scholarly journals Increasing the Authenticity of Group Assignments in an Online Research Course may Lead to Higher Academic Achievement

2015 ◽  
Vol 10 (2) ◽  
pp. 158
Author(s):  
Cari Merkley
Keyword(s):  
Student Perceptions ◽  
Teaching Quality ◽  
The United States ◽  
Annotated Bibliography ◽  
Teaching Presence ◽  
Medium Size ◽  
Full Time ◽  
Library Research ◽  
Significant Difference ◽  
Online Library

A Review of: Finch, J. L., & Jefferson, R. N. (2013). Designing authentic learning tasks for online library instruction. Journal of Academic Librarianship, 39(2), 181-188. http://dx.doi.org/10.1016/j.acalib.2012.10.005 Abstract Objective – To explore what impact assigning authentic tasks to students deliberately grouped by their majors in an online library research course has on student perceptions of teaching quality (teaching presence) and satisfaction. Design – Empirical comparative study. Setting – Medium-size (10,500 full-time students) liberal arts college in the United States of America. Subjects – 33 undergraduate students enrolled in a library research course. Methods – The study focusses on two sections of a one-credit online library research course taught by library faculty. The 17 students in the Spring “express” section were randomly assigned to groups and asked to complete a group annotated bibliography project using MLA style (Class Random). The 16 students registered in the Summer section of the same course were grouped by their majors, and asked to complete a modified version of the annotated bibliography group project in which they were asked to identify and then utilize the citation style most appropriate for their discipline (Class Deliberate). Students in Class Deliberate also received instruction around the role of subject specific citation styles in scholarly communication. Both sections completed a final assignment in which they developed a portal of resources to support their future studies or careers. All 33 students in both sections were invited to complete a modified online version of the Community of Inquiry (COI) survey consisting of 16 questions relating to student perceptions of the course’s teaching and cognitive presences. Questions relating to social presence were not administered. The final grades awarded to all students in both sections were also analyzed. Main Results – A total of 59% of the students in Class Random (10/17) and 67% of the students in Class Deliberate (11/16) completed the online survey. There were no statistically significant differences in the survey responses between the two sections with both groups of students rating the instructor’s teaching presence and the course’s cognitive presence highly. Only 40% of the respondents from Class Random and 46% from Class Deliberate agreed that working with peers facilitated their learning. The mean final grade received by students in Class Deliberate was 95.27 versus 86.15 in Class Random, a statistically significant difference (p

scholarly journals The prevalence and characteristics of rapid response systems in hospitals with pediatric intensive care units in Japan and barriers to their use

2020 ◽  
Vol 32 (5) ◽  
pp. 325-331
Author(s):  
Taiki Haga ◽  
Hiroshi Kurosawa ◽  
Junji Maruyama ◽  
Katsuko Sakamoto ◽  
Ryo Ikebe ◽  
...  
Keyword(s):  
Intensive Care ◽  
Intensive Care Units ◽  
Pediatric Intensive Care ◽  
The United States ◽  
Rapid Response ◽  
Full Time ◽  
Pediatric Intensive Care Units ◽  
Rapid Response Systems ◽  
Significant Difference ◽  
Response Systems

Abstract Objective The use of pediatric rapid response systems (RRSs) to improve the safety of hospitalized children has spread in various western countries including the United States and the United Kingdom. We aimed to determine the prevalence and characteristics of pediatric RRSs and barriers to use in Japan, where epidemiological information is limited. Design A cross-sectional online survey. Setting All 34 hospitals in Japan with pediatric intensive care units (PICUs) in 2019. Participants One PICU physician per hospital responded to the questionnaire as a delegate. Main outcome measures Prevalence of pediatric RRSs in Japan and barriers to their use. Results The survey response rate was 100%. Pediatric RRSs had been introduced in 14 (41.2%) institutions, and response teams comprised a median of 6 core members. Most response teams employed no full-time members and largely comprised members from multiple disciplines and departments who served in addition to their main duties. Of 20 institutions without pediatric RRSs, 11 (55%) hoped to introduce them, 14 (70%) had insufficient knowledge concerning them and 11 (55%) considered that their introduction might be difficult. The main barrier to adopting RRSs was a perceived personnel and/or funding shortage. There was no significant difference in hospital beds (mean, 472 vs. 524, P = 0.86) and PICU beds (mean, 10 vs. 8, P = 0.34) between institutions with/without pediatric RRSs. Conclusions Fewer than half of Japanese institutions with PICUs had pediatric RRSs. Operating methods for and obstructions to RRSs were diverse. Our findings may help to popularize pediatric RRSs.

