scholarly journals Determining the impact of lecture videos on student outcomes

2020 ◽  
Vol 13 (2) ◽  
pp. 25-40
Author(s):  
Barbara Robertson ◽  
Mark J. Flowers
Keyword(s):  
Student Retention ◽  
Student Outcomes ◽  
Online Courses ◽  
Student Understanding ◽  
Electoral College ◽  
Course Materials ◽  
Video Lecture ◽  
Lecture Videos ◽  
The Impact

The course materials students are expected to utilise in online instruction vary. Studies have shown that students tend to enjoy online courses with lecture videos more than those without, but few studies have measured the impact of lecture videos on student outcomes. Do lecture videos increase student understanding and retention, thus improving student outcomes? Students were provided with one or more study aids, video lecture, PowerPoint or instructor-created notes for learning about the role of the Electoral College in US presidential elections. We assessed student retention and understanding of the Electoral College with a quiz as an indicator of student outcomes. We found that the video lecture in combination with a PowerPoint was the most effective study aid.

scholarly journals The Impact of the earlySTEM Program on Teacher and Student Outcomes: The Role of Teachers’ Involvement in the Program Development

2021 ◽  
Vol 9 (3) ◽  
pp. 371-405
Author(s):  
Zerrin Doganca Kucuk ◽  
Defne Yabas ◽  
Hayriye Sinem Boyaci ◽  
Mehmet Sencer Corlu
Keyword(s):  
Program Development ◽  
Student Outcomes ◽  
Development Process ◽  
National Curriculum ◽  
Cognitive Outcomes ◽  
Professional Outcomes ◽  
Different Types ◽  
The Impact ◽  
Academic Year

This research aimed to investigate and compare teachers’ conceptualizations of their students’ and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of the earlySTEM program. Teachers in both roles were supported by teacher guides, student books and workshops throughout the 8-month long academic year. Data was collected at the end of the academic year through an open-ended survey. The program developer teachers identified more student outcomes under more diverse categories while the practitioner teachers mainly concentrated on cognitive outcomes and limited their conceptualizations to the national curriculum. In addition, the program developer teachers valued their involvement in the program development process and expressed more diverse professional outcomes referring to different types of teacher knowledge.

Learning Communities: A Sound Investment in Higher Education

2021 ◽  
pp. 152102512110677
Author(s):  
Kabongwe (KB) Gwebu ◽  
Jonathan Compton ◽  
Kyle Holtman ◽  
Aurelia Kollasch ◽  
Jennifer R Leptien ◽  
...  
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Student Outcomes ◽  
University Administrators ◽  
Financial Return ◽  
Policy Makers ◽  
College Leaders ◽  
Retention Initiatives ◽  
Specific Retention ◽  
The Impact

University and college leaders are tasked with enhancing student outcomes with fewer resources. Student retention is one such key outcome of interest for many policy makers as well as for university administrators. Over the years, administrators have turned to High Impact Practices (HIPs) such as Learning Communities (LCs) to aid in retention. This quantitative study explores the impact LCs have on student retention at a large R1 university in the Midwest. Additionally, the financial return on investment in LCs at this institution is measured via tuition dollars generated from students who are retained as a result of their participation in a LC at the institution. Two key findings of this study are that LCs are positively associated with increased odds of student retention, and that investing in LCs makes good financial sense. Our research contributes to the scholarship on retention attributable to LCs and provides researchers and practitioners with a “template” to evaluate the efficacy of specific retention initiatives in relation to their financial return on investments.

The Role of Values, Beliefs, and Culture in Student Retention and Success

2018 ◽  
pp. 54-72
Author(s):  
Julie M Little ◽  
Scott Gaier ◽  
Danielle Spoutz
Keyword(s):  
Student Retention ◽  
Completion Rates ◽  
Individual Values ◽  
Universities And Colleges ◽  
Shared Set ◽  
Success In Higher Education ◽  
Values And Beliefs ◽  
Individual Success ◽  
The Impact

Culture is comprised of a shared set of values and beliefs, and is known to contribute to organizational success. But how do these factors contribute to individual success within the framework of academia? The purpose of this chapter is to better understand the intersection of values, beliefs, and culture within the area of student retention and success in higher education. As both universities and colleges struggle to identify aspects to increase graduation completion rates in various environments, it is essential to examine the most basic factors that often contribute significantly to this area. This chapter defines individual values and beliefs, the development of shared values, beliefs and culture, the impact of each, and the role of each within the larger topic of student retention and success.

