scholarly journals THE EFFECT OF EXPERIENTIAL ENGAGEMENT WITH VIRTUAL LEARNING ON UNDERGRADUATE STUDENT SUCCESS

2021 ◽  
Author(s):  
Bronwyn Chorlton ◽  
Austin Martins-Robalino ◽  
Natalia Espinosa-Merlano ◽  
John Gales
Keyword(s):  
Academic Success ◽  
Experiential Learning ◽  
Student Success ◽  
Online Courses ◽  
Engineering Student ◽  
Final Exam ◽  
Undergraduate Engineering ◽  
Remote Environment ◽  
Second Year ◽  
Positive Effect

The purpose of this study is to better understand the effect of undergraduate engineering student engagement with an experiential learning opportunity on academic success in a virtual format. Students in a second year Civil Engineering Materials course that was virtual due to the COVID-19 pandemic were given the option to shift a portion of the final exam weight onto an experiential project. The project consisted of the construction and loading of a small bridge, introducing an experiential component to the virtual course. As a reflective question onthe final exam, students were asked to record a brief video testimony related to their motivations and any perceived benefits for participating or not participating in theproject. Of the students who participated in the bridge project, 58% were characterized as having thorough or above average knowledge and understanding of the graduate attribute indicators, relative to 33% of students who did not participate. Engagement with the bridge project through experiential learning therefore aligned with strengthened understanding of the graduate attributes, within the restrictions of the remote environment. In planning for future online courses, this study shows a method of engaging students with an experiential activity virtually, its positive effect on academic achievement, and other associated benefits.

scholarly journals Examining Students’ Online Course Perceptions and Comparing Student Performance Outcomes in Online and Face-to-Face Classrooms

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Dan Spencer ◽  
Traci Temple
Keyword(s):  
Academic Success ◽  
Student Success ◽  
General Education ◽  
Student Perceptions ◽  
Online Courses ◽  
Performance Outcomes ◽  
Problem Solving Skills ◽  
Instructional Format ◽  
Face To Face ◽  
The Impact

Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors’ skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid status and whether or not courses were taken to fulfill general education or major requirements, suggesting a more complex effect of instructional format across student subpopulations. The variability in the results observed in the current study warrant further exploration before definitive conclusions on the impact of instructional format on student outcomes and perceptions can be made.

The Effects of Online Assignments and Weekly Deadlines on Student Outcomes in a Macroeconomics Course

2020 ◽  
pp. 056943452096825
Author(s):  
Laurie A. Miller ◽  
James R. Schmidt
Keyword(s):  
Student Retention ◽  
Adaptive Learning ◽  
Student Outcomes ◽  
Knowledge Retention ◽  
The Other ◽  
Student Knowledge ◽  
Final Exam ◽  
Online Assignments ◽  
Positive Effect ◽  
Jel Classifications

This study examined how weekly, externally set deadlines affected the completion of adaptive learning assignments and student outcomes in an introductory macroeconomics course. We imposed different deadline schemes for the same adaptive learning assignments in two sections of the course. One section was given flexible deadlines and the other section was given rigid weekly deadlines. We found that weekly deadlines did not affect assignment completions or total points earned on unit exams. We investigated how the adaptive learning assignments affected student retention of material. A measure of staying on pace in the course provided a positive effect on the comprehensive final exam for students with weekly deadlines. The weekly deadlines may not have influenced assignment completions but consistent engagement with the flow of topics through the course increased student knowledge retention. Regardless of deadline type, completions of adaptive learning assignments positively affected outcomes on the unit exams and final exam. JEL Classifications: A20, A22

A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Doğan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay ◽  
Samantha Curle
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Grade Point ◽  
Content Learning ◽  
English Medium Instruction ◽  
Positive Effect ◽  
Academic Content

Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

scholarly journals Relationship between classroom attendance and examination performance in a second-year medical pathophysiology class

2018 ◽  
Vol 42 (4) ◽  
pp. 593-598 ◽  
Author(s):  
Christine A. Kauffman ◽  
Megan Derazin ◽  
Abdo Asmar ◽  
Jonathan D. Kibble
Keyword(s):  
Help Seeking ◽  
Video Capture ◽  
Final Exam ◽  
Self Regulated Learning ◽  
Case Based Learning ◽  
New Material ◽  
Marked Decline ◽  
Second Year ◽  
And Performance ◽  
Case Based