A Foot in the Door: An Examination of Professional Sport Internship Job Announcements

2020 ◽  
pp. 1-9
Author(s):  
Liz Sattler ◽  
Rebecca Achen
Keyword(s):  
Student Perceptions ◽  
Sport Management ◽  
The United States ◽  
Academic Preparation ◽  
Professional Sport ◽  
Full Time ◽  
Student Preparedness ◽  
Key Skills ◽  
Sport Industry ◽  
Job Postings

The sport management internship has been deemed a critical component of students’ academic preparation, as well as a foot in the door for many students seeking full-time employment after graduation. The number of sport management programs has grown in recent years, and the field itself remains highly competitive. Thus, it is increasingly important for sport management programs to help prepare their students for the internship hiring process. Scholarship in this area has largely focused on student perceptions of their internship experience and employer perceptions of student preparedness. But to prepare students for internship experiences in the sport industry, it is essential for faculty to understand the key skills that are sought by industry practitioners making hiring decisions, as well as the administrative requirements included. Therefore, the purpose of this study was to examine the nature of professional sport industry internship job postings in the United States by examining the content of online announcements during a 6-month period. The results indicated that digital content, sales, and operations internships were the most highly sought positions, while basic computer skills, communication skills (both oral and written), and the ability to withstand long hours were the most commonly desired skills.

scholarly journals Measuring the Efficacy of Pathology Career Recruitment Strategies in US Medical Students

2021 ◽  
Author(s):  
Patricia V. Hernandez ◽  
Dana Razzano ◽  
Nicole D. Riddle ◽  
John T. Fallon ◽  
Humayun K. Islam ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Student Attitudes ◽  
The United States ◽  
Job Responsibilities ◽  
Pathology Laboratory ◽  
Significant Difference ◽  
Before And After ◽  
Second Year ◽  
Medical Student Attitudes

Context.— Multiple articles and surveys in the literature suggest that medical students find a career in pathology undesirable and believe it is disproportionately focused primarily on the autopsy. Objective.— To measure the effect of applied interventions on medical student attitudes about the field of pathology. Design.— This prospective study involving medical students from first through fourth year was conducted as a pilot study in 2 medical schools in the United States. A 2-part anonymous survey regarding interest in pathology as a career and familiarity with the specialty using a 10-point scale was given to first- and second-year medical students before and after they listened to a 10-minute pathology career presentation. The same survey was given to third- and fourth-year medical students before and after a 4-week pathology elective. Results.— A total of 121 and 83 students responded to the survey before and after the intervention, respectively. Of the 121 students who responded to the survey before the intervention, 106 (87.6%) had not spent significant time in a pathology laboratory before the intervention. The majority of responses in interest in career, job responsibilities, and features of pathologists before and after the intervention demonstrated a statistically significant difference (P < .001). We compared survey scores of presentation versus 4-week rotation groups before and after the intervention. Students who experienced the presentation did not differ from students who experienced the rotation in the majority of questions related to interest in career, job responsibilities, and features of pathologists. Conclusions.— Our study suggests that pathology exposure strategies can have a beneficial effect on student perceptions of the field and consideration of a career in pathology. Overall, the presentation intervention on the first- and second-year students seemed to have the greatest effect.

scholarly journals For-profit hospitals as anchor institutions in the United States: a study of organizational stability

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Berkeley Franz ◽  
Cory E. Cronin ◽  
Vanessa Rodriguez ◽  
Kelly Choyke ◽  
Janet E. Simon ◽  
...  
Keyword(s):  
Multivariable Analysis ◽  
The United States ◽  
Full Time ◽  
American Hospital ◽  
American Hospital Association ◽  
Community Factors ◽  
For Profit ◽  
Anchor Institutions ◽  
Significant Difference

