistical difference in performance on the final examinations or the course overall. Responses on an instrument of evaluation revealed that students less strongly affirmed the following measures in the hybrid course: (i) The amount of work was appropriate for the credit received, (ii) Interactions between students and instructor were positive, (iii) I learned a great deal in this course, and (iv) I would recommend this course to other students. We recommend clear direction about active learning tasks and relevant feedback to enhance learning in a hybrid course.

Effective Coaching Through Webinar-Integrated Tools

2021 ◽  
pp. 209-237
Author(s):  
Stephen Kyakulumbye
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Situation Awareness ◽  
Participatory Design ◽  
Online Resources ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Implementation Framework ◽  
Face To Face ◽  
Effective Coaching

Webinars are very powerful yet less used strategies for building the capacity of teachers to improve their pedagogical and andragogical practice, let alone to be used by teachers to offer education to their learners. The classroom learning environment has evolved to meet the needs of today and tomorrow by providing students with access to technology and online resources that support instruction especially during times when face-to-face interactions are impossible. This chapter offers research-based experience for the limitations and framework solution for effectively applying webinar through integrative tools as a framework for coaching educationists to promote active learning in blended environments. This chapter proposes an implementation framework based on a situation awareness model within empathetic participatory design principles. This model results in empowering and motivational outcomes for the instructors to extend the application of the use of the webinar tools among their fellow instructors.

scholarly journals MGA Kwento NG Guro At Kwentong Mag-Aaral: Student Assessment Processes, Challenges And Solutions In The New Normal Setup Leading To Quality Assurance Inputs

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Aljon Delmo Galang ◽  
Rosie Lopez Conde ◽  
I Ketut Sudarsana
Keyword(s):  
Quality Assurance ◽  
High School Teachers ◽  
Academic Dishonesty ◽  
Student Assessment ◽  
Narrative Approach ◽  
New Normal ◽  
Face To Face ◽  
Qualitative Research Study ◽  
Learning Tasks ◽  
Face To Face Instruction

<p>This qualitative research study used narrative approach to retell the narratives of twelve (12) high school teachers on the processes, challenges, and solutions of student assessment. The investigation identifies that teachers assess the students by utilizing modules and other activities as alternatives of face-to-face instruction and assessment, using rubrics and providing feedbacks, utilizing online platforms, and involving parents. The participants also encountered challenges such as academic dishonesty, students’ attitude towards learning tasks, and lack of ICT resources. These are solved by communicating with parents, feedbacking, and alternatives means of distributing learning tasks. The findings provide insights specifically for teachers who struggle in assessing student learning in the New Normal Setup and who aim to use distance learning even in the post-pandemic class setting; and contribute inputs to quality assurance in education, considering the pandemic-impacted educational landscape.</p>

Auditing the Systems Understanding Aid Project: An Integrative Assignment for Accounting Students

2012 ◽  
Vol 7 (1) ◽  
pp. 27-51 ◽  
Author(s):  
Susan L. Swanger ◽  
Beth H. Jones
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Work Environments ◽  
Accounting Students ◽  
External Work ◽  
Learning Tasks ◽  
Independent Auditors ◽  
Course Integration

ABSTRACT Accounting educators strive to prepare graduates for work in their chosen field. Various teaching methods can be employed to best accomplish this goal. One valuable tool is the use of active learning tasks that simulate external work environments. This paper describes the collaboration between an AIS and an Auditing professor who used an integrative task that spanned their two classes over two semesters. The authors had their AIS students complete Arens and Ward's Systems Understanding Aid (SUA) project (Arens & Ward, 2008). The following semester, students in the auditing class audited the records and financials that had been generated by students the previous semester. The project was designed to facilitate course integration and teamwork by having groups of students play the role of corporate accountants, then act as independent auditors.

Evaluation software for effects produced by MOOC in mediums with different linguistically levels

2018 ◽  
Vol 34 (3) ◽  
pp. 633-645
Author(s):  
Cornel Samoilă ◽  
Doru Ursuţiu ◽  
Vlad Jinga
Keyword(s):  
Statistical Analysis ◽  
Statistical Methods ◽  
Rapid Assessment ◽  
Assessment Method ◽  
Behavioral Changes ◽  
Strong Negation ◽  
Face To Face ◽  
Made In ◽  
The Way

Abstract MOOC appearance has produced, in a first phase, more discussions than contributions. Despite pessimistic opinions or those catastrophic foreseeing the end of the classic education by accepting MOOC, the authors consider that, as it is happening in all situations when a field is reformed, instead of criticism or catastrophic predictions, an assessment should be simply made. MOOC will not be better or worse if it is discussed and dissected but can be tested in action, perfected by results, or abandoned if it has no prospects. Without testing, no decision is valid. A similarity between the MOOC appearance and the appearance of the idea of flying machines heavier than air can be made. In the flight case, the first reaction was a strong negation (including at Academies level) and only performing the first independent flight with an apparatus heavier than air has shifted orientation from denial to contributions. So, practical tests clarified the battle between ideas. The authors of this article encourage the idea of testing–assessment and, therefore, imagined and proposed one software for quickly assess whether MOOC produces changes in knowledge, by simply transferring courses from ‘face-to-face’ environment into the virtual one. Among the methods of statistical analysis for student behavioral changes was chosen the Keppel method. It underpins the assessment method of this work being approached using both the version with one variable and also with three variables. It is intended that this attempts to pave the way for other series of rapid assessment regarding MOOC effects (using other statistical methods). We believe, that this is the only approach that can lead either to improve the system or to renunciation.

