scholarly journals Course preparation assignments: A tool to enhance independent learning, increase student participation, and performance in chemistry courses

2015 ◽  
Vol 3 (5) ◽  
pp. 675-692
Author(s):  
Niina Ronkainen
Keyword(s):  
Student Perceptions ◽  
Teaching Practice ◽  
Point Of View ◽  
Independent Learning ◽  
Course Content ◽  
Interactive Classroom ◽  
Course Material ◽  
And Performance ◽  
Written Assignments ◽  
The Impact

Studies have shown that the more ownership students take of their academic work, the greater the level of information retained, knowledge acquired, and general cognitive development. Many teaching techniques that span across sciences, and go beyond standard techniques such as: merely lecturing at students or following written procedures for “cook book-style” laboratory experiments, have surfaced in the last decade. One such method, known as Course Preparation Assignments (CPAs), requires students to read and analyze course material prior to attending class. This approach gives students their first exposure to new content outside of the classroom, while also engaging them in responding to a series of questions that they must answer individually. This prior exposure to course material allows the students to not only complete written assignments with the incentive of earning points, but also forces them to reflect on what they are learning. Prior to adopting the CPA teaching practice, I discovered that very few of my chemistry and biochemistry students completed the reading and homework problems until a few days prior to an examination. Each class or unit that includes a CPA follows a predictable pattern which students adjust to quickly: Read – Think –Write/Draw/Calculate – Discuss the course content. The impact of incorporating CPAs into undergraduate Analytical Chemistry and Principles of Biochemistry lecture courses will be described from this instructor’s point of view. In addition, the advantages and challenges of utilizing this teaching approach at a Primarily Undergraduate Institution, within classes made up of 8-45 students, will be described. Furthermore, the development and use of CPAs for teaching various Chemistry courses, the leading and facilitating of course discussions in class, the grading of assignments, and student perceptions of the approach will be discussed. Indeed, the pedagogical approach generally promotes timely completion of assignments, helps create a more interactive classroom setting, encourages students to ask more questions, facilitates involvement in discussions all of which result in an improved ability to think and reason critically.

scholarly journals Comprehensive Thermodynamic Analysis of the Humphrey Cycle for Gas Turbines with Pressure Gain Combustion

Energies ◽  
2018 ◽  
Vol 11 (12) ◽  
pp. 3521 ◽  
Author(s):  
Panagiotis Stathopoulos
Keyword(s):  
Gas Turbine ◽  
Gas Turbines ◽  
Combustion Process ◽  
Ideal Gas ◽  
Point Of View ◽  
Pressure Gain Combustion ◽  
Combustion Technology ◽  
Secondary Air ◽  
And Performance ◽  
The Impact

Conventional gas turbines are approaching their efficiency limits and performance gains are becoming increasingly difficult to achieve. Pressure Gain Combustion (PGC) has emerged as a very promising technology in this respect, due to the higher thermal efficiency of the respective ideal gas turbine thermodynamic cycles. Up to date, only very simplified models of open cycle gas turbines with pressure gain combustion have been considered. However, the integration of a fundamentally different combustion technology will be inherently connected with additional losses. Entropy generation in the combustion process, combustor inlet pressure loss (a central issue for pressure gain combustors), and the impact of PGC on the secondary air system (especially blade cooling) are all very important parameters that have been neglected. The current work uses the Humphrey cycle in an attempt to address all these issues in order to provide gas turbine component designers with benchmark efficiency values for individual components of gas turbines with PGC. The analysis concludes with some recommendations for the best strategy to integrate turbine expanders with PGC combustors. This is done from a purely thermodynamic point of view, again with the goal to deliver design benchmark values for a more realistic interpretation of the cycle.

scholarly journals Local public innovation: an analysis of its perceived impacts on public performance

2020 ◽  
pp. 002085232096321
Author(s):  
Yoann Queyroi ◽  
David Carassus ◽  
Christophe Maurel ◽  
Christophe Favoreu ◽  
Pierre Marin
Keyword(s):  
Public Sector ◽  
Point Of View ◽  
Theoretical Point ◽  
Public Performance ◽  
Local Authorities ◽  
Internal Resources ◽  
The Public ◽  
And Performance ◽  
Public Organisations ◽  
The Impact

