scholarly journals The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Cheryl A. Murphy ◽  
John C. Stewart
Keyword(s):  
Student Achievement ◽  
Physics Students ◽  
Face To Face ◽  
Video Lectures ◽  
Evaluation Scores ◽  
Recorded Lecture ◽  
Course Engagement ◽  
Closing The Gap ◽  
High Level ◽  
The Impact

Blended learning options vary and universities are exploring an assortment of instructional combinations, some involving video lectures as a replacement for face-to-face (f2f) lectures. This methodological study investigates the impact of the provision of lecture choice (online or f2f) on overall student achievement and course engagement. This research uses a within-group design to obtain baseline data on a single set of physics students (n=168), and investigates the impact of providing a lecture viewing choice (online, f2f) mid-semester on student achievement (tests, homework, and standardized conceptual evaluation scores), and course engagement (student lecture viewing, homework submissions, bonus project submissions, and note taking behaviors). The study reveals that the type of lecture does not serve to significantly impact overall student achievement or engagement. However, although recorded and f2f lectures demonstrate an overall educationally equivalent impact, students who elect a high level of recorded lecture use were significantly lower performing and less engaged before the option to watch recorded lectures was introduced and largely continued to be so after the option was introduced, but there was evidence of a reduction in achievement and engagement differences after the option is introduced. Therefore, results of this study suggest weaker performing students self-select higher levels of recorded lecture use, and the use of these video lectures may assist this specific group of students in closing the gap between themselves and students who were initially higher performing and more engaged.

scholarly journals The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Cheryl A. Murphy ◽  
John C. Stewart
Keyword(s):  
Student Achievement ◽  
Physics Students ◽  
Face To Face ◽  
Video Lectures ◽  
Evaluation Scores ◽  
Recorded Lecture ◽  
Course Engagement ◽  
Closing The Gap ◽  
High Level ◽  
The Impact

Blended learning options vary and universities are exploring an assortment of instructional combinations, some involving video lectures as a replacement for face-to-face (f2f) lectures. This methodological study investigates the impact of the provision of lecture choice (online or f2f) on overall student achievement and course engagement. This research uses a within-group design to obtain baseline data on a single set of physics students (n=168), and investigates the impact of providing a lecture viewing choice (online, f2f) mid-semester on student achievement (tests, homework, and standardized conceptual evaluation scores), and course engagement (student lecture viewing, homework submissions, bonus project submissions, and note taking behaviors). The study reveals that the type of lecture does not serve to significantly impact overall student achievement or engagement. However, although recorded and f2f lectures demonstrate an overall educationally equivalent impact, students who elect a high level of recorded lecture use were significantly lower performing and less engaged before the option to watch recorded lectures was introduced and largely continued to be so after the option was introduced, but there was evidence of a reduction in achievement and engagement differences after the option is introduced. Therefore, results of this study suggest weaker performing students self-select higher levels of recorded lecture use, and the use of these video lectures may assist this specific group of students in closing the gap between themselves and students who were initially higher performing and more engaged.

The Impact of Personality on Virtual Team Creativity and Quality

2011 ◽  
pp. 647-655
Author(s):  
Rosalie J. Ocker
Keyword(s):  
Virtual Teams ◽  
Synchronous Communication ◽  
Individual Member ◽  
Team Creativity ◽  
Face To Face ◽  
Team Outcomes ◽  
Individual Personality ◽  
High Level ◽  
The Impact

A series of experiments investigated creativity and quality of work-product solutions in virtual teams (Ocker, forthcoming; Ocker, 2005; Ocker & Fjermestad, 1998; Ocker et al., 1998; 1996). Across experiments, small teams with about five graduate students interacted for approximately two weeks to determine the high-level requirements and design for a computerized post office (Goel, 1989; Olson et al., 1993). The means of interaction was manipulated in these experiments such that teams interacted via one of the following treatments: (1) asynchronous computer-medicated communication (CMC), (2) synchronous CMC, (3) asynchronous CMC interspersed with face-to-face (FtF) meetings, or (4) a series of traditional FtF meetings without any electronic communication. A repeated finding across experiments was that teams interacting only using asynchronous CMC – that is, teams without any FtF or synchronous communication -- produced significantly more creative results than teams in the other treatments. Additionally, asynchronous virtual teams rated high in creativity were generally not the same teams that were judged high in terms of the quality of their deliverable. To further examine these findings, this chapter presents results of an exploratory study designed to investigate the impact of individual personality facets on team outcomes. The objective of this study is to determine whether differences in team outcomes – in terms of the level of creativity versus the quality of the team deliverable – can be predicted by individual member personality.no abstract

scholarly journals A Therapeutic Educational Program in Oral Health for Persons with Schizophrenia: A Qualitative Feasibility Study

