scholarly journals Staff-student interactions in a physiology laboratory class: What do they involve and are they important?

2021 ◽  
Vol 45 (3) ◽  
pp. 607-619
Author(s):  
Louise A. Horrigan
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Online Survey ◽  
Affective Domain ◽  
Descriptive Data ◽  
Student Interactions ◽  
Laboratory Class ◽  
Undergraduate Laboratory ◽  
Physiology Laboratory ◽  
The Impact

Although considerable staff resources are often allocated to the teaching of undergraduate laboratory classes, there is a paucity of discussion regarding the extent and substance of the staff-student interactions that occur within classes and also whether these interactions benefit student learning in any way. Performed across four undergraduate laboratory sessions, this exploratory study aimed to quantify the interactions in terms of frequency, duration, and initiation of interactions, as well as gathering staff and student perceptions of the impact of the interactions. Staff gathered descriptive data by completing an observation checklist after each interaction and also provided their own perceptions of the interaction focus and outcome. Student perceptions were collected using an online survey after each class. Staff perceived that the most frequent achievement of the interactions was to enable students to progress with work. However, students’ perceptions suggested that staff may underestimate the impact of staff-student interactions on conceptual learning. The most striking findings were the students’ perceptions of the impact of interactions on their affective domain. On average, 93% of students agreed that when staff take an interest in their work, it motivates them to work hard, and 78% agreed that interactions with staff made the classes more enjoyable. With evidence that positive affect such as enjoyment is positively associated with aspects of learning, this is a salient finding. The study underscores the value of staff availability within the laboratory class and provides impetus to reevaluate how we perceive these interactions and their impact on student learning.

scholarly journals Blended learning within an undergraduate exercise physiology laboratory

2016 ◽  
Vol 40 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Steven J. Elmer ◽  
Kathryn R. Carter ◽  
Austin J. Armga ◽  
Jason R. Carter
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Exercise Physiology ◽  
Learning Performance ◽  
Face To Face ◽  
Blinded Manner ◽  
Course Material ◽  
Physiology Laboratory ◽  
The Impact

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 ( n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 ( n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories ( P = 0.62) or between sections ( P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased ( P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance.

scholarly journals Utilizing peer interactions to promote learning through a web-based peer assessment system

2009 ◽  
Vol 34 (2) ◽  
Author(s):  
Lan Li ◽  
Allen L. Steckelberg ◽  
Sribhagyam Srinivasan
Keyword(s):  
Student Perceptions ◽  
Instructional Strategy ◽  
Peer Interactions ◽  
Peer Assessment ◽  
Peer Pressure ◽  
Assessment System ◽  
Time On Task ◽  
Student Interactions ◽  
Web Based ◽  
The Impact

Peer assessment is an instructional strategy in which students evaluate each other’s performance for the purpose of improving learning. Despite its accepted use in higher education, researchers and educators have reported concerns such as students’ time on task, the impact of peer pressure on the accuracy of marking, and students’ lack of ability to make critical judgments about peers’ work. This study explored student perceptions of a web-based peer assessment system. Findings conclude that web-based peer assessment can be effective in minimizing peer pressure, reducing management workload, stimulating student interactions, and enhancing student understanding of marking criteria and critical assessment skills. Résumé : L’évaluation par les pairs est une stratégie pédagogique au cours de laquelle l’étudiant évalue la performance de l’autre dans un but d’amélioration de l’apprentissage. Malgré son usage répondu aux études supérieures, les chercheurs et les enseignants ont mentionné certaines préoccupations, notamment en ce qui a trait au temps que les étudiants consacrent à cette tâche, à l’impact de la pression des pairs sur la justesse de l’évaluation, ainsi qu’à l’inaptitude des étudiants à poser un jugement critique sur le travail de leurs pairs. La présente étude explore les perceptions des étudiants à l’égard d’un système d’évaluation en ligne par les pairs. Nos résultats nous permettent de conclure que l’évaluation en ligne par les pairs peut constituer un moyen efficace de réduire la pression des pairs, de diminuer le travail de gestion, de stimuler les interactions entre étudiants et d’améliorer la compréhension des critères d’évaluation par les étudiants ainsi que leurs compétences d’évaluation critique.

