scholarly journals ASSESSING THE EMPORIUM MODEL THROUGH STUDENT PERFORMANCE AND PERSISTENCE

2019 ◽  
Vol 7 (7) ◽  
pp. 408-420
Author(s):  
KATHY COUSINS-COOPER ◽  
Dominic Clemence-MKHOPE ◽  
Katrina Nelson ◽  
Seongtae Kim ◽  
Kelly McMurray
Keyword(s):  
Student Performance ◽  
College Algebra ◽  
Retention Rates ◽  
Course Performance ◽  
Traditional Lecture ◽  
Course Effectiveness ◽  
Course Materials ◽  
Lecture Method ◽  
Content Coverage ◽  
Emporium Model

The mathematics emporium model (MEM) was implemented to improve student success and retention rates. The college algebra course sequence was redesigned using the emporium model to establish consistency, emphasize active learning, modularize course materials, and provide one-on-one personalized on-demand assistance from faculty and teaching assistants. The emporium model ensured consistent content coverage and learning experiences, improved course coherence, and improved quality control. This study compared the course performance of students enrolled in a college algebra and trigonometry course using the MEM and traditional, lecture method.  The results on whether the MEM or traditional students performed better were mixed.  Also, the course effectiveness rates, which examines the successful performance of students enrolled in two successive courses that are associated such that the first course provides the foundation for the second, were similar for both the MEM and traditional methods.

scholarly journals Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes

2017 ◽  
Vol 41 (2) ◽  
pp. 194-202 ◽  
Author(s):  
Janet Casagrand ◽  
Katharine Semsar
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Cognitive Skills ◽  
Student Outcomes ◽  
Thinking Skills ◽  
Skill Levels ◽  
Student Centered ◽  
Traditional Lecture ◽  
Course Materials ◽  
Learning Assessments

Here we describe a 4-yr course reform and its outcomes. The upper-division neurophysiology course gradually transformed from a traditional lecture in 2004 to a more student-centered course in 2008, through the addition of evidence-based active learning practices, such as deliberate problem-solving practice on homework and peer learning structures, both inside and outside of class. Due to the incremental nature of the reforms and absence of pre-reform learning assessments, we needed a way to retrospectively assess the effectiveness of our efforts. To do this, we first looked at performance on 12 conserved exam questions. Students performed significantly higher post-reform on questions requiring lower-level cognitive skills and those requiring higher-level cognitive skills. Furthermore, student performance on conserved questions was higher post-reform in both the top and bottom quartiles of students, although lower-quartile student performance did not improve until after the first exam. To examine student learning more broadly, we also used Bloom’s taxonomy to quantify a significant increase in the Bloom’s level of exams, with students performing equally well post-reform on exams that had over twice as many questions at higher cognitive skill levels. Finally, we believe that four factors provided critical contributions to the success of the course reform, including: transformation efforts across multiple course components, alignment between formative and evaluative course materials, student buy-in to course instruction, and instructional support. This reform demonstrates both the effectiveness of incorporating student-centered, active learning into our course, and the utility of using Bloom’s level as a metric to assess course reform.

scholarly journals Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Jennifer Hegeman
Keyword(s):  
Student Performance ◽  
College Algebra ◽  
Educational Resources ◽  
Retention Rates ◽  
Online Homework ◽  
Mathematics Courses ◽  
Content Provider ◽  
Learning Aids ◽  
Video Lectures

Low retention rates in online freshman-level mathematics courses are a concern, especially at postsecondary institutions that serve academically unprepared students. The purpose of this study was to determine if student performance in an online College Algebra course that relies heavily on text-based multimedia tools can be improved by replacing publisher-generated educational resources with instructor-generated video lectures. The original online College Algebra course placed the publisher-generated educational resources in the role of content provider by enabling all publisher-generated learning aids within the online homework system and treating instructor-generated educational materials as supplemental resources. In contrast, the redesigned online College Algebra course enhanced the course instructor’s teaching presence by requiring students to complete instructor-generated guided note-taking sheets while watching instructor-generated video lectures, treating publisher-generated learning aids as supplemental resources by removing them from within the online homework system. Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better on both online and handwritten assessments than did students who enrolled in an online College Algebra course that placed the publisher-generated educational resources in that role.

