scholarly journals A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

2015 ◽  
Vol 14 (1) ◽  
pp. ar6 ◽  
Author(s):  
Alison E. M. Adams ◽  
Shelby Randall ◽  
Tinna Traustadóttir
Keyword(s):  
Traditional Lecture ◽  
Lecture Material ◽  
Class Standing ◽  
Online Lectures ◽  
Traditional Format ◽  
Main Effect ◽  
Hybrid Section ◽  
Section Analysis ◽  
Better Than ◽  
Traditional Section

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered—online for the hybrid section and in person for the traditional section. Analysis of final grades revealed that students in the traditional section did significantly better than those in the hybrid section (p < 0.001). There was a significant main effect of class standing (p < 0.01). When performance in the two sections was compared for each class year separately, the differences were only significant for sophomores (p < 0.001); freshmen, juniors, and seniors did not perform differently in the hybrid versus the traditional section. An anonymous midterm survey suggested factors likely contributing to the overall lower success of students in the hybrid section: some students in the hybrid section did not take lecture notes and/or use the audio component of the online lectures, suggesting minimal interaction with the lecture material for these students.

Free-Choice, Final Performance and Attitudes toward Different Types of Programmed Instruction

1973 ◽  
Vol 155 (3) ◽  
pp. 56-63
Author(s):  
Avraham Scherman ◽  
Marion Scherman
Keyword(s):  
Free Choice ◽  
Programmed Instruction ◽  
Traditional Lecture ◽  
Fourth Class ◽  
Choice Group ◽  
Different Types ◽  
Mode Of Instruction ◽  
Experimental Subjects ◽  
Better Than ◽  
Instruction Approach

One-hundred thirty-six students enrolled in four classes of a counseling theories course served as the experimental subjects. In three classes students were randomly assigned to one of three modes of instruction: prose-text, linear programmed instruction, and branching programmed instruction. Subjects from the fourth class were given free choice to select the mode of instruction preferred. It was found that the free-choice group performed better than the linear and branching programmed instruction groups, although not significantly better than the prose-text group. In response to a questionnaire, males stated that when compared to traditional lecture-type courses, the programmed instruction approach helped them concentrate and resulted in a more efficient use of their time. Females did not think that the use of programmed instruction offered an interesting and stimulating approach.

The Relationship between Goal Proximity and Specificity in Bowling: A Field Experiment

1990 ◽  
Vol 4 (2) ◽  
pp. 145-154 ◽  
Author(s):  
Steven H. Frierman ◽  
Robert S. Weinberg ◽  
Allen Jackson
Keyword(s):  
Goal Setting ◽  
Repeated Measures ◽  
Questionnaire Data ◽  
Short Term ◽  
Level Of Confidence ◽  
Goal Condition ◽  
Main Effect ◽  
The Relationship ◽  
Better Than

The purpose of this investigation was twofold: to determine if individuals who were assigned specific, difficult goals perform better than those assigned “do your best” goals, and to examine the importance of goal proximity (longterm vs. short-term) on bowling performance. Subjects were 72 students enrolled in two beginning bowling courses at a 4-year university. They were matched according to baseline bowling averages and then randomly assigned to one of four goal-setting conditions. A 4 × 5 (Goal Condition × Trials) ANOVA with repeated measures on the last factor revealed a significant goal condition main effect, with the long-term goal group improving more than the do-your-best group. No other performance comparisons reached significance. Questionnaire data revealed that subjects in all three numerical goal conditions rated their level of confidence significantly higher than the do-your-best goal group in Week 1, but the long-term goal group displayed a significantly higher level of confidence than the other three goal groups in Week 4. All other questions indicated that all groups tried hard and were committed to and accepted their goals.

PELUANG DAN TANTANGAN PERKULIAHAN DARING DI STIT AL-FATTAH SIMAN LAMONGAN TAHUN 2020

2020 ◽  
Vol 12 (2) ◽  
pp. 127-132
Author(s):  
Muhammad Sya'roni
Keyword(s):  
Higher Education ◽  
Student Understanding ◽  
Qualitative Approach ◽  
Government Policies ◽  
Research Approach ◽  
Questionnaire Data ◽  
Lecture Material ◽  
Online Lectures ◽  
Very High ◽  
Collection Methods

