Student Assessment of Learning Gains (SALGains)

2005 ◽  
Vol 68 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Gayle Vogt ◽  
Catherine Atwong ◽  
Jean Fuller
Keyword(s):  
Student Perception ◽  
Student Assessment ◽  
Business Communication ◽  
Online Classes ◽  
Learning Gains ◽  
Web Based ◽  
Assessment Of Learning ◽  
High Level

Student Assessment of Learning Gains (SALGains) is a Web-based instrument for measuring student perception of their learning in a variety of courses. The authors adapted this instrument to measure students’ achieved proficiency in analyzing cases in an advanced business communication class. The instrument showed that students did achieve a high level of proficiency and that they did so equally in both traditional and online classes.

scholarly journals An Integrated Evaluation Model of Teaching and Learning

2018 ◽  
Vol 15 (3) ◽  
pp. 116-133
Author(s):  
Yi-Ling Lu ◽  
◽  
Chih-Wei Wu ◽  
Keyword(s):  
Teaching And Learning ◽  
Student Evaluation ◽  
Evaluation Model ◽  
Student Assessment ◽  
Learning Gains ◽  
Assessment Of Learning ◽  
Learning Assistance ◽  
Evaluation Of Teaching ◽  
Teaching Learning ◽  
The Mind

Knowledge transmission and knowledge construction are two common approaches adopted for teaching and learning in higher education. Applying the two different approaches, this paper developed an evaluation model of teaching and learning, which comprises three main conceptual blocks: teaching, learning and learning assistance. A quantitative survey was utilised, collecting data from the Student Assessment of Learning Gains (SALG) along with the Student Evaluation of Teaching (SET) from 108 randomly selected courses at a university in Taiwan. The results demonstrated an R² value of 0.794. The route between teaching and learning was not statistically significant (t=0.0359), indicating that knowledge is constructed in the mind of the student with learning assistance as the mediator.

Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry

2016 ◽  
Vol 17 (2) ◽  
pp. 309-319 ◽  
Author(s):  
Venkat Rao Vishnumolakala ◽  
Daniel C. Southam ◽  
David F. Treagust ◽  
Mauro Mocerino
Keyword(s):  
Active Learning ◽  
Student Assessment ◽  
Learning Gains ◽  
Confirmatory Factor Analyses ◽  
Pedagogical Intervention ◽  
Undergraduate Chemistry ◽  
Latent Constructs ◽  
Assessment Of Learning ◽  
Chemistry Learning ◽  
Confirmatory Factor

Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG results in support of successful pedagogical interventions, a comprehensive construct-verified version measuring students' perceptions of their chemistry learning is lacking. This paper aims to identify latent constructs of the SALG instrument that was administered in Process Oriented Guided Inquiry Learning (POGIL) classes by using exploratory and confirmatory factor analyses. When the SALG was administered on two separate occasions with two different groups of students following four weeks of instruction on topics in stereochemistry, the results revealed a four-factor structure consisting of 32 items that included Active Learning, Concept Learning, Resources, and Process Skills. These findings demonstrate an approach to collect evidence to support the match between intended constructs and measured variables in light of a targeted pedagogical intervention.

scholarly journals Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills

2017 ◽  
Vol 18 (3) ◽  
pp. 441-456 ◽  
Author(s):  
Dorian A. Canelas ◽  
Jennifer L. Hill ◽  
Andrea Novicki
Keyword(s):  
Cooperative Learning ◽  
Flipped Classroom ◽  
Student Assessment ◽  
Subject Area ◽  
Comfort Level ◽  
Control Group ◽  
Learning Gains ◽  
Large Classes ◽  
Transferable Skills ◽  
Assessment Of Learning

Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among others. Using a pseudo-experimental design, and employing a variety of data from exam scores, course evaluations, and student assessment of learning gains (SALG) surveys of key competencies, we compared the development of both chemistry content knowledge and transferable or generic skills among students enrolled in two types of large classes: a lecture-based formatversusan interactive, constructive, cooperative learning (flipped classroom) format. Controlling for instructor, as well as laboratory and recitation content, students enrolled in the cooperative learning format reported higher learning gains than the control group in essential transferable skills and competency areas at the end of the term, and more growth in these areas over the course of the term. As a result of their work in the class, the two groups of students reported the most significant differences in their gains in the following areas: “interacting productively to solve problems with a diverse group of classmates,” “behaving as an effective leader,” “behaving as an effective teammate,” and “comfort level working with complex ideas.” Our findings clearly show that cooperative learning course designs allow students to practice and develop the transferable skills valued by employers.

scholarly journals Assessing the feasibility of using virtual environments in distance education

2011 ◽  
pp. 5-16
Keyword(s):  
Distance Education ◽  
Student Learning ◽  
Virtual Environments ◽  
Student Perceptions ◽  
Student Assessment ◽  
Social Process ◽  
Student Learning Outcomes ◽  
Web Based ◽  
Assessment Of Learning ◽  
Optimal Distance

Learning is an active, social process. However, many distance education programs are flat and asynchronous with limited interaction. Virtual environments may be best equipped to foster an active social learning environment that provides optimal distance education. This study explored how nursing informatics students perceived the strengths and limitations of three different online modalities of learning: Learning Management System, Webinar, and Virtual Environments. Student perceptions of nine learning and instructional technology domains were explored using the Student Assessment of Learning Gains instrument (Seymour, Wiese, Hunter, & Daffinrud, 2000) with additional, open-ended question. Two concurrent themes arose from the three platforms: technical challenges and students showing preference for synchronous web-based learning. Virtual Environments emerged as the favored distance based education. As the availability and use of these technologies proliferates, educators are challenged to understand the effects of these technologies on student learning outcomes to optimize student learning.