2018 ◽  
Vol 2018 ◽  
pp. 1-5 ◽  
Author(s):  
Audrey Peteuil ◽  
Corinne Rat ◽  
Sahar Moussa-Badran ◽  
Maud Carpentier ◽  
Jean-François Pelletier ◽  
...  
Keyword(s):  
Oral Health ◽  
Educational Program ◽  
Periodontal Diseases ◽  
Level Of Evidence ◽  
Face To Face ◽  
Before And After ◽  
Health Quality ◽  
Persons With Schizophrenia ◽  
High Level ◽  
The Impact

Objective. The aim of this study was to test the feasibility of a therapeutic educational program in oral health (TEPOH) for persons with schizophrenia (PWS). Design. In a qualitative study, we explored the representation of oral health before and after a TEPOH. Clinical Setting: PWS are at greater risk of decayed and missing teeth and periodontal diseases. In a previous publication, we described the different steps in building a TEPOH by taking into account the experiences of PWS concerning oral health quality of life. This TEPOH aimed at promoting a global health approach. Participants: Voluntary PWS and their caregivers were recruited during face-to-face interviews at “Les Boisseaux” (a psychiatric outpatient centre) in Auxerre (France) and were included in the study between November and December 2016. Intervention: We explored the experiences of participants and their perceptions of oral health before and after the TEPOH with focus group meetings. Results. Four females and three males participated in the study, and the mean age was 29.4 ± 5. Before the TEPOH, the PWS produced 28 ideas about oral health perception and 37 after the TEPOH. After the TEPOH, elements relating to the determinants of oral health (smoking and poor diet) emerged. Conclusions. These results show an evolution in oral health representation, and after some adjustments to the TEPOH, the second step will be to test this program in a large sample to generate a high level of evidence of the impact of TEPOH in the long term.

scholarly journals Off- and Online Heterosexual Dating Violence, Perceived Attachment to Parents and Peers and Suicide Risk in Young Women

2020 ◽  
Vol 17 (9) ◽  
pp. 3174 ◽  
Author(s):  
Marcela Gracia-Leiva ◽  
Alicia Puente-Martínez ◽  
Silvia Ubillos-Landa ◽  
José Luis González-Castro ◽  
Darío Páez-Rovira
Keyword(s):  
Dating Violence ◽  
Suicide Risk ◽  
Public Health Problem ◽  
Social Consequences ◽  
Suicidal Thoughts ◽  
Mediation Analyses ◽  
Face To Face ◽  
Violent Acts ◽  
High Level ◽  
The Impact

Dating violence (DV) is a public health problem among young people, especially women. It involves violent acts towards one’s partner and occurs face-to-face (offline) or through the Internet (online). Offline DV is linked to suicidal ideation and attachment to parents and peers. Fewer studies analyze the psychological and social consequences of online DV. This study tests the link between young women’s DV victimization (off- and online), suicide risk (SR), and parent and peer support in a sample of young Spanish females (N = 1227) (Mage=19, SD = 2.82; range = 13–28). Results confirm that compared to non-victims off- and online DV increase suicidal thoughts and attempts. This effect is stronger for victims of both types of DV (thoughts: OR offline DV = 3.11; CI95% 2.06, 4.69; OR online DV = 2.37; CI95% 1.69, 3.32; OR off-online DV = 4.19 CI95% 2.44, 7.17) (attempts: OR offline DV = 4.02; CI95% 1.83, 8.81; OR online DV = 3.69; CI95% 1.96, 7.01; OR off-online DV = 10.55 CI95% 2.56, 44.43). Mediation and moderation models were used to assess the effect of perceived attachment of parents and friends in DV victims and SR. Mediation analyses indicated that perceived attachment and proximity to parents and peers reduces the impact of DV on SR. Moderation analyses showed that a high level of perceived peer attachment reduces the effect of offline DV on SR. Regarding off-online DV, a high level of perceived parent attachment mitigates suicide risk. Loneliness, lack of care from loved ones, and thwarted belongingness increase suicidal thoughts in DV victims. Peers and parents’ proximity may prevent risk behaviors in DV victims.

scholarly journals Technology in the Aid of Delivering Economic Content to Teachers: Virtual Economics v. 3

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
John R. Swinton ◽  
Benjamin Scafidi
Keyword(s):  
Student Achievement ◽  
Economic Education ◽  
Department Of Education ◽  
Teacher Participation ◽  
Future Research ◽  
High Stakes ◽  
Face To Face ◽  
End Of Course Test ◽  
The Impact ◽  
Georgia Department Of Education