Abstract Background Anchor institutions, by definition, have a long-term presence within their local communities, but it is uncertain as to whether for-profit hospitals meet this definition; most research on anchor institutions to date has been limited to nonprofit organizations such as hospitals and universities. Accordingly, this study aims to determine whether for-profit hospitals are stable enough to fulfill the role of anchor institutions through a long-term presence in communities which may help to stabilize local economies. Methods This longitudinal study analyzes national, secondary data between 2008 and 2017 compiled from the Dartmouth Atlas of Health Care, the American Hospital Association Annual Survey, and County Health Rankings. We use descriptive statistics to calculate the number of closures and mergers of hospitals of different ownership type, as well as staffing levels. Using logistic regression, we also assessed whether for-profit hospitals had higher odds of closing and merging, controlling for both organization and community factors. Results We found for-profit hospitals to be less stable than their public and nonprofit hospital counterparts, experiencing disproportionately more closures and mergers over time, with a multivariable analysis indicating a statistically significant difference. Furthermore, for-profit hospitals have fewer full-time employees relative to their size than hospitals of other ownership types, as well as lower total payroll expenditures. Conclusions Study findings suggest that for-profit hospitals operate more efficiently in terms of expenses, but this also may translate into a lower level of economic contributions to the surrounding community through employment and purchasing initiatives. For-profit hospitals may also not have the stability required to serve as long-standing anchor institutions. Future studies should consider whether for-profit hospitals make other types of community investments to offset these deficits and whether policy changes can be employed to encourage anchor activities from local businesses such as hospitals.

scholarly journals Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

2018 ◽  
Vol 22 (2) ◽  
Author(s):  
Lisa E Gurley, PhD, RN, CNE, COI
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Learning Environments ◽  
Faculty Perceptions ◽  
Teaching Presence ◽  
Online Learning Environments ◽  
Faculty Preparation ◽  
Significant Difference ◽  
Perceptions Of Teaching ◽  
Face To Face Learning

Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments.  How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning outcomes, yet previous research has focused on student perceptions of teaching presence.  Therefore, the purpose of this mixed methods convergent parallel study was to explore educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments.  The study was designed to examine the differences in educators’ perceived teaching presence and preparation to teach in blended and online learning environments.  An adapted Community of Inquiry Survey Instrument was used to measure faculty perceptions of teaching presence.  Results indicated a statistically significant difference between perceived teaching presence of facilitation for faculty that completed certification courses in preparation to teach in blended and online learning environments, as compared to faculty that only received on-the-job training.  Qualitative responses to corresponding interview questions supported the findings.  The findings of this study provide information to university educators and administrators supporting the importance of faculty preparation specific to teaching in blended and online learning environments.  

scholarly journals The Benefit of Utilizing Brain-Based Learning in Higher Education Online Environments

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Renee Winter
Keyword(s):  
Higher Education ◽  
Research Question ◽  
The United States ◽  
Full Time ◽  
Online Faculty ◽  
Beliefs And Practices ◽  
Learning Techniques ◽  
Significant Difference ◽  
Brain Based Learning ◽  
Face To Face Instruction

Higher education has experienced a significant transformation from traditional face-to-face instruction to online instruction. The purpose of this quantitative causal-comparative study was to determine to what extent postsecondary online faculty utilized brain-based learning techniques as part of their academic practices in the online asynchronous learning environment and to assess differences in the use of these techniques between online full-time and online adjunct faculty employed by two public universities and one private university located in the Southwest region of the United States. The theoretical framework of Hart’s (1983) brain-based learning theory (BBLT) informed this study. The sample consisted of 539 accepted and completed surveys. The participants completed 55 questions based on brain-based learning. Quantitative data were collected using Klinek’s (2009) questionnaire about brain-based learning knowledge, beliefs, and practices. The data from the questionnaire measured the online faculty’s knowledge, beliefs, and practices of brain-based learning techniques. The data were analyzed using descriptive information about the sample computing frequencies of the variables. Cronbach’s alpha reliabilities were conducted to complete the descriptive statistics for the first research question. The statistical analysis used for research question two and three was Multivariate Analysis of Variance (MANOVA) using a 2×2 factorial design to test the hypotheses. The researcher found that there was a significant difference between the BBLT practices of the online faculty from public (M = 3.45) and private universities (M = 3.28), F (1, 294) = 1.62, p = .004, ŋ2 = .044. The study revealed that there is a lack of knowledge about BBLT supporting the need for professional development and training.

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