scholarly journals GAMIFYING AND EVALUATING FIRST-YEAR DESIGN: DEVELOPMENT OF A QUESTIONNAIRE TO ASSESS STUDENT EXPERIENCE AND MOTIVATION IN A LARGE, ONLINE COURSE

2021 ◽  
Author(s):  
Janice Miller-Young ◽  
Seth Beck ◽  
Marnie Jamieson
Keyword(s):  
Literature Review ◽  
Engineering Design ◽  
Course Design ◽  
Questionnaire Development ◽  
First Year ◽  
Design Development ◽  
Affective Outcomes ◽  
Potential Benefits ◽  
Game Elements ◽  
Future Work

The purpose of this paper was to describe the development of a survey to evaluate a large, first-year,online, gamified engineering design course. Our literature review briefly summarizes the importance of engineering design experiences in terms of affective outcomes such as belonging and motivation, as well as the potential benefits of game elements and active learning in course design and delivery. However, fully online design courses have yet to be studied. After a brief description of our context, we provide a comprehensive literature review of the scales and surveys used in related education research and describe our questionnaire development process, resulting in a 61-question survey to assess our online course’s support of students’ intrinsic motivation, self-efficacy, and belonging. We present our survey, composed of newly developed questions as well as modified questions from literature, so that others may use and adapt it to theircontexts, and conclude with recommendations for future work.

Beginning Chinese as a Foreign Language Online Course Design

2016 ◽  
pp. 104-142
Author(s):  
Bailu Li ◽  
Sijia Yao ◽  
Wei Hong
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Course Design ◽  
First Year ◽  
Distance Teaching ◽  
Design Development ◽  
Learning Content ◽  
Language Courses ◽  
Virtual Interaction

The explosive worldwide growth of the internet inspired the initial emergence and further implementation of distance teaching and learning in a multitude of areas, including languages (Harasim, 2000; Holmberg et al., 2005; White, 2003, 2006; Blake & Delforge, 2007; Hampel & de los Arcos, 2013). The change from the traditional classroom environment to a more diversified and flexible distance setting has been embraced by many educators, administrators, and students, yet it has also generated doubt and resistance from others. Students may potentially benefit from more efficient uses of multimedia resources with increased critical thinking, communication, and problem-solving skills (Tricker et al., 2001; Felix, 2002; Spangle, Hodne & Schierling, 2002; Levy & Stockwell, 2006). Meanwhile, critics also highlight the potential drawbacks for distance learning students, including isolation from peers, lack of engagement, and insufficient technical support (Shield 2000; Muilenburg and Berge, 2005; Simonson et al., 2009; Berge 1999; Hara and Kling 2000; Bower, 2001; Wang & Chen 2013). This chapter concerns the ways in which distance online learning content can be designed and developed through the utilization of multimedia and cultural-enriched materials for first-year-level College Chinese Foreign Language (CFL) courses. Discussions about employing virtual interaction, including student-content, student-instructor, and student-student interaction in course design and course design development. The chapter will end with discussions of the current challenges and new directions for a better practice of teaching and learning of Chinese language courses at a distance.

Beginning Chinese as a Foreign Language Online Course Design

2019 ◽  
pp. 2107-2145
Author(s):  
Bailu Li ◽  
Sijia Yao ◽  
Wei Hong
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Course Design ◽  
First Year ◽  
Distance Teaching ◽  
Design Development ◽  
Learning Content ◽  
Language Courses ◽  
Virtual Interaction

The explosive worldwide growth of the internet inspired the initial emergence and further implementation of distance teaching and learning in a multitude of areas, including languages (Harasim, 2000; Holmberg et al., 2005; White, 2003, 2006; Blake & Delforge, 2007; Hampel & de los Arcos, 2013). The change from the traditional classroom environment to a more diversified and flexible distance setting has been embraced by many educators, administrators, and students, yet it has also generated doubt and resistance from others. Students may potentially benefit from more efficient uses of multimedia resources with increased critical thinking, communication, and problem-solving skills (Tricker et al., 2001; Felix, 2002; Spangle, Hodne & Schierling, 2002; Levy & Stockwell, 2006). Meanwhile, critics also highlight the potential drawbacks for distance learning students, including isolation from peers, lack of engagement, and insufficient technical support (Shield 2000; Muilenburg and Berge, 2005; Simonson et al., 2009; Berge 1999; Hara and Kling 2000; Bower, 2001; Wang & Chen 2013). This chapter concerns the ways in which distance online learning content can be designed and developed through the utilization of multimedia and cultural-enriched materials for first-year-level College Chinese Foreign Language (CFL) courses. Discussions about employing virtual interaction, including student-content, student-instructor, and student-student interaction in course design and course design development. The chapter will end with discussions of the current challenges and new directions for a better practice of teaching and learning of Chinese language courses at a distance.

