scholarly journals Strategies Designed To Promote Active Learning And Student Satisfaction

2011 ◽  
Vol 2 (4) ◽  
Author(s):  
Sandra A. Sessa
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Student Preferences ◽  
Face To Face ◽  
Test Taking ◽  
Collaborative Testing ◽  
Collaborative Test ◽  
Oral Presentations ◽  
Evening Class

Four strategies designed to promote active learning and student satisfaction were employed with two classes of undergraduate students, one day and one evening, in a course in adolescent development. They included the use of small group collaborative testing; face-to-face interviews with adolescents and oral presentations of the results; naturalistic field observations with reports and discussion; and PowerPoint slide presentations with handouts. The students anonymously rated each of the strategies using a likert-type scale at the end of the semester. The evaluations were very positive with 89% to 97% of the students rating the strategies as “liked it very much” or “liked it” for all of the strategies. The average grade achieved in both classes was a “B”. Means for the day class were compared to the evening class and no significant differences were found, suggesting similar positive ratings by both classes. Findings add support to the literature regarding student preferences for the use of active learning methods, involvement in cooperative learning activities, and collaborative test taking compared to lectures “straight from the podium” and individual testing.

scholarly journals Developing And Implementing An Undergraduate Finance Capstone Course For Both Onground And Online Course Delivery

2010 ◽  
Vol 3 (12) ◽  
pp. 87-94
Author(s):  
Linda S. Wiechowski
Keyword(s):  
Undergraduate Students ◽  
Core Competencies ◽  
Team Work ◽  
Course Delivery ◽  
Online Course ◽  
Capstone Course ◽  
Face To Face ◽  
Capstone Courses ◽  
Oral Presentations

Capstone courses provide an opportunity to integrate several topics and to help prepare students for the real world.  This paper examines the process of developing an undergraduate finance capstone course for both onground (face-to-face) and online course delivery.  The process begins with the determination of the core competencies employers require of recent finance undergraduate students.  Several of these core competencies are addressed in this paper, along with the challenges of assessing the competencies of team work and oral presentations skills online.

scholarly journals Learning Outcome-Based Teaching of Power Electronics and Electric Machines Hybrid Laboratory Using ABAL Method

2021 ◽  
Author(s):  
Umair Safdar ◽  
Yaqoob Javed ◽  
Subhan Khan ◽  
Mujtaba Hussain Jeffery ◽  
Noman Naeem
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Power Electronics ◽  
Undergraduate Students ◽  
Real World ◽  
Electric Machines ◽  
Experimental Methodology ◽  
The Real ◽  
Real World Problem ◽  
Selection Of

This paper presents an Application Based Active Learning (ABAL) methodology on Power Electronics (PE) and Electric Machines (EM) as a hybrid laboratory course for the undergraduate students to design and implement the real-world engineering problems. The ABAL is a type of active learning which is a branch of Learner-centered teaching (LCT). The DC/DC converter along with the speed control of DC separately excites the motor. In addition, a DC/AC converter is designed to control the speed of an induction motor. The results are then investigated on a hardware platform under the ABAL experimental methodology. This paper also discusses the problem identification selection of the equipment, circuit design, hardware mounting and critical analysis of the results acquired from the hybrid laboratory. The ABAL methodology was evaluated based on student satisfaction, feedback, grades and interest to solve the real-world problem rather than cramming the engineering concepts and fulfill so-called lab routine and tasks

scholarly journals The effects of collaborative testing on higher order thinking: Do the bright get brighter?

2017 ◽  
Vol 20 (1) ◽  
pp. 25-37 ◽  
Author(s):  
John W Mahoney ◽  
Brooke Harris-Reeves
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Test Results ◽  
Testing Conditions ◽  
Academic Abilities ◽  
Collaborative Testing ◽  
Collaborative Test ◽  
Overall Performance

Collaborative testing has been shown to enhance student performance compared to individual testing. It is suggested that collaborative testing promotes higher order thinking, but research has yet to explore this assumption directly. The aim of this study was to explore the benefits of collaborative testing on overall performance, as well as performance on higher order thinking questions. It was hypothesised that, compared to individual test results, students would perform better overall and on higher order thinking questions under collaborative testing conditions. It was expected that these differences would be equal when comparing students of different academic abilities (i.e. ‘upper’, ‘middle’ and ‘lower’ performers). Undergraduate students completed an individual followed by a collaborative test as part of summative assessment. Analyses revealed that with the exception of upper performers, students performed better overall on the collaborative test. Additionally, regardless of their academic abilities, students performed better on the higher order thinking questions under collaborative conditions. This improvement was equal across different academic abilities, suggesting that collaborative testing promotes higher order thinking even when taking into account previous academic achievement. The acceptability and application of collaborative testing is discussed.

scholarly journals COVID-19 Emergency Remote Teaching Opinions and Academic Performance of Undergraduate Students: Analysis of 4 Students’ Profiles. A Case Study

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2147
Author(s):  
Gádor Indra Hidalgo ◽  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Face To Face ◽  
Analysis Technique ◽  
Student Profiles ◽  
Cluster Analysis Technique

Distance learning due to the COVID-19 lockdown, commonly called emergency remote teaching (ERT), substantially changed the methodology of teaching and possibly students’ perceptions of the quality of lectures. Students’ opinions should be collected and analyzed jointly with other data such as academic performance to assess the effect of this pandemic on learning. A 20-question, 4-point Likert scale specific questionnaire was designed and validated twice by a panel of experts. The survey was sent to the 365 industrial engineering undergraduate students enrolled in a chemistry course. Responses (n = 233) and academic data were collected, and four student profiles were identified by using the k-means cluster analysis technique: ‘The Lucky’, ‘The Passive’, ‘The Autonomous Learner’ and ‘The Harmed’. Students experienced the ERT differently according to their profile. Undergraduates who were better autonomous learners excelled in academic performance and were more participative in the survey. In general, students preferred face-to-face classes over distance learning. Undergraduates’ learning has been impaired due to the circumstances. However, contrary to their beliefs, the situation has benefited them with respect to grades when comparing their performance with students from previous years. Discovering what challenges students faced to adapt to the situation is key to giving students tools to grow as autonomous learners and to enable educators to apply tailored teaching techniques to improve the quality of lectures and enhance student satisfaction.

