scholarly journals Knowledge retention in capstone experiences: An analysis of online and face-to-face courses

2016 ◽  
pp. 528-539 ◽  
Keyword(s):  
Deep Learning ◽  
Knowledge Retention ◽  
Online Environment ◽  
Comprehensive University ◽  
Face To Face ◽  
Assessment Scores ◽  
Class Time ◽  
Significant Difference ◽  
Level Of Knowledge ◽  
One Way Anova

This research chronicles the development of a capstone experience by a regional comprehensive university. The process began with a multi-year project during which the faculty annually reviewed the results with a view to determining if the class provided the deep learning culminating experiences anticipated. A major measure of success was the desire to replicate the deep learning common in face-to-face classes in the online environment. The results of 166 students were analyzed, 82 online and 84 face-to-face, to determine if a difference existed. A one-way ANOVA tested the score differences among 10 sections and determined the students’ scores did not differ significantly. Finally, a two-sample t-test between proportions determined that there was not a significant difference between the online and face-to-face students with respect to the level of assessment scores earned. Given that online and face-to-face students demonstrate the same level of knowledge, does this beg the question, what value does face-to-face class time offer?

Knowledge and Attitude among Dental students of Udaipur, India towards HIV/AIDS

2008 ◽  
Vol 2 (2) ◽  
pp. 30-35 ◽  
Author(s):  
Manish Jain ◽  
Suhas Kulkarni ◽  
Rushabh J Dagli ◽  
Santhosh Kumar ◽  
Anmol Mathur ◽  
...  
Keyword(s):  
Negative Attitude ◽  
Dental Students ◽  
Current Status ◽  
Cross Sectional ◽  
Significant Difference ◽  
Level Of Knowledge ◽  
Knowledge And Attitude ◽  
One Way Anova ◽  
Interview Questionnaire ◽  
Hiv Aids

ABSTRACT Aims & Objective The aim of the present study was to assess current status of knowledge and attitude among the dental students of Udaipur, India towards HIV/AIDS. Material and Methods A cross-sectional questionnaire survey was conducted among 282 dental students of Darshan Dental College. The interview questionnaire comprised of 27close ended questions. One way ANOVA was applied by using SPSS (11.0) to compare mean level of knowledge and attitude towards HIV/AIDS. Results Shows dental students have satisfactory knowledge, but certain misconception was prevalent. It also shows that around 30.20% of the dental students held an over all negative attitude. Mean level of knowledge and attitude towards HIV/AIDS had a statistically significant difference in results among sex and academic periods. Conclusion Over all knowledge and attitude among dental students was found to be satisfactory. Most of the Dental Students, near about 69.80% have a positive attitude regarding HIV/AIDS education.

scholarly journals A comparison of the achievement of statistics students enrolled in online and face-to-face settings

2017 ◽  
Vol 14 (6) ◽  
pp. 323-330 ◽  
Author(s):  
Edwin P Christmann
Keyword(s):  
Effect Size ◽  
Online Instruction ◽  
Comprehensive University ◽  
Face To Face ◽  
Statistics Instruction ◽  
Significant Difference ◽  
Statistics Course ◽  
Univariate Statistics ◽  
Face To Face Instruction ◽  
Online Statistics

This study compared the achievement of male and female students who were enrolled in an online univariate statistics course to students enrolled in a traditional face-to-face univariate statistics course. The subjects, 47 graduate students enrolled in univariate statistics classes at a public, comprehensive university, were randomly assigned to groups that used either online instruction or traditional face-to-face instruction. The effects of the independent variables of online univariate statistics instruction versus traditional face-to-face instruction on the dependent variable of statistics achievement were analyzed with a two-way analysis of variance. There was a significant difference between the achievement of students who used online univariate statistics instruction and those who used traditional face-to-face instruction (p = .001). The traditional face-to-face group scored higher with an effect size of 0.979, indicating that, on the average, those who were enrolled in a traditional face-to-face univariate statistics class outperformed 83.4% of those enrolled in the online statistics course. Moreover, females using online instruction outperformed males using online instruction and males enrolled in a traditional face-to-face course scored higher than females, with an effect size of 0.651, indicating that, on the average, those males outperformed 74.22% of the females enrolled in a traditional face-to-face statistics course.

