scholarly journals AB1353-HPR EMPOWERING LEARNERS TO “OWN” THEIR PERFORMANCE: PRESENTING EDUCATIONAL PERFORMANCE DATA BACK TO LEARNERS AS A COMPONENT OF AND RATIONALE FOR SUBSEQUENT EDUCATION

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 1964.2-1964
Author(s):  
E. Johnson ◽  
L. Eldasher ◽  
D. Clausen
Keyword(s):  
Clinical Practice ◽  
Online Education ◽  
Learning Experience ◽  
Poor Performance ◽  
Performance Data ◽  
Data Driven ◽  
Educational Performance ◽  
Educational Content ◽  
Course Content ◽  
The Impact

Background:Beginning in 2016, RMEI created multiple accredited online education focused on RA and designed for rheumatologists. In 2018, the educational scope expanded to include live meetings, starting with a symposium at EULAR. For all programming from 2016-18 (6 courses, in both live and online settings), educational content was developed based on performance data from the previous RA courses. During the 2019 EULAR symposium, we presented the outcomes findings - from both the 2018 symposium and online courses – to the assembled rheumatologists, identifying ongoing educational gaps observed in their specialty population. The rationale: to create continuity between symposia over time by demonstrating incremental improvements and continuing areas of need, while also endowing learners with a greater sense of ownership and investment in forthcoming educational content.Objectives:To evaluate the impact of presenting learner’s educational performance data to them before education addressing persistent gaps identified in their performance the year prior.Methods:Data collected during the 2018 EULAR symposium was analyzed to understand the underlying drivers impacting poor performance in an identified area of ongoing educational need (cycling versus switching TNF inhibitors). A linear regression model was run including all non-related curriculum, demographic, and evaluation questions as possible drivers against those related low-scoring (at Post-Test) curriculum questions. The content of RMEI’s 2019 symposium at EULAR was developed to address the identified significant drivers to improve population proficiency in cycling versus switching. In addition to developing content based on the above findings, that data was also presented to learners in poster format prior to their participation in the 2019 symposium. During the period between on-site registration and the start of the symposium, attendees had the opportunity to explore data-driven insights, via audio-guided posters located around the meeting room. These insights included discussion of 2018 data analysis, identified drivers of poor performance, introduced the iterative data-driven methodology employed, and rationale behind content development for the 2019 symposium. At the conclusion of the 2019 symposium learners were asked to describe the impact/relevance of being presented with their performance data, their intention of incorporating course content into practice, and what specifically they intended to change.Results:Data was collected on 135 clinicians (primarily physicians who actively treat patients with rheumatoid arthritis) who attended, and participated in, the symposium. With specific regard to the impact of seeing their own data presented back to them, 80% reported that seeing the learner data from the 2018 symposium enhanced their current learning experience. Further, 86% reported that they intended to incorporate course content into their clinical practice. Specifically, this population reported an intent to change their treatment approach and patient education practices.Conclusion:Education is only as effective as the degree to which the audience is engaged. While year over year data from 2016 through 2018 demonstrated that an iterative approach facilitated the meaningful and necessary reinforcement of challenging concepts, learners in prior years were not aware of the methodological underpinnings of the educational offerings. Presenting this population with findings derived from their performance - as a rationale for the education they were about to participate in proved a compelling motivator for active learner engagement, and may have had a positive influence on the degree to which learners implemented course content into their clinical practice.Disclosure of Interests:None declared

scholarly journals Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

2021 ◽  
Vol 11 (10) ◽  
pp. 633
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Urban Design ◽  
Digital Technology ◽  
Design Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Blended Online Learning ◽  
The Impact

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

Assessing the Impact of Using Educational Videos in Teaching Engineering Courses

2018 ◽  
Author(s):  
Essam Zaneldin ◽  
Waleed Ahmed
Keyword(s):  
Learning Experience ◽  
Teaching Methodology ◽  
Major Contributor ◽  
International Institution ◽  
Course Content ◽  
Major Shift ◽  
Educational Videos ◽  
The Impact ◽  
Do So

