scholarly journals Investigating the use of a lecture capture system within pharmacy education: Lessons from an undergraduate pharmacy program at Qatar University

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Farhat Naz Hussain ◽  
Reem Al-Mannai ◽  
Mohammad Issam Diab ◽  
Abdelali Agouni
Keyword(s):  
Teaching Styles ◽  
Pharmacy Education ◽  
Lecture Capture ◽  
Fall Semester ◽  
Learning And Teaching ◽  
Video Lecture ◽  
Attitudes And Perceptions ◽  
Support Students ◽  
Junior Students ◽  
Academic Year

Abstract Video lecture capture is one of the most attractive e-tools that has been introduced to support students learning and assist with grasping difficult concepts. A variety of benefits is offered through this system introduced at our institution nearly a decade ago. We evaluated lecture capture viewings for professional undergraduate pharmacy courses in the Fall and Spring semesters over three academic years and analyzed data for one cohort of students. Each course within the pharmacy program was analyzed and viewing figures downloaded through the Echo360 management system. The average number of views per lecture, per semester was summarized. We observed that junior students viewed lecture capture most frequently with the number of views highest at the beginning of the academic year (Fall semester). Analysis of 18 courses which occurred 48 times over the three academic years studied, showed that 21 course occurrences had an average number of views per lecture equal to or higher than the number of students enrolled in the course, indicating that only 44% of courses had on average, at least, one student viewing each lecture recording. Of particular note, year 1 students had the highest percentage of courses viewed by a number equal to or higher than students enrolled (9 occurrences out of 16 or 56%), followed by year 2 students (9 occurrences out of 21 or 43%), and finally year 3 students (3 occurrences out of 11 or 27%). This pattern of lecture recording viewing was further underscored by longitudinally following-up the class of 2020 (24 students) over three academic years. To ensure optimal use of the system by both students and faculty for a multitude of learning and teaching styles and methods, we propose to implement professional development sessions for faculty to showcase the advantages of the lecture capture system and maximize the benefits from its availability. Further quantitative and qualitative studies are warranted to fully grasp the motivations for use, attitudes and perceptions towards the system.

scholarly journals Investigating the use of a Lecture Capture System within Pharmacy Education: Lessons from an Internationally Accredited Undergraduate Pharmacy Program

2020 ◽  
Author(s):  
Farhat Naz Hussain ◽  
Reem Al-Mannai ◽  
Mohammad Issam Diab ◽  
Abdelali Agouni
Keyword(s):  
Teaching Styles ◽  
Pharmacy Education ◽  
Future Directions ◽  
Lecture Capture ◽  
Learning And Teaching ◽  
Video Lecture ◽  
Attitudes And Perceptions ◽  
Support Students ◽  
Junior Students ◽  
Academic Year

Introduction: Video lecture capture has been introduced to support students learning and assist with grasping difficult concepts. A variety of benefits is offered through the Echo360 system introduced at our institution nearly a decade ago. Methods: We evaluated lecture capture viewings for professional undergraduate pharmacy courses in the Fall and Spring semesters over three academic years and analyzed data for one cohort of students. Each course within the pharmacy program was analyzed and viewing figures downloaded through the Echo360 management system. The average number of views per lecture, per semester was summarized. Results: Junior students viewed lecture capture most frequently with the number of views highest at the beginning of the academic year. Year 1 students had the highest percentage of courses viewed by a number equal to or higher than students enrolled (9 occurrences out of 16 or 56%), followed by year 2 students (9 occurrences out of 21 or 43%), and finally year 3 students (3 occurrences out of 11 or 27%). Longitudinal data was also gathered for the Class of 2020 over three academic years. Conclusion/future directions: Further quantitative and qualitative studies are warranted to fully grasp the motivations for use, attitudes and perceptions towards the system. To ensure optimal use of the system by both students and faculty for a multitude of learning and teaching styles and methods, professional development sessions for students and faculty can be implemented to display the advantages of the lecture capture system and maximize the benefits from its availability. This study has now been published.

scholarly journals Futuristic Trends and Innovations for Examining the Performance of Course Learning Outcomes Using the Rasch Analytical Model

