scholarly journals Using Peer Instruction Pedagogy for Teaching Dynamics: Lessons Learned from Pre-Class Reading Quizzes

2013 ◽  
Author(s):  
Janice Miller-Young
Keyword(s):  
Deep Learning ◽  
Learning Strategies ◽  
Lessons Learned ◽  
Peer Instruction ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Negative Comments ◽  
Cognitive Principles ◽  
Second Year ◽  
First Time

Peer Instruction (PI) is a widely used pedagogy which generally includes the use of two main teaching strategies: student pre-class preparation with an associated online quiz, and active in-class engagement including small-group discussions about conceptual questions. As an instructor trying this pedagogy for the first time, my purpose was to investigate both students’ learning and attitudes in my first/second year engineering dynamics course, using their answers to the reading quizzes as the main source of data. In short, students with the highest quiz marks did well in the course, indicating successful reading and learning strategies. Similarly, students with the lowest quiz marks attained lower overall marks. Students who did less well in the course were also more negative about the PI format (the class size of 17 did not allow for statistical analysis). Negative comments tended to be related to an expectation that the teacher should lecture more, indicating less understanding of cognitive principles. These results will provide a baseline for evaluating future teaching efforts which will include examining whether more directly encouraging deep learning strategies will be more effective for student learning.

scholarly journals Design of a teachers’ training workshop for improving technology integration skills

2017 ◽  
Author(s):  
Madhuri Mavinkurve ◽  
Mahesh Patil
Keyword(s):  
Learning Strategies ◽  
Circuit Simulation ◽  
Peer Instruction ◽  
Training Workshop ◽  
Undergraduate Level ◽  
Circuit Simulator ◽  
Second Year ◽  
Applied Education ◽  
Teachers Training ◽  
The Impact

Educationists and researchers recommend integration of simulations in classrooms to promote student-centric constructivist learning. The simulations need to be carefully designed toward improvement ofconceptual understanding of students. In this paper, we report on a training workshop for teachers with the specific goal of imparting simulation integration skills for classroom teaching. In the workshop, we used SEQUEL, a freely downloadable circuit simulator, and focused on electronic circuits taught typically at the second-year undergraduate level. We applied education technology principles as well as constructivist alignment methods to design the workshop. In particular, collaborative learning strategies such as think-pair-share and peer instruction were covered specifically for the intended simulation integration. Furthermore, application of the flippedclassroom model in the context of circuit simulation was explained to the participants. We report on the workshop design in detail and report the impact of the training  workshop on integration skills of the teachers. We found that teachers (N=15) perceived the workshop to be usefulin designing their aligned lesson plans. Teachers also reported their field study in which they found improved motivation of students to solve  electronics circuit problems.

scholarly journals The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology

2020 ◽  
Vol 12 (02) ◽  
pp. e96-e103
Author(s):  
Chris R. Alabiad ◽  
Kevin J. Moore ◽  
David P. Green ◽  
Matthew Kofoed ◽  
Alex J. Mechaber ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Group Discussions ◽  
Self Assessment ◽  
Final Exam ◽  
School Of Medicine ◽  
Small Group Discussions ◽  
Second Year ◽  
The University

Abstract Objective The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. Design  The form of the study discussed is an observational study. Subjects The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). Methods Second-year medical students participated in a 1-week “flipped classroom” ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. Main Outcome Measures The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. Results Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. Conclusion The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

Language Support Strategies in First Year Chemistry

2011 ◽  
pp. 18-57 ◽  
Author(s):  
Adam James Bridgeman
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Student Response ◽  
Peer Instruction ◽  
First Year ◽  
Group Discussions ◽  
Large Classes ◽  
Chemical Concepts ◽  
Active Learning Strategies ◽  
The University

In-class and online active learning strategies, which have been implemented at The University of Sydney, are described to respond to the challenge of teaching chemistry at a first year level, to students with a wide range of abilities and levels of motivations. Core to the design of these activities is the belief that students learn chemical concepts most effectively when they are actively engaged in doing and talking, rather than rote learning and listening. The strategies described have been developed within the context of large classes and limited resources. They are fully adaptable to other topics beyond first chemistry and to other sciences. They are also necessarily designed to be scalable to large or small classes and to be sustainable. Online resources are useful for helping students become familiar with chemical language and symbolism and to provide them with a means of practicing their use. Online quizzes are an invaluable means of students self-assessing their progress and of providing meaningful assessment of their level of mastery. In-class activities involving student response systems and student-centred, inquiry based approaches are built around active learning and on-going formative assessment. To develop language skills, social interaction via peer instruction and group discussions can be utilized to ensure that classes are vibrant and engaging.