Knowledge and Practices Regarding Early Colostrum Feeding Among Mothers in Erbil Governorate: a Comparative Study

2021 ◽  
Author(s):  
Madiha M Abas ◽  
Shukir Saleem Hasan
Keyword(s):  
Statistical Difference ◽  
Cross Sectional Study ◽  
Normal Vaginal Delivery ◽  
Sectional Study ◽  
Chi Square ◽  
Cross Sectional ◽  
Face To Face ◽  
Colostrum Feeding ◽  
Spss Software ◽  
Data Frequency

Abstract Background and objectives: Colostrum is the first breastfeed which is a product by the mother. it has containing high amounts and concentrations of nutrients and antibodies. Methods: A comparative, cross-sectional study was conducted in different areas in Erbil Governorate. During the period started on 2nd Jan. to the end of May. 2019. Non- probability of 400 mothers who delivered their baby by normal vaginal delivery in the hospitals were recruited. A special tool was constructed by researchers, a direct face-to-face interview was adapted. Data were collected and interpreted to the computer. A special SPSS software version 23 was used for analyzing the data, frequency, chi-square, and two tailed t-test statistical analysis was applied for the study.Results: Incorrect knowledge among Erbil city and Koy-Sanjaq city was observed, with better information among Shaqlawa mothers. Poor practices of colostrum feeding among all mothers, and found a statistically significant association between mother’s knowledge, and relay to an association between mothers’ practices. Statistically significant differences were found between Erbil city and Koy-Sanjaq city; between Shaqlawa city and Koy-Sanjaq city concerning mothers’ practices respectively, with non-statistically differences between Erbil and Shaqlawa mothers, also non-statistically significant differences between mothers’ practices in Erbil and Shaqlawa city. There are statistically differences between mothers in Erbil, Koy-Sanjaq, and between Erbil and Shaqlawa with no statistical difference between Koy-Sanjaq and Shaqlawa mothers regarding knowledge. Conclusions: The mothers in Shaqlawa city had better knowledge and all three districts were having poor practices regarding colostrum feeding.

Active Learning Online

2022 ◽  
Vol 12 (1) ◽  
pp. 1-13
Author(s):  
Viktor Wang ◽  
Leslie Hitch ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Experience ◽  
Thinking Skills ◽  
Strategic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Current Century ◽  
Teaching Goal ◽  
Current Article

Preparing graduates for the present and future workforce is an important strategic learning and teaching goal of higher education. Towards realizing this goal, institutions are expending significant effort promoting active learning as an institution-wide teaching approach. Active learning defined as learners deeply participating in the learning process are being increasingly used in face-to-face contexts, but can it be used just as effectively in the online environments now common in higher education? In their 2017 paper, the authors established that active learning online is certainly possible. In this current article the authors assert that not only is active learning online possible, but that it is a necessity to bolster workforce and higher order thinking skills needed in this current century. Importantly, the faculties have a crucial role to play in implementing active learning online, and active learning online permeate the whole of the online learning experience within courses.

scholarly journals Assessment and comparison of the levels of N-nitrosonornicotine and 4-(n-methyl-n –nitrosamino) -1-(3-pyridyl)-1-butanone in the saliva of tobacco chewers and non- chewers -a hospital based study

2018 ◽  
Vol 6 (2) ◽  
pp. 66
Author(s):  
Dr Harpreet Kaur Gandhoke ◽  
Dr Vasanti Lagali Jirge ◽  
Dr Anjana Bagewadi
Keyword(s):  
Statistical Analysis ◽  
Smokeless Tobacco ◽  
Statistical Difference ◽  
Study Groups ◽  
P Value ◽  
Sample Collection ◽  
Group Iii ◽  
Group I ◽  
The Mean ◽  
Tobacco Specific Nitrosamines

