GRADUATE STUDENT PERCEPTION OF THE IMPACT OF THE CASE METHOD INSTRUCTION ON LEARNING

2019 ◽  
Author(s):  
Jehan Alandejani
Keyword(s):  
Graduate Student ◽  
Student Perception ◽  
Case Method ◽  
The Impact ◽  
Case Method Instruction

scholarly journals What Happens When Trained Graduate Student Instructors Switch to an Open Textbook? A Controlled Study of the Impact on Student Learning Outcomes

2018 ◽  
Vol 18 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Erin E. Hardin ◽  
Bret Eschman ◽  
Elliot S. Spengler ◽  
J. Alex Grizzell ◽  
Anahvia Taiyib Moody ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Graduate Student ◽  
Underserved Populations ◽  
Past Research ◽  
Student Learning Outcomes ◽  
Open Educational Resources ◽  
Controlled Study ◽  
Instructor Characteristics ◽  
The Impact

Open educational resources (OER) are increasingly attractive options for reducing educational costs, yet controlled studies of their efficacy are lacking. The current study addressed many criticisms of past research by accounting for course and instructor characteristics in comparing objective student learning outcomes across multiple sections of General Psychology taught by trained graduate student instructors at a large research-intensive university. We found no evidence that use of the OER text impeded students' critical thinking compared to use of a traditional textbook, even after accounting for instructor characteristics. To the contrary, we found evidence of a slight increase in content knowledge when using an OER text. Importantly, this effect was driven by improvements from both our lowest-performing students and our highest-performing students. Moreover, student learning outcomes were not influenced by instructor experience, suggesting even novice instructors fared well with OER materials. Finally, students from traditionally underserved populations reported the lower cost of the book had a significantly higher impact on their decision to enroll in and remain enrolled in the course.

Understanding student perceptions of a web-based blended learning environment

2017 ◽  
Vol 9 (4) ◽  
pp. 577-597 ◽  
Author(s):  
Tuncay Bayrak ◽  
Bahadir Akcam
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Student Perception ◽  
Ease Of Use ◽  
Web Based ◽  
Content Type ◽  
Learning Platform ◽  
The Impact ◽  
Students Satisfaction

Purpose The purpose of this paper is to report on how web-based training and testing platforms provide opportunities for students to leverage the capabilities of various information and communication technologies to engage in self-directed learning. Design/methodology/approach The impact of an interactive learning environment on improving students’ essential skills was measured using a previously validated structured questionnaire, consisting of five subscales: content, accuracy, format, ease of use, and timeliness. Having analyzed the instrument, the authors decided to modify it to incorporate two more measures of overall reliability and satisfaction to capture students’ overall satisfaction level with the tool. Overall, 24 items are used to measure students’ perceptions of the tool content, accuracy, format, ease of use, timeliness, reliability and satisfaction. A five-point Likert-type scale was used in the questionnaire where 1=strongly disagree and 5=strongly agree. Findings This study suggests that while students’ major, instructor, and course grade are important factors impacting student perception of the learning tool, year (freshman vs sophomore) and gender do not have any impact on the student perception. Course grade shows an interesting trend. Students who received an A and an F as their final grades are the most satisfied groups compared to other grade groups. This finding suggests a further study is needed to explore the impact of the course grade on the students’ satisfaction with the tool. While students liked simulations, grading feature with immediate feedback, electronic textbook and the system overall, they suggested improvements in the grading module, simulations, projects, system compatibility, system reliability, and cost. Originality/value Most studies use a survey to measure student’s satisfaction with a web-based learning platform. This study, however, made an attempt to understand students’ satisfaction with a web-based blended learning platform by analyzing their comments and feedback on the course using a text analytics tool.

The Impact of the Use of Ceramics on OT and PT Graduate-Student Stress

2019 ◽  
Vol 73 (4_Supplement_1) ◽  
pp. 7311520405p1
Author(s):  
Jewell Dickson ◽  
Abigail Alvarez ◽  
Chelsea DeJesus ◽  
Naureen Jooma ◽  
Cindy LaPorte
Keyword(s):  
Graduate Student ◽  
Student Stress ◽  
The Impact ◽  
Graduate Student Stress

scholarly journals Novel Integration of Administrative Pharmacy Residents in a Management Course

2021 ◽  
Vol 12 (2) ◽  
pp. 9
Author(s):  
James Ford ◽  
Katherine Rotzenberg ◽  
David Mott
Keyword(s):  
Student Perceptions ◽  
Real World ◽  
Student Perception ◽  
Pharmacy Education ◽  
Course Evaluations ◽  
Case Examples ◽  
Course Content ◽  
Course Redesign ◽  
Pharmacy Management ◽  
The Impact