Evidence-Inspired Choices for Teachers: Team-Based Learning and Interactive Lecture

2019 ◽  
Vol 46 (4) ◽  
pp. 284-289 ◽  
Author(s):  
Krisztina V. Jakobsen ◽  
David B. Daniel
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Viable Option ◽  
Course Performance ◽  
Scholarship Of Teaching ◽  
Traditional Lecture ◽  
Grade Point ◽  
Team Based Learning ◽  
Interactive Lecture

Research on team-based learning (TBL) generally supports its effectiveness over “traditional” lecture. In practice, however, lecturing rarely consists of teachers exclusively talking at their students, as many incorporate a variety of strategies to encourage active processing. This study compared an interactive lecture style with TBL on student performance. Generally, the results indicate that there are differences in particular aspects of course performance across conditions depending upon grade point average (GPA). Overall, these results support the findings that either teaching strategy is a viable option for teachers. We argue that there is no one right way to teach, and the scholarship of teaching and learning can best serve high-quality teaching by actively contrasting and evaluating a variety of techniques for the wide variety of teaching needs.

Combining Individualized Instruction with the Traditional Lecture Method in a College Algebra Course

1988 ◽  
Vol 81 (5) ◽  
pp. 385-387
Author(s):  
Michael Petricig
Keyword(s):  
Success Rate ◽  
Basic Skills ◽  
College Algebra ◽  
Individualized Instruction ◽  
Large Percentage ◽  
Remedial Courses ◽  
Traditional Lecture ◽  
Lecture Method ◽  
Intermediate Algebra ◽  
And Mathematics

In recent years many colleges have noticed an increase in the number of student applicants who are underprepared in the basic skills of reading, writing, and mathematics. At Chapman College, a large percentage of freshmen have been required to take remedial courses in these subjects. Furthermore, many students were not performing well in the remedial course in Intermediate Algebra. To improve the success rate for students in this course, a method for teaching it was developed that combined individualized instruction with the traditional lecture approach. The method was easy and inexpensive to implement, and it required a minimum of reorganization.

scholarly journals Using Instructor-Generated Video Lectures in Online Mathematics Courses Improves Student Learning

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Jennifer Hegeman
Keyword(s):  
Student Performance ◽  
College Algebra ◽  
Educational Resources ◽  
Retention Rates ◽  
Online Homework ◽  
Mathematics Courses ◽  
Content Provider ◽  
Learning Aids ◽  
Video Lectures

Low retention rates in online freshman-level mathematics courses are a concern, especially at postsecondary institutions that serve academically unprepared students. The purpose of this study was to determine if student performance in an online College Algebra course that relies heavily on text-based multimedia tools can be improved by replacing publisher-generated educational resources with instructor-generated video lectures. The original online College Algebra course placed the publisher-generated educational resources in the role of content provider by enabling all publisher-generated learning aids within the online homework system and treating instructor-generated educational materials as supplemental resources. In contrast, the redesigned online College Algebra course enhanced the course instructor’s teaching presence by requiring students to complete instructor-generated guided note-taking sheets while watching instructor-generated video lectures, treating publisher-generated learning aids as supplemental resources by removing them from within the online homework system. Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better on both online and handwritten assessments than did students who enrolled in an online College Algebra course that placed the publisher-generated educational resources in that role.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

scholarly journals Assessment of Experiential Learning and Teaching Approaches in Undergraduate Programmes at the School of Agricultural Sciences, Makerere University, Uganda

2017 ◽  
Vol 6 (5) ◽  
pp. 155
Author(s):  
Opolot Henry Nakelet ◽  
Isubikalu Prossy ◽  
Obaa Bonton Bernard ◽  
Ebanyat Peter ◽  
Okello Dorothy
Keyword(s):  
Experiential Learning ◽  
Teaching Quality ◽  
Learning Approaches ◽  
Learning Abilities ◽  
Traditional Lecture ◽  
Learning And Teaching ◽  
Makerere University ◽  
Curriculum Review ◽  
Lecture Method ◽  
Agricultural Sciences