scholarly journals Prosodic Means of Speech Influence Realization: Auditory Analysis

2017 ◽  
Vol 4 (1) ◽  
pp. 225-233
Author(s):  
Марта Томахів
Keyword(s):  
Science Communication ◽  
Online Courses ◽  
Scientific Methods ◽  
Video Lecture ◽  
Video Lectures ◽  
Analysis Methods ◽  
Auditory Analysis ◽  
Scholarly Discourse ◽  
Experimental Phonetics

The article offers the results of the experimental phonetics research on the role of intonation in speech influence realization in the video lecture as a main massive open online courses material. This methodology is elaborated according to the proven techniques in contemporary phonetics and combines the use of auditory analysis, methods of quantitative data and linguistic analysis, methods of semantic differential and questionnaire. The goal of the experiment was to prove the hypothesis about the role of prosodic organization and components of the tutors’ intonation in video lectures in better supporting students’ attention, capturing the interest to the subject, facilitating understanding, which help in realization of speech influence in scholarly discourse, thus making the communication and learning more efficient, productive and successful. As a result of the experiment, the intonation parameters used in the video lecture and contributory for students’ perception have been established. The paper gives brief insights into such notions as speech influence, scholarly discourse and an e-lecture as a genre of modern scholarly discourse. References Антошинцева М. А. Механизмы адаптации жанра научно-учебной лекции кэлектронной сфере коммуникации. [Електронний ресурс]. Режим доступу:www.cyberleninka.ru/article/n/mehanizmy-adaptatsii-zhanra-nauchno-uchebnoy-lektsiik-elektronnoy-sfere-kommunikatsiiAntoshyntseva, M. A. Mekhanizmy adaptatsii zhanra nauchno-uchebnoy lektsii kelektronnoy sfere kommunikatsii. [Mechanisms of scientific and academic discoursegenre adaptation to the electronic domain of communication]. Retrieved from:www.cyberleninka.ru/article/n/mehanizmy-adaptatsii-zhanra-nauchno-uchebnoy-lektsiik-elektronnoy-sfere-kommunikatsii Валігура О. Р. Фонетична інтерференція в англійському мовленні білінгвів:монографія. Тернопіль: Підручники і посібники, 2008.Valihura, O. R. (2008). Fonetychna Interferentsiia v Anhliiskomu Movlennia Bilinhviv.[Phonetical Interference in the English Speech of the Bilinguals]. Ternopil: Pidruchnykyi Posibnyky. Калита А. А. Энергетика речи: монография. К.: Кафедра, 2016.Kalyta, A. A. (2016). Energetika Rechi [Speech Energetics]. Kyiv: Kafedra. Калита А. А. Актуалізація емоційно-прагматичного потенціалу висловлення:монографія. Тернопіль: Підручники і посібники, 2007.Kalyta, A. A. (2007). Aktualizatsia Emotsiino-Prahmatychnoho Potentsialu Vyslovlennia.[Emotional and Pragmatic Potential of the Utterance Actualization]. Ternopil:Pidruchnyky i Posibnyky. Каспаринський О. Ф., Полянская Е. И. Видеолекция как жанр. [Електроннийресурс]. Режим доступу: https://istina.msu.ru/media/publications/articles/ 8e9/82a/3559014/29LINK_FOK13v07.pdfKasparinskyi, O. F., Polianskaia, E. I. Videolektsiia kak Zhanr. [Videolecture as aGenre]. Retrieved from: https://istina.msu.ru/media/publications/articles/8e9/т82a/3559014/29LINK_FOK13v07.pdf. Osgood, C. E., Suci, G. C. and Tannenbaum, P. H. (1957). The Measurement ofMeaning. Urbana, IL : University of Illinois Press. Падалка О. В. Просодика комунікативного членування промов сучаснихполітичних діячів Німеччини (експериментально-фонетичне дослідження):дисертація кандидата філологічних наук: 10.02.04 / Ольга Володимирівна Падалка.Київ: КНЛУ, 2015.Padalka, O. V. (2015). Prosodyka Komunikatyvnoho Chlenuvannia Promov SuchasnykhPolitychnukh Diiachiv Nimechchyny (Eksperymentalno-Fonetychne Doslidzhennia).Ph.D. dissertation [Prosody of the Communicative Segmentation of Speech ofContemporary German Politicians (Experimental Phonetics Research)]. Kyiv: KyivNational Linguistic University. Peer, W. Van, Hakemulder, F., Syngier, S. (2012). Scientific Methods for theHumanities. (Linguistic Approaches to Literature). Amsterdam: John Benjamins. Рубчак О. Б. Просодична організація англомовних інтерв’ю (експериментальнофонетичне дослідження): Дис. ... канд. філол. наук: 10.02.04. Київ: КНЛУ, 2015.Rubchak, O. B. (2015). Prosodychna Organizatsiia Anhlomovnykh Interviu(Eksperymentalno-Fonetychne Doslidzhennia). Ph.D. dissertation [Prosodic Structure ofthe English Interviews (Experimental Phonetics Research)]. Kyiv: Kyiv NationalLinguistic University. Седов К. Ф. Нейропсихолингвистика. Москва: Лабиринт, 2007.Sedov, K. F. (2007). Neiropsikholingvistika. [Neuropsycholinguistics]. Moscow:Labirint. Селіванова О. О. Мовленнєвий вплив у комунікативній взаємодії //Психолінгвістика. 2012. № 10. С. 223–229.Selivanova, O. (2012). Movlennievyi Vplyv u Komunikatyvnii Vzaiemodii.Psykholinhvistyka, 10, 223–229. Demetriadis, S., Pombortsis, A. E-Lectures for Flexible Learning: a Study on theirLearning Efficiency. Retrieved from: http://www.ifets.info/journals/10_2/13.pdf Tomakhiv, M. (2016). E-Lecture as a new genre of scholarly discourse. Science andEducation a New Dimension. Philology, IV (23), 100, 80–83. Trench Brian. Internet − turning science communication inside‐out? Retrieved from:http://doras.dcu.ie/14807/1/internet_science_communication.pdf

