Exploring an Innovative Course Delivery Method for Accelerated BSN Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Rhoda A. Owens
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Online Survey ◽  
Student Evaluation ◽  
Course Delivery ◽  
Convenience Sample ◽  
Graded Material ◽  
Course Delivery Methods ◽  
Evaluation Of Learning ◽  
Bsn Students

AbstractBackgroundThe purpose of the pilot study was to develop and implement an innovative hybrid-delivered professional development course and explore accelerated BSN student satisfaction and perceived learning.MethodsThe convenience sample consisted of 16 accelerated BSN students at one Midwestern university. The Student Evaluation of Learning and Feedback to Instructors online survey instrument used consisted of 21 five-point Likert-scale items.ResultsStudents reported that the course was organized (M = 3.96) and promoted student learning (M = 4.53) and engagement (M = 3.97). Graded material was adequate (M = 4.31). The course created a supportive adult learning environment (M = 3.84) and instructor rapport (M = 4.47). Knowledge was applied during clinical experiences.ConclusionsHybrid courses can facilitate student learning and satisfaction. Further research is warranted to explore innovative hybrid course delivery methods with accelerated BSN students. It is critical to ensure quality education for this special nursing population.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2021 ◽  
pp. 1-15
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

scholarly journals Medical education adaptation in South Korea during the COVID-19 pandemic

2021 ◽  
Vol 6 (3) ◽  
pp. 10-13
Author(s):  
Young-Mee Lee ◽  
Hyunmi Park
Keyword(s):  
Medical Education ◽  
Online Education ◽  
South Korea ◽  
Student Satisfaction ◽  
Online Survey ◽  
Student Evaluation ◽  
Medical Schools ◽  
Assessment System ◽  
The Status ◽  
Medical School Student

Introduction: We describe the circumstances and adaptations in the South Korean medical education during the COVID-19 pandemic and discuss areas in need of improvement in preparation of a worsening situation or for similar future public health crises. Methods: Literature reviews, focusing on research papers about medical educational changes in South Korea during the COVID-19 pandemic were performed. Selective data collected from a nationwide online survey by the Korean Association of Medical Colleges on the status of curricular changes in medical schools during the COVID-19 was presented. Results: All lectures have moved online, but clinical students continued their hospital placements during the pandemic, except for the first 3-5 weeks during the first surge in 2020. Initial technical naivety of the faculty and lack of technical resources were short-lived and the medical students settled well showing a much higher than expected student satisfaction level over online education. Practical skills sessions which benefit most from onsite hands-on experiences such as anatomy dissection, were delivered through a blended approach in some medical school. Student evaluation is the area of least change, mainly due to the students’ lack of trust in online assessments. Conclusion: South Korea' underwent major changes in medical education brought upon COVID-19 and the readiness of the technology adoption has been much increased. Student evaluation is the area of least transformation. Adoption of a programmatic assessment system should be considered to enhance not only learning but also improve trust among stakeholders of medical schools.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

2018 ◽  
pp. 1-19
Author(s):  
Michael Marmon
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Social Presence ◽  
Online Courses ◽  
Course Delivery ◽  
Transactional Distance ◽  
Delivery Methods ◽  
Learner Identity ◽  
Face To Face ◽  
Course Delivery Methods

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

scholarly journals New tools for online teaching and their impact on student learning

2021 ◽  
Author(s):  
Carme Huguet ◽  
Jill Pearse ◽  
Jorge Esteve
Keyword(s):  
Student Learning ◽  
Student Motivation ◽  
Online Teaching ◽  
Extrinsic Motivation ◽  
Online Survey ◽  
Student Evaluation ◽  
New Materials ◽  
Self Assessment ◽  
Student Interactions ◽  
Additional Information

In the context of the global Covid-19 crisis, a practical introductory Geosciences course was redesigned to aid student learning in a 100% virtual format. New materials were created to i) improve disciplinary language range and concept acquisition; ii) make classes more dynamic; iii) provide tools for self-regulated learning and assessment and iv) maintain student motivation. Usefulness of the new materials was evaluated using a voluntary online survey that was answered by 40% of the students. Additional information was obtained from the university's student evaluation survey. All tools were well-rated, but self-assessment quizzes and class presentations had the highest overall scores. Students commented on their usefulness in terms of knowledge acquisition and self-assessment. Perhaps not surprisingly, self-assessment quizzes were the one tool students felt kept them more motivated. These were closely followed by class presentations and short in-class quizzes. Students found the online access to all lesson materials very useful for self-paced learning. According to a majority of students, the in-class quizzes and student participation using the digital the whiteboard made classes more dynamic. Overall, the new strategies succeeded in improving students' learning and independence, but more work is needed to make classes more dynamic, and especially to improve student motivation. Intrinsic motivation is perhaps the most difficult to improve because in a 100% virtual course, it is difficult to promote student-student interactions and receive visual feedback from the class.  In view of the survey results, we introduce bonus activities in order to improve extrinsic motivation. 

A progressive assessment strategy improves student learning and perceived course quality in undergraduate physiology

2015 ◽  
Vol 39 (3) ◽  
pp. 218-222 ◽  
Author(s):  
D. A. Saint ◽  
D. Horton ◽  
A. Yool ◽  
A. Elliott
Keyword(s):  
Student Satisfaction ◽  
Student Evaluation ◽  
Learning Outcome ◽  
Final Exam ◽  
Course Quality ◽  
Learning And Teaching ◽  
Broad Agreement ◽  
Second Year ◽  
Evaluation Of Learning ◽  
Progressive Assessment

In 2010, second-year physiology ( n = 165) had a traditional single 3-h end-of-semester exam. To provide diagnostic feedback earlier, for students enrolled in 2011 ( n = 128), we incorporated an in-class exam at 3 wk in addition to the final exam. Based on initial analysis and positive student comments, for the 2012 cohort ( n = 148), we expanded this to incorporate four 1-h in-class exams every 3 wk plus a short final integrative exam. Average scores from exams and questionnaires (student evaluations of learning and teaching, 10 questions) were compared among 2010, 2011, and 2012 cohorts. We also compared scores in the practical component of the course, which had a constant format for all cohorts. Data are given as means ± SD; statistical analyses were done with unpaired two-way Students t-tests. From 2010 to 2012, there was a significant improvement in total exam scores (59.7 ± 15.8 vs. 68.6 ± 14.2, P < 0.001) but no significant change in total practical scores (72.3 ± 9.0 vs. 74.4 ± 10.2, P = 0.05), indicating that the rise in exam score was not due to higher academic abilities of the 2012 cohort. Overall mean student evaluation of learning and teaching responses (4.9 ± 0.4 vs. 5.3 ± 0.3, P = 0.015) and overall percent broad agreement (66.0 ± 8.0 vs. 79.2 ± 7.5, P = 0.003) indicated a significant improvement in student satisfaction. In conclusion, both learning outcome and perceived course quality were enhanced by the increased frequency of examinations, possibly by promoting consistent student study habits.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

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