This article explores public innovations implemented by local authorities, which consider them as a key means of improving their performance in response to a restrictive context. The authors thus propose to grasp the impacts of these innovations in terms of perceived performance from a global and multidimensional point of view. Based on a quantitative study conducted among French local authorities, this research first presents the results obtained from a theoretical point of view, providing insight into the multiple impacts of implementing innovations within the public sector. Then, at the managerial level, the study identifies specific impacts for each type of public innovation, the aim being to structure the innovation portfolio of public organisations. Points for practitioners An increasing number of innovations are being introduced in the public sector. However, the impact of these innovations on public performance is often not assessed. That is why by focusing our research on French local authorities, we guide managers both in analysing this influence by distinguishing several types of innovation and performance, and in building a portfolio of innovations in line with the internal resources of their local authority, as well as the public service provided in response to the needs of the territory.

scholarly journals Impact of Component Dispersion in DC to DC Low-Power Low-Voltage Power Converter Array

Electronics ◽  
2019 ◽  
Vol 8 (9) ◽  
pp. 917
Author(s):  
Jean-Christophe CREBIER ◽  
Theo LAMORELLE ◽  
Silvain MARACHE ◽  
Thanh Hai PHUNG ◽  
Van-Sang NGUYEN ◽  
...  
Keyword(s):  
Closed Loop ◽  
Low Voltage ◽  
Power Converter ◽  
Point Of View ◽  
Statistical Point ◽  
Loop Control ◽  
In Series ◽  
And Performance ◽  
Set Up ◽  
The Impact

The paper deals with arrays of numerous power conversion cells, associated in series and/or in parallel to build larger step up or step down direct current (DC)/DC isolated converters. The work focuses on the impact of the spread and distribution of the conversion cell characteristics on the characteristics and performance of the power converter array (PCA). Based on a characterization protocol, about 130 conversion standard cells (CSC) are characterized and classified from a statistical point of view. Three families are defined and representatives are chosen and implemented in various configurations, in open and closed loop control, to analyze the impact of their spread characteristic over the global converter, the PCA. The paper is based on an extended practical set up and protocols, all described in details. Guidelines on CSCs implementation with respect to their dispersion are provided at the end on the paper.

scholarly journals Novel Integration of Administrative Pharmacy Residents in a Management Course

2021 ◽  
Vol 12 (2) ◽  
pp. 9
Author(s):  
James Ford ◽  
Katherine Rotzenberg ◽  
David Mott
Keyword(s):  
Student Perceptions ◽  
Real World ◽  
Student Perception ◽  
Pharmacy Education ◽  
Course Evaluations ◽  
Case Examples ◽  
Course Content ◽  
Course Redesign ◽  
Pharmacy Management ◽  
The Impact

Background: Management skills are an essential component of a pharmacy graduate’s abilities for successful practice.  Although pharmacy education standards require that students have a working knowledge of management principles, students often do not see the value in management and business courses.  One innovative approach is restructuring course content using case examples and real-world experiences to improve student understanding of finance and management principles. Innovation: Two specific changes were implemented in a second year (P2) management and finance course to improve the relevance of business principles.  Course content was organized around current pharmacy service cases from a variety of practice settings and supported by the value of problem-based learning.  Post-graduate year 1 (PGY-1) administrative pharmacy residents were engaged as course teaching assistants (TAs) who brought real-world experiences into the class.  An analysis of pre- and post-course voluntary surveys, course evaluations, and TA evaluations assessed the impact of the course redesign. Findings: The course redesign achieved its intended goal of improving student-perceived course relevance.  This was shown through statistically significant improvements in course evaluations that were intended to measure student perception of pharmacy management and its relevance in their future career.  Student completed TA evaluations showed that those who reported their TA shared real-world applications had higher confidence in applying course concepts and greater understanding of course materials. Conclusions: Administrative pharmacy residents were successfully integrated into a pharmacy management course redesign, resulting in improved student perceptions of course relevance. 

scholarly journals Research on Flipped Classroom Instructional Design Oriented the Cultivation of Subject Consciousness