scholarly journals DIGGING DEEPER INTO THE DATA: THE ROLE OF GATEWAY COURSES IN ONLINE STUDENT RETENTION

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Karen Swan ◽  
William Bloemer ◽  
Leonard Bogle ◽  
Scott Day
Keyword(s):  
Student Retention ◽  
Online Courses ◽  
Postsecondary Institutions ◽  
Online Student ◽  
Student Progression ◽  
Gateway Courses ◽  
Undergraduate Retention ◽  
Nuanced Understanding ◽  
Online Student Retention

Improvement in undergraduate retention and progression is a priority at many US postsecondary institutions and there seems to be a growing movement to address it by identifying gateway courses (foundational courses in which a large number of students fail or withdraw) and concentrating on “fixing” them. This paper argues that may not be the best use of limited resources.  No matter what we do, there will always be courses with high DFW rates simply because of the nature of their content and the preparation of the students who must take them.  Our research suggests that student type and academic stage affect student success and that gateway courses (courses which block student progression) can be found at all undergraduate levels.  Specifically, we have found that one can use student type, academic stage, cumulative GPA, and prior withdrawals to predict success in undergraduate courses.  Moreover, relating predictions to observed DFW rates can highlight courses exceeding expectations, and those which fall below them, to support a more nuanced understanding of where and what attention is needed.  We illustrate the utility of such approach by examining issues surrounding success in online courses at our institution.

scholarly journals Improving Student Success by Incorporating Instant-Feedback Questions and Increased Proctoring in Online Science and Mathematics Courses

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Yu Kay Law ◽  
Ryan Wesley Tobin ◽  
Neena R Wilson ◽  
Lora Ann Brandon
Keyword(s):  
Student Performance ◽  
Learning Strategies ◽  
Online Courses ◽  
Formative Assessments ◽  
Success Rates ◽  
Physical Sciences ◽  
Course Materials ◽  
Lecture Videos ◽  
Improved Performance ◽  
And Mathematics

Introductory courses in mathematics and the physical sciences are challenging for students and often have lower success rates than other comparable courses.  In online courses, this problem is magnified given the greater propensity for students to engage in surface learning strategies.  In particular, it has been shown that students are not actively utilizing learning materials provided in the structured course modules such as lecture videos.  To combat this problem, we have implemented two different solutions to improve student engagement and retention of knowledge.  Firstly, we have incorporated Quick Checks into courses in general chemistry and precalculus, where students answer auto-graded questions directly after viewing the course materials.  These aim to promote the viewing of course materials beyond homework and quizzes, including engagement with course lecture videos.  Secondly, with the incorporation of online proctoring options integrated into our LMS offerings, we have moved to increase the extent to which examinations are proctored. This encourages students to engage in more frequent reinforcement prior to examinations because they cannot use course materials during proctored examinations.  We show that these measures lead to greater engagement with course materials and improved performance on proctored examinations, although student performance on formative assessments remained relatively consistent.