scholarly journals Instructor strategies to aid implementation of active learning: a systematic literature review

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kevin A. Nguyen ◽  
Maura Borrego ◽  
Cynthia J. Finelli ◽  
Matt DeMonbrun ◽  
Caroline Crockett ◽  
...  
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Learning Experience ◽  
Behavioral Outcomes ◽  
Behavioral Responses ◽  
Affective Outcomes ◽  
Traditional Lecture ◽  
Learning Facilitation ◽  
Future Work

Abstract Background Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors’ concerns about students’ affective and behavioral responses to active learning, especially student resistance. Numerous education researchers have documented their use of active learning in STEM classrooms. However, there is no research yet that systematically analyzes these studies for strategies to aid implementation of active learning and address students’ affective and behavioral responses. In this paper, we conduct a systematic literature review and identify 29 journal articles and conference papers that researched active learning, affective and behavioral student responses, and recommended at least one strategy for implementing active learning. In this paper, we ask: (1) What are the characteristics of studies that examine affective and behavioral outcomes of active learning and provide instructor strategies? (2) What instructor strategies to aid implementation of active learning do the authors of these studies provide? Results In our review, we noted that most active learning activities involved in-class problem solving within a traditional lecture-based course (N = 21). We found mostly positive affective and behavioral outcomes for students’ self-reports of learning, participation in the activities, and course satisfaction (N = 23). From our analysis of the 29 studies, we identified eight strategies to aid implementation of active learning based on three categories. Explanation strategies included providing students with clarifications and reasons for using active learning. Facilitation strategies entailed working with students and ensuring that the activity functions as intended. Planning strategies involved working outside of the class to improve the active learning experience. Conclusion To increase the adoption of active learning and address students’ responses to active learning, this study provides strategies to support instructors. The eight strategies are listed with evidence from numerous studies within our review on affective and behavioral responses to active learning. Future work should examine instructor strategies and their connection with other affective outcomes, such as identity, interests, and emotions.

scholarly journals Recent Enhancements to the Biosystems Engineering Design Trilogy at the University of Manitoba

2012 ◽  
Author(s):  
Danny D Mann ◽  
Kris J Dick ◽  
Sandra A Ingram
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Course Design ◽  
Professional Communication ◽  
First Year ◽  
Design Problems ◽  
Capstone Course ◽  
University Of Manitoba ◽  
Second Year ◽  
The University

In previous years, several improvements to the teaching of engineering design were made by staff in the Department of Biosystems Engineering at The University of Manitoba. The first innovation occurred when a trilogy of courses spanning the final three years of the program was introduced as a replacement for a single capstone course in the final year of the program. In its original conception, engineering students were to get three opportunities to be involved in design problems originating from industry, with greater expectations with each subsequent experience. A second innovation occurred when technical communication was formally integrated within the trilogy of design courses. This innovation has helped engineering students realize the value of professional communication skills in collaborating with each other and in preparing reports and presentations for an industry client. A third innovation occurred three years ago when the decision was made to allow students to participate in the prototyping of their designs. The so-called “Design Trilogy” now consists of a single course (Design Trilogy I) taken during the second year of the engineering program (which builds upon the first-year design experience with the requirement of a conceptual solution in response to a design problem provided by industry) and two courses taken during the final year of the program. Students are required to have a design completed on paper by the completion of Design Trilogy II and fabrication of the prototype occurs during Design Trilogy III. The student experience in the Design Trilogy, with particular emphasis on curriculum innovations in Design Trilogy III, will be discussed.

scholarly journals SIX DEGREES OF CHEM & BACON

2020 ◽  
Author(s):  
Mary Robinson ◽  
Scarlett Minshull
Keyword(s):  
Student Learning ◽  
Course Design ◽  
First Year ◽  
Practical Application ◽  
Course Structure ◽  
Teaching Team ◽  
Game Elements

Some courses are just not of interest to some students but are nonetheless important to their education as engineers.  First-year chemistry for engineers has been shown to be one such course; student exit surveys at graduation indicate that students from some programs didn’t see how the course connected to their program or into their careers as engineers [1]. Gamification is a popular technique where game elements, like point systems, are integrated into a course structure to motivate student learning and participation [2].  In the offering of this first-year chemistry course in the summer of 2019, the instructor applied gamification techniques in the course design.  The major changes to the course structure included the ability to “unlock” an alternate grading scheme if at least five of seven tasks were completed, at least three of which were the completion of a “Six Degrees of Chem & Bacon” challenge.  These challenges required the students to think about a core topic in the course module and find a practical application from their discipline of engineering. The experiences of the instructor and a student in the Spring 2019 class are shared here.  The big take-aways are 1) to consider the benefits of reflection in learning, and 2) to consider the workload, both of the students and of the teaching team, when adding this type of activity to a course.

scholarly journals Early Detection Methods for Silicosis in Australia and Internationally: A Review of the Literature

2021 ◽  
Vol 18 (15) ◽  
pp. 8123
Author(s):  
Emma K. Austin ◽  
Carole James ◽  
John Tessier
Keyword(s):  
Early Detection ◽  
Literature Review ◽  
Detection Method ◽  
Detection Methods ◽  
X Rays ◽  
Review Of The Literature ◽  
Occupational Lung Disease ◽  
Work Related ◽  
Growing Body ◽  
Future Work

Pneumoconiosis, or occupational lung disease, is one of the world’s most prevalent work-related diseases. Silicosis, a type of pneumoconiosis, is caused by inhaling respirable crystalline silica (RCS) dust. Although silicosis can be fatal, it is completely preventable. Hundreds of thousands of workers globally are at risk of being exposed to RCS at the workplace from various activities in many industries. Currently, in Australia and internationally, there are a range of methods used for the respiratory surveillance of workers exposed to RCS. These methods include health and exposure questionnaires, spirometry, chest X-rays, and HRCT. However, these methods predominantly do not detect the disease until it has significantly progressed. For this reason, there is a growing body of research investigating early detection methods for silicosis, particularly biomarkers. This literature review summarises the research to date on early detection methods for silicosis and makes recommendations for future work in this area. Findings from this review conclude that there is a critical need for an early detection method for silicosis, however, further laboratory- and field-based research is required.

scholarly journals Remote OSCE Experience: What First Year Pharmacy Students Liked, Learned, and Suggested for Future Implementations

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 62 ◽  
Author(s):  
Amanda Savage ◽  
Lana M. Minshew ◽  
Heidi N. Anksorus ◽  
Jacqueline E. McLaughlin
Keyword(s):  
Concept Maps ◽  
Response Rate ◽  
Skill Development ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Objective Structured Clinical Examination ◽  
First Year ◽  
Future Work ◽  
Assessment Strategies ◽  
Frequency Counts

During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students answered three open-text prompts about the remote OSCE experience: (1) “I liked...”, (2) “I learned…”, and (3) “I suggest…”. Responses were open-coded and frequency counts were calculated to determine the most prevalent codes. Concept maps were created to visualize and explore connections between the codes. Out of 157 students, 156 students completed the reflection assignment, a 99.36% response rate. The three major themes in the Liked data were: Logistics (n = 65, 41.7%), Differences In-person Versus Remote (n = 59, 37.8%), and Skill Development (n = 43, 27.6%). The three major themes in the Learned data were: Technology (n = 66, 42.3%), Communication (n = 58, 37.2%), and Skill Development (n = 56, 35.9%). The three major themes in the Suggest data were: Logistics (n = 89, 57.1%), Technology (n = 31, 19.9%), and Continuation of Remote OSCE (n = 31, 19.9%). Overall, the remote OSCE experience was well-received, and students described it as applicable to their future pharmacy practice. Future work should explore the design, implementation, and outcomes of remote OSCEs.

scholarly journals Wine Experiences: A Review from a Multisensory Perspective

2021 ◽  
Vol 11 (10) ◽  
pp. 4488
Author(s):  
Raffaele Campo ◽  
Felipe Reinoso-Carvalho ◽  
Pierfelice Rosato
Keyword(s):  
Literature Review ◽  
Recent Literature ◽  
Multisensory Perception ◽  
Diverse Group ◽  
Consumer Perspective ◽  
Future Work ◽  
The Way

The existing multisensory literature suggests that the combination of the different human senses in a controlled fashion during food/drink experiences can provide more enjoyment to consumers. The present research reviews recent literature relating multisensory perception with wine experiences, focusing on the interaction of the five basic senses (taste, smell, vision, touch, and sound). This is mostly being assessed from a perceptual and behavioral consumer perspective. Here, the authors report different ways in which such interactions across these senses can affect the way a wine is experienced, prior to, during, and even after tasting. The authors finish this literature review by providing some insights in the context of wine and food pairing, while also generally reflecting on potential future work. These insights may be inspirational for a diverse group of organizations working with wine. Based on such multisensory approaches, it may be possible to bring unforeseen sensations to the different wine experiences, while at the same time stressing particular sensory and/or emotional attributes.

A Comparison of Function- and Affordance-Based Design

2013 ◽  
Author(s):  
Chunlong Wu ◽  
Benjamin Ciavola ◽  
John Gershenson
Keyword(s):  
Engineering Design ◽  
Design Theory ◽  
Traditional Approach ◽  
Alternative Approach ◽  
Future Work

Function-based design is the traditional approach in engineering design theory, proving useful and practical in many cases but showing limitations in others. Affordance-based design is an alternative approach that attempts to address some of function theory’s limitations by focusing attention on the interactions between systems. This paper compares function-based design with affordance-based design by examining their philosophies, tools, abilities, and suitability along a number of dimensions. We conclude that the approaches are compatible and suggest future work to realize their integration.

Healthcare supply chain management: literature review and some issues

2018 ◽  
Vol 15 (3) ◽  
pp. 265-287 ◽  
Author(s):  
Bhavana Mathur ◽  
Sumit Gupta ◽  
Makhan Lal Meena ◽  
G.S. Dangayach
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Literature Review ◽  
Organizational Performance ◽  
Critical Role ◽  
Sample Survey ◽  
Future Research ◽  
Chain Management ◽  
Content Type ◽  
Potential Benefits

PurposeThe purpose of this paper is to examine the causal linkages among supply chain practices, effectiveness of supply chain performance (SCP) and organizational performance (OP) in Indian healthcare industries.Design/methodology/approachThis paper is helpful in developing a framework for linking a healthcare supply chain practice to its OP, and thus identifies how such a linkage can be connected to the effectiveness of SCP. Such effort also enables the authors to derive a set of recommended supply chain practices for SC performance.FindingsFrom the literature review, this paper finds that, in the context of Indian healthcare industries, efficient SC performance may play a critical role for overall OP improvement, as there is a close interrelationship between supply chain management (SCM) practices and SCP that may have a more significant effect on OP improvement.Research limitations/implicationsThe principle limitation of the paper is that it is performed only in a particular industry and with a questionnaire survey which could be extended in future for other industries also. Another limitation of the paper is that it is focused only on the SCP of medical device and equipment supply chain which is a small portion of the whole healthcare supply chain, and therefore requires further research covering various other domains of healthcare supply chain. Another limitation of the study is that the sample survey has been taken from only one respondent per company at one point of time which may create biasness in the results. Thus, future research should collect data through multiple members from the organization.Practical implicationsThis study contributes to know the effect of SCM practices on healthcare SCP and provides a practical and useful tool to evaluate the extent of effectiveness of SCP and finally their impact on the healthcare OP. Finally, this study provides conceptual and descriptive literature regarding SCM practices that leads to improvement in healthcare performance.Social implicationsThis study adds to the knowledge on healthcare SCM performance by exploring the relationship between supply chain practices, healthcare SCP and healthcare OP and by developing and testing a research framework thus help in improving patient satisfaction.Originality/valueThis study attempts to show how the potential benefits of supply chain practices can no longer be ignored in healthcare supply chain.

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