An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

2015 ◽  
Vol 39 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Community Support ◽  
First Year ◽  
Learning Effectiveness ◽  
Anatomy And Physiology ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
Teaching Anatomy ◽  
Physiology Students

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

scholarly journals A Proposed Framework for the Growth of Online Learning Communities

2021 ◽  
Author(s):  
Nevine Mahmoud Fayek El Souefi
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Social Presence ◽  
Teaching And Learning ◽  
Emotional Engagement ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Use Of Technology ◽  
Challenges And Opportunities

AbstractThe abrupt shift to full online learning due to COVID-19, displaced students and teachers, created multiple barriers in teaching and learning, and caused some instructors not being able to build and maintain an online learning community. This situation resulted in students’ detachment from their instructor and peers causing lack of motivation and increase of failure chances. First the paper explores the challenges and opportunities of building and online learning community highlighting the needs, and reviewes some past frameworks in the field. Second, a framework is proposed that identifies four factors that help the growth of online learning communities. Those facots are; teacher presence, social presence, cognitive presence and students’ emotional engagement. Further the framework  specifies type of actions and activities that teachers/instructors should be adopting throughout the course.  The paper adds to the growing knowledge on Coronavirus effects on the educational sector and highlights the need for the efficeint use of technology in education.

A Clear Pathway

2017 ◽  
pp. 343-365 ◽  
Author(s):  
Donna M. Velliaris
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Educational Institution ◽  
South Australia ◽  
Bachelor's Degree ◽  
First Year ◽  
Online Questionnaire ◽  
Policies And Procedures ◽  
New Students ◽  
The Difference

The educational institution participating in this research is a pre-university pathway college in South Australia. Specific to this study are the international students who enter this educational organization to undertake a Diploma in Business, Information Technology (IT) or Engineering, which constitutes the ‘first-year' of a Bachelor's degree at the partner university. In response to a mandatory online questionnaire, 106 responses were gathered from new students to the open-ended question—What is the difference between ‘group work' and ‘collusion'? Faculty are taking greater responsibility for elucidating the ‘line' between authorized and unauthorized collaboration. Deep(er) understanding of students' views/notions of these two concepts are indispensable if institutions with diverse student populations are to develop effective policies and procedures for increasing Academic Integrity (AI) among all members of the teaching and learning community.

scholarly journals An Initiative to Broaden Diversity in Undergraduate Biomathematics Training

2010 ◽  
Vol 9 (3) ◽  
pp. 241-247 ◽  
Author(s):  
Gregory Goins ◽  
Mingxiang Chen ◽  
Catherine White ◽  
Dominic Clemence ◽  
Thomas Redd ◽  
...  
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Academic Career ◽  
Community Support ◽  
Underrepresented Minorities ◽  
State University ◽  
Underrepresented Minority ◽  
Underrepresented Minority Students ◽  
Academic Courses ◽  
The Many

At North Carolina A&T State University (NCATSU), there was a critical need to better coordinate genuine research and classroom experiences for undergraduates early in their academic career. We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue research careers by increasing the visibility of research conducted at the interface of mathematics and biology at NCATSU. Because of the many positive impacts, iBLEND gained significant buy-in from administration, faculty, and students by 1) working from the ground up with administration to promote campus-wide biomathematics research and training, 2) fostering associations between research and regular undergraduate academic courses, 3) creating and disseminating biomathematics teaching and learning modules, and 4) enhancing learning community support at the interface of mathematics and biology. Currently, iBLEND is viewed as a productive site for graduate schools to recruit underrepresented minority students having specific competencies related to mathematical biology.

scholarly journals Learning styles and courseware design

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Karen Valley
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Individual Learning ◽  
Learning Effectiveness ◽  
Use Of Technology ◽  
The Way

As the use of technology to support teaching and learning becomes more widespread, the need to make learning with computers more effective becomes more important. The accommodation of individual learning styles is often regarded as a way of increasing learning effectiveness. The idea that we can classify a learner and then employ methods and activities that match the way they prefer to learn is an attractive one. The main goal of this paper is to examine how software for teaching and learning (courseware) can accommodate differences in preferred learning style.DOI:10.1080/0968776970050205

scholarly journals Assessment and comparison of student engagement in a variety of physiology courses

2016 ◽  
Vol 40 (1) ◽  
pp. 70-78 ◽  
Author(s):  
Mari K. Hopper
Keyword(s):  
Student Engagement ◽  
Primary Objective ◽  
First Year ◽  
Baseline Measure ◽  
First Year Students ◽  
Anatomy And Physiology ◽  
Animal Physiology ◽  
Physiology Students ◽  
Positive Effect ◽  
Question Survey

Calls for reform in science education have promoted active learning as a means to improve student engagement (SENG). SENG is generally acknowledged to have a positive effect on student learning, satisfaction, and retention. A validated 14-question survey was used to assess SENG in a variety of upper- and lower-level physiology courses, including 100-level Anatomy and Physiology 1, 300-level Animal Physiology, 400-level Advanced Physiology, and 500-level Medical Physiology courses. The results indicated that SENG did not vary consistently by course level, format, or curriculum. The highest levels of SENG were found in the Advanced Physiology course, which included SENG as a primary objective of the course. Physiology student SENG scores were compared with National Survey of Student Engagement (NSSE) scores. The results demonstrated that physiology students enrolled in the Anatomy and Physiology 1 course reported lower levels of SENG than first-year students that completed the NSSE. Students enrolled in the Advanced Physiology course reported higher levels of SENG than fourth-year students that completed the NSSE. Assessment of SENG offers insights as to how engaged students are, identifies where efforts may best be applied to enhance SENG, and provides a baseline measure for future comparisons after targeted course modifications.

scholarly journals Actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en matemáticas

2013 ◽  
Vol 8 (1) ◽  
pp. 31-50
Author(s):  
Rubí López ◽  
Enrique Castro ◽  
Marta Molina
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
First Year ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Students Attitudes

Actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en matemáticasEste trabajo describe tendencias detectadas en las actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en la enseñanza y aprendizaje de las matemáticas, mediante opiniones emitidas en un cuestionario sobre actitudes diseñado para tal efecto. Se describe el proceso seguido para establecer categorías para las actitudes hacia el uso de tecnología puestas de manifiesto por los estudiantes en sus respuestas. Los resultados indican una tendencia de actitudes positivas.Undergraduate engineering students’ attitudes towards using technology in mathematicsThis paper describes trends detected in first year engineering students’ attitudes towards the use of technology in teaching and learning mathematics through opinions gathered in a survey about attitudes designed for this purpose. We describe the process followed to establish categories for the attitudes towards the use of technology evidenced by the students in their answers. The results indicate a trend of positive attitudes.Handle: http://hdl.handle.net/10481/27878

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