2019 ◽  
Vol 7 (3) ◽  
pp. 107
Author(s):  
Ma Xiulin ◽  
Liang Jing ◽  
Li Sheng ◽  
Liu Jingjing
Keyword(s):  
Instructional Design ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Information Age ◽  
Three Dimensions ◽  
Independent Learning ◽  
Control Group ◽  
Longitudinal Comparison ◽  
And Performance ◽  
Experimental Group

The information age puts forward higher requirements for talent cultivation, and talents with independent learning concept and innovative spirit are urgently needed. As an activity of cultivating people, education plays an important role in promoting students' participation and cultivating students' subject consciousness, while Flipped Classroom provides a new way for that. This study combines the cultivation of subject consciousness with the practice of Flipped Classroom. Firstly, by analyzing the literature, three dimensions of subject consciousness are concluded: self-consciousness, social consciousness and practice consciousness, and the activities, strategies and evaluation of flipped teaching are designed. Then, the flipped mode and instructional design are applied to the teaching of public computer courses, which experienced two rounds of teaching practice. Finally, by comparing the experimental group with the control group and the longitudinal comparison of the time series, it is found that the flipped mode can effectively stimulate students' subject consciousness, and there is an obvious symbiotic relationship between the students' subject consciousness and performance; and it forms the strategy and effective model of cultivating students' subject consciousness.

scholarly journals Visualizing Student Behavior and Performance in an Online Course

2021 ◽  
Author(s):  
Michael J Parker
Keyword(s):  
Online Learning ◽  
Student Behavior ◽  
Online Course ◽  
Course Structure ◽  
Course Material ◽  
Potential Benefits ◽  
And Performance ◽  
The Impact ◽  
The Relationship

Online learning has been an area of tremendous growth in recent years [1], further accelerated by necessity during the coronavirus pandemic [2]. Without the feedback provided by synchronous sessions, however, instructors may lack ongoing insight into students’ progress and performance in fully asynchronous online offerings. Providing greater visibility into students’ online learning behavior has several potential benefits: 1) teachers who seek to provide live sessions that depend on knowledge from asynchronous resources will have a better gauge of students’ preparation; 2) enhanced understanding of the relationship between student pacing and performance can help teachers and researchers characterize the impact of timely engagement with online course material; 3) providing a means of monitoring the effect of changes in course structure or incentives may guide course designers/planners in continuous improvement; and 4) visualizations that illustrate the relationship between students’ course progress and performance have the promise of allowing teachers to take steps early to positively affect students’ outcomes. In this visual case study, visualizations are provided for exploration of the relationship between student progress and performance in an online medicine-related course.

Challenges of Online Exam Systems in the COVID-19 Pandemic Era

2022 ◽  
pp. 108-136
Author(s):  
Ahu Genis-Gruber ◽  
Gerold Weisz
Keyword(s):  
Distance Education ◽  
Student Perceptions ◽  
Technical Support ◽  
Descriptive Statistics ◽  
Online Course ◽  
Video Content ◽  
Course Content ◽  
Exam System ◽  
And Performance ◽  
Online Format

The swift conversion of courses to online format and online exam systems has identified the COVID-19 pandemic era. All educators on the globe have faced the obstacles of abrupt adoption of distance education learning methods. This unexpected shift has presented numerous challenges as preparing an online course content requires developing detailed course plan design, audio and video content, and technical support equipment. This chapter focuses on determining the problems and developing solutions based on the student perceptions about the online exams, which were compulsorily transitioned during the pandemic process. A survey about student perceptions of online exams has been developed and applied to the students after they have taken the exam. Descriptive statistics is used to analyze the data. E-assessment of perception about the online exam system and its impacts on motivation and performance are discussed, and suggestions to improve the system are provided in the chapter.

scholarly journals Blended learning within an undergraduate exercise physiology laboratory

2016 ◽  
Vol 40 (1) ◽  
pp. 64-69 ◽  
Author(s):  
Steven J. Elmer ◽  
Kathryn R. Carter ◽  
Austin J. Armga ◽  
Jason R. Carter
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Exercise Physiology ◽  
Learning Performance ◽  
Face To Face ◽  
Blinded Manner ◽  
Course Material ◽  
Physiology Laboratory ◽  
The Impact