scholarly journals Comparing face to face, tutor led discussion and online discussion in the classroom

2007 ◽  
Vol 23 (4) ◽  
Author(s):  
Connie S. L. Ng ◽  
Wing Sum Cheung
Keyword(s):  
Preservice Teachers ◽  
Online Discussion ◽  
Relative Effectiveness ◽  
Online Discussions ◽  
Multimedia Design ◽  
Face To Face ◽  
Design Concepts ◽  
Class Time ◽  
Significant Difference ◽  
Online Group

<span>This study explores the relative effectiveness of in class online discussion and face to face, tutor led discussion in preservice teachers' recall of concepts. Two groups of preservice teachers, who engaged in different discussion modes, were tested two weeks later on how many concepts they could recall. No significant difference in the recall score was found between the two groups, but the group involved with the in-class discussions using a threaded discussion tool achieved a slightly higher mean score in the recall of multimedia design concepts. The online group completed a survey questionnaire on their perception of their use of online discussion. The majority perceived that they learned more online. The preservice teachers also indicated the mode of discussions that they preferred and the reasons for their choice. Half preferred to participate in in-class online discussions, rather than face to face, tutor led discussion, during class time. The findings suggested that educators and learners may choose either in-class online discussion or face to face, tutor led discussion without fear of significant disadvantages to learning.</span>

scholarly journals Parents and Children’s Awareness and Knowledge of Child Rights Act and Its Application on Children in Nigeria

2020 ◽  
Vol 4 (1) ◽  
pp. 1-11
Author(s):  
T. Oluwaseun Lawal ◽  
Hannah Olubunmi Ajayi
Keyword(s):  
Sampling Procedure ◽  
Frequency Count ◽  
Child Rights ◽  
Multi Stage ◽  
Parents And Children ◽  
Significant Difference ◽  
Level Of Knowledge ◽  
Research Questions ◽  
High Level ◽  
One Way Anova

The study assessed the level of awareness and knowledge of parents and children in the Child Rights Act and determined the level of implementation of Child Rights. The study adopted a survey research design. The population consisted of parents from the major three ethnic groups (Hausa, Igbo, and Yoruba) in Ibadan, Oyo State, Nigeria. The multi-stage sampling procedure was employed for the study. The sample size consisted of 120 parents and 120 children. Two self-designed instruments were administered on the participants. Three research questions were answered and two hypotheses tested. The data obtained were analyzed using frequency count, percentage, and One- Way ANOVA. The results revealed that (51.7%) of parents and (53.3%) of children were aware of the Child Rights Act. It further revealed that 76.7% of parents had a high level of knowledge of Child Rights. It also revealed the level of implementation of some specific rights by the parents. Also, the results revealed that there was a significant difference between the level of awareness and knowledge of parents based on their various tribes at 0.05 significant level(p<0.5). The findings provided information on aspects of child rights that parents need to pay more attention to so as not to deny the children of the rights.

The effect of educating the clients of rehab centers on the frequency of methadone poisoning among children: a study from Iran

2018 ◽  
Vol 32 (4) ◽  
Author(s):  
Hakimeh Abdoli ◽  
Tabandeh Sadeghi ◽  
Majid Kazemi
Keyword(s):  
Educational Program ◽  
Data Gathering ◽  
Study Data ◽  
Educational Session ◽  
Exact Test ◽  
Face To Face ◽  
Significant Difference ◽  
Before And After ◽  
Study Population ◽  
Level Of Knowledge

AbstractBackgroundPoisoning with methadone is considered dangerous and fatal, which can lead to decreased consciousness, coma, apnea and eventually death.AimsThe present study was conducted to evaluate the effect of educating the clients of rehabilitation (rehab) centers on the frequency of methadone poisoning among children.MethodsIn the present semi-experimental study, the study population included all of the clients referred to the rehab centers in an urban area of Iran who received treatment with methadone. Samples were selected using the census method. The data gathering tool was a researcher-made questionnaire of which the content validity has been approved. To perform the educational program, educational brochures were distributed among all the rehab centers (33 centers) and