scholarly journals Teaching Generation Y: Which Instructional Tools Do Students Prefer in a Traditional Classroom Setting?

2022 ◽  
pp. 0739456X2110665
Author(s):  
Nir Mualam ◽  
Ofer Lerner
Keyword(s):  
Learning Experience ◽  
Traditional Classroom ◽  
Planning Theory ◽  
Classroom Setting ◽  
Instructional Tools ◽  
Student Responses ◽  
Teaching Aids ◽  
Perceptions Of Students ◽  
Course Material ◽  
Specific Teaching

The paper evaluates different teaching aids used in an introductory in-class course that focuses on planning theories. We examine the perceptions of students regarding specific teaching tools and how helpful they were in making the course more approachable and providing a better learning experience. The analysis covers 133 student responses over a period of four consecutive years. Findings show that certain instructional tools are regarded as more helpful in making the course material more intelligible. This suggests educators in planning theory courses should review and continuously monitor the didactic tools they use in class.

scholarly journals Using an “Escape Room” toolbox approach to enhance pharmacology education

2017 ◽  
Vol 8 (4) ◽  
pp. 89 ◽  
Author(s):  
Melinda Hermanns ◽  
Belinda Deal ◽  
Ann M. Campbell ◽  
Shawn Hillhouse ◽  
J. Brian Opella ◽  
...  
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Qualitative Method ◽  
Learning Experience ◽  
Classroom Setting ◽  
Student Responses ◽  
First Semester ◽  
Cardiovascular Medications ◽  
Nursing Literature ◽  
Teaching Learning

Background: Faculty are encouraged to use a variety of teaching/learning strategies to engage nursing students. While simulation and games are now common, there were no reports in the nursing literature using an “escape room” concept. Escape rooms use an entertainment approach as teams engage in critical thinking to solve puzzles and find clues to escape a room. In the classroom setting, this concept is modified to solve a mystery by finding various objects through a series of puzzles to locate clues. Some of these games involve finding numerical clues to open locks on a box, such as a toolbox. The purpose of this study was to describe the use of a toolbox gaming strategy based on an escape room concept to help students learn about cardiovascular medications in a pharmacology course.Methods: This pilot study employed a descriptive qualitative method to investigate an approach to pharmacology education. The sample consisted of first semester nursing students.Results: Student responses to criteria-based questions resulted in three themes: engaging, teamwork, and frustration, related to using a toolbox scenario strategy as a pathway to learning.Conclusions: This descriptive study yielded mixed results from the students who were frustrated by time constraints but engaged in the learning experience. Lessons are offered for future improvements.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

2006 ◽  
Vol 21 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Michael W. Hubble ◽  
Michael E. Richards
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Student Performance ◽  
Classroom Environment ◽  
Educational Process ◽  
Traditional Classroom ◽  
Classroom Setting ◽  
Online Students ◽  
Convenience Sample ◽  
Significant Difference

AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

Evaluation of Network Operating System Security Controls

2003 ◽  
Vol 18 (3) ◽  
pp. 291-306 ◽  
Author(s):  
Cheryl L. Dunn ◽  
Gregory J. Gerard ◽  
James L. Worrell
Keyword(s):  
Operating System ◽  
Learning Experience ◽  
Simulated Data ◽  
System Security ◽  
Financial Statement ◽  
Security Controls ◽  
Related Risk ◽  
Course Material ◽  
Operating System Security ◽  
System Access

Systems and financial statement auditors are often responsible for evaluating compliance with system security controls as part of their annual audit procedures. This assignment provides a practical learning experience that relates your course material to actual tasks practitioners perform. You are provided with simulated data from a realistic company example and are asked practitioner-relevant questions covering a variety of issues related to network operating system access. Monitoring and limiting network operating system access and mitigating the related risk is crucial since any application (including accounting applications) can be accessed, and potentially compromised, through the network operating system.

Fostering Collaboration and Digital Literacy with Mobile Technology

2014 ◽  
pp. 43-57 ◽  
Author(s):  
Michael S. Mills
Keyword(s):  
Mobile Technology ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Multimodal Literacy ◽  
21St Century Classroom ◽  
Cognitive Benefits ◽  
Collaborative Activities

Multimodal literacies are an essential construct of the 21st century classroom, and mobile technology will serve to facilitate the collaborative creation of multimodal digital content. The mission of this chapter is to highlight the potential of mobile technology as a means for enabling collaborative activities and fostering effective communication. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. The proliferation of mobile computing devices to a near-ubiquitous level has amplified this shift and compels educators to seek ways to harness the power of these devices to break down the barriers of the traditional classroom in an effort to make way for a more collaborative, reflective learning experience. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter provides a rationale for and subsequently sketches a practical approach for fostering collaborative, multimodal literacy practices through mobile technology.