Studies completed with undergraduate populations have shown that attendance positively correlates with academic performance. A marked decline in classroom attendance within medical school has recently been noticed with the availability of video capture of lectures and other online material. This study compares these in the era of online material. It took place during the second-year Gastrointestinal and Renal Systems module. Attendance was mandatory at team-based learning and case-based learning sessions on new material and voluntary at lectures (29 sessions) and case-based learning on material previously covered (9 sessions). Attendance was recorded prospectively. All lectures were recorded, and all related files were available to students online. Performance was based on a 118 multiple-choice question final examination. Students voluntarily completed the Motivated Strategies for Learning Questionnaire (MSLQ). The study group consisted of 78 students (68% of 114 total) of whom 48 completed the MSLQ. Mean attendance was 24%, with 33% of students attending none of the nonmandatory sessions. The median score on the final exam for participants was 86.0 (range: 28.8). High levels of self-efficacy and the ability to self-regulate effort were predictive of low attendance. Attendance was positively predicted by an orientation toward peer learning and help seeking. There was no correlation between the percentage of classes attended and performance on the final exam. We conclude that different facets of self-regulated learning predict attendance, with highly confident students being the least likely to attend, and that attendance at in-class sessions is no longer a good marker for performance.

Maximizing Experiential Learning for Student Success

2015 ◽  
Vol 47 (1) ◽  
pp. 66-72 ◽  
Author(s):  
Jeffrey Scott Coker ◽  
Desiree Jasmine Porter
Keyword(s):  
Experiential Learning ◽  
Student Success

scholarly journals Experiential learning in higher education. A student-centered teaching method that improves perceived learning.

2020 ◽  
Vol 17 (5) ◽  
pp. 121-135
Author(s):  
Verónica Villarroel ◽  
◽  
Mariavictoria Benavente ◽  
María Josefina Chuecas ◽  
Daniela Bruna ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Developmental Psychology ◽  
Teaching Method ◽  
Psychology Students ◽  
Student Centered ◽  
Pedagogical Tool ◽  
Healthy Development ◽  
Second Year ◽  
Psychology Course ◽  
Do So

There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.

scholarly journals Productivity of wheat grown in conditions of unconventional agriculture

2021 ◽  
Vol 13 (29) ◽  
pp. 39-45
Author(s):  
Vesselin Dochev ◽  
◽  
Atanas Atanassov ◽  
Krasimira Uzunova ◽  
◽  
...  
Keyword(s):  
Combined Treatment ◽  
First Year ◽  
Positive Difference ◽  
Spike Number ◽  
Common Variety ◽  
Modern Wheat ◽  
Second Year ◽  
Biodynamic Preparations ◽  
Positive Effect ◽  
Made In

The production of clean, healthy and high quality agricultural products is becoming increasingly important. In modern wheat agriculture, research with biological and biodynamic preparations is increasingly presented. With the common variety of winter wheat Venka 1, a study was conducted in the period 2019 - 2020 on carbonate, chernozem soil type, in the experimental field of Agricultural Institute Shumen. The experiment is based on the block method, in four replications with the size of the experimental plot 10 m2. Sowing was carried out in October with a sowing rate of 500 sprouts / m2 after the predecessor sugar flower. In the appropriate periods, treatments were made in 4 variants: 1) Control – untreated variant; 2) Treatment with biodynamic preparations: Preparation 500 + Fladen preparation + preparation 501; 3) Treatment with biological preparations: Heliosulfur + Free N; 4) Combined treatment with the same biodynamic and biological preparations. After the readings of the biometric indicators and the statistical analysis for the first year of the study, a proven positive difference was found in the variant treated with biological preparations on the length of the spike, number and weight of grains per spike. In the second year, a proven positive difference was obtained in the variants treated with biological and biodynamic preparations and in their combination on the length of the spike, number and weight of grains per spike. A difference in the number of spikelets per spike was substantially demonstrated only in the variant treated with biological preparations in the second year of the study. For a proven positive effect in the variant treated with biodynamic preparations, technological time is needed in order to show the real effect of their action on the yield in wheat.

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