Teaching Strategies of an Introductory Course by Peer Instruction for Undergraduate Students in Vehicle Engineering

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

Download Full-text

Teaching strategies: promoting the development of moral competence in undergraduate students

Revista Brasileira de Enfermagem ◽

10.1590/0034-7167-2017-0704 ◽

2018 ◽

Vol 71 (suppl 4) ◽

pp. 1650-1656 ◽

Cited By ~ 1

Author(s):

Cleci de Fátima Enderle ◽

Rosemary Silva da Silveira ◽

Graziele de Lima Dalmolin ◽

Valéria Lerch Lunardi ◽

Liziane Iturriet Avila ◽

...

Keyword(s):

Qualitative Research ◽

Undergraduate Students ◽

Clinical Reasoning ◽

Teaching Strategies ◽

Textual Analysis ◽

Structured Interview ◽

Moral Values ◽

Moral Competence

ABSTRACT Objective: To identify strategies and spaces used by professors to promote the development of the moral competence of nursing undergraduate students. Method: Qualitative research, developed with 20 nursing professors, through a semi-structured interview, from July to October 2016. Data were submitted to discursive textual analysis. Results: Three categories were constructed: Active methodologies as strategies for the development of moral competence; Knowledge and development of clinical reasoning as motivating spaces of moral competence; Attitude of professors as a strategy for dialogue, empathy, recovery of moral values and development of caring skills. Final considerations: The use of strategies and spaces to develop pedagogical actions favors the search for knowledge, clinical reasoning and the approach of ethical and moral aspects that collaborate for the development of the moral competence of nursing undergraduate students.

Download Full-text

Teaching Foundational Data Skills in the Library

10.31235/osf.io/xur5n ◽

2017 ◽

Author(s):

Adam Beauchamp ◽

Christine Murray

Keyword(s):

Undergraduate Students ◽

Information Literacy ◽

Teaching Strategies ◽

Literacy Instruction ◽

Literacy Skills ◽

Theory And Practice ◽

Data Literacy ◽

Research Libraries ◽

Reference Services ◽

Effective Teaching Strategies

In Databrarianship: The Academic Data Librarian in Theory and Practice, edited by Linda Kellam and Kristi Thompson. Chicago: Association of College and Research Libraries, 2015.Undergraduate students often struggle when asked to locate, evaluate, and use data in their research, and librarians have an opportunity to support them as they learn data literacy skills. Much of the literature on data librarianship in this area focuses on data reference services, but there is a lack of scholarship and guidance on how to translate data reference expertise into effective teaching strategies. In this chapter, the authors will bridge that gap between data reference and information literacy instruction.

Download Full-text

Peer instruction versus conventional group work-based teaching in a laboratory exercise on respiratory physiology: a randomized study

AJP Advances in Physiology Education ◽

10.1152/advan.00045.2021 ◽

2021 ◽

Vol 45 (4) ◽

pp. 694-701

Author(s):

Milan Mohammad ◽

Søren Lundgaard Viuff ◽

Marie Warrer Munch ◽

Ronan M. G. Berg

Keyword(s):

Teaching Strategies ◽

Group Work ◽

Test Scores ◽

Collaborative Teaching ◽

Respiratory Physiology ◽

Conventional Group ◽

Peer Instruction ◽

Laboratory Exercise ◽

N 93 ◽

The Impact

Collaborative teaching strategies such as peer instruction and conventional group work have previously been shown to enhance meaningful learning, but they have not previously been compared. In this present study, we compared the impact of solving quizzes with peer instruction and conventional group work on immediate learning in a laboratory exercise. A total of 186 second-year medical students were randomized to solve two quizzes by either a peer instruction strategy ( n = 93) or conventional group work ( n = 93) during a mandatory laboratory exercise on respiratory physiology, after which all students completed an individual test. There was no difference in total test scores between groups, but students randomized to peer instruction obtained the highest test scores in solving simple integrated questions. Conversely, students randomized to conventional group work provided the best evaluations of the overall assessment of the laboratory exercise. In conclusion, different collaborative teaching strategies implemented during a laboratory exercise appear to affect immediate learning and student satisfaction differently.

