scholarly journals Saudi undergraduate students’ perceptions of the use of smartphone clicker apps on learning performance

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Abdualziz Salamah Aljaloud ◽  
Nicolas Gromik ◽  
Paul Kwan ◽  
William Billingsley
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Undergraduate Students ◽  
Online Survey ◽  
Peer Group ◽  
Learning Experience ◽  
Learning Performance ◽  
Student Interactions ◽  
Teacher Student ◽  
Improved Learning

This study aimed to investigate how the use of a smartphone clicker app by a group of 390 Saudi Arabian male undergraduate students would impact their learning performance while participating in a computer science class. The smartphone clicker app was used by the students during peer group discussions and to respond to teacher questions. A conceptual framework identified teacher-student and student-student interactions, collaborative learning, and student engagement as three primary practices that could improve student performance when a smartphone clicker app was used. The relationships between these factors were tested empirically by participant completion of a self-administered online survey. This study found the use of a smartphone clicker app promoted increased teacher-student and student-student interactivity, leading to active collaboration learning by students and improved learning performance. No positive relationship was found between the smartphone clicker app use and increased student engagement. These results demonstrated the role of the smartphone clicker app in enhancing the learning experience of the Saudi undergraduate students included in this study, but not the overall student engagement. Further research into how use of a smartphone clicker app in classroom settings might promote student engagement to improve the overall learning performance is needed.

Collaborative Learning in Virtual English Class

2013 ◽  
pp. 343-370 ◽  
Author(s):  
Lan Li ◽  
Dora Wong ◽  
Dean A. F. Gui ◽  
Gigi Au Yeung
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Second Life ◽  
Online Survey ◽  
Learning Experience ◽  
Group Discussion ◽  
Virtual Learning Environment ◽  
English Class ◽  
Survey System ◽  
Collaborative Language

This chapter demonstrates how Second Life (SL) is used to enhance collaborative language learning on a virtual campus of a Hong Kong university. The case study reports on the learning experience of a number of undergraduate students as they navigated through a virtual task in an existing course: English for Technical and Web-Based Writing. Student avatars assessed each other’s work and shared learning experiences and comments via SL-enabled tools such as voting bars and note cards. To determine if this practice was more effective as a learning tool than a traditional classroom or two-dimensional discussion on the Internet, the students’ feedback on SL was collected through the university’s online survey system (i-Feedback), camera recorded focus group discussion and audio recorded tutor feedback. The findings suggest that different tasks in a virtual learning environment may stimulate students’ interest in their learning process, even though the technical complexities might frustrate them. The possibilities, shortcomings, and technical challenges of cultivating a community of collaborative language learning are also discussed.

Tools to Build Their Best Learning: Examining How Kindergarten Teachers Frame Student Mistakes

2020 ◽  
Vol 90 (1) ◽  
pp. 54-74 ◽  
Author(s):  
MALEKA DONALDSON
Keyword(s):  
Young Children ◽  
Student Performance ◽  
Real World ◽  
Corrective Feedback ◽  
Student Interactions ◽  
Pedagogical Tools ◽  
Practicing Teachers ◽  
School Settings ◽  
Teacher Student ◽  
Teacher Student Interactions

In this portrait, Maleka Donaldson vividly illustrates how two teachers in real-world, public school settings convey their expectations for kindergarten student performance and set the tone for learning from mistakes and feedback. Research in psychology and education has established the benefits of corrective feedback on learning but has not closely examined how practicing teachers respond to mistakes made by young children during day-to-day instruction. Donaldson draws on extended observations of teacher-student interactions to juxtapose the two contexts and reveal divergent techniques that the participating teachers use to frame mistakes and correct answers during instruction. She compares these variations and considers how each teacher's pedagogical tools could be integrated into a mistake-response toolkit that could fundamentally reshape learning from mistakes for kindergarteners.

Analysis of Teacher-Student Interactions in the Piano Lessons of Adults and Children

1997 ◽  
Vol 45 (1) ◽  
pp. 6-20 ◽  
Author(s):  
Dennis J. Siebenaler
Keyword(s):  
Effective Teaching ◽  
Student Performance ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Teacher Behavior ◽  
Student Interactions ◽  
Teacher Student ◽  
Piano Teachers ◽  
Teachers And Students ◽  
Adults And Children

The purpose of this investigation was to identify and describe the characteristics of effective teaching in the piano studio. Thirteen piano teachers were videotaped with one adult student and one child student during three consecutive lessons each. An 8- to 12-minute segment showing work on a piece in progress was excerpted from each of the 78 lessons. Computerized observation procedures, designed specifically for this and related research, were used to record and analyze teacher behavior, student behavior, and lesson progress. Ten representative excerpts were evaluated by five expert piano pedagogues, who rated the teaching effectiveness observed in each. The expert pedagogues were generally reliable in identifying ineffective teaching, but were less reliable in assessing effective teaching. Correlational analyses were used to identify the lesson characteristics associated with effective and ineffective ratings. Relatively active teachers were ranked higher than were inactive teachers. Active teachers provided more modeling and gave more feedback. Student performance episodes generally were shorter among the more active teachers, and students of the more active teachers tended to perform mare successfully. The duration and pace of behavior episodes were important variables in discriminating among levels of instructional quality, with shorter episodes and, thus, faster pace associated with more effective teaching.

