scholarly journals Comparing the Outcomes of the Different Teaching Modes: All-in-Person, Hybrid, and Online, for Different Student Demographic Groups in a Business School

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Douglas Rome Moodie
Keyword(s):  
Individual Student ◽  
State University ◽  
Hybrid Courses ◽  
Data Set ◽  
Hybrid Education ◽  
Demographic Groups ◽  
Course Grades ◽  
Hybrid Teaching ◽  
College Of Business ◽  
Course Outcomes

The concept of hybrid education is spreading. Far less research has been done comparing hybrid teaching to online and F2F teaching. Nearly all this research assumes that there is no difference in the students entering F2F, Hybrid, or online sections of a course. This study used data from four years of courses that were taught in Coles College of Business at Kennesaw State University. This data set with individual student and course outcomes, included full student demographics including previous university GPA. The results showed for all demographics, hybrid course sections gave better final course grades than online sections, which in gave better final grades than F2F sections. However, for instructors who taught Hybrid courses also gave higher course GPAs for F2F sections than those who did not teach hybrid.

scholarly journals Reviewer Acknowledgements

2017 ◽  
Vol 4 (6) ◽  
pp. 116
Author(s):  
Nikki Gibbs
Keyword(s):  
Armed Forces ◽  
Applied Economics ◽  
International Institute ◽  
State University ◽  
Economic Relations ◽  
Risk Manager ◽  
Debre Berhan ◽  
College Of Business ◽  
Alliant International University

Applied Economics and Finance (AEF) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether AEF publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 4, Number 6Aaron Morey, University of Melbourne, AustraliaAli Massoud, Sohag University, EgyptAndrey Kudryavtsev, The Max Stern Yezreel Valley Academic College, IsraelAsad K. Ghalib, Liverpool Hope University, UKAyoub Taha Sidahmed, SIU, SudanDilshodjon Rakhmonov, Tashkent State University of Economics, UzbekistanDyah Wulan Sari, Airlangga University, IndonesiaErdal Gumus, Eskisehir Osmangazi University, TurkeyEyup Kadioglu, Capital Markets Board, TurkeyGeorge Theocharides, Cyprus International Institute of Management, CyprusGetamesay Bekele Meshesha, Debre Berhan University, EthiopiaHe Nie, Jinan University, ChinaIan McFarlane, University of Reading, UKIbrahim Baghdadi, Lebanese University, LebanonIgor Matyushenko, School of Foreign Economic Relations and Touristic Business, UkraineJin Yong Yang, Hankook University of Foreign Studies, KoreaKembo Bwana, College of Business Education, TanzaniaLuca Giordano, IOSCO (International Organization of Securities Commissions), ItalyMagdalena Radulescu, University of Pitesti, RomaniaMagdalena Zioło, University of Szczecin, PolandMahmoud Mohammed Sabra, Al Azhar University-Gaza, PalestineMarco Muscettola, Independent Researcher-Credit Risk Manager, ItalyMohammed Al-Mahish, King Faisal University, Saudi ArabiaMurad Harasheh, University of Milan-Bicocca, ItalyNicolas Afflatet, University of the Federal Armed Forces, GermanyNuno Crespo, ISCTE-IUL, PortugalOlena Sokolovska, Research Institute of Fiscal Policy, State Fiscal Service of Ukraine, UkrainePatrycja Kowalczyk-Rolczynska, Wroclaw University of Economics, PolandPayal Chadha, University of Wales Prifysgol Cymru, KuwaitRamona Orastean, Lucian Blaga University of Sibiu, RomaniaRichard Nguyen, Alliant International University, USARomeo Victor Ionescu, Dunarea de Jos University, RomaniaSzabolcs Blazsek, Universidad Francisco Marroquín, GuatemalaTaro Abe, Nagoya Gakuin University, JapanVictoria Cociug, Academy of Sciences of Moldova, MoldovaWoodrow Clark II, Clark Strategic Partners, United States, USAZi-Yi Guo, Wells Fargo Bank, N.A., USANikki GibbsEditorial AssistantOn behalf of,The Editorial Board of Applied Economics and FinanceRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://aef.redfame.com

scholarly journals Identifying Attitudes and Deterring Factors Toward Continuing Education Among Certified Athletic Trainers

2005 ◽  
Author(s):  
Brian Hughes
Keyword(s):  
Continuing Education ◽  
Positive Attitude ◽  
Athletic Trainers ◽  
Descriptive Statistics ◽  
State University ◽  
Certified Athletic Trainers ◽  
Demographic Groups ◽  
Indiana State University ◽  
On Line ◽  
And Cluster Analysis