scholarly journals Maintaining Academic Standards and Integrity in Online Business Courses

2020 ◽  
Vol 9 (2) ◽  
pp. 248
Author(s):  
Delbert Goff ◽  
Jarrod Johnston ◽  
Bryan Bouboulis
Keyword(s):  
Online Courses ◽  
University Education ◽  
University Graduates ◽  
Online Classes ◽  
Business Courses ◽  
Face To Face ◽  
Business Colleges ◽  
Online Business ◽  
Online Cheating ◽  
High Level

As the number of online courses being offered at universities has increased dramatically over the past several years, the level of oversight has lagged and created an environment ripe for cheating. We find that students admit to higher levels of cheating in online classes and believe other students also cheat more relative to face-to-face classes. This is likely due to the lack of tools to combat online cheating and the lack of policy from universities. We know from previous studies that business colleges have a comparatively high level of cheating and the amount of cheating at universities has been rising. These trends threaten to create an unfair system where cheaters are rewarded with higher grades than non-cheaters, thereby encouraging otherwise honest students to cheat. This may result in declining and erratic knowledge among university graduates, diminishing the value of a university education.

scholarly journals Deep-Framework: A Distributed, Scalable, and Edge-Oriented Framework for Real-Time Analysis of Video Streams

Sensors ◽  
2021 ◽  
Vol 21 (12) ◽  
pp. 4045
Author(s):  
Alessandro Sassu ◽  
Jose Francisco Saenz-Cogollo ◽  
Maurizio Agelli
Keyword(s):  
Deep Learning ◽  
Real Time ◽  
Video Data ◽  
Video Analytics ◽  
Web Based ◽  
Real Time Analysis ◽  
Open Source Framework ◽  
Cluster Configuration ◽  
Time Requirements ◽  
High Level

Edge computing is the best approach for meeting the exponential demand and the real-time requirements of many video analytics applications. Since most of the recent advances regarding the extraction of information from images and video rely on computation heavy deep learning algorithms, there is a growing need for solutions that allow the deployment and use of new models on scalable and flexible edge architectures. In this work, we present Deep-Framework, a novel open source framework for developing edge-oriented real-time video analytics applications based on deep learning. Deep-Framework has a scalable multi-stream architecture based on Docker and abstracts away from the user the complexity of cluster configuration, orchestration of services, and GPU resources allocation. It provides Python interfaces for integrating deep learning models developed with the most popular frameworks and also provides high-level APIs based on standard HTTP and WebRTC interfaces for consuming the extracted video data on clients running on browsers or any other web-based platform.

scholarly journals The Uptake and Vaccination Willingness of COVID-19 Vaccine among Chinese Residents: Web-Based Online Cross-Sectional Study

Vaccines ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 90
Author(s):  
Yi Kong ◽  
Hao Jiang ◽  
Zhisheng Liu ◽  
Yi Guo ◽  
Dehua Hu
Keyword(s):  
Health Status ◽  
Binary Logistic Regression ◽  
Cross Sectional Study ◽  
Personal Health ◽  
Binary Logistic Regression Analysis ◽  
Snowball Sampling ◽  
Cross Sectional ◽  
Web Based ◽  
The Difference ◽  
High Level

Objective: To investigate the uptake and vaccination willingness of the COVID-19 vaccine among Chinese residents and analyze the difference and factors that impact vaccination. Methods: The snowball sampling method was used to distribute online questionnaires. Relevant sociodemographic data along with the circumstances of COVID-19 vaccination were collected from the respondents. The χ2 test, independent samples t test and binary logistic regression analysis were used to analyze the data. Results: Among 786 respondents, 84.22% had been vaccinated. Over 80% of the vaccinated population have completed all the injections because of supporting the national vaccination policies of China, while the unvaccinated population (23.91%) is mainly due to personal health status. Meanwhile, statistical analysis revealed that the main predictors of not being vaccinated were younger age (3 to 18 years old), personal health status, and lower vaccinated proportion of family members and close friends (p < 0.05). Conclusions: There was a high level of uptake of the COVID-19 vaccine in China, and people who have not been vaccinated generally had a low willingness to vaccinate in the future. Based on our results, it suggested the next work to expand the coverage of the COVID-19 vaccination should be concentrated on targeted publicity and education for people who have not been vaccinated.

scholarly journals Student perception of usefulness and ease using Kahoot, a free web-based tool in a tertiary education setting

2020 ◽  
Vol 43 ◽  
pp. e47347
Author(s):  
Adeleye Idowu ◽  
Muesser Nat ◽  
Philip Siaw Kissi
Keyword(s):  
University Students ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Tertiary Education ◽  
Student Perception ◽  
Positive Influence ◽  
Perceived Usefulness ◽  
Web Based ◽  
Learning Game ◽  
Tertiary Teaching

 Kahoot is a free web-based application, which allows tertiary educators to incorporate gamified learning environments in tertiary teaching and learning. However, there is a shortage of literature on student acceptance and effective use in a learning environment. Therefore, this paper added system interactivity, task-technology and learning-game conflict factor into the Technology Acceptance Model to investigate students intention and usage of Kahoot. Structural Equation Modelling SEM using LISREL was employed to analyze data collected from 250 randomly selected university students. The questionnaires were carried out at the end of the semester, after their final examinations. The results revealed that system interactivity has positive influence (β = 0.311, p = 0.000) on perceived usefulness of Kahoot, while task-technology fit has influence (β = 0.173, p = 0.001) on Kahoot usage. Furthermore, findıngs show that learning-game conflict has (β = 0.096, p = 0.031) positive influence on student behavioral intention. The findings serve as a guide for planning, designing and implementing Kahoot to foster university students’ knowledge acquisition. Discussion and conclusion were provided.

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