Background: Studies estimating the Tobacco- specific nitrosamines, (TSNA’s) which are the strongest carcinogens in the saliva oftobacco users and tobacco quitters, are limited.Objectives: To assess and compare the levels of N- nitrosamines (NNN, NNK) in the saliva of tobacco chewers and non -chewers including those who have quit the habit of tobacco use.Methods: The study included 120 patients who were divided into three groups of 40 each: Group I- Smokeless tobacco chewersGroup II- Tobacco chewers who have completely stopped the habit at least 2 weeks prior to sample collection andGroup III- non-chewers. The salivary levels of two tobacco specific nitrosamines; NNN & NNK levels were estimated in the three study groups. Statistical analysis was done by Kruskal– Wallis, one-way analysis of variance (ANOVA) test, Mann-Whitney U test. (p-value < 0.05 was considered to be statistically significant)Results: In Group I, the mean level of NNN was 651.84 ± 359.78 and mean level of NNK was 168.32 ± 131.83. In Group II, the mean level of NNN was 119.52 ± 95.05 and mean level of NNK was 42.78 ± 43.19. In Group III, the mean level of NNN was 3.44 ±6.55 and mean level of NNK was 1.98 ± 3.68. There was a statistical difference in the 3 groups with respect to mean levels of NNN and NNK.Conclusion: The study indicated that salivary tobacco-specific nitrosamines are elevated in tobacco chewers. Saliva can be used to detect TSNA’s and screen for TSNA’s during each patient’s de-addiction process.  

Non-standard capitalisation and vocal spelling in intercultural computer-mediated communication

Corpora ◽  
2016 ◽  
Vol 11 (1) ◽  
pp. 63-82 ◽  
Author(s):  
Yen-Liang (Eric) Lin
Keyword(s):  
Intercultural Communication ◽  
Computer Mediated Communication ◽  
Discussion Board ◽  
Corpus Analysis ◽  
Mediated Communication ◽  
Part Of Speech ◽  
Computer Mediated ◽  
Lower Case ◽  
Python Programming ◽  
Electronic Discussion Board

This study reports on a corpus analysis of samples of Computer-Mediated Communication (CMC) on an electronic discussion board among a group of British and Taiwanese adolescents, paying specific attention to the most distinctive cues of CMC: non-standard capitalisation and vocal spelling. I evaluate a newly developed corpus of online discussion, the British and Taiwanese Teenage Intercultural Communication Corpus (BATTICC). I used Python programming to calculate all the instances of non-standard capitalisation (specifically, all upper-case words and the use of lower case instead of upper case) and vocal spelling from the corpus, and I also applied Wmatrix to identify the semantic and part-of-speech fields of all these instances. Moreover, initial quantitative analysis was employed to inform further qualitative analysis to identify the pragmatic functions of cues in this intercultural context. It was evident that the CMC cues perform important interpersonal functions, and the analysis demonstrates different preferences by the participants for different purposes.

scholarly journals Inviting a statistician to join an evidence-based journal club

2001 ◽  
Vol 25 (10) ◽  
pp. 397-399 ◽  
Author(s):  
G. Swift ◽  
F. Crotty ◽  
M. Moran ◽  
C. M. McDonough ◽  
A. Moran ◽  
...  
Keyword(s):  
Statistical Analysis ◽  
Active Learning ◽  
Critical Appraisal ◽  
Journal Club ◽  
Evidence Based ◽  
Academic Interest ◽  
Learning Principles ◽  
The Impact

AIMS AND METHODIn response to frequent cancellations, we recently changed the format of our journal club. We invited a statistician to attend and each meeting focused specifically on critical appraisal and statistical analysis. Active learning principles were used where every participant critically appraised an aspect of the paper presented at each meeting. The aim of this paper was to evaluate the impact of the new format on attendance and satisfaction levels. Attendance and satisfaction levels were measured in the 3 months before and the 3 months after the new format was introduced.RESULTSAverage attendance increased from 10 to 15, with two psychologists and two trainees who did not work in the hospital starting to attend regularly. Satisfaction levels also increased significantly with respect to academic interest, enjoyment, usefulness and overall satisfaction.CONCLUSIONCombining statistical expertise with principles of active learning has led to increased satisfaction levels among participants in our journal club.

Long term comparison between flipped classroom and team-based learning on a prosthodontic class

2019 ◽  
Author(s):  
Rika Hayama ◽  
Kazuo Okura ◽  
Masamitsu Oshima ◽  
Maki Hosoki ◽  
Yoshitaka Suzuki ◽  
...  
Keyword(s):  
Active Learning ◽  
Correct Answer ◽  
Flipped Classroom ◽  
Statistical Difference ◽  
Test Period ◽  
Examination Score ◽  
Group Assignment ◽  
Study Habit ◽  
Team Based Learning

Abstract Background Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students also study before class. The students take individual readiness assurance test (IRAT) and group readiness assurance test (GRAT), then discuss group assignment projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data.Methods FC and TBL effectiveness was assessed from the results of the term-end examinations from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations.Results Multi-way ANOVA showed that the correct answer rate in term-end examinations was significantly different in comparison with the time of the trial, and for the participants (students and dentists). The term-end examination score of FC and TBL did not show a statistical difference. According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials.Conclusions There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.

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