scholarly journals A flipped classroom method based on a small private online course in physiology

2019 ◽  
Vol 43 (3) ◽  
pp. 345-349 ◽  
Author(s):  
Xiao-Min Zhang ◽  
Jian-Yun Yu ◽  
Yuan Yang ◽  
Cui-Ping Feng ◽  
Jing Lyu ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Online Course ◽  
Small Scale ◽  
Control Group ◽  
Learning Needs ◽  
Significant Difference ◽  
Improved Learning ◽  
Medical University

A small private online course (SPOC) supports blended learning on a small scale, enabling students to have a more comprehensive and deeper learning experience. It also provides instructors with a flexible and feasible model to better understand the students’ learning needs and to supervise students’ learning behaviors. In this study, we adopted SPOC flipped classroom blended teaching in the physiology course for clinical undergraduate students of Kunming Medical University. Compared with the control group [lecture-based learning (LBL)], the SPOC flipped classroom method significantly increased the scores of students in the preclass test (65.13 ± 12.45 vs. 53.46 ± 8.09, SPOC vs. LBL) and postclass test (80.43 ± 14.29 vs. 69.01 ± 12.81, SPOC vs. LBL), which is induced by students’ increased interest in self-learning. More importantly, the significant difference between the preclass scores of the two groups suggested that the video lecture-based preview is more effective than the textbook-based preview. The study indicated that the SPOC flipped classroom was effective in enhancing the examination scores of students, reflecting an improved learning efficiency and a deeper understanding of the knowledge. In summary, the flipped classroom based on SPOC improves learning outcomes compared with LBL and has a wide application in the learning of basic medical courses.

scholarly journals The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience

2020 ◽  
Vol 36 (3) ◽  
pp. 132-146
Author(s):  
Raúl Pérez-López ◽  
Raquel Gurrea-Sarasa ◽  
Carolina Herrando ◽  
María José Martín-De Hoyos ◽  
Victoria Bordonaba-Juste ◽  
...  
Keyword(s):  
Student Engagement ◽  
Informal Learning ◽  
Learning Experience ◽  
Social Networking Site ◽  
Learning Performance ◽  
First Year ◽  
Generation Process ◽  
Engagement Process ◽  
Collaborative Activities ◽  
Informal Learning Environment

Twitter is a microblog that allows users to interact about a topic in online discussion. This makes it an interesting interactive tool with possibilities to increase student engagement and learning performance through active collaboration in an informal learning environment. However, few articles take a quantitative approach to investigate the creation of student engagement using this social networking site. To address this gap, we propose a series of activities conducted through Twitter to analyse the engagement generation process in a sample of 110 students in the first year of a business and administration degree at a large Spanish university. The results show that the engagement process is created through active collaborative learning and enjoyment, and that engaged students are more satisfied with the activity and perceive greater learning performance. This leads us to recommend teachers to encourage active and collaborative activities to make students more engaged and satisfied, and improve their performance.

scholarly journals A simulated night shift for undergraduate paramedicine students: Lessons learnt and the perceived value towards learning

2020 ◽  
Vol 17 ◽  
Author(s):  
Alecka Miles ◽  
Sara Hansen ◽  
Brennen Mills
Keyword(s):  
Student Satisfaction ◽  
Shift Work ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Night Shift ◽  
Real Life ◽  
Perceived Value ◽  
Clinical Placement ◽  
University Campus

BackgroundEnsuring undergraduate healthcare students are work ready graduates who possess real-world experiences and realistic expectations of their professional environment is essential for Australian universities. This is becoming increasingly more difficult to accomplish with ongoing difficulties on sourcing appropriate clinical placement learning opportunities. We developed and piloted a simulated paramedic night shift investigating if undergraduate paramedic students perceived the experience to be realistic and to what extent they felt it contributed toward their learning.Methods A total of 24 undergraduate paramedic students were recruited to participate in a simulated 13-hour paramedic night shift held on university campus. Student satisfaction and perceived value towards learning was measured using an online survey the day after the simulation. Results 23 of 24 participants completed the online survey. Survey data suggested 22 participants felt the simulated night shift to be realistic of real-life paramedic practice, provided a valuable learning experience and should be made a mandatory component of undergraduate paramedicine curricula.Conclusion Given the difficulties associated with providing clinical placement opportunities for students and the perception among health professionals that on entering the workforce many graduates often lack the adaptability required to undertake shift-work and the professional role of a paramedic, educators should consider the merits of providing overnight simulated experiences to undergraduate students to better prepare and acclimatise students to overnight shift work.

scholarly journals Augmented Reality (AR) in Physics Learning: Opportunities to Improve Teacher and Student Interaction in Online Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 145-157
Author(s):  
Siti Nurhasanah ◽  
Abdurrahman Abdurrahman ◽  
Doni Andra ◽  
Kartini Herlina
Keyword(s):  
Online Learning ◽  
Augmented Reality ◽  
Learning Experience ◽  
Student Interaction ◽  
Student Interactions ◽  
Effective Learning ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
Data Collection Technique