scholarly journals The Effects of Internet-Based Instruction on Student Learning

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Scott B. Wegner ◽  
Ken C. Holloway ◽  
Edwin M. Garton
Keyword(s):  
Distance Learning ◽  
Student Learning ◽  
Student Perceptions ◽  
Test Scores ◽  
Student Attitudes ◽  
Learning Experiences ◽  
Test Group ◽  
Control Group ◽  
Significant Difference ◽  
The Impact

The practice of using technology to deliver coursework in higher education has seen a veritable explosion. The use of technology has not only created new opportunities within the traditional classroom but has also served to expand learning experiences beyond the popular notion of “classroom." Indeed, “distance learning," especially utilization of the Internet, is becoming a widely used delivery alternative at universities nationwide.In many instances the change to an Internet-based delivery system has been instituted with little or no consideration of the impact on student learning. This paper presents data from a twosemester study of the effects of distance learning on student achievement as well as the impact of distance learning on student attitudes concerning their learning experiences. Students’ test scores and satisfaction survey results from an Internet-based test group were compared to a control group whose instructional opportunities were from traditional, in-class models. Researchers found no significant difference between the test scores of the two groups. Additionally, while statistically significant data could not be produced in the area of student perceptions, general observations supported that, overall, students in the experimental group had a more positive feeling about their experience than the control group.

scholarly journals Student perceptions and reported use of video recorded lectures in engineering courses

2012 ◽  
Author(s):  
Alan Steele ◽  
Cheryl Schramm
Keyword(s):  
Student Perceptions ◽  
Online Survey ◽  
Engineering Students ◽  
Strong Support ◽  
Circuit Analysis ◽  
Perceived Usefulness ◽  
Survey Tool ◽  
Video Lecture ◽  
Second Year ◽  
The Impact

Between 2008 and 2010 an introductory circuit analysis course for second year engineering students had its lectures recorded (2008 was audio only, other years were by video) and the recordings were made available to registered students as a supplemental resource. Attendance to lectures was still required. In 2011 an introductory programming course was recorded in a similar way. In each of these offerings the students were anonymously surveyed at the end of the course using an online survey tool with most questions using a five point Likert category scale. The survey looked at the perceived usefulness of the recordings, the approach to watching and the impact on attendance. The responses showed strong support to having video lecture capture and the reported use of the videos was to watch selected material. There was a difference between the courses on the impact on attendance, with the circuit analysis course indicated little impact on attendance, whereas the responses from the other course indicates more missed lectures due to the availability of recordings.

scholarly journals Assessing the Impact of the COVID-19 Pandemic on Medical Student Education

2021 ◽  
Author(s):  
Grace Castelli ◽  
Dinah Diab ◽  
Alicia Scimeca ◽  
Chintan Mehta ◽  
Nicolette Payne ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Student Perceptions ◽  
Online Survey ◽  
Clinical Care ◽  
Medical Student Education ◽  
Student Education ◽  
Professional Transitions ◽  
The Impact

Abstract Background: The full impact of the COVID-19 global pandemic has yet to be seen, yet medical education has already been critically disrupted. As U.S. hospitals were forced to aggressively limit non-essential care to preserve personal protective equipment and minimize COVID-19 exposure, in-person education and hands-on training was nearly eliminated for students. The objective of this study was to immediately and comprehensively investigate the impact of the COVID-19 pandemic on medical student education. Medical students in the U.S. were invited to complete an online survey about the impacts of the COVID-19 pandemic on their medical education experience. Students provided basic demographic information and answered questions about the impact of COVID-19 on their training/education, finances, and mental health. Results: Medical students reported nearly 18 fewer hours of patient care per week, an immediate switch to virtual learning (74%) along with grading changes (62%), and widespread cancellation of national exams. Additionally, 55% of fourth year students graduated early to provide direct clinical care. Students across years felt that changes from the pandemic would negatively affect their residency applications and that upcoming rotations would be impacted (p<0.001). Students reported that the pandemic had negatively affected their finances, increased their anxiety/stress, increased their feelings of burnout, and negatively impacted their work-life balance (p<0.001). Conclusion: Medical education has been critically impacted by COVID-19. Student perceptions and evaluation of experiences to date should be considered as educators prepare to ready students for academic and professional transitions in the context of continued COVID-19 disruptions and distanced learning.