scholarly journals IMPLEMENTASI FLIP LEARNING STRATEGI MENINGKATKAN HIGHER ORDER THINKING MAHASISWA

2018 ◽  
Vol 8 (1) ◽  
pp. 39
Author(s):  
Rani Sofya
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Higher Order Thinking ◽  
Student Learning Outcomes ◽  
Higher Order ◽  
Group Discussions ◽  
Digital World ◽  
Digital Books ◽  
Small Group Discussions ◽  
Large Groups

The Millennium Era gave birth to a generation called "digital native". Students in the millenial era in everyday familiar with the digital world. Educators must be creative in implementing learning for digital natives, so that learning activities do not become boring activities for them. One of the learning strategies that teachers can use is Flip Learning. Researchers collect some literature to formulate the steps of application Flip Learning. Flip learning has been applied to many countries and research results show that flip learning can increase student engagement, student motivation and student learning outcomes. The application of Flip learning is done with teachers providing material access through video, powerpoint, or digital books, or other resources to learn outside the classroom. In the classroom, students are actively involved in small group discussions as well as large groups and problem solving activities. Through students engagements  in the learning process that requires them to construct their in-depth knowledge and it can  improve their higher order thinking.

scholarly journals Promoting Active Learning in Physiology Lectures Through Student Response Systems: To Click or Not to Click

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Pierre Thibeault
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Student Response ◽  
Student Response Systems ◽  
Group Discussions ◽  
Student Comprehension ◽  
Small Group Discussions ◽  
Active Learning Strategies ◽  
Response Systems ◽  
Concept Theory

Courses in physiology engage students through active learning strategies including small group discussions, group work, and opportunities to explore a scientific problem and explain their findings. Many of these active learning exercises take place in tutorial and laboratory settings. Unfortunately, traditional physiology lectures are often limited to conveying information through lecturing and PowerPoint slides. This approach provides little opportunity for student engagement above lower-order cognition, i.e., writing notes, listening, memorization (Freeman et al. 2014). Student response systems (e.g., clickers) are a valuable tool to facilitate active learning in the lecture setting that could enable students to take control of their learning (“Do I truly understand this topic/concept/theory?”) (Hwang, Wong, Lam & Lam 2015). In addition, clickers provide valuable instant feedback to the lecturer about student comprehension, and can be used to track participation and attendance. Many platforms are now available including clicker devices and virtual clickers to facilitate active learning and meta-cognitive exercises in the lecture setting. Student feedback response platforms may provide a way to introduce active learning into the lecture setting with physiology lectures resulting improved engagement and better achievement of learning outcomes. This workshop provides practical strategies and examples to help instructors evaluate the benefits, challenges, and methods of integrating student response systems into the physiology lecture setting.

scholarly journals Deep learning of genomic variation and regulatory network data

2018 ◽  
Vol 27 (Supplement_R1) ◽  
pp. R63-R71 ◽  
Author(s):  
Amalio Telenti ◽  
Christoph Lippert ◽  
Pi-Chuan Chang ◽  
Mark DePristo
Keyword(s):  
Deep Learning ◽  
Learning Strategies ◽  
Large Scale ◽  
Genomic Sequence ◽  
Variant Calling ◽  
Population Data ◽  
Lessons Learned ◽  
Genomic Variation ◽  
Data Sets ◽  
Learning Approaches

Abstract The human genome is now investigated through high-throughput functional assays, and through the generation of population genomic data. These advances support the identification of functional genetic variants and the prediction of traits (e.g. deleterious variants and disease). This review summarizes lessons learned from the large-scale analyses of genome and exome data sets, modeling of population data and machine-learning strategies to solve complex genomic sequence regions. The review also portrays the rapid adoption of artificial intelligence/deep neural networks in genomics; in particular, deep learning approaches are well suited to model the complex dependencies in the regulatory landscape of the genome, and to provide predictors for genetic variant calling and interpretation.

scholarly journals Lessons Learned in Executing the Nursing Home COVID Action Network

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 493-494
Author(s):  
Samantha Cotton ◽  
Pamela Yankeelov ◽  
Barbara Gordon ◽  
Anna Faul
Keyword(s):  
Nursing Home ◽  
Nursing Homes ◽  
Lessons Learned ◽  
Group Discussions ◽  
Project Echo ◽  
Small Group Discussions ◽  
University Of Louisville ◽  
Action Network ◽  
The University ◽  
Opinion Polls

Abstract The University of Louisville ECHO Hub for the Nursing Home COVID Action Network put together a hub of experts that could effectively address the diverse needs of the 240 nursing homes in the 7 cohorts launched. We included an infectious disease expert, a geriatrician, and a behavioral health specialist who adjusted the curriculum to be more in line with the needs of the nursing homes. Our nursing homes were diverse in terms of geography, size and location. We created space for our cohorts to feel comfortable with each other, despite their differences. To foster this sense of togetherness, our facilitators used anonymous opinion polls and incorporated the use of virtual breakout rooms to encourage small group discussions. These strategies assisted in developing a sense of community within the Project ECHO sessions, that will continue to evolve in the post COVID world.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

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