scholarly journals Keeping Students in by Sending Them out: Retention and Service-Learning

2014 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Iris Mae Yob
Keyword(s):  
Service Learning ◽  
Student Retention ◽  
Learning Experiences ◽  
Student Attrition ◽  
Future Research ◽  
Key Factors ◽  
The Subject ◽  
The Impact ◽  
Tinto's Model

<p>This review of recent literature examines the research on the impact of service-learning on student retention.  The theoretical framework of the review draws on both Tinto’s model of student attrition and Knowles’s theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research might expand and critically deepen this evidence and offers some implications for service-learning as a means of improving student retention.</p>

scholarly journals Assessment of the Peer Educators' Involvement in Learning Experiences for an Upper Division Nutrition Course

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 605-605
Author(s):  
Zubaida Qamar
Keyword(s):  
Online Survey ◽  
Peer Educators ◽  
Course Materials ◽  
Funding Sources ◽  
Exam Preparation ◽  
Nutrition Course ◽  
Peer Educator ◽  
Pedagogical Research ◽  
The Impact

Abstract Objectives To conduct summative assessment to determine the impact of peer educators in an upper division nutrition course for students’ learning and exam preparation Methods An online survey was administered to students (n = 43) in a 3 credit Advanced Nutrition course in Fall 2019 to evaluate the impact of peer educators on students’ learning of the course materials and exam preparation. Students (n = 20), response rate = 46.5%) completed the survey which included 6 quantitative and 1 qualitative question with responses on a Likert scale. Throughout the semester, 3 peer educator sessions, 30 minutes each, were implemented and students who performed exceptionally in the first exam, volunteered to lead as peer educators for the remainder of the semester. Results Students (70%) strongly agreed or agreed that the peer educator sessions helped them prepare for the exams. Furthermore, 75% of students strongly agreed or agreed that the peer sessions helped them understand the materials better. Majority of the participants found the sessions to be useful with varying levels of usefulness with the exception of only 5% who did not find the sessions to be at all useful. With regards to attending these sessions, 55% of participants were unlikely or extremely unlikely to attend the peer educator sessions if no extra credit was granted. Particularly for engagement with their peers, 95% students (mean ± SD = mean 1.45 ± 0.74, with 1 being extremely likely and 5 being extremely unlikely) indicated willingness to interact with their peers to succeed in a course. The students 'preference varied with 50% students preferring the instructor vs. 20% preferring peers to lead the sessions while 30% of participants indicated no preference. Via the open-ended question, students provided feedback on improving the sessions such as more time than 30 minutes, providing digital outlines for what was covered and instructor and student co-facilitating a session to maximize impact which warrants further exploration. Conclusions Peer educator sessions can be successful strategies to engage students with their peers in enhancing their learning and exam preparation. More pedagogical research is needed in understanding the role of peer educators in higher level nutrition courses. Funding Sources N/A

Intergroup Threat and Outgroup Attitudes

2013 ◽  
Vol 44 (5) ◽  
pp. 311-319 ◽  
Author(s):  
Marco Brambilla ◽  
David A. Butz
Keyword(s):  
Gay Men ◽  
Social Group ◽  
Welfare Recipients ◽  
Intergroup Attitudes ◽  
Social Policies ◽  
Intergroup Threat ◽  
Economic Threat ◽  
The Impact ◽  
General Climate

Two studies examined the impact of macrolevel symbolic threat on intergroup attitudes. In Study 1 (N = 71), participants exposed to a macrosymbolic threat (vs. nonsymbolic threat and neutral topic) reported less support toward social policies concerning gay men, an outgroup whose stereotypes implies a threat to values, but not toward welfare recipients, a social group whose stereotypes do not imply a threat to values. Study 2 (N = 78) showed that, whereas macrolevel symbolic threat led to less favorable attitudes toward gay men, macroeconomic threat led to less favorable attitudes toward Asians, an outgroup whose stereotypes imply an economic threat. These findings are discussed in terms of their implications for understanding the role of a general climate of threat in shaping intergroup attitudes.

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