Student perceptions of the employability of the first degree in Portugal

2016 ◽  
Vol 58 (9) ◽  
pp. 966-983 ◽  
Author(s):  
Cristina Sin ◽  
Orlanda Tavares ◽  
Alberto Amaral
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Online Survey ◽  
Bologna Process ◽  
Public And Private ◽  
Policy Makers ◽  
Content Type ◽  
And Gender ◽  
The Bologna Process ◽  
The Impact

Purpose The paper presents and analyses quantitative data on student perceptions about the employability of the first degree, and their trajectory choices on graduation. The purpose of this paper is to assess the value of the first degree as a positional good in Portugal, further to the degree’s reduced duration after the implementation of the Bologna Process. Design/methodology/approach In total, 828 students responded to an online survey administered between September 2013 and February 2014. Students came from 17 institutions, public and private, universities and polytechnics, across the country. Differences in student perceptions were analysed by higher education sector, study level and gender through descriptive statistics. Findings The majority of surveyed students, across sectors, study level and gender, assessed as negative the impact of the implementation of the Bologna reforms on the employability of the first degree. This had implications for students’ intended choices on graduation, as the majority consider enroling in a master degree (except for polytechnic students). Additionally, a large proportion of students felt unprepared to enter the labour market after the first degree. Research limitations/implications The size and distribution of the sample pose limitations for the generalisation of results to the student population. Practical implications The finding suggest that enrolments in master degrees are likely to keep rising, a valuable piece of information for institutions and policy-makers responsible for regulating higher education in Portugal. Originality/value Opinions about the value of the first degree have generally been based on qualitative research or anecdotal evidence. This study brings a quantitative perspective on the first degree’s value for different groups of students.

scholarly journals Using industry professionals in undergraduate teaching: Effects on student learning

2015 ◽  
Vol 12 (4) ◽  
pp. 38-49
Author(s):  
Liesel Gentelli ◽  
Keyword(s):  
Student Learning ◽  
Small Group ◽  
Student Perceptions ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Undergraduate Teaching ◽  
Diverse Range ◽  
Seminar Series ◽  
The Impact ◽  
Industry Professionals

Universities are increasingly emphasising and utilising close ties with industry and industry professionals to keep up with the changing role of universities in society, from centres of learning to centres training graduates to be job-ready. This study investigates the effect of the utilisation of guest lecturers, specifically practicing industry professionals, and the related impact of limited small group discussion and continuity between lectures on undergraduate student learning. Two hundred and seventeen students were surveyed, 38 prior to and 179 after the addition of five full-cohort tutorials to the unit curriculum. These tutorials were added to assess the impact of tutorials on students’ perceptions of the unit for future implementation of small group tutorials. The survey investigated student perceptions of the benefits of a lecture/tutorial style unit and those of a seminar series style unit. It was found that students recognise the importance of both industry professionals as lecturers and small group discussion in tutorials, which are not always compatible. As a result, recommendations for a compromise between the two unit formats are given, in order to take advantage of the benefits of both styles of teaching for student learning. This study has implications for any subject with close ties to industry, where a seminar series from a diverse range of professionals may be seen as a more desirable way to introduce undergraduate students to the subject area.

scholarly journals New tools for online teaching and their impact on student learning

2021 ◽  
Author(s):  
Carme Huguet ◽  
Jill Pearse ◽  
Jorge Esteve
Keyword(s):  
Student Learning ◽  
Student Motivation ◽  
Online Teaching ◽  
Extrinsic Motivation ◽  
Online Survey ◽  
Student Evaluation ◽  
New Materials ◽  
Self Assessment ◽  
Student Interactions ◽  
Additional Information