Background: Management skills are an essential component of a pharmacy graduate’s abilities for successful practice.  Although pharmacy education standards require that students have a working knowledge of management principles, students often do not see the value in management and business courses.  One innovative approach is restructuring course content using case examples and real-world experiences to improve student understanding of finance and management principles. Innovation: Two specific changes were implemented in a second year (P2) management and finance course to improve the relevance of business principles.  Course content was organized around current pharmacy service cases from a variety of practice settings and supported by the value of problem-based learning.  Post-graduate year 1 (PGY-1) administrative pharmacy residents were engaged as course teaching assistants (TAs) who brought real-world experiences into the class.  An analysis of pre- and post-course voluntary surveys, course evaluations, and TA evaluations assessed the impact of the course redesign. Findings: The course redesign achieved its intended goal of improving student-perceived course relevance.  This was shown through statistically significant improvements in course evaluations that were intended to measure student perception of pharmacy management and its relevance in their future career.  Student completed TA evaluations showed that those who reported their TA shared real-world applications had higher confidence in applying course concepts and greater understanding of course materials. Conclusions: Administrative pharmacy residents were successfully integrated into a pharmacy management course redesign, resulting in improved student perceptions of course relevance. 

scholarly journals Nursing student perception and performance with collaborative testing

2021 ◽  
Vol 11 (5) ◽  
pp. 54
Author(s):  
Sandra Rogers ◽  
Theresa A. Gaffney ◽  
Eileen Caulfield
Keyword(s):  
Collaborative Learning ◽  
Nursing Student ◽  
Student Evaluation ◽  
Student Perception ◽  
Strong Positive Correlation ◽  
Final Exam ◽  
Convenience Sample ◽  
Positive Correlation ◽  
Collaborative Testing ◽  
The Impact

Background and objective: Collaboration is an important and necessary skill to function effectively within the practice of nursing and inter-professional teams. The purpose of this pilot study was to examine the impact of collaborative testing on nursing student content retention and student perception of the collaborative testing process.Methods: A convenience sample of nursing students (n = 95) were grouped in random pairs and permitted to collaborate on exam 3 (of 5) in an entry level medical surgical nursing course. Students were surveyed with the 13-item survey, Student Evaluation of Collaborative Testing, after the collaborative exam.Results and conclusions: There was a strong, positive correlation between students’ exam 3 grades and the number of correct responses to exam 3 content items on the final exam, r = .511, p < .001. For every one-point increase on exam 3 grades, the number of correct responses on exam 3 content on the final exam increased by .511. As such, students who scored higher on exam 3 also had more correct responses to exam 3 content on the final exam. There was a strong, positive correlation between students’ exam 3 and final exam scores, r = .536, p < .001. It may (or may not) be the case that students’ who perceived collaborative learning more positively were more impacted by the collaborative learning experience, resulting in higher scores on the final exam.

scholarly journals ENGINEERS TEACHING COMMUNICATION: EVALUATING THE IMPACT OF TA TRAINING ON GRADUATE STUDENT COMMUNICATION, TEACHING AND PROFESSIONAL DEVELOPMENT

2017 ◽  
Author(s):  
Nikita Dawe ◽  
Jeff Harris ◽  
Melanie Stevenson ◽  
Deborah Tihanyi
Keyword(s):  
Professional Development ◽  
Graduate Student ◽  
Teaching Practice ◽  
Training Programs ◽  
Anecdotal Evidence ◽  
Specific Training ◽  
Engineering Communication ◽  
Communication Instruction ◽  
The Impact ◽  
Ta Training

The Engineering Communication Programworks with engineering TAs in the Department ofMechanical and Industrial Engineering at the Universityof Toronto to deliver communication instruction in coredesign courses. Engineering TAs’ disciplinary expertiseaffords increased credibility with students, and we havehad consistent anecdotal evidence from TAs that teachingcommunication has made them better communicators.Currently, training involves a combination of instructionand mentorship, both from faculty and each other.Here, we investigate TAs’ increased confidence andskill in communication and teaching: what they finduseful, how the training has influenced theircommunication and teaching practice, and what morethey would like to explore in the future. An initial surveyand discussion found that confidence was shaped byexperience, course-specific training, instructor feedback,and peer learning. We hope to build on these findings infuture through a broader study of TAs in the Faculty andfurther development of our TA training programs

scholarly journals Factors affecting the education of pre-employment paramedic students during the clinical practicum

2009 ◽  
Vol 7 (4) ◽  
Author(s):  
Louise McCall ◽  
Natalie Wray ◽  
Bill Lord
Keyword(s):  
Focus Group ◽  
Student Perception ◽  
Sampling Technique ◽  
Clinical Placement ◽  
Clinical Environment ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Clinical Practicum ◽  
The Impact

Introduction To identify factors that affect the education of pre-employment paramedic students during the clinical practicum. Methods A purposive sampling technique was employed to recruit undergraduate students from the Bachelor of Emergency Health (Paramedic) (BEHP) who had recently completed their first or final clinical placement. Qualitative data was collected via a total of 3 focus group discussions; two focus group discussions were conducted with students on completion of their final placement, and one focus group discussion was conducted with students who had recently completed their first placement. Participants were asked to share their career and placement expectations, placement experiences, career path intentions, and the impact of placements on their career decisions. Results This paper reports on student perception of education in the clinical environment and their impression of the strengths and weaknesses of this model. We identified four major themes: (1) communication, (2) appropriate placements, (3) capacity building and, (4) adequate preparation for students. Conclusion The University, ambulance service and students need to form a relationship to foster the quality of clinical education. Each party needs to adequately communicate and prepare for quality learning to occur in placements. Good mechanisms for the identification of problems early, particularly in relation to student support and case load are necessary. Ongoing evaluation of the quality of clinical placement education is required and should include all parties who are also committed to continuous improvement.

scholarly journals Impact of a flipped classroom on academic achievement and perception among first year nursing students

2019 ◽  
Vol 7 (3) ◽  
pp. 68
Author(s):  
Amal Amin El-Sheikh ◽  
Hanaa El-Sayed El-Sayad
Keyword(s):  
Academic Achievement ◽  
Nursing Education ◽  
Flipped Classroom ◽  
Student Perception ◽  
Control Group ◽  
First Year ◽  
Study Group ◽  
Group I ◽  
Strongly Agree ◽  
The Impact

Background: Flipped classroom has generated significant concern in nursing education in recent years, particularly in higher education. It can provide an innovative solution to the unmet challenges of traditional classroom. Using video helps students to learn content at their own pace and use their time in the classroom to attack difficult problems. Aim of the study: to study the impact of a flipped classroom on academic achievement and perception among first year nursing students.Methods: A quasi-experimental design was utilized. Setting: The study was conducted at Faculty of Nursing of Menoufia University. Subjects: A convenient sample of all first year undergraduate students (360) who were admitted to Faculty of Nursing and were included in fundamental of nursing course of the academic year 2017-2018 throughout second term. They were divided alternatively and randomly into two groups, 180 for each, group I: Exposed to the flipped classroom and group II: Exposed to the traditional lecture classroom. Tools: Three tools were used for data collection. Tool I: Structural interviewing questionnaire, tool II: student perception of flipped classroom and tool III: student achievement tool.Results: The results revealed that the study group achieved higher level of perception towards flipped classroom after the first aid unit and the majority of them (87.2%) did not have any prior experience of flipped classroom. 58.9% of the study group were strongly agree to appreciate learning with video and about two thirds of them (63.9%) strongly agree that it was easier and more effective to learn using flipped classroom. 65% of the study group were strongly agree that video made them learn more and about half of them (57.2%) strongly agree that video could replace traditional lectures completely. The means total score of students’ achievement were 22.22 ± 5.09 and 19.77 ± 5.50 among study and control group respectively.Conclusions: Students shared in the flipped classroom (study group) achieved higher level of perception. The study group had higher level of achievement scores than those in the control group.Recommendations: Similar studies should be carried out with a bigger sample in various courses and at various educational stages to generalize the findings.

School climate and culture : a case study on the impact of student perception

2018 ◽  
Author(s):  
◽  
Lindsay N. Kearns
Keyword(s):  
School Climate ◽  
Grade Point Average ◽  
Student Performance ◽  
Negative Impact ◽  
Student Perception ◽  
Low Grade ◽  
Chi Square ◽  
Grade Point ◽  
School Climate And Culture ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study takes a deeper look into the factors that create school climate and culture and how those factors are perceived by students. A quantitative study was conducted by administering a survey to 199 students at one rural Midwest high school. A chi-square test was performed to determine differences between two groups; high and low-grade point average and high and low attendance. Many statistically significant findings were found especially among the low-grade point average and low attendance groups. While students appeared to be overall pleased with some areas within the school such as safety, the biggest negative impact was seen in student stress levels and lack of connections with faculty members. The results suggest that a positive climate and culture can also influence student grade point average and attendance which can further impact student performance areas that toward which educators strive.

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