Competent graduates are a critical input in enhancing the university’s role in agricultural transformation. How graduates play their role in contributing to development mirrors on how they trained. Low quality graduates are believed to be a product of a more subject-centered and instructive style of teaching. The Makerere University Kampala School of Agricultural Sciences (SAS) made effort to improve and enhance the competence of its lecturers to use a learner centered teaching approach in its programmes through training. This paper presents an assessment of how the training influenced the lecturers to use different teaching practices toward producing quality responsive graduates. Data was collected from 120 students and 20 lectures from the SAS using a semi-structured questionnaire. The findings show that Training lecturers in experiential learning influenced their awareness and use of experiential learning approaches in delivery of the courses they taught. Effective application of experiential learning approaches was constrained by challenges of varied understanding and appreciation of the concept among lecturers, short class periods, large class sizes and financial limitations. In effect, the traditional lecture method remained dominant. Above all, application of experiential learning approaches is not institutionalized at SAS thus limiting the attainment of critical and reflective thinking for the attainment of lifelong learning abilities among students. To strengthen application of experiential learning approaches, training of all lecturers and curriculum review to integrate experiential learning practices as part of the general teaching quality assurance measures is critical.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

scholarly journals The evaluation of project-based learning in Malaysia: propose a new framework for polytechnics system

2018 ◽  
Vol 8 (2) ◽  
pp. 143 ◽  
Author(s):  
Sadrina Sadrina ◽  
Ramlee Mustapha ◽  
Muhammad Ichsan
Keyword(s):  
Economic Growth ◽  
Vocational Education ◽  
Sample Size ◽  
Empirical Data ◽  
Descriptive Study ◽  
Project Based Learning ◽  
Traditional Lecture ◽  
Significant Aspect ◽  
Lecture Method ◽  
New Framework

Technical and Vocational Education is one of the various disciplines that believed could encourage the country’s economic growth. Project-Based Learning or PBL was introduced in the Malaysian polytechnics curriculum in terms to produce creative and innovative graduates Thus, Project-Based Learning was introduced because of the ineffectiveness of the traditional lecture method. This study was a kind of descriptive study intended to examine the perception of students and supervisors regarding the Project-Based Learning at one Polytechnic in Malaysia. A population of 170 would be represented by a sample size of 118 respondents and 43 supervisors to participate in the study. The result found that the significant aspect to be included in Project-Based Learning is effective supervising skills. However, from the data, some supervisors have no proficiency skills of Project-Based Learning. Based on the empirical data which derived from the present study, a new framework for Project-Based Learning is suggested for the polytechnics system.

scholarly journals Online Learning in Nutrition and Dietetics: Student Performance and Attitudes

2005 ◽  
Author(s):  
Dominic Upton
Keyword(s):  
Student Performance ◽  
Learning Style ◽  
Independent Learning ◽  
Online Course ◽  
Traditional Lecture ◽  
Innovative Method ◽  
Traditional Lectures ◽  
On Line ◽  
Dietetic Students ◽  
Nutrition And Dietetics

Context: Behavioural studies can form an essential component of the Nutrition and Dietetics undergraduate degree. Aims: This study aimed to firstly produce on-line teaching material in Behavioural studies suitable for undergraduate Nutrition and Dietetic students. Secondly, to explore students’ views on the online material, and record their performance when taught through this innovative method. Methods: Nutrition and Dietetics students completed an online health psychology/sociology module and their performance compared to students who completed a traditional lecture based course. Student evaluations of the online course were also recorded. Findings: Results suggested that students taught through on-line medium performed no differently to those taught through “traditional lectures”. Students appeared to enjoy the material although there was some reluctance to develop an independent learning style. Conclusion: It was apparent that material has to be developed that can both engage and motivate learners, thereby further developing independent learning, and that this may have to be tailored dependent on a number of student factors.

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