This study aims to describe the views of teachers and students in Islamic schools regarding Augmented Reality (AR) assisted learning to facilitate student involvement in learning, as well as increase teacher-student interactions in the learning process during the Covid-19 pandemic. This study uses a mixed method with a qualitative-quantitative explanatory design. The data collection technique used a questionnaire involving 31 respondents, 3 teachers, and 3 students as resource persons in three Islamic high schools in Lampung Province. The results of the study show that AR-assisted methods have the potential to increase teacher-student interaction by implementing a Learning Management System (LMS) that suits their needs and learning facilities. The results also show that AR provides an effective learning experience, because it displays 3D images so that it is easily accepted by students and makes students interested in learning during online learning. Therefore, the use of AR in learning has the opportunity to increase learning interactions between teachers and students.

scholarly journals Teaching Design Thinking in times of COVID-19: an online learning experience

2021 ◽  
Author(s):  
Guilherme Victorino ◽  
Roberto Henriques ◽  
Rita Bandeira
Keyword(s):  
Student Performance ◽  
Design Thinking ◽  
Innovation Management ◽  
Learning Experience ◽  
Learning Performance ◽  
Transformative Experience ◽  
Quality Outcomes ◽  
Course Materials ◽  
Online Setting ◽  
The Impact

Due to the COVID-19 pandemic, in March 2020, the Innovation Management & Design Thinking course at NOVA IMS suddenly transitioned to a 100% online setting after only two presential classes, requiring adaptations to the learning experience, course materials and class dynamics. There were concerns that the learning experience would suffer and if it would be possible to promote empathy in an online environment. This study evaluates the impact of this disruption on the learning experience, student performance and engagement by comparing the final grades, applying two surveys and conducting in-depth interviews. Our results show that instead of a contingency situation, it turned out to be a transformative experience. Learning performance and engagement were not meaningfully affected, as students were just as able to commit to their innovation projects and produce quality outcomes. We propose that blended learning experiences will leverage the best of both online and presential worlds in the future after COVID-19 and offer specific suggestions drawn from the collected data. The results are valuable for lecturers – from any course – who want to improve their learning experience in the new reality after the COVID-19 pandemic.

Inequality and Access to Online Education During a Global Crisis

2021 ◽  
pp. 340-361
Author(s):  
Herbert Ntuli ◽  
Edwin Muchapondwa ◽  
Victor Ntuli ◽  
Lina Mangwende
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Education Policies ◽  
Face To Face ◽  
Free Data ◽  
The Impact ◽  
Method Approach

The impact of inequality and technology on access to online education has received tremendous attention within the past two decades from researchers across the globe. What remains under-researched is the knowledge of how shocks such as the COVID-19 pandemic affect access to online education. The main objective of the study was to examine inequality in accessing online education in the context of a crisis in a developing region. A mixed-method approach was used to collect and analyze online survey data based on 393 undergraduate students from six countries in Southern Africa. Both observable and hidden inequality sources such as income and participation in household chores compromise the quality of online education. A shift from face-to-face teaching to online education is likely to result in learning difficulties and deterioration in the quality of education. Policies such as the provision of free data improve the learning experience by reducing inequality. Therefore, decision-makers should take into consideration inequality in designing policies and strategies during a crisis.

Internship-related learning outcomes and their influential factors

2018 ◽  
Vol 60 (1) ◽  
pp. 69-81 ◽  
Author(s):  
Tran Le Huu Nghia ◽  
Nguyen Thi My Duyen
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Online Survey ◽  
Learning Experience ◽  
Influential Factors ◽  
Research Issues ◽  
Content Type ◽  
Learning Attitudes ◽  
Tourism And Hospitality ◽  
Depth Interviews

Purpose The purpose of this paper is to explore the experiences of Tourism and Hospitality interns in Vietnam to identify dimensions of internship-related learning outcomes and factors influencing these learning outcomes. Design/methodology/approach In total, 12 in-depth interviews were conducted with 12 interns to identify the dimensions of internship-related learning outcomes. Following the interview, an online survey, which was designed based on the results of content analysis of the interviews, was used to collect data from 319 interns from ten Vietnamese universities. Exploratory factor analysis, descriptive statistical analysis, independent samples t-tests, and one-way ANOVA tests were used to find answers to the research issues. Findings Qualitative and quantitative analysis showed that from the students’ perspective, internships helped them consolidate the existing knowledge and skills, further develop relevant professional skills, shape their career paths, and change their learning attitudes and behaviors. The analysis also indicated that student engagement and the extent to which they are involved in tasks during the internships could influence the learning outcomes they gained from the internships. Research limitations/implications This study completely relied on students’ perceptions and ratings. Practical implications The study findings indicate that universities need to pay greater attention to student engagement. By encouraging collaboration between interns and their mentors and organizing activities for interns to utilize their knowledge, universities will improve students’ learning experience during the internship. Originality/value This mixed-method study expands our understanding about internship-related learning outcomes and influential factors using the perspectives of interns in a developing country. It has important implications for higher education institutions and students to improve the effectiveness of internships.

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