In the context of the global Covid-19 crisis, a practical introductory Geosciences course was redesigned to aid student learning in a 100% virtual format. New materials were created to i) improve disciplinary language range and concept acquisition; ii) make classes more dynamic; iii) provide tools for self-regulated learning and assessment and iv) maintain student motivation. Usefulness of the new materials was evaluated using a voluntary online survey that was answered by 40% of the students. Additional information was obtained from the university's student evaluation survey. All tools were well-rated, but self-assessment quizzes and class presentations had the highest overall scores. Students commented on their usefulness in terms of knowledge acquisition and self-assessment. Perhaps not surprisingly, self-assessment quizzes were the one tool students felt kept them more motivated. These were closely followed by class presentations and short in-class quizzes. Students found the online access to all lesson materials very useful for self-paced learning. According to a majority of students, the in-class quizzes and student participation using the digital the whiteboard made classes more dynamic. Overall, the new strategies succeeded in improving students' learning and independence, but more work is needed to make classes more dynamic, and especially to improve student motivation. Intrinsic motivation is perhaps the most difficult to improve because in a 100% virtual course, it is difficult to promote student-student interactions and receive visual feedback from the class.  In view of the survey results, we introduce bonus activities in order to improve extrinsic motivation. 

scholarly journals The Impact of Integrated Student Experiences on Learning

2014 ◽  
pp. 42-58 ◽  
Author(s):  
Jason R Wingert ◽  
Sally A Wasileski ◽  
Karin Peterson ◽  
Leah Greden Mathews ◽  
Amy Joy Lanou ◽  
...  
Keyword(s):  
Foreign Language ◽  
Student Learning ◽  
Student Perceptions ◽  
Learning Opportunities ◽  
Student Experiences ◽  
Health And Wellness ◽  
Multiple Perspectives ◽  
Nutrition And Health ◽  
The Impact ◽  
Informed Consumer

In a cluster of courses called Food for Thought, seven faculty from different departments (including Biology, Economics, Sociology, Chemistry, Health and Wellness, and Foreign Language) teach students about food information, food consumerism, nutrition and health. The classes all have a shared learning outcome focused on developing the student as an informed consumer of food.  Each semester, faculty teach a food-related course from their respective disciplinary perspective while also incorporating cross-course interactions that allow for both integration of disciplinary knowledge and student-to-student learning opportunities. Previous research demonstrated that this approach leads to student perceptions of learning gains (Authors, 2011). Building on that work, this research directly assesses student learning in the Food for Thought cluster. The results demonstrate that exposure to multiple disciplines covering a shared topic enhances learning through greater student ability to integrate diverse forms of knowledge and to see an issue from multiple perspectives. These findings demonstrate the value of multidisciplinary learning opportunities for students.

scholarly journals Student Perceptions of the Impact of “Quality Matters” Certified Online Courses on their Learning and Engagement

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Ayesha Sadaf ◽  
Florence Martin ◽  
Lynn Ahlgrim-Delzell
Keyword(s):  
Factor Analysis ◽  
Graduate Students ◽  
Best Practices ◽  
Student Learning ◽  
Student Perceptions ◽  
Exploratory Factor Analysis ◽  
Online Courses ◽  
Quality Matters ◽  
The Impact

The Quality Matters (QM) is one of the most widely-adopted set of standards for best practices in online courses to promote student learning. In this study, we examined student perceptions of the impact of QM certified courses on students learning and engagement. Fifty graduate students enrolled in online courses completed a survey developed based on the QM rubric items. The QM framework includes 43 standards in eight categories. Among eight categories, Course Activities and Learner Interactionwere rated to have the highest impact and Learning Objectiveswere rated to have the second highest impact on both student learning and engagement. The exploratory factor analysis revealed that 12 factors explained 88.89% of the variance of the impact on learning and 8 factors explained 85.72% of the variance of the impact on engagement. Clear expectations loaded as the highest factor for both learning and engagement.

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