We examine the impact on student achievement of a face-to-face teacher workshop that also provides economics instructors with access to an electronic library of instructional and reference material for their economics classroom—Virtual Economics v. 3 (VE3), offered by the Council for Economic Education. Based on evidence using student and teacher-level administrative data from the Georgia Department of Education and controlling for students’ prior achievement in mathematics, we find evidence that the VE3 workshop experience increases student achievement in high school economics. Our difference-in-differences estimates suggest that teacher participation in the VE3 workshop increases student achievement by 0.061 standard deviations on Georgia’s high stakes economics end-of-course test. Future research should seek estimating the effect of treatments in education such as theVE3workshop using randomized controlled trials (RCT).

scholarly journals Using Learning Analytics to Evaluate Course Design and Student Behavior in an Online Wine Business Course

2019 ◽  
Vol 27 (4) ◽  
Author(s):  
Kerry Wilkinson ◽  
Imogen McNamara ◽  
David Wilson ◽  
Karina Riggs
Keyword(s):  
Learning Analytics ◽  
Course Design ◽  
Learning Resources ◽  
Online Delivery ◽  
Face To Face ◽  
Video Lectures ◽  
Audio Recordings ◽  
Business Course ◽  
E Learning ◽  
The Impact

This case study describes the use of learning analytics to evaluate the transition of a postgraduate wine business course from face-to-face to online delivery using e-learning course design principles. Traditionally, Foundations of Wine Science lectures were delivered face-to-face, however the decision to transition the course from semester to trimester format presented an opportunity for online delivery of lectures. This was initially achieved through audio recordings, then video lectures, supported by a range of digital learning resources intended to engage, support and enhance student learning and the student experience. Descriptive analysis of learning analytics, comprising assessment results, student evaluations of learning and teaching, and data sourced from the Learning Management System, was performed to evaluate the impact of online delivery of course content on student performance, satisfaction and engagement. The use of audio lecture recordings negatively impacted students’ perception of the overall quality of the course (including course organisation, learning strategies and learning resources). The subsequent implementation of e-learning designed video lectures was considered superior to audio recordings, albeit final grades were not significantly different between the delivery modes. However, student engagement was equal to, or better than face-to-face delivery, when content was designed specifically for an e-learning environment.

scholarly journals Impact of Multitasking on Listening Effectiveness in the Learning Environment

2012 ◽  
Vol 3 (2) ◽  
Author(s):  
Alla Kushniryk ◽  
Kenneth J. Levine
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Social Presence ◽  
Online Survey ◽  
Etude Expérimentale ◽  
Face To Face ◽  
The Third ◽  
Survey Questions ◽  
Recorded Lecture ◽  
The Impact

This experimental study evaluated the impact of multitasking and social presence on students’ performances in the learning environment. In the first live-presenter group, the participants listened to a lecture in a face-to-face environment. In the second virtual-presenter group, the participants listened on their computers to a pre-recorded lecture. The participants of these groups listened to a lecture and simultaneously wrote responses to open-ended online survey questions. While the participants of the first two groups were multitasking, those in the third group completed listening and writing tasks sequentially. It was found that multitasking significantly decreased performances on both the listening and writing tasks. The experiment also uncovered that the degree of social presence did not affect students’ performances on the listening or writing tasks in the learning environment. The perceived degree of social presence was the same in the virtual- and live-presenter groups. La présente étude expérimentale évalue les conséquences de la multiplicité des tâches et de la présence sociale sur la performance des étudiants dans l’environnement d’apprentissage. Le premier groupe a assisté à une cours donnée par un conférencier sur place. Le deuxième groupe a écouté le cours préenregistrée à partir d’un ordinateur. Les participants de ces deux groupes ont répondu simultanément en ligne aux questions ouvertes d’un sondage. Alors que les participants des deux premiers groupes ont effectué des tâches multiples simultanément, ceux du troisième groupe ont d’abord écouté puis ont répondu au sondage de façon séquentielle. Les chercheurs ont découvert que le fait de réaliser des tâches multiples entraînent une baisse importante de la performance en ce qui a trait à l’écoute et à la rédaction des réponses. L’expérience a aussi permis de découvrir que la présence en classe n’influe pas sur la performance des étudiants en ce qui a trait aux tâches d’écoute ou de rédaction dans l’environnement d’apprentissage. Le degré perçu de présence sociale était le même dans le groupe du conférencier virtuel que dans celui du conférencier en direct.

scholarly journals Achievement in Training: Recorded Video Compared to Face-to-Face Environments