Increased Benefits from Using Online Class Components

2011 ◽  
pp. 1064-1068 ◽  
Author(s):  
Richard C. Ryan
Keyword(s):  
Traditional Classroom ◽  
University Education ◽  
The Internet ◽  
Classroom Setting ◽  
Online Class ◽  
Delivery Medium

The Internet is maturing as a delivery medium for university education. It now provides new ways to do things that typically are not done in the traditional classroom setting.

scholarly journals A Computer-based Teaching Program in Hemostasis

Blood ◽  
1972 ◽  
Vol 40 (4) ◽  
pp. 560-567 ◽  
Author(s):  
Barbara A. Gilchrest ◽  
Daniel Deykin ◽  
Howard L. Bleich
Keyword(s):  
Subject Matter ◽  
General Purpose ◽  
Clinical Approach ◽  
Teaching Program ◽  
Student Responses ◽  
Teaching Context ◽  
Computer Based ◽  
Specific Teaching ◽  
The Subject ◽  
Second Year

Abstract We have developed a natural language computer program that teaches a clinical approach to disorders of blood coagulation. The purpose of the program was fourfold: to teach a specific set of facts that we considered important to an understanding of hemostasis, to simulate an actual clinical setting in which the student determines the order and content of his patient evaluation; to be adaptive to a student’s responses; and to provide for ready retrieval of student responses. The program is now constructed in two sections. The first section comprises general purpose instructions to the computer that analyze and store input and display the next portion of the lesson according to rules that are independent of the text. The second element consists of specific teaching context. This format allows ready adaptation of the program to teaching other areas of hematology. Experience with the system demonstrates that new subject matter can be easily programmed and revised, that second-year medical students like the approach, and that the subject matter can be effectively taught.

scholarly journals Science Information Literacy Tutorials and Pedagogy

2011 ◽  
Vol 6 (2) ◽  
pp. 5 ◽  
Author(s):  
Ping Li
Keyword(s):  
Deep Learning ◽  
Active Learning ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Learning Experience ◽  
Instructional Tools ◽  
Information Literacy Instruction ◽  
Engineering And Technology ◽  
Literacy Standards ◽  
Science Information

Objective – This study examined information literacy tutorials in science. The goals of the research were to identify which of the information literacy standards for science, engineering and technology were addressed in the tutorials, and the extent that the tutorials incorporated good pedagogical elements. Methods – The researcher chose for review 31 of the tutorials selected by members of the ACRL Science & Technology Section (STS) Information Literacy Committee. She carefully analyzed the tutorials and developed a database with codes for the topic of each tutorial, the STS information literacy standard(s) addressed by the tutorial, and whether good pedagogical elements were incorporated. The entire analysis and coding procedure was repeated three times to ensure consistency. Results – The tutorials analyzed in this study covered various subjects and addressed all the (STS) information literacy standards. The tutorials presented information clearly and allowed users to select their own learning paths. The incorporation of good pedagogical elements was limited, especially in relation to active learning elements. Conclusions – Web tutorials have been accepted as effective information literacy instruction tools and have been used to teach all elements of the STS information literacy standards. Yet, ensuring they provide a real learning experience for students remains a challenge. More serious thought needs to be given to integrating good pedagogy into these instructional tools in order to attain deep learning.

The Blind Adolescent Life Skills Center

1975 ◽  
Vol 69 (3) ◽  
pp. 109-115
Author(s):  
Philip H. Hatlen ◽  
Paula Le Duc ◽  
Patricia Canter
Keyword(s):  
Social Relations ◽  
Independent Living ◽  
Life Skills ◽  
Traditional Classroom ◽  
Daily Activities ◽  
Classroom Setting ◽  
Group Instruction ◽  
Life Styles ◽  
Apartment Complex ◽  
Living Skills

The Blind Adolescent Life Skills Center provides both individual and group instruction in mobility, living skills, communication, recreation, and social relations. The program does not take place in a traditional classroom setting but tries to provide real experiences in independent living by housing the students in an apartment complex and offering services on an “on call” basis. Instruction is meaningful because it is related to daily activities. Participants acquire skills that enable them to select life styles that will be satisfactory to them when they leave the center.

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