Traditional ways of delivering lectures in classrooms proved to be inadequate and inefficient. Recently, the education sector is witnessing a dramatic progress and is undergoing a major shift. This shift has been influenced largely by technological and pedagogical trends and the greater worldwide access to the Internet. Videos were seen to be a major contributor to the shift in the educational landscape, acting as a powerful agent that adds value and enhances the quality of the learning experience. To be an effective player, videos continue to have a dramatic impact on higher education challenging the traditional way of delivering course content. While some lecturers may be embracing the use of videos in teaching, there are still lecturers who are reluctant to integrate this technology into their teaching methodology or do not have the skills to do so. This paper highlights the use of videos in teaching undergraduate courses in an international institution in order to boost students’ knowledge and enhance their learning experience. Findings of this study will be analyzed and discussed to address the main advantages of this promising initiative.

Inequality and Access to Online Education During a Global Crisis

2021 ◽  
pp. 340-361
Author(s):  
Herbert Ntuli ◽  
Edwin Muchapondwa ◽  
Victor Ntuli ◽  
Lina Mangwende
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Education Policies ◽  
Face To Face ◽  
Free Data ◽  
The Impact ◽  
Method Approach

The impact of inequality and technology on access to online education has received tremendous attention within the past two decades from researchers across the globe. What remains under-researched is the knowledge of how shocks such as the COVID-19 pandemic affect access to online education. The main objective of the study was to examine inequality in accessing online education in the context of a crisis in a developing region. A mixed-method approach was used to collect and analyze online survey data based on 393 undergraduate students from six countries in Southern Africa. Both observable and hidden inequality sources such as income and participation in household chores compromise the quality of online education. A shift from face-to-face teaching to online education is likely to result in learning difficulties and deterioration in the quality of education. Policies such as the provision of free data improve the learning experience by reducing inequality. Therefore, decision-makers should take into consideration inequality in designing policies and strategies during a crisis.

scholarly journals E-Learning Experience of Management Students in B-Schools During COVID-19 Pandemic - A primary Survey

2021 ◽  
Vol 8 (S1-Feb) ◽  
pp. 73-78
Author(s):  
Khazi Mohammed Owais ◽  
Anjali Atipamula
Keyword(s):  
Student Engagement ◽  
Online Education ◽  
Teaching And Learning ◽  
Business Schools ◽  
Learning Experience ◽  
Inductive Reasoning ◽  
Learning And Teaching ◽  
E Learning ◽  
Management Students ◽  
The Impact

This study is aimed to seek online feedback and conduct phonic interviews of Management students in B-Schools regarding their experience with E-learning methods used by their faculty and institutes. COVID-19 has turned the world into an unrecognizable and unthinkable setting. Various sectors have come together to battle this pandemic. Work from home (WFH) has become a norm and, so has studying from home. The purpose of this study is to understand the technology adoption, teaching and learning process, student engagement, and experience towards virtual classrooms during Lockdown due to COVID 19 in Business schools in Electronic City, Bangalore. This study uses inductive reasoning and qualitative research methodology to collect the data from the students of B-Schools who are currently pursuing courses such as PGDM, M.B.A, M.Com, M.C.A, etc. The students are currently in their hometowns across India and attending classes through various online platforms. The focus of this study is to find out the impact of online education on Learning Aspect and Student Engagement during this period. This study also emphasizes on how the current scenario has an impact on policymakers like educationalists, students, and the adoption of technique by faculty in the future. An indistinct study is done on the tactics and strategies that would be implemented in the ongoing pandemic. The current study is limited to the sample frame of around 300 students from business schools in Electronic City, Bangalore, India. Hence, the findings of this study cannot be generalized forentire India. Even though COVID 19 has created cognitive dissonance in students’ and faculties’ minds towards various situations they have faced in their day-to-day life. The learning and teaching have not stopped and are continuing at a fast pace and without any disruption.