Electronics ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 727
Author(s):  
Moustafa M. Nasralla ◽  
Basiem Al-Shattarat ◽  
Dhafer J. Almakhles ◽  
Abdelhakim Abdelhadi ◽  
Eman S. Abowardah
Keyword(s):  
Learning Outcomes ◽  
Analytical Model ◽  
Rasch Model ◽  
Teaching Techniques ◽  
Business Courses ◽  
Learning And Teaching ◽  
Association Pattern ◽  
Engineering Education Research ◽  
Academic Year ◽  
The Rasch Model

The literature on engineering education research highlights the relevance of evaluating course learning outcomes (CLOs). However, generic and reliable mechanisms for evaluating CLOs remain challenges. The purpose of this project was to accurately assess the efficacy of the learning and teaching techniques through analysing the CLOs’ performance by using an advanced analytical model (i.e., the Rasch model) in the context of engineering and business education. This model produced an association pattern between the students and the overall achieved CLO performance. The sample in this project comprised students who are enrolled in some nominated engineering and business courses over one academic year at Prince Sultan University, Saudi Arabia. This sample considered several types of assessment, such as direct assessments (e.g., quizzes, assignments, projects, and examination) and indirect assessments (e.g., surveys). The current research illustrates that the Rasch model for measurement can categorise grades according to course expectations and standards in a more accurate manner, thus differentiating students by their extent of educational knowledge. The results from this project will guide the educator to track and monitor the CLOs’ performance, which is identified in every course to estimate the students’ knowledge, skills, and competence levels, which will be collected from the predefined sample by the end of each semester. The Rasch measurement model’s proposed approach can adequately assess the learning outcomes.

scholarly journals Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

2021 ◽  
Author(s):  
Emily Nordmann ◽  
Anne Clark ◽  
El Spaeth ◽  
Jill R. D. MacKay
Keyword(s):  
Active Learning ◽  
Teaching Practice ◽  
Attitude Scale ◽  
Conceptions Of Learning ◽  
Educational Impact ◽  
Lecture Capture ◽  
Support Tool ◽  
Political Issues ◽  
Learning And Teaching ◽  
Positive Attitudes

AbstractMuch has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE

2021 ◽  
Vol 72 (2) ◽  
pp. 46-56
Author(s):  
T.V. Lantseva ◽  
Keyword(s):  
Student Achievement ◽  
Academic Performance ◽  
Learning Styles ◽  
Student Teaching ◽  
Teaching Style ◽  
Teaching Styles ◽  
Practical Significance ◽  
Learning And Teaching ◽  
Significant Difference ◽  
New Knowledge

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

scholarly journals A Study of Linguistic Insecurity among Turkish Teachers of English

2016 ◽  
Vol 4 (2) ◽  
pp. 117 ◽  
Author(s):  
Giti Ehtesham Daftari
Keyword(s):  
Language Proficiency ◽  
Target Language ◽  
Fall Semester ◽  
Low Level ◽  
Efl Teachers ◽  
Level Of Knowledge ◽  
Teaching Pronunciation ◽  
Academic Year ◽  
Linguistic Insecurity

<p>This study was designed in order to investigate some aspects of the linguistic insecurity of Turkish EFL teachers and its possible sources. In the light of these aims, the study was conducted with 152 Turkish teachers at different language institutes during fall semester of 2015-2016 academic year. The study was conducted in a twelve week period and the data were collected through a questionnaire. Although the results revealed that Turkish EFL teachers experienced a low level of linguistic insecurity in their classrooms, it was found that teaching pronunciation, low level of target language proficiency and low level of knowledge on culture of target language are linguistic insecurity provoking factors.</p>

scholarly journals Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

2019 ◽  
Author(s):  
Mohammed A. A. Farrah
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Graduate Students ◽  
Language Learning ◽  
Professional Growth ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Integrated Theory ◽  
Academic Year

This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations.

scholarly journals Evaluating the introduction of team-based learning in a pharmacy consultation skills module

2020 ◽  
pp. 151-157
Author(s):  
Simon Tweddell
Keyword(s):  
Thematic Analysis ◽  
Teaching Strategy ◽  
Approaches To Learning ◽  
Pharmacy Education ◽  
Learning And Teaching ◽  
Written Comments ◽  
Team Based Learning ◽  
Course Material ◽  
Consultation Skills ◽  
Evaluation Survey

The learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of- year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.

scholarly journals Autism Spectrum Disorder and Social Stories Purpose and Utility

2020 ◽  
pp. 19-26
Author(s):  
Asimina Riga ◽  
Vasiliki Ioannidi ◽  
Nikolaos Papayiannis
Keyword(s):  
Autism Spectrum Disorder ◽  
Digital Media ◽  
Social Stories ◽  
Autism Spectrum ◽  
General Purpose ◽  
Spectrum Disorder ◽  
Communicative Skills ◽  
Learning And Teaching ◽  
The Subject ◽  
Support Students

This paper is a brief overview of the use of Social Stories (SS) as a strategy to support students in attaining communicative skills. More specifically, it presents the general purpose as well as the positive results after integrating story-telling methods into the learning and teaching process for children within the autism spectrum; this is so because they typically manifest serious weaknesses with respect to social and communicative skills. Additionally, this study refers to the beneficial prospects of creating SS through digital media as they arouse children’s interest in the subject matter and do reinforce their creativity in developing a variety of life skills. Finally, some enlightening examples of digitally integrated SS are presented within the Greek educational setting especially nowadays in connection with the Covid pandemic. Any educator can actually benefit from reading this paper and, more particularly, those educators who instruct students identified with autism spectrum disorder or any other developmental disability.

scholarly journals Survey of adaptive physical education learning implementation in the SLB A in Surakarta in the academic year of 2019/2020

PHEDHERAL ◽  
2021 ◽  
Vol 17 (2) ◽  
pp. 8
Author(s):  
Afinda Devibrillianita Sandhy ◽  
Djoko Nugroho ◽  
Tri Winarti Rahayu
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Research Method ◽  
Survey Method ◽  
Physical Education Teachers ◽  
Special School ◽  
Learning And Teaching ◽  
Adaptive Physical Education ◽  
Descriptive Approach ◽  
Academic Year

<p><em>The learning and teaching process of adaptive physical education subject in SLB A or special school A in Surakarta (SLB Negeri Surakarta and SLB A YKAB Surakarta) have faced several obstacles such as the education background of the physical education teachers which are special education background not the physical education background, teachers are still unable to pay attention to the students entirely and to the aspects included in learning implementation, the lack of learning facilities and infrastructure, adaptive physical education learning that generalizes various types of disabilities, and the inactivity of students in participating in the learning process. Therefore, this study aims to discover the implementation of adaptive physical education learning process in SLB A in Surakarta. This study used quantitative method. The approach used in this study was descriptive approach and the research method used was survey method with data collecting technique of observation, questionnaire, and document study. The collecting technique used by the author was by including all of the study’s subjects as the respondents. The collected data was analyzed and tested its validity using triangulation data and triangulation method. The result of this study shows that the Implementation of Adaptive Physical Education Learning in SLB A in Surakarta in the Academic Year of 2019/2020 is lacking based on its influenced factors. Therefore, it is necessary to review and improve the policies in the adaptive physical education learning for visual impaired students.</em></p>

scholarly journals Cosmetology Field and It’s Significance for Education and Industry Sector

2019 ◽  
Vol 9 (2) ◽  
pp. 699-704
Keyword(s):  
Educational Intervention ◽  
Future Study ◽  
Knowledge And Skills ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Industry Sector ◽  
Professional Licensing ◽  
Definition Of ◽  
Support Students ◽  
Academic Interests

The purpose of this paper was to identify the trends in cosmetology field. This paper also provides the definition of cosmetology, cosmetics, and other pertinent terms. Gathered articles were identified using electronic databases such as Google Scholar, Science Direct and Eric from year 2010 to 2019. These reviews found that training and earning professional licensing are crucial for cosmetologist to sustain in the beauty industry. Furthermore, these reviews bring researcher to relate that there is a lack of study in cosmetology education and teaching. Whereas, this cosmetology field is vast and growing nowadays. So that, the results of this study suggest that future study needs to be conducted to examine the educational intervention on effective learning and teaching strategies in cosmetology fields. This will provide more information required for the development of cosmetology curriculum to support students’ academic interests, knowledge and skills in cosmetology.

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