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 ( n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 ( n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories ( P = 0.62) or between sections ( P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased ( P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance.

scholarly journals Evaluasi Kinerja Alumni Pelatihan Kepemimpinan Menggunakan Sistem Informasi Dalam Jaringan: Temuan Awal

2018 ◽  
Vol 14 (2) ◽  
pp. 119-134
Author(s):  
Rahmat Suparman ◽  
Gina Lucita
Keyword(s):  
Information System ◽  
Leadership Training ◽  
Training Evaluation ◽  
Point Of View ◽  
Online Information ◽  
Future Improvement ◽  
Training Institutions ◽  
And Performance ◽  
Training Impact ◽  
The Impact

Evaluation is an important aspect of leadership training management since the result of evaluation can be used as inputs for future improvement. However, the current practices of training evaluation are dominated by in-training evaluation to measure the participants’ reaction and learning. Training institutions are still reluctant to conduct post training evaluation to find out the performance of the alumni as the impact and benefit of leadership training. This article attemtps to describe the result of post leadership training evaluation, focusing on describing the alumni career and performance using online information system. From the operational point of view, this study found out that using information system is really helpful in managing evaluation data faster and more acurately. The findings of this study indicate that the majority of the respondents admitted their performances have improved after the training as indicated by the continuation of their innovation projects. Key Words: Leadership Training, Evaluating Training Impact, Information System AbstrakEvaluasi adalah tahapan penting dalam manajemen pelatihan kepemimpinan karena hasil evaluasi dapat menjadi input berharga untuk proses perbaikan. Namun, praktek evaluasi pelatihan yang saat ini dilakukan masih terbatas pada evaluasi saat pelatihan untuk menilai reaksi dan pencapaian kompetensi peserta. Lembaga pelatihan masih jarang melaksanakan evaluasi pascapelatihan untuk menilai kinerja alumni pelatihankepemimpinan. Tulisan ini mencoba memaparkan hasil evaluasi pascapelatihan kepemimpinan dengan fokus kepada karir dan kinerja para alumni dengan menggunakan bantuan teknologi informasi dalam jaringan (daring). Dari sisi proses pelaksanaan evaluasi, data menunjukkan bahwa sistem informasi daring dapat dengan cepat dan akurat menghasilkan informasi tentang karir, keberlanjutan proyek perubahan, dan peningkatan kinerja individu para alumni. Sedangkan hasil analisis data menunjukkan bahwa mayoritas responden evaluasi menyatakan mereka mengalami peningkatan kinerja pascapelatihan yang ditunjukkan dengan keberlanjutan proyek perubahan / inovasi di organisasinya. Kata Kunci: Pelatihan Kepemimpinan, Evaluasi Dampak Pelatihan, Sistem Informasi

scholarly journals Constructive online feedback to enhance learning achievement of open and distance students

2021 ◽  
Vol 13 (3) ◽  
pp. 514-528
Author(s):  
Rudi Susilana ◽  
Benny Agus Pribadi
Keyword(s):  
Online Learning ◽  
Learning Program ◽  
Learning Achievement ◽  
Course Content ◽  
Constructive Feedback ◽  
Interview Session ◽  
Post Test ◽  
Written Assignments ◽  
Online Feedback ◽  
The Impact

The purpose of the present study was to elaborate the effect of providing the constructive feedback to open and distant students who enrolled in the online learning program. The participants were 30 students who studied in eight sessions of the online course. They had to discuss course content in available chat forum of the Learning LMS and complete written assignments. The constructive feedback with some characteristics - specific and actionable; descriptive and helpful; showing respect; address to issues and tasks; and provide dialogue - were immediately provided by the tutors on the students’ discussion and their written assignments. Pre-test and post-test sessions were implemented to get information regarding the influence of constructive feedback on students’ cognitive aspects. In addition, the online interview session was also applied to gather the information concerning the impact of the constructive feedback provision on students’ motivational aspects. It is therefore concluded that the provision of constructive feedback student’s motivation and knowledge while they were participating in online learning program.   Keywords: Constructive feedback; online learning; learning achievement;

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