A Conceptual Study on Employer Perception towards Hiring Employee with Online Degree/Certification

2020 ◽  
Vol 16 (3) ◽  
pp. 1-14
Author(s):  
Naresh B. ◽  
Rajalakshmi M.
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Vital Role ◽  
Geographical Differences ◽  
Course Content ◽  
Face To Face ◽  
Conceptual Study ◽  
Major Factors ◽  
The Impact

Higher education is enduring a transition across the world. This transition leads to the introduction of technology into the education system and provides opportunities to pursue a degree through online participation. According to Bramble and Panda, globalization plays a vital role in recognizing the necessity of providing online learning opportunities in higher education. The stakeholders and education institutions are very much concerned about the massive potential of online learning models. In the span of a decade, the demand for online courses has increased due to change in technology, lifestyle, economics, concerns of employees to develop knowledge, new competency skills and thinning out the geographical differences, etc. The innovative archetype of the online education is significant in quality, course content, satisfaction, and the perception of the users from various levels when compared to traditional face-to-face classroom systems. As a result, online education is more effective and efficient than the model of face-to-face education. The main objective of this research is to analyse and measure the various factors that affect employer perception towards online education systems in their recruitment process and cycle. 549 articles have been examined in terms of integrated literature review system to measure the impact. The result indicates, awareness, readiness, credentials and reputation are the major factors that affect employer perception on hiring decision.

Promoting Interaction in an Asynchronous E-Learning Environment

2015 ◽  
pp. 154-175 ◽  
Author(s):  
Maria Pavlis Korres
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Experience ◽  
Learning Objectives ◽  
Educational Performance ◽  
Communication Tools ◽  
Positive Attitudes ◽  
E Learning ◽  
High Level

Interaction is at the heart of the online learning experience. Theorists consider interaction a defining characteristic of education and regard it as vitally important in the design of e-learning courses. Interaction is a significant component in promoting learners' positive attitudes towards online education and affects their educational performance. This chapter examines the various ways an e-learning environment can promote interaction among participants by using the appropriate communication tools. It presents the results of a pilot e-learning course, confirming that different types of interaction can be promoted at a high level in an online environment and will contribute effectively to the achievement of the learning objectives.

scholarly journals Setting-up a European Cross-Provider Data Collection on Open Online Courses

2015 ◽  
Vol 16 (6) ◽  
Author(s):  
Marco Kalz ◽  
Karel Kreijns ◽  
Jaap Walhout ◽  
Jonatan Castaño-Munoz ◽  
Anna Espasa ◽  
...  
Keyword(s):  
Theoretical Model ◽  
Data Collection ◽  
Online Education ◽  
Large Scale ◽  
Online Courses ◽  
Learning Experience ◽  
Outcome Expectations ◽  
Starting Point ◽  
To Come ◽  
The Impact

<p class="BODYTEXT">While MOOCS have emerged as a new form of open online education around the world, research is stilling lagging behind to come up with a sound theoretical basis that can cover the impact of socio-economic background variables, ICT competences, prior experiences and lifelong learning profile, variance in intentions, environmental influences, outcome expectations, learning experience and economic return on taking and completing Massive Open Online Courses (MOOCs). The potential diversity of participants of MOOCs has been taken as a starting point to develop a theoretical model and survey instrument with the goal to establish a large-scale, cross-provider data collection of participants of (European) MOOCs. This article provides and overview of the theoretical model begin the project and reflects about first experiences with the cross-provider data collection.</p>

scholarly journals On predicting academic performance with process mining in learning analytics

2017 ◽  
Vol 10 (2) ◽  
pp. 160-176 ◽  
Author(s):  
Rahila Umer ◽  
Teo Susnjak ◽  
Anuradha Mathrani ◽  
Suriadi Suriadi
Keyword(s):  
Machine Learning ◽  
Process Mining ◽  
Learning Experience ◽  
Dropout Rate ◽  
Data Driven ◽  
Machine Learning Techniques ◽  
Content Type ◽  
Machine Learning Classification ◽  
Learning Techniques ◽  
The Impact