In any situation and condition, the wheel of the tridharma of higher education must continue to run. In the midst of the COVID-19 pandemic, STIT Al-Fattah Siman Lamongan is required to keep going with the various opportunities and challenges. The COVID-19 pandemic requires the emergence of government policies for online lectures. This research will reveal the opportunities and challenges faced by STIT Al-Fattah Siman Lamongan in online lectures. The research approach used is a qualitative approach with the interview and questionnaire data collection methods. The results showed that the chances of online lectures were very high as evidenced by the availability of the necessary facilities. The challenges faced are the low level of student understanding of the lecture material

Classroom Demonstrations in Perception and Cognition Using Presentation Software

2000 ◽  
Vol 27 (2) ◽  
pp. 142-144 ◽  
Author(s):  
John Neuhoff
Keyword(s):  
Apparent Motion ◽  
Visual Memory ◽  
Computer Programming ◽  
Traditional Lecture ◽  
Presentation Software ◽  
Lecture Material ◽  
Illusory Conjunctions ◽  
Notebook Computers ◽  
Computer Based ◽  
Standard Presentation

Presentation software, notebook computers, and projection equipment are increasingly being used to present lecture material. However, the potential advantages of such presentation over more traditional lecture methods are often underutilized. In this article, I illustrate computer-based classroom demonstrations in perception and cognition that require no computer programming and can be presented with the same standard presentation software used for lecture presentation, thus allowing the demonstrations to fit seamlessly within the lecture. The demonstrations capitalize on the advantages of multimedia lecture presentations because they are interactive and cannot be achieved with more traditional pedagogical methods. Examples include apparent motion, anorthoscopic perception, illusory conjunctions, and the capacity of early visual memory.

scholarly journals Incident atrial fibrillation and its risk prediction in patients developing COVID-19: A machine learning based algorithm approach

2021 ◽  
Author(s):  
Ash Genaidy
Keyword(s):  
Machine Learning ◽  
The Elderly ◽  
Adverse Outcomes ◽  
Good Prediction ◽  
Main Effect Model ◽  
Effect Model ◽  
Main Effect ◽  
Index Value ◽  
Treat All ◽  
Better Than

Background The elderly multi-morbid patient is at high risk of adverse outcomes with COVID-19 complications, and in the general population, the development of incident AF is associated with worse outcomes in such patients. We therefore investigated incident AF risks in a large prospective population of elderly patients with/without incident COVID-19 cases and baseline cardiovascular/non-cardiovascular multi-morbidities. We used two approaches: main-effect modeling and secondly, a machine-learning (ML) approach accounting for complex dynamic relationships. Methods We studied a prospective elderly US cohort of 280592 patients from medical databases in a 8-month investigation of new COVID19 cases. Incident AF outcomes were examined in relationship to diverse multi-morbid conditions, COVID-19 status and demographic variables, with ML accounting for the dynamic nature of changing multimorbidity risk factors. Results Multi-morbidity contributed to the onset of confirmed COVID-19 cases with cognitive impairment (OR 1.69; 95%CI 1.52-1.88), anemia (OR 1.41; 95%CI 1.32-1.50), diabetes mellitus (OR 1.35; 95%CI 1.27-1.44) and vascular disease (OR 1.30; 95%CI 1.21-1.39) having the highest associations. A main effect model (C-index value 0.718) showed that COVID-19 had the highest association with incident AF cases (OR 3.12; 95%CI 2.61-3.710, followed by congestive heart failure (1.72; 95%CI 1.50-1.96), then coronary artery disease (OR 1.43; 95%CI 1.27-1.60) and valvular disease (1.42; 95%CI 1.26-1.60). The ML algorithm demonstrated improved discriminatory validity incrementally over the statistical main effect model (training: C-index 0.729, 95%CI 0.718-0.740; validation: C-index 0.704, 95%CI 0.687-0.72). Calibration of ML based formulation was satisfactory and better than the main-effect model. Decision curve analysis demonstrated that the clinical utility for the ML based formulation was better than the ‘treat all’ strategy and the main effect model. Conclusion COVID-19 status has major implications for incident AF in a cohort with diverse cardiovascular/non-cardiovascular multi-morbidities. Our approach accounting for dynamic multimorbidity changes had good prediction for incident AF amongst incident COVID19 cases.

scholarly journals Students’ Attitudes to the Online University Course of Management in the Context of COVID-19

2020 ◽  
Vol 4 (4) ◽  
pp. 283-292
Author(s):  
Miglena Angelova
Keyword(s):  
Online Education ◽  
Tertiary Education ◽  
Traditional Lecture ◽  
Empirical Survey ◽  
Online Lectures ◽  
Traditional Lectures ◽  
Analysis Of Results ◽  
Online Lecture ◽  
Students Attitudes ◽  
University Course