Objective: To explore the perceived attitudes toward continuing education and the deterrents to continuing education for certified athletic trainers (ATCs). Design and Setting: Data were collected using the Adults Attitudes Towards Continuing Education Scale (AATCES) instrument, Deterrents to Participation Scale-General (DPS-G) instrument, and self-reported demographics. Subjects: An imbedded on-line questionnaire was e-mailed three times in a 6-week period to ATCs who subscribe to the athletic trainers listserv at Indiana State University and the professional athletic trainers education listserv at Findlay University. The sample of this study consisted of approximately 1,200 ATCs of which 268 answered and returned the survey, a return rate of 22%. Measurements: Data included descriptive statistics, a one-way Analysis of Variance (ANOVA), and Cluster Analysis to compare the demographic groups on the AATCES and the DPS-G instruments. Results: This study found that the participants have a very positive attitude toward continuing education according to the AATCES instrument and that the participants report few deterrents through the DPS-G instrument. However, two deterrents of statistical importance were found in the items related to Time and Course Relevance and one deterrent, Cost, was found in the comparison to gender.Conclusions: This study found that ATCs have a very favorable attitude toward continuing education and that ATCs perceive few deterrents to continuing education. To further understand these trends in continuing education, these particular surveys must be made available to more ATCs. In addition, continuing education providers need to understand the needs of the ATCs that they serve.

scholarly journals Reviewer Acknowledgements

2019 ◽  
Vol 6 (5) ◽  
pp. 193
Author(s):  
Nikki Gibbs
Keyword(s):  
San Francisco ◽  
Armed Forces ◽  
Applied Economics ◽  
State University ◽  
Risk Manager ◽  
Debre Berhan ◽  
Romanian Academy ◽  
College Of Business ◽  
Alliant International University

Applied Economics and Finance (AEF) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether AEF publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 6, Number 5Ali Massoud, Sohag University, EgyptAndrey Kudryavtsev, The Max Stern Yezreel Valley Academic College, IsraelAyoub Taha Sidahmed, SIU, SudanDyah Wulan Sari, Airlangga University, IndonesiaFarhat Iqbal, University of Balochistan, PakistanGetamesay Bekele Meshesha, Debre Berhan University, EthiopiaHedieh Shadmani, Fairfield University, USAIan McFarlane, University of Reading, UKIulia Lupu, Victor Slavescu” Centre for Financial and Monetary Research, Romanian Academy, RomaniaKembo Bwana, College of Business Education, TanzaniaMagdalena Radulescu, University of Pitesti, RomaniaMagdalena Zioło, University of Szczecin, PolandMahmoud Mohammed Sabra, Al Azhar University-Gaza, PalestineMamdouh Abdelmoula M. Abdelsalam, Minufiya University, EgyptMarco Mele, University of Teramo, ItalyMarco Muscettola, Independent Researcher-Credit Risk Manager, ItalyNicolas Afflatet, University of the Federal Armed Forces, GermanyOltiana Muharremi Pelari, University of Vlora, AlbaniaPatrycja Kowalczyk-Rolczynska, Wroclaw University of Economics, PolandPayal Chadha, University of Wales Prifysgol Cymru, KuwaitRajeev Rana, APB Govt. P.G. College, IndiaRichard Nguyen, Alliant International University, USARomeo Victor Ionescu, Dunarea de Jos University, RomaniaSebastian Schich, Organisation for Economic Coopertaion and Development (OECD), FranceSzabolcs Blazsek, Universidad Francisco Marroquín, GuatemalaWoodrow Clark II, Clark Strategic Partners, United States, USAY. Saidi, M’sila University, AlgeriaZi-Yi Guo, Wells Fargo Bank, N.A., USAZuzana Janko, San Francisco State University, USA  Nikki GibbsEditorial AssistantOn behalf of,The Editorial Board of Applied Economics and FinanceRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://aef.redfame.com

scholarly journals Reviewer Acknowledgements

2017 ◽  
Vol 5 (1) ◽  
pp. 102
Author(s):  
Nikki Gibbs
Keyword(s):  
Fiscal Policy ◽  
Business Education ◽  
Applied Economics ◽  
International Organization ◽  
State University ◽  
Economic Relations ◽  
Risk Manager ◽  
College Of Business ◽  
Academy Of Sciences