Purpose The purpose of this paper is to propose a process mining approach to help in making early predictions to improve students’ learning experience in massive open online courses (MOOCs). It investigates the impact of various machine learning techniques in combination with process mining features to measure effectiveness of these techniques. Design/methodology/approach Student’s data (e.g. assessment grades, demographic information) and weekly interaction data based on event logs (e.g. video lecture interaction, solution submission time, time spent weekly) have guided this design. This study evaluates four machine learning classification techniques used in the literature (logistic regression (LR), Naïve Bayes (NB), random forest (RF) and K-nearest neighbor) to monitor weekly progression of students’ performance and to predict their overall performance outcome. Two data sets – one, with traditional features and second, with features obtained from process conformance testing – have been used. Findings The results show that techniques used in the study are able to make predictions on the performance of students. Overall accuracy (F1-score, area under curve) of machine learning techniques can be improved by integrating process mining features with standard features. Specifically, the use of LR and NB classifiers outperforms other techniques in a statistical significant way. Practical implications Although MOOCs provide a platform for learning in highly scalable and flexible manner, they are prone to early dropout and low completion rate. This study outlines a data-driven approach to improve students’ learning experience and decrease the dropout rate. Social implications Early predictions based on individual’s participation can help educators provide support to students who are struggling in the course. Originality/value This study outlines the innovative use of process mining techniques in education data mining to help educators gather data-driven insight on student performances in the enrolled courses.

scholarly journals Beyond Content: The Value of Instructor-Student Connections in the Online Classroom

2018 ◽  
Vol 18 (4) ◽  
Author(s):  
B. Jean Mandernach ◽  
Sarah Nicole Robertson ◽  
John Paul Steele
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Qualitative Data ◽  
Learning Experience ◽  
Effective Means ◽  
Online Classroom ◽  
Course Content ◽  
Qualitative Feedback ◽  
Learning Programs ◽  
Course Material

Research clearly establishes the value of online education to foster students’ cognitive understanding of course material. However, engagement in the learning experience requires more than mere acquisition of new knowledge; to be fully engaged in the learning process, students must also connect with their peers and instructor in a meaningful way. The purpose of this study is to examine the value of instructor-personalized audio lectures as means of fostering students’ engagement with course content and the online learning experience. Qualitative data on the student experience found that instructor-personalized audio lectures enhanced students’ perceptions of value and engagement; quantitative data using a standardized engagement measure revealed no significant differences. Students’ qualitative feedback about their online learning experience indicated that instructor-personalized audio lectures fostered greater student-instructor connections and significantly impacted the likelihood of students’ engaging with course material. Recognizing the value of student engagement for ongoing satisfaction and retention in online learning programs, findings suggest that the creation of personalized audio lectures provides an efficient and effective means for faculty to positively impact students’ online learning experience.  

Engaging Students in Learning: Teaching the Reference Transaction

Libri ◽  
2020 ◽  
Vol 70 (1) ◽  
pp. 33-47
Author(s):  
Charlene Lyn Al-Qallaf
Keyword(s):  
Information Science ◽  
Graduate Program ◽  
Learning Experience ◽  
Academic Library ◽  
Information Need ◽  
Kuwait University ◽  
Course Content ◽  
Reference Librarians ◽  
Behavioral Attributes ◽  
The Impact

AbstractThe purpose of the study was to explore the impact of applying a series of passive and active learning activities including a practice-based assignment when teaching the reference transaction to 43 students enrolled in a graduate program at Kuwait University. Students were asked to visit an academic library of their choice and approach the reference desk with a distinct information need. Based on the 2013 RUSA behavioral guidelines, students rated their perceptions of the behavioral attributes of reference librarians during the reference transaction encounter. In addition, two open-ended questions asked students for their opinions and feedback regarding their interaction with reference librarians. Finally, a three-hour class session was allocated for students’ reflection and discussion of their learning experience. All students participated in the study. Students found librarians approachable and exhibited interest in their inquiries. However, they showed less proficiency in their searching skills, managing and facilitating the use of results as well as applying follow-up activities. Students’ views and beliefs regarding their learning experience showed that the experiential nature of the assignment provided insight into the nuances of reference librarians, interviewing techniques, and the extent of subject knowledge and skills essential for a successful reference transaction. The results show that teaching students the reference transaction using a practice-based assignment coupled with having students assess the reference librarians’ performance provides a practical perspective that enhances student learning. Further, the benefits in using multiple methods and strategies in teaching the reference transaction that emerged from the study is deemed valuable for library and information science education in the design and development of course content.

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