The present paper tracks the attitudes of the Bulgarian students towards online education provided by the universities during the quarantine period due to the pandemic situation caused by COVID-19. The study presents data and analysis of results from an empirical survey conducted in April 2020 among students in different stages of their tertiary education in Bachelor Degree. Our findings show that students define online lectures with the same quality as traditional lectures in auditoriums. In terms of intensity there is no clear expressed opinion of responders with slight predominance of people who claim that the intensity of online learning is less than the traditional lecture. Major part of responded students claims that they manage to focus better in online lecture. Students are convinced that in online environment they work easier in individual tasks, but not in team works.

scholarly journals A Delicate Balance: Integrating Active Learning into a Large Lecture Course

2008 ◽  
Vol 7 (4) ◽  
pp. 361-367 ◽  
Author(s):  
J. D. Walker ◽  
Sehoya H. Cotner ◽  
Paul M. Baepler ◽  
Mark D. Decker
Keyword(s):  
Student Survey ◽  
Introductory Biology ◽  
Student Centered ◽  
Traditional Lecture ◽  
Active Section ◽  
Large Lecture ◽  
Lecture Format ◽  
Survey Responses ◽  
Lecture Time ◽  
Traditional Section

A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach.

Spontaneous Elaboration in Mexican-American and Anglo-American High School Seniors

1977 ◽  
Vol 14 (4) ◽  
pp. 383-388 ◽  
Author(s):  
Stephen P. Kennedy ◽  
Nancy S. Suzuki
Keyword(s):  
Mexican American ◽  
Noun Pair ◽  
Control Groups ◽  
Twelfth Graders ◽  
Main Effect ◽  
Low Iq ◽  
Anglo American ◽  
The Difference ◽  
And Control ◽  
Better Than

Noun-pair learning in twelfth-graders from similar socioeconomic backgrounds was assessed as a function of ethnicity (Mexican- vs. Anglo-American), IQ (low vs. average), and instructional conditions (control vs. instructed). Neither the main effect for ethnicity nor any of its interactions was significant. The main effect for IQ however, was significant such that average IQ learners recalled more noun pairs than low IQ learners. Furthermore, learners instructed to generate sentences performed significantly better than learners in the control condition. The interaction of lQ and instructions revealed that the difference between the instructed and control groups was signifinantly greater for low IQ learners than for average IQ learners.

The Effects of Self-Efficacy and Goal Setting on Bowling Performance

1997 ◽  
Vol 16 (3) ◽  
pp. 312-323 ◽  
Author(s):  
B. Ann Boyce ◽  
Sarah M. Bingham
Keyword(s):  
Goal Setting ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Male Students ◽  
Control Group ◽  
Main Effect ◽  
Males And Females ◽  
Marginal Improvement ◽  
And Control ◽  
Better Than

The present study investigated the effect of three goal-setting groups (self-set, assigned, and control) and three levels of self-efficacy (low, medium, and high) on bowling performance of college students (N = 288). The performance/retention trials were analyzed in a 3 × 2 × 10 (Goal Conditions × Self-Efficacy Levels × Trials) ANCOVA design, with repeated measures on the last factor and baseline performance as the covariate. Results of the data analysis revealed a significant main effect for self-efficacy (SE) levels for males and females. Individuals at high and medium SE levels performed significantly better than those at a low SE level. The nonsignificant main effect for goal groups was attributed to the spontaneous goal-setting behavior of the control group. Finally, there was a main effect for trials and planned comparisons indicated that as trials progressed female students improved. Evidence of a performance plateau was present for male students, as they showed marginal improvement across trials.

Effects of Ball Size, Ball Color, and Preferred Color on Catching by Young Children

1980 ◽  
Vol 51 (2) ◽  
pp. 583-586 ◽  
Author(s):  
Larry D. Isaacs
Keyword(s):  
Young Children ◽  
Ball Size ◽  
Main Effect ◽  
Better Than

45 males and 45 females between 7 and 8 years of age were required to catch rubber playground balls which varied in both size and color. Prior to the administration of the criterion catch test, subjects indicated their choice for a preferred color ball. Analysis indicated that the 6-in. balls (diameter) were caught significantly better than were 10-in. balls. Although the main effect of ball color was nonsignificant, the children caught balls of preferred color significantly better than those of non-preferred colors. Males scored significantly higher than the females on the catching task.

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