Download Full-text

Identifying the challenging characteristics of systems thinking encountered by undergraduate students in chemistry problem-solving of gas laws

Chemistry Education Research and Practice ◽

10.1039/c9rp00070d ◽

2019 ◽

Vol 20 (3) ◽

pp. 594-605 ◽

Cited By ~ 2

Author(s):

Ya-Chun Chen ◽

Kimberley Wilson ◽

Huann-shyang Lin

Keyword(s):

Problem Solving ◽

Systems Thinking ◽

Undergraduate Students ◽

Teaching Strategies ◽

Chemistry Education ◽

Thinking Skills ◽

Higher Order ◽

Assessment Instrument ◽

Complex Chemistry ◽

Chemistry Education Research

Systems thinking has been an educational priority for more than a decade, yet its related assessment and teaching strategies have been understudied in the chemistry education research community. Through the lens of systems thinking, this study explores how undergraduate students connect and translate their conceptual representations when they are involved in contextualised problem-solving. The ‘Contextualised Problem Solving’ (CPS) assessment instrument contains four open-ended questions about gas law. Three different cohorts of students registered in a physical science course (2016 Fall, 2017 Spring, 2017 Fall semesters) participated in the problem-solving component of CPS. The results showed that only 8% of students were capable of higher order systems thinking ability when they engaged in problem solving. Over half of the students failed to retrieve essential concepts in problem situations. Most of the participants demonstrated difficulties in organising related systems’ components, understanding the cyclic nature of relationships among systems, and identifying limitations in a specific problem context. By identifying the difficulties and challenges of systems thinking experienced by undergraduate students in solving complex chemistry problems, these findings have the potential to provide fresh insights into effective teaching strategies to promote students’ higher order thinking skills.

Download Full-text

Teaching and Learning Without a Textbook

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v20i4.4224 ◽

2019 ◽

Vol 20 (3) ◽

Author(s):

Hong Lin

Keyword(s):

Undergraduate Students ◽

Teaching And Learning ◽

Course Design ◽

Self Regulation ◽

Cost Savings ◽

Open Educational Resources ◽

Instructional Materials ◽

Introductory Course ◽

Internet Connections ◽

Study Participants

Given the upsurge of textbook costs, college students increasingly expect universities and instructors to offer alternatives to traditional textbooks. One textbook alternative is using open educational resources (OER). While OER unquestionably save students money, the question remains whether the adoption of OER (instructional materials) is aligned with open pedagogy (methods). This study investigated 46 undergraduate students’ perceptions of using only OER in an introductory course in a large American public university. As reported by study participants, advantages of using OER include textbook cost savings, access to dynamic and plentiful OER materials, that OER enabling mobile learning, and that OER foster the development of self-directed skills and copyright guidelines. Challenges reported include lacking a tactile sense with OER, slow Internet connections, unclear instruction and guidance, and insufficient self-regulation skills. Course design and implementation considerations were discussed.

Download Full-text

Academically Gifted Undergraduate Students: Their Preferred Teaching Strategies

International Education Studies ◽

10.5539/ies.v10n7p155 ◽

2017 ◽

Vol 10 (7) ◽

pp. 155 ◽

Cited By ~ 1

Author(s):

Majed M. AL-Khayat ◽

Mosa A. AL-Hrout ◽

Mizyed A. Hyassat

Keyword(s):

Critical Thinking ◽

Undergraduate Students ◽

Teaching Strategies ◽

Creative Thinking ◽

Teaching Strategy ◽

Gifted Students ◽

Four Dimensions ◽

Academic Fields ◽

Thinking Strategies ◽

Academically Gifted

Much attention is being paid to the students who give evidence of high achievement capability in specific academic fields. This interest includes choosing sufficient teaching strategies that suit their characteristics. However, this study aims at identifying what teaching strategies are preferred by academically gifted students in Princess Rahma University College/Al-balqa Applied University. A validated scale, covered four dimensions, was developed to measure preferred teaching strategies. The four dimensions were Presentations, Accommodations for Individual Differences, Critical Thinking Strategies, and Creative Thinking Strategies. The study sample consisted of 66 students who were academically gifted. Results revealed that the highest teaching strategies preferred by the students that were related to Creative Thinking dimension followed by Critical Thinking Strategies, the lowest preferred teaching strategy was Presentations. The study urges instructors, who have academically gifted students in their classes, to carefully employ appropriate teaching strategies that meet their needs and increase their potentials.

