scholarly journals Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

2021 ◽  
Vol 13 (21) ◽  
pp. 12248
Author(s):  
Hanadi Mohamed AbdelSalam ◽  
Maura A. E. Pilotti ◽  
Omar J. El-Moussa
Keyword(s):  
Academic Success ◽  
General Education ◽  
Test Performance ◽  
Math Education ◽  
Face To Face ◽  
Online Mode ◽  
Sustainable Education ◽  
Face To Face Instruction ◽  
General Education Courses ◽  
Education Courses

The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous online (during the COVID-19 pandemic) and face-to-face (before the pandemic), under the ancillary assumption that computational competency, a pillar of sustainable education, shapes enduring success in a variety of professional fields. As the early identification of at-risk students and ensuing remedial interventions can bring about academic success, the study also investigated the predictive validity of students’ initial performance in online and face-to-face math courses. Two general education courses (introductory calculus and statistics), taught by the same instructor, were selected. Class grades did not differ between instructional modes, thereby providing no evidence for the widespread concern that the switch to the online mode had damaged learning. Yet, during the semester, test and homework performance were differentially sensitive to modes of instruction. Furthermore, both test and homework performance during the first half of the semester predicted class grades in online courses, whereas only test performance predicted class grades in face-to-face courses. These results suggest that sustainable math education in times of crisis is feasible and that educators’ consideration of the differential predictive value of test and homework performance may aid its attainment.

scholarly journals Correlation between the Practical Aspect of the Course and the E-Learning Progress

2019 ◽  
Vol 9 (3) ◽  
pp. 167 ◽  
Author(s):  
Daria Bylieva ◽  
Victoria Lobatyuk ◽  
Alla Safonova ◽  
Anna Rubtsova
Keyword(s):  
Data Mining ◽  
General Education ◽  
Blended Learning ◽  
Practical Aspect ◽  
Educational Process ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
General Education Courses ◽  
Education Courses

The aim of the study was to analyze the correlation between the students’ involvement and their progress within the online component of the blended learning model during the theoretical and practical courses. The authors have applied data mining Moodle from learning portfolios of 1500 students (N = 1500). Comparative analysis of the courses under review showed significant differences in the behavior of the same students. For the theoretical course students spent less time than for a practice-oriented one. Students’ progress in the form of points and demand for non-binding elements of the course differed significantly in favor of the practical course. Based on the data obtained, the authors concluded that an important parameter that influences the behavior of students and their educational progress in general is precisely the focus on practice. Thus, the predominance of the online component in blended learning is appropriate for practical courses. Within the theoretical and general education courses, the predominance of face-to-face learning can positively affect the educational process and results of learning.

A Data Visualization for Helping Students Decide Which General Education Courses to Enroll: Case of Chulalongkorn University

2019 ◽  
pp. 627-635
Author(s):  
Nagul Cooharojananone ◽  
Jidapa Dilokpabhapbhat ◽  
Thanaporn Rimnong-ang ◽  
Manutsaya Choosuwan ◽  
Pattamon Bunram ◽  
...  
Keyword(s):  
General Education ◽  
Data Visualization ◽  
General Education Courses ◽  
Education Courses

scholarly journals Increasing Undergraduate Success: A Randomized Controlled Trial of U-Pace Instruction

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Raymond Fleming ◽  
Laura E. Pedrick ◽  
Leah Stoiber ◽  
Sarah Kienzler ◽  
Ryan R. Fleming ◽  
...  
Keyword(s):  
At Risk ◽  
Academic Success ◽  
Controlled Trial ◽  
Instructional Condition ◽  
Face To Face ◽  
Concept Mastery ◽  
Final Grades ◽  
Face To Face Instruction ◽  
Not At Risk ◽  
Undergraduate Success

U-Pace instruction, comprised of concept mastery and amplified assistance, has shown promise in increasing undergraduate success. To evaluate the efficacy of U-Pace instruction for students at-risk for college non-completion and students not at-risk and to determine whether concept mastery, amplified assistance, or both U-Pace components are responsible for the greater learning associated with U-Pace instruction, an experiment was conducted with four instructional conditions (U-Pace, Concept Mastery, Amplified Assistance, and Face-to-Face). At a public university, 914 undergraduates (576 at-risk) participated. U-Pace instruction produced greater learning than the comparisons. Additionally, U-Pace instruction produced greater academic success than Face-to-Face instruction. The percentage of final grades of A or B did not differ for Concept Mastery, Amplified Assistance, and U-Pace students. No interaction between instructional condition and risk status was found for final grades or learning. The efficacy of U-Pace instruction for both at-risk students and students not at-risk was supported.     

scholarly journals Undergraduate Student Perspectives on Textbook Costs and Implications for Academic Success

Open Praxis ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 115
Author(s):  
Lucinda Rush Wittkower ◽  
Leo S Lo
Keyword(s):  
Academic Success ◽  
General Education ◽  
Student Perceptions ◽  
Public Institution ◽  
Local Data ◽  
Course Content ◽  
Reducing Costs ◽  
College Of Business ◽  
General Education Courses ◽  
The Cost

To provide more affordable course content to our students and faculty, local data on how students perceive textbook expenses and how the costs impact student success would be necessary in order to advocate to faculty and other stakeholders. This survey, conducted at a mid-sized research public institution, aims to explore student perceptions of textbooks and how these perceptions influence academic success. The results reveal that students feel that the cost of required textbooks is unreasonable and that students are more likely to purchase required textbooks for in-major classes than for elective or general education courses. The most common means of reducing costs are purchasing from a vendor other than the campus bookstore, renting, or sharing books with classmates. Implications for academic success included not purchasing required textbooks or withdrawing from a course due to not having the materials. Students whose majors are housed in the College of Business have the highest textbook costs.

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