Applied Economics and Finance (AEF) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether AEF publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 1Aaron Morey, University of Melbourne, AustraliaAli Massoud, Sohag University, EgyptAndrey Kudryavtsev, The Max Stern Yezreel Valley Academic College, IsraelAyoub Taha Sidahmed, SIU, SudanDilshodjon Rakhmonov, Tashkent State University of Economics, UzbekistanDyah Wulan Sari, Airlangga University, IndonesiaErdal Gumus, Eskisehir Osmangazi University, TurkeyHe Nie, Jinan University, ChinaHichem Maraghni, University of Taibah, TunisiaIan McFarlane, University of Reading, UKIbrahim Baghdadi, Lebanese University, LebanonIgor Matyushenko, School of Foreign Economic Relations and Touristic Business, UkraineJolita Vveinhardt, Lithuanian Sports University, LithuaniaKembo Bwana, College of Business Education, TanzaniaLuca Giordano, IOSCO (International Organization of Securities Commissions), ItalyMagdalena Radulescu, University of Pitesti, RomaniaMagdalena Zioło, University of Szczecin, PolandMahmoud Mohammed Sabra, Al Azhar University-Gaza, PalestineMarco Muscettola, Independent Researcher-Credit Risk Manager, ItalyMohammed Al-Mahish, King Faisal University, Saudi ArabiaMojeed Idowu John Odumeso-Jimoh, Noble Integrated Resources & Management, NigeriaNuno Crespo, ISCTE-IUL, PortugalOlena Sokolovska, Research Institute of Fiscal Policy, State Fiscal Service of Ukraine, UkrainePatrycja Kowalczyk-Rolczynska, Wroclaw University of Economics, PolandRamona Orastean, Lucian Blaga University of Sibiu, RomaniaRomeo Victor Ionescu, Dunarea de Jos University, RomaniaSteven V. Cates, Kaplan University, USASzabolcs Blazsek, Universidad Francisco Marroquín, GuatemalaTaro Abe, Nagoya Gakuin University, JapanVictoria Cociug, Academy of Sciences of Moldova, MoldovaWing-Keung Wong, Asia University, TaiwanY. Saidi, M’sila University, AlgeriaZi-Yi Guo, Wells Fargo Bank, N.A., USA

scholarly journals Rethinking the Traditional Textbook

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Deanna Cozart ◽  
Erin Maria Horan ◽  
Gavin Frome
Keyword(s):  
Open Educational Resources ◽  
Course Evaluations ◽  
College Costs ◽  
Foundations Of Education ◽  
Teacher Student ◽  
Course Grades ◽  
Qualitative Survey ◽  
Student Academic Performance ◽  
Course Outcomes ◽  
Academic Year

As college costs have continued to rise, textbooks now average more than $1,200 per student per academic year as of 2020. Traditional textbooks are not only expensive, but also have fixed and frequently outdated content. In this study, we compared pre-service teacher-student outcomes and perceptions of a traditional textbook versus no-cost, online materials such as open educational resources (OER) in an undergraduate Foundations of Education course. Outcomes were measured by comparison of final course grades. Perceptions were determined through quantitative and qualitative survey questions added to existing end-of-course evaluations. Results revealed students found OER and no-cost online materials more useful to their success in the course and more engaging than a traditional textbook. Qualitative analysis further revealed that while students appreciated there was no cost for the online materials, they preferred them to a traditional textbook because of the customized content. Results suggest students find instructor-curated, no-cost online readings more useful and preferable to a traditional textbook without compromising student academic performance.  

Blended Learning

2021 ◽  
pp. 262-281
Author(s):  
Waldiane de Ávila Fialho ◽  
Ramon Silva Leite ◽  
Sofia Gaio
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Learning Process ◽  
Modern World ◽  
Hybrid Education ◽  
Time Space ◽  
Content Analysis Method ◽  
Hybrid Teaching ◽  
The Face ◽  
Depth Interviews

Blending technology and education is considered a strategy to obtain various benefits, among which one of the most prominent has been enhancing students' engagement. The implementation of hybrid education at university is a clear example of this combination. Thus, considering the relevance of the theme, mainly in the modern world, the purpose of this study is to identify and analyze the contributions of hybrid teaching to the student's learning process in higher education. To this end, a qualitative research was conducted, through in-depth interviews at a private, community, confessional, and philanthropic university in Brazil. The data obtained was processed using the content analysis method, and the following contributions to the students' learning process were verified: flexibility of time, space and pace; greater retention of the content, which is available on the online platform; autonomy and constant updating in the face of changes in the modern world and better performance in terms of grades.