Download Full-text

Mobile X-Space Design, Teaching Strategies and Undergraduate Students’ Collaborative Learning Behaviour: A Case Study in Taylor’s University, Malaysia

Malaysian Journal of Learning and Instruction ◽

10.32890/mjli2018.15.2.7 ◽

2018 ◽

Vol 15 (Number 2) ◽

pp. 175-205

Author(s):

Lim Chee Leong ◽

Nurhanim Hassan ◽

Filzah Md. Isa ◽

Habibah Ab Jalil

Keyword(s):

Collaborative Learning ◽

Undergraduate Students ◽

Teaching Strategies ◽

Teaching And Learning ◽

Positive Relationship ◽

Learning Behaviour ◽

Learning Spaces ◽

Learning Space ◽

Factorial Anova ◽

Space Design

Purpose - The availability of new innovative learning spaces together with the introduction of new teaching and learning strategies have shifted the nature of the classroom from a place of instruction towards a place that produces authentic learning. Students in the 21st century are inclined to learn with peers, through the use technology to produce the information as the result of their collaboration. This research examines the effect of learning space design and teaching strategies on undergraduate students’ collaborative learning behaviour in the Mobile X-Space classroom. Methodology - This study used a quantitative survey research design to measure students’ learning experience in the Mobile X-Space classroom. A set of online self-reported questionnaire was posted through the official Learning Management System of the university to collect data from 467 undergraduate students in a Malaysian top private university. Through exploratory factor analysis, three factors were identified: (a) teaching strategies, (b) collaborative learning behaviour and (c) space design. Pearson’s correlation and multiple regression were run to assess the relationship between learning space design and teaching strategies conducted by the lecturers on the collaborative learning behaviour of the students. Two-way factorial ANOVA with Post Hoc tests were performed to determine the effects of gender and study semester of the students on their collaborative learning behaviour. Findings - The results from the multiple regression analysis revealed that both (i) teaching strategies, and (ii) space design were positively correlated with collaborative learning behaviour of the students. The results from Person’s correlation showed a significant, strong and positive relationship between teaching strategies conducted by the lecturers on the collaborative learning behaviour among the students. Also, there was a statistically significant, strong and positive relationship between learning space design on the teaching strategies of the lecturers. In addition, the results from two-way factorial ANOVA showed that collaborative learning behaviour was different for groups in different study semesters. However, there was no statistically significant difference for collaborative learning behaviour between different genders in all semesters. Significance - The outcomes of this research will be beneficial in enhancing the support and design of future learning spaces and add value to the present educational model. It is also beneficial in guiding academics in determining the practical teaching and learning approaches in the flexible learning spaces, which could be more suitable for the millennium youth who are more tech-savvy and favour Internet of things in their daily lives. This type of learning space will help to improve the students’ soft skills and collaborative skills, that are very useful in their future employability in the actual work settings.

Download Full-text

Sonification and Science Pedagogy: Preliminary Experiences and Assessments of Earth Science Data Presented in an Undergraduate General Education Course

Proceedings of the 24th International Conference on Auditory Display - ICAD 2018 ◽

10.21785/icad2018.004 ◽

2018 ◽

Author(s):

Mark Ballora ◽

Christopher Roman ◽

Robert Pockalny ◽

Karen Wishner

Keyword(s):

Science Education ◽

General Education ◽

Rhode Island ◽

Undergraduate Students ◽

Earth Science ◽

Science Data ◽

Science Pedagogy ◽

Introductory Course ◽

Earth Science Data ◽

The University

This paper describes preliminary investigations into how sonifications of scientific graphs are perceived by undergraduate students in an introductory course in oceanography at the University of Rhode Island. The goal is to gather data that can assist in gauging students’ levels of engagement with sonification as a component of science education. The results, while preliminary, show promise that sonified graphs improve understanding, especially when they are presented in combination with visual graphs.

Download Full-text

A Problem-Solving Approach to the Introduction to Ordinary Differential Equations for Undergraduate Students at an American Two-year College

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.37 ◽

2019 ◽

pp. 183-188

Author(s):

John Gordon

Keyword(s):

New York ◽

Problem Solving ◽

Differential Equations ◽

Ordinary Differential Equations ◽

Undergraduate Students ◽

Homogeneous Equation ◽

Introductory Course ◽

Two Year College ◽

Course Material ◽

And Mathematics

Undergraduate students in STEM (Science, Technology, Engineering, and Mathematics) at City University of New York (CUNY)-Queensborough Community College (QCC) working toward a baccalaureate degree at one of CUNY’s senior colleges are required to take an introductory course in ordinary differential equations (ODE). Faculty in the Mathematics Department at QCC are experimenting with a problem-solving approach to this course in which students engage in learning course material through the development of mathematical models of real-world problems. The results seem promising and we outline them in this paper. Key-Words: First-order, linear system, integrating factor, homogeneous equation, research-based.

Download Full-text