scholarly journals Student satisfaction in the age of consumer driven higher education

2018 ◽  
Author(s):  
Carl Senior ◽  
Dilly Fung ◽  
Chris Howard ◽  
Rowena Senior
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Academic Staff ◽  
Daily Basis ◽  
Working Environment ◽  
Collective Consciousness ◽  
Face To Face ◽  
Core Mission ◽  
The Masses

The global Higher Education sector (HE) is undergoing a metamorphosis. No longer is HE the sole preserve of the privileged few but rather it is now accessible for the masses. The result of such an expansionist philosophy is here and today’s undergraduate students can expect to study at a university that is unrecognisable to higher education establishments of a few decades ago. This is not a one-sided affair and academic staff i.e., the professoriate who encounter the results of such expansionism on a daily basis are also faced with a vastly complex working environment (see e.g., Knight & Senior, 2017). Phrases such as internationalisation, employability, work-based learning as well as the almost ephemeral notion of student satisfaction, among many other things, regular assail the collective consciousness of academic staff around the world. Yet despite such complexity a new model is emerging and this is one firmly embedded within consumer psychology and it firmly places the student as a customer. Here we highlight some negative issues that may arise when HE embraces consumerism. We also discuss a potential solution that may not only ameliorate these issues but actually facilitate excellence in the student learning journeys. Higher education can meet this vast array of modern day concepts face-to-face and still ensure that it serves its core mission and that is to provide students with a higher understanding of various conceptual issues.

Student Preferences After Taking Online, Face-to-Face, and Hybrid Courses on Educational Technology

2021 ◽  
pp. 301-319
Author(s):  
Pavel Samsonov
Keyword(s):  
Educational Technology ◽  
Undergraduate Students ◽  
Online Survey ◽  
Online Course ◽  
Hybrid Courses ◽  
Age And Gender ◽  
Student Preferences ◽  
Face To Face ◽  
Factors Influencing ◽  
And Gender

A survey-based study aimed at improving the course of educational technology was conducted with undergraduate students from 2018 through 2020. The study is based on an online survey. The results suggest that there is no “one-size-fits-all” mode of teaching; a considerable fraction of responses suggest a preference for online instruction, while the responses demanding face-to-face assistance are less numerous. The largest proportion of choices suggest demand for the blend of both. The study also looked at age and gender as factors influencing the preference of a teaching mode. Teacher presence in online/hybrid courses was found critical. Recommendations for designing an online course based on the study are offered.

scholarly journals Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses

2021 ◽  
Vol 22 (3) ◽  
pp. 77-98
Author(s):  
Rebecca A. Glazier ◽  
Heidi Skurat Harris
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Course Design ◽  
Online Courses ◽  
The United States ◽  
Faculty Professional Development ◽  
Attrition Rates ◽  
Face To Face ◽  
College And University ◽  
The University

Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus courses that are well designed and facilitated, but even well-designed classes can be ineffective if students feel lost in the course or disengaged from the instructor. We surveyed 2,007 undergraduate students at a public, metropolitan university in the United States about the best and worst classes they had taken at the university. The resulting data revealed important consistencies across modalities—such as the importance of clear instructions and instructor availability. However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “stand in” for instructors in online classes. These findings support the need for increased faculty professional development in online course design and facilitation focused on student experience as well as faculty expertise.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

Analysis of Demographics and Factors Influencing Student Choice of Major at Five Universities

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 510b-510
Author(s):  
Tammy Kohlleppel ◽  
Jennifer C. Bradley ◽  
Jayne Zajicek
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
The United States ◽  
Student Choice ◽  
Student Interest ◽  
Post Secondary ◽  
Choice Of Major ◽  
Factors Influencing ◽  
University History ◽  
Insight Into

In recent years horticulture programs at universities across the United States have experienced a decline in student numbers. Researchers at the Univ. of Florida and Texas A&M Univ. have developed a survey to gain insight into the influences on undergraduate students who major in horticulture. Five universities participated in the survey of undergraduate horticulture programs, these include the Univ. of Florida, Texas A&M Univ., Oklahoma State Univ., Univ. of Tennessee, and Kansas State Univ. Approximately 600 surveys were sent to the schools during the 1997 fall semester. The questionnaires were completed by horticulture majors and nonmajors taking classes in the horticulture departments. The survey consisted of two main sections. The first section examined student demographic information, high school history, university history and horticulture background and was completed by all students. Only horticulture majors completed the second section, which examined factors influencing choice of horticulture as a major. Results examine fundamental predictors in promoting student interest in horticulture, demographic variables that may influence student choice of major, and student satisfaction and attitude toward current collegiate horticulture programs. Findings from this study will provide insight into the status of post-secondary horticulture education and assist in identifying methods to increase student enrollment in horticulture programs across the country.

scholarly journals Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dania Hernandez ◽  
Gema Jacomino ◽  
Uma Swamy ◽  
Krista Donis ◽  
Sarah L. Eddy
Keyword(s):  
Social Support ◽  
Active Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
Social Supports ◽  
Informational Support ◽  
Confirmatory Factor Analyses ◽  
Appraisal Support ◽  
Instrument Measuring ◽  
Support Students

Abstract Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

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