Raising Ethics and Integrity Awareness by Incentivizing Professionalism

2012 ◽  
pp. 200-213 ◽  
Author(s):  
Timothy S. Clark
Keyword(s):  
Business Schools ◽  
State University ◽  
Bedside Manner ◽  
Moral Conduct ◽  
Client Relationships ◽  
Research Scholarship ◽  
Business Practitioners ◽  
College Of Business ◽  
Organizational Scholarship ◽  
Faculty And Administrators

Far more than in the fields of business, research scholarship in the medical and legal fields has considered the integrity of students and graduates. Within the broader concept of professionalism, integrity is manifest in these fields as behavioral qualities such as bedside manner, client relationships, and dedication to quality. Yet in business scholarship, research into professionalism extends little beyond exploration of it antonyms as evidenced in the moral conduct of certain notorious executives. Conspicuously absent from business literature is much consideration of the positive behavioral qualities desirable in our institutions’ students, neither with respect to scholastic progress during college, to employability and career progression following graduation, nor to the foundations of conduct that characterize pro-social business practitioners. In this chapter, the author offers an exploration of professionalism as a concept within which integrity is implicit and critical, and around which business schools can structure programs to raise awareness and standards among their students and graduates. The chapter begins by fleshing-out the concept of professionalism, including brief review of the word’s etymology and history. Next, an argument is developed as to the relevance of professionalism to students and, therefore, to faculty and administrators of business schools. Finally, the intentions and experiences at the college of business at a mid-tier state university, where colleagues and the author have developed and launched what is called the Professionalism Recognition Program, are presented in the spirit of positive organizational scholarship to provide other business faculty and administrators with a potential idea for addressing professionalism at their institutions. The author concludes with discussion of additional research related to the concept of professionalism and it’s applicability in business schools’ planning.

Footstep detection in urban seismic data with a convolutional neural network

2020 ◽  
Vol 39 (9) ◽  
pp. 654-660 ◽  
Author(s):  
Srikanth Jakkampudi ◽  
Junzhu Shen ◽  
Weichen Li ◽  
Ayush Dev ◽  
Tieyuan Zhu ◽  
...  
Keyword(s):  
Neural Network ◽  
Convolutional Neural Network ◽  
Seismic Data ◽  
Earthquake Hazard ◽  
Small Scale ◽  
State University ◽  
Data Set ◽  
Near Surface ◽  
Privacy Concerns ◽  
Seismic Arrays

Seismic data for studying the near surface have historically been extremely sparse in cities, limiting our ability to understand small-scale processes, locate small-scale geohazards, and develop earthquake hazard microzonation at the scale of buildings. In recent years, distributed acoustic sensing (DAS) technology has enabled the use of existing underground telecommunications fibers as dense seismic arrays, requiring little manual labor or energy to maintain. At the Fiber-Optic foR Environmental SEnsEing array under Pennsylvania State University, we detected weak slow-moving signals in pedestrian-only areas of campus. These signals were clear in the 1 to 5 Hz range. We verified that they were caused by footsteps. As part of a broader scheme to remove and obscure these footsteps in the data, we developed a convolutional neural network to detect them automatically. We created a data set of more than 4000 windows of data labeled with or without footsteps for this development process. We describe improvements to the data input and architecture, leading to approximately 84% accuracy on the test data. Performance of the network was better for individual walkers and worse when there were multiple walkers. We believe the privacy concerns of individual walkers are likely to be highest priority. Community buy-in will be required for these technologies to be deployed at a larger scale. Hence, we should continue to proactively develop the tools to ensure city residents are comfortable with all geophysical data that may be acquired.

Combining sensor monitoring and ethnography to evaluate household latrine usage in rural India

2015 ◽  
Vol 5 (3) ◽  
pp. 426-438 ◽  
Author(s):  
Kathleen O'Reilly ◽  
Elizabeth Louis ◽  
Evan Thomas ◽  
Antara Sinha
Keyword(s):  
Low Cost ◽  
Methodological Approach ◽  
Rural India ◽  
State University ◽  
Data Set ◽  
Ethnographic Interviews ◽  
Portland State University ◽  
Study Sites ◽  
And Behavior ◽  
Sensor Monitoring

This paper advances research on methods used to evaluate sanitation usage and behavior. The research used quantitative and qualitative methods to contribute to new understanding of sanitation practices and meanings in rural India. We estimated latrine usage behavior through ethnographic interviews and sensor monitoring, specifically the latest generation of infrared toilet sensors, Portland State University Passive Latrine Use Monitors (PLUMs). Two hundred and fifty-eight rural households in West Bengal (WB) and Himachal Pradesh, India, participated in the study by allowing PLUMs to be installed in their houses for a minimum of 6 days. Six hundred interviews were taken in these households, and in others, where sensors had not been installed. Ethnographic and observational methods were used to capture the different defecation habits and their meanings in the two study sites. Those data framed the analysis of the PLUM raw data for each location. PLUMs provided reliable, quantitative verification. Interviews elicited unique information and proved essential to understanding and maximizing the PLUM data set. The combined methodological approach produced key findings that latrines in rural WB were used only for defecation, and that low cost, pit latrines were being used sustainably in both study areas.

Sign in / Sign up

Export Citation Format

Share Document