2021 ◽  
pp. 1-3
Author(s):  
Kate Quigley
Keyword(s):  
Student Achievement ◽  
Instructional Methods ◽  
The Other ◽  
Test Results ◽  
Face To Face ◽  
Video Lectures ◽  
Significant Difference ◽  
Similar Vein ◽  
The Many ◽  
Full Face

During the 2020-2021 years, it has been necessary for organizations to rethink how they conduct their daily operations in light of COVID-19 restrictions. One of the many activities within organizations is to provide new and recurrent training to their employees. In a similar vein, universities also had to make adaptations to instructional methods. This change provided an opportunity to compare student achievement in two different instructional modalities; one with lectures delivered in a full face-to-face format, and the other with recorded video lectures delivered in online platform. Both formats were conducted in morning and afternoon sessions. Three sets of test results were measured to compare the outcomes between two years. This study had mixed results, two of the three test results sets between the years showed no significant difference between face-to-face and recorded video lectures, while one of the three test results provided evidence that the results were different between instructional methods. The results of this study could provide applicable information to organizations and help to provide a roadmap for providing training in different formats. It is noteworthy that providing instruction in recorded video formats could be less expensive to organizations and also provide more flexibility for employees to fit recurrent t into their daily schedules.

scholarly journals New Norms of Online Teaching and Learning: Covid-19 Semester Experience for Universiti Malaysia Terengganu Students

2021 ◽  
Vol 10 (4) ◽  
pp. 248
Author(s):  
Noor Rohana Mansor ◽  
Asyraf Hj Ab Rahman ◽  
Ahmad Tajuddin Azza J. ◽  
Roswati Abd Rashid ◽  
Nurul Ain Chua
Keyword(s):  
Digital Literacy ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Movement Control ◽  
Online Teaching And Learning ◽  
National Education ◽  
Face To Face ◽  
Education Agenda ◽  
High Level ◽  
The Impact

The COVID-19 pandemic has affected the national education agenda at all levels of education. New Teaching and Learning (T&L) online norms have been executed except for specific academic programs and subjects only since 18 March 2020 when the Movement Control Order (MCO) was administered and continued to this day. To guarantee students’ continuity of education without online T&L dropout, online face-to-face (Synchronous) or not face-to-face (Asynchronous) is now become the primary approach and method platform with many virtual education applications. Therefore, this research examined students’ readiness to follow online teaching and learning and analysed the impact of online T&L on the national education agenda. This study involved 133 students of Diploma in Fisheries, Universiti Malaysia Terengganu, for the first semester of 2020-21. Data were obtained through a questionnaire using Google Form and presented to students by sharing links to their WhatsApp group in the final week of study. The questionnaire was adapted from several instruments related to various aspects of online T&L during the COVID-19 pandemic. The outcomes revealed that most students were among Gen-Z with digital literacy background. Thus, it was assisting them having a high level of readiness to face online T&L. In terms of the availability of device infrastructure, internet access, e-Learning, and computers, most (80%) have mastered it. Only (20%) have low proficiency due to limited experience using computers and gadgets due to family constraints and their literacy levels. The research conclusion recommends a consecutive enhancement in curriculum structure flexibility, delivery, evaluation; internet accessibility and digital gap, and self-motivation of students entering the era of the self-regulated learner. Transformation demands the strategic cooperation of various parties in educational institutions, government agencies, the private sector, NGOs, and people’s leaders in the interest of the country’s advancing education relevant to the era of global technology-oriented education and digital infrastructure.   Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021

scholarly journals Impact of COVID-19 Lockdowns on Australian Primary and Secondary School Students' Online Learning Experiences

2021 ◽  
pp. 298-314
Author(s):  
Damian Maher
Keyword(s):  
Social Engagement ◽  
School Students ◽  
Face To Face ◽  
South Wales ◽  
Short Period ◽  
Community Of Inquiry Framework ◽  
Teachers And Parents ◽  
Level Of Understanding ◽  
High Level ◽  
The Impact

The impact of COVID-19 has seen many schools across the globe transition from face-to-face teaching to emergency remote teaching in a short period of time. This has impacted the quality of students' educational experiences. The study reported here draws on data collected from students, teachers, and parents in eight schools in New South Wales, Australia using a qualitative approach including surveys, and draws a Community of Inquiry framework to understand the experiences of students. Results of the study showed that social impacts were extensive and that limited interactions resulted in the loss of engagement and motivation for a majority of students who also reported a high level of understanding of what was expected of them but felt the workload was too high. It is suggested that more time be provided for social engagement to support motivation and engagement.

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