scholarly journals Examining the Effect of Personal Classroom Friendships with Online Learning

2020 ◽  
Vol 2 (3) ◽  
pp. p61
Author(s):  
Alicia T. Lamere ◽  
Kristin Kennedy
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Learning Environments ◽  
Task Difficulty ◽  
Traditional Classroom ◽  
Online Course ◽  
Classroom Setting ◽  
Improve Student Performance ◽  
Level Of Difficulty ◽  
And Performance

Friendships within learning environments have been established as valuable aspects of supporting student success. The literature clearly shows that: 1) a student can achieve a better grade depending on how he/she perceives the task in terms of level of difficulty, and 2) a student can perceive the level of difficulty to be more or less difficult, depending on who is in the room with him/her during the task. If task difficulty can be linked to perceived friendships in the room, then fostering friendships in a classroom could play a crucial role to improving performance. As universities continue to embrace online formats, an important question becomes how can friendships be fostered to improve student performance? We surveyed students at Bryant University to study this question. The students had completed the same marketing course, in either a traditional classroom setting, or as an online course, taught by the same professor during the same semester. Students were asked about their perceptions of the course and performance, as well as their interaction with each other and the instructor. We found that this course was able to foster friendships, despite the format, and that students themselves perceived this as a component of their own success.

scholarly journals Blended learning in medical physiology improves nursing students’ study efficiency

2018 ◽  
Vol 42 (4) ◽  
pp. 711-717 ◽  
Author(s):  
Feifei Shang ◽  
Chuan-Yong Liu
Keyword(s):  
Nursing Students ◽  
Student Performance ◽  
Communication Networks ◽  
Rapid Development ◽  
Independent Study ◽  
Traditional Classroom ◽  
Online Course ◽  
University Campuses ◽  
College And University ◽  
Blended Course

The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.

Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

2006 ◽  
Vol 21 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Michael W. Hubble ◽  
Michael E. Richards
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Student Performance ◽  
Classroom Environment ◽  
Educational Process ◽  
Traditional Classroom ◽  
Classroom Setting ◽  
Online Students ◽  
Convenience Sample ◽  
Significant Difference

AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1381-1403
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1316-1338
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

A Comparison of Teacher and Student Perspectives of Tasks and Feedback

1997 ◽  
Vol 16 (4) ◽  
pp. 388-400 ◽  
Author(s):  
Bonnie L. Tjeerdsma
Keyword(s):  
Student Performance ◽  
Task Difficulty ◽  
Sixth Grade ◽  
Sources Of Information ◽  
Stimulated Recall ◽  
Expected Performance ◽  
Sixth Grade Students ◽  
And Performance ◽  
Performance Perceptions ◽  
Stimulated Recall Interviews

The purpose of this study was to directly compare teacher and student expectations for task difficulty and performance, perceptions of actual task difficulty, perceptions of student performance and effort, and perceptions of teacher feedback. Stimulated recall interviews following a 14-lesson volleyball unit were conducted with 8 sixth-grade students and their physical education teacher. The results revealed little congruency between student and teacher perspectives of task difficulty or perceptions of student performance and effort. The students and the teacher agreed the most on expected performance level and the least on perceptions of effort. Such differences in perspectives may be partially explained by the sources of information used by the teacher and students to form their expectations and perceptions. There was somewhat higher agreement between the teacher and students on the purpose of and affective reactions to skill-related feedback.

Is This Your Best Work?

2018 ◽  
pp. 1535-1545
Author(s):  
Cynthia J. Benton
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Classroom Practices ◽  
Student Participation ◽  
Online Course ◽  
Online Classroom ◽  
Online Learning Environments ◽  
Student Responses

This chapter summarizes both psychological and achievement considerations for student participation in online learning environments. Using journaling, student responses, and interviews, this study yielded consistent conclusions regarding the need for supported and interactive opportunities for students to interact with both peers and the instructor of the online course. Online classroom practices are described, and a number of issues contributing to student success and satisfaction are summarized. Future concerns for practices in online instruction and student learning are described.

Is This Your Best Work?

2014 ◽  
pp. 82-91
Author(s):  
Cynthia J. Benton
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Student Learning ◽  
Learning Environments ◽  
Classroom Practices ◽  
Student Participation ◽  
Online Course ◽  
Online Classroom ◽  
Online Learning Environments ◽  
Student Responses

This chapter summarizes both psychological and achievement considerations for student participation in online learning environments. Using journaling, student responses, and interviews, this study yielded consistent conclusions regarding the need for supported and interactive opportunities for students to interact with both peers and the instructor of the online course. Online classroom practices are described, and a number of issues contributing to student success and satisfaction are summarized. Future concerns for practices in online instruction and student learning are described.

scholarly journals Moments of Confusion in Simulation-Based Learning Environments

2020 ◽  
Vol 7 (3) ◽  
pp. 118-137
Author(s):  
Sadia Nawaz ◽  
Gregor Kennedy ◽  
James Bailey ◽  
Chris Mead
Keyword(s):  
Learning Outcomes ◽  
Prior Knowledge ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Online Course ◽  
Interaction Patterns ◽  
Complex Learning ◽  
Learning Tasks ◽  
Simulation Based ◽  
Level Of Difficulty

Confusion is an important epistemic emotion because it can help students focus their attention and effort when solving complex learning tasks. However, unresolved confusion can be detrimental because it may result in students’ disengagement. This is especially concerning in simulation environments using discovery-based learning, which puts more of the onus for learning on the students. Thus, students with misconceptions may become confused. In this study, the possible moments of confusion in a simulation-based predict-observe-explain (POE) environment were investigated. Log-based interaction patterns of undergraduate students from a fully online course were analyzed. It was found that POE environments can offer a level of difficulty that potentially triggers some confusion, and a likely moment of students’ confusion was the observe task. It was also found that confidence in prior knowledge is an important factor that can contribute to students’ confusion. Students mostly struggled when they discovered a mismatch between the subjective and objective correctness of their responses. The effects of such a mismatch were more pronounced when confusion markers were analyzed than when students’ learning outcomes were observed. These findings may guide future works to bridge the knowledge gaps that lead to confusion in POE environments.

scholarly journals BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Anthony G. Picciano
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Research Literature ◽  
Online Course ◽  
Institutional Performance ◽  
Web Based ◽  
Performance Variables ◽  
Institutional Performance Measures ◽  
Sense Of Presence ◽  
And Performance

The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and extent of the interaction and its effects on student performance. Much of the research is based on student perceptions of the quality and quantity of their interactions and how much they have learned in an online course. The purpose of this study is to examine performance in an online course in relationship to student interaction and sense of presence in the course. Data on multiple independent (measures of interaction and presence) and dependent (measures of performance) variables were collected and subjected to analysis. An attempt was made to go beyond typical institutional performance measures such as grades and withdrawal rates and to examine measures specifically related to course objectives.

scholarly journals Using Incoming Data to Monitor Engagement and Inform Mathematics Support Interventions

2019 ◽  
Vol 17 (3) ◽  
pp. 15-27
Author(s):  
Ioannis Lignos
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Engineering Students ◽  
Performance Data ◽  
First Year ◽  
Teaching Activities ◽  
Student Behaviour ◽  
And Performance ◽  
The University ◽  
Academic Year

Students who do not engage enough with their studies could place themselves at risk of underperforming or failing. Such a risk may be higher for students who are assessed in one or more mathematics modules and lack the appropriate background knowledge, or do not engage enough with related teaching activities. It has been shown for students who engage with mathematics support, there is a significant impact on student performance and progression in the relevant modules. Thus, improving the mechanisms of engagement with mathematics support should be a priority for any student success strategy.We discuss the monitoring of attendance and performance data of first-year engineering students, as it becomes available, in order to inform interventions which suit the observed student behaviour best. Specifically, the method described was used with first-year engineering students at the University of East London (UEL) during the 2017-8 academic year. We find that when monitoring processes are applied to an already tailored support package, they can often help maintain engagement levels, understand why some students do not engage, and prompt us to differentiate support further.

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