International educators’ attitudes, experiences, and recommendations after an abrupt transition to remote physiology laboratories

The COVID-19 pandemic triggered university lockdowns, forcing physiology educators to rapidly pivot laboratories into a remote delivery format. This study documents the experiences of an international group of 10 physiology educators surrounding this transition. They wrote reflective narratives, framed by guiding questions, to answer the research question: “What were the changes to physiology laboratories in response to the COVID-19 pandemic?” These narratives probed educators’ attitudes toward virtual laboratories before, during, and after the transition to remote delivery. Thematic analysis of the reflections found that before COVID-19 only a few respondents had utilized virtual laboratories and most felt that virtual laboratories could not replace the in-person laboratory experience. In response to university lockdowns, most respondents transitioned from traditional labs to remote formats within a week or less. The most common remote delivery formats were commercially available online physiology laboratories, homemade videos, and sample experimental data. The main challenges associated with the rapid remote transition included workload and expertise constraints, disparities in online access and workspaces, issues with academic integrity, educator and student stress, changes in learning outcomes, and reduced engagement. However, the experience generated opportunities including exploration of unfamiliar technologies, new collaborations, and revisiting the physiology laboratory curriculum and structure. Most of the respondents reported planning on retaining some aspects of the remote laboratories postpandemic, particularly with a blended model of remote and on-campus laboratories. This study concludes with recommendations for physiology educators as to how they can successfully develop and deliver remote laboratories.

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PENGARUH PEMANFAATAN E-LEARNING, LINGKUNGAN TEMAN SEBAYA, DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR

J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) ◽

10.18860/jpips.v6i1.7811 ◽

2019 ◽

Vol 6 (1) ◽

pp. 1

Author(s):

Haikal Firmansah Anas Pratama ◽

Sandy Arief

Keyword(s):

Regression Analysis ◽

Multiple Regression Analysis ◽

Learning Outcomes ◽

Multiple Regression ◽

Learning Strategies ◽

Peer Group ◽

Research Question ◽

Learning Motivation ◽

Academic Context ◽

E Learning

This study aims to examine the influence of the use of e-learning, peer group and learning motivation towards learning outcomes of Accounting in class X Accounting of SMK Hidayah Semarang. The sample of this study was students of class X Accounting SMK Hidayah Semarang with total of 41 students. A self-administered questionnaires and multiple regression analysis were used to test the research question. In addition, the results showed that there is a positive and significant effect both simultaneously and partially from the use of e-learning, peer group and learning motivation towards learning outcomes in class X Accounting at SMK Hidayah Semarang. The improvement and intensity in using e-learning strategies, teacher's attention to the students’ peer environment specifically on cooperation and competition among students, and students' intelligence in interacting and establishing fair cooperation in the academic context with their peers are very important factors towards learning outcomes Keywords: learning outcomes; e-learning; peer group; motivation

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Examining Academic Integrity Using Course-Level Learning Outcomes

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2020.2.8508 ◽

2020 ◽

Vol 11 (2) ◽

Author(s):

Angela Clark ◽

Jamie Goodfellow ◽

Sandra Shoufani

Keyword(s):

Learning Outcomes ◽

Academic Integrity ◽

Academic Institutions ◽

Comprehensive Review ◽

Fundamental Values

This paper describes a comprehensive review of academic integrity across course-level learning outcomes for all courses at one institution. The authors developed a taxonomy based on The International Center for Academic Integrity’s (ICAI) fundamental values of academic integrity to audit course-level learning outcomes for evidence of academic integrity instruction. Approximately 23% of the 3379 courses examined demonstrated a clear component of academic integrity and instruction varied across Faculties and levels of study. The study provides insights into academic integrity instruction and opportunities for academic institutions to better understand, utilize, and integrate academic integrity instruction into their courses and programs.

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Welke Leerlingen Leren het Meest Bij Over DNA?

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.81.11gor ◽

2009 ◽

Vol 81 ◽

pp. 109-119 ◽

Cited By ~ 1

Author(s):

Koen Van Gorp ◽

Sven de Maeyer ◽

Kris Van den Branden

Keyword(s):

Language Learning ◽

Learning Outcomes ◽

Language Proficiency ◽

School Effectiveness ◽

Economic Status ◽

Research Question ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Post Test

Educational priority policy schools differ in the learning outcomes they achieve with second language learners. School effectiveness research suggests that teachers can make a difference, but fails to make clear exactly how they can do so. This quasi-experimental study combines a comparison group design with a control group design to answer the research question "How effective are five primary school teachers in creating powerful learning environments for knowledge construction and academic language learning?" This article focuses on which types of students benefit the most from a classroom intervention, called The case DNA. The case DNA is a task-based lesson unit containing eight clear lesson objectives and the necessary lesson materials and learning activities to realize these lesson objectives. The teachers were free to adapt the lesson unit to their own teaching styles. The results of the students on the pre-test, post-test and delayed post-test DNA were analysed using multilevel analysis. Results show that socio-economic status, language proficiency, number of turns, teacher expectations and home language Turkish predict differential learning outcomes.

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Activism in Practice: The Influence of a Rural School Leader’s Beliefs and Practices in Disrupting Historical Patterns of Underachievement in Traditionally Marginalized Students

Impacting Education Journal on Transforming Professional Practice ◽

10.5195/ie.2020.134 ◽

2020 ◽

Vol 5 (2) ◽

pp. 33-42

Author(s):

Kristina A. Hesbol ◽

Jennifer Sparkman Bartee ◽

Fayaz Amiri

Keyword(s):

Learning Outcomes ◽

Culturally Responsive ◽

Comparative Method ◽

Research Question ◽

Educational Leaders ◽

The United States ◽

Rural School ◽

High Poverty ◽

Marginalized Students ◽

Beliefs And Practices

Despite the fact that rural communities across the United States are rapidly diversifying (Fusarelli & Militello, 2012), little research has examined the beliefs and practices of successful rural educational leaders, specifically in high poverty schools and districts where traditionally marginalized students demonstrate improving learning outcomes. The purpose of this study was to examine the beliefs and practices of a rural educational leader whose school or district met established study criteria for a high poverty, high performing school, in which traditionally marginalized students demonstrate increasingly productive learning outcomes. Interviews with the leader were conducted, and the data were coded and analyzed using a constant comparative method (Lincoln & Guba, 1985).The following research question guided the study:What impact do the beliefs and practices of a rural school district leader have on the learning outcomes of traditionally marginalized students in the Rocky Mountain West?The findings from this study contribute to the paucity of research on culturally responsive rural superintendent-principals. Identifying the rural leader’s beliefs and practices provides support for educational leaders who serve in that uniquely rural dual role, about which very little has been written. It informs leadership preparation programs, graduate students, researchers, and policy makers about the need for nuanced culturally responsive training for rural educational leaders.

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Teaching Children Foreign-Language Grammar: Are Authentic Materials Appropriate?

FLEKS - Scandinavian Journal of Intercultural Theory and Practice ◽

10.7577/fleks.1833 ◽

2016 ◽

Vol 3 (2) ◽

Author(s):

Olga Malova

Keyword(s):

Foreign Language ◽

Learning Outcomes ◽

Qualitative Method ◽

Intervention Study ◽

Research Question ◽

Post Intervention ◽

Authentic Materials ◽

Second Year ◽

Teaching Grammar ◽

Children's Grammar

The paper discusses authentic materials as a resource for teaching grammar to young learners. Difficulties in foreign-language grammar learning for Russian pupils are presented, and typical challenges are described. The paper provides a pre-/post-intervention study of the development of children’s grammar skills. The research question is, “How does one use authentic materials for teaching grammar in an English as a foreign language (EFL) classroom?” A qualitative method is used to assess the learning outcomes of using authentic materials in teaching grammar to eight–nine-year-old pupils (the second year of studying English).

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Applying Constructivist Self-Regulating Learning Approach for ICT Students

Encyclopedia of Information Communication Technology ◽

10.4018/978-1-59904-845-1.ch006 ◽

2009 ◽

pp. 40-54

Author(s):

Yuk Kuen Wong ◽

Donald Vance Kerr

Keyword(s):

Problem Solving ◽

Student Learning ◽

Learning Outcomes ◽

Learning Style ◽

Research Question ◽

Student Learning Outcomes ◽

Learning Approach ◽

Approach To Learning ◽

Interview Method ◽

Problem Solving Process

Universities face the challenge to ensure that quality teaching meets the needs of the students and satisfies their learning requirements (Beller & Ehud, 1998). Day (1999) suggests that teachers should instill the concept of lifelong learning into their students and the best way to do this is to have commitment to and enthusiasm for this concept themselves. To this end, it is important to understand students learning process and outcomes. In this article the constructivist self-regulating learning approach is recommended by the authors for higher education—especially for post-graduate students because it is a more realistic reflection of how work and research is done in the real world. On the other hand, the students’ learning style and problem solving process are important to their learning outcomes. This research aims to understand the relationships between constructivist self-regulating learning approach to problem solving and student learning outcomes. The overall objective of this research is to investigate the constructivist self-regulating learning approach in relation to student learning outcomes. In particular, we would like to address the following research question: What are the impacts of the constructivist self-regulating learning approach to learning outcome(s)? In this article, we use the interview method to examine the approach for advanced level ICT students in an Australian public university. The first section covers the literature and theories associated with the topic. The second section discusses the methodology for conducting the research. The third section describes findings and results. The article concludes with discussions, implications and recommendations.

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Towards the semi-automatic adaptation of simulated virtual laboratory experiments

the 18th International Conference on Modelling and Applied Simulation ◽

10.46354/i3m.2019.mas.001 ◽

2019 ◽

Author(s):

Athanasios Sypsas ◽

Dimitris Kalles

Keyword(s):

Learning Outcomes ◽

Laboratory Experiments ◽

Educational Environment ◽

System Model ◽

Virtual Laboratory ◽

Activity Diagrams ◽

Virtual Laboratories ◽

Automatic Adaptation ◽

Special Category ◽

Real World Problems

Since real-world problems are complex a system model is usually required in advance to be built for such a problem to be properly investigated. Virtual laboratories constitute a special category of simulations and are based on models of physical laboratories and the experimental processes carried out therein. Similar experiments can be adapted to suit various learners’ needs if they can be transformed to satisfy the expected learning outcomes for each audience. We compare such experimental procedures using the Activity Diagrams which correspond to these experiments, in order to detect differences between them. These differences are, then, used for the required transformation of the experimental steps. The algorithm implemented uses a uses a BFS-like traversal to detect the differences between Activity Diagrams. The evaluation of the distance between the Activity Diagrams is carried out by the user and the possible needed transformation is decided to meet the learning outcomes in the educational environment selected by the user, educator or learner.

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Irreconcilable Differences or Vibrant Habitat? An Examination of Sport Management’s Perceived Invasion of Recreation’s Nest

Sport Management Education Journal ◽

10.1123/smej.4.1.18 ◽

2010 ◽

Vol 4 (1) ◽

pp. 18-30 ◽

Cited By ~ 3

Author(s):

Michael B. Edwards ◽

Jon Welty Peachey

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Academic Integrity ◽

A theoretical reflection on the implications of the philosophy of technology for classroompedagogy

Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie ◽

10.4102/satnt.v32i1.386 ◽

2013 ◽

Vol 32 (1) ◽

Cited By ~ 5

Author(s):

Piet Ankiewicz

Keyword(s):

Learning Outcomes ◽

Classroom Practice ◽

Procedural Knowledge ◽

Philosophy Of Technology ◽

Research Question ◽

School Level ◽

Instructional Approaches ◽

Object Knowledge ◽

Departure Point ◽

Philosophical Framework

Learning programmes for technology education and its facilitation at chalk leveloften lack a scientifically founded, subject-based, philosophical framework. Matters arecomplicated by the fact that technology at school level is globally a developing subject withno existing equivalent academic discipline which can serve as a source of curriculumdevelopment and classroom pedagogy to rely upon in practice. The purpose of the article wasto do an investigation into a philosophical framework of technology that can be directive toclassroom pedagogy. The following research questions served as a departure point for thetheoretical reflection that underpinned the article, namely, (1) which aspects of a scientificallyfounded philosophical framework of technology can be directive to classroom pedagogy and(2) what are the implications of a philosophical framework of technology for specific aspectsof classroom pedagogy, for example instructional approaches, learning outcomes and learningcontent? In answer to the first research question, it was found that a philosophical frameworkof technology, based on the four modes of the manifestation of technology – namely as object,knowledge, activity, and volition – can be directive to classroom pedagogy. The teacher’schoice of learning outcomes, broad instructional approaches, strategies and skills, as well as thetypes of conceptual and procedural knowledge that should be taught, is closely related to thephilosophical underpinning of technology as phenomenon. In answer to the second researchquestion, teachers’ knowledge and understanding of a philosophical framework of technologycan support the specific choices that they must make regarding the learning outcomes, broadinstructional approaches, strategies and skills, as well as the types of conceptual and proceduralknowledge that should be taught – and hence become directive to classroom practice.

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CONSIDERATIONS ON INFORMAL LEARNING: DIFFERENT CONCEPTS AND THEIR DIMENSIONS

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2016vol4.1541 ◽

2016 ◽

Vol 4 ◽

pp. 13 ◽

Cited By ~ 1

Author(s):

Ramune Bagdonaite-Stelmokiene ◽

Vilma Zydziunaite

Keyword(s):

Informal Learning ◽

Learning Outcomes ◽

Situated Learning ◽

Research Question ◽

Self Directed Learning ◽

Self Regulated Learning ◽

Learning Intention ◽

Directed Learning ◽

Set Up ◽

Definition Of

The definition of “informal learning” is ambiguous and thus distinguished by the diverse interpretations. The article aims to reveal identical learning dimensions (process, activity, context, interactions and outcomes), which set up different concepts of “informal learning”. The research question refers to the content of dimensions for distinct concepts of “informal learning”. The analysis has disclosed the “informal learning” to be continuum between “self-directed learning”, “self-regulated learning”, “self-managed learning”, “experiential learning”, “incidental/accidental learning”, “situated learning”, “learning through socialization” or “tacit learning”. Those diverse types of “informal learning” supplement each other rather than compete against. Learning intention, process and context setting might be manifested in distinct degrees, however, “informal learning” may refer to the construct covering learning forms, activities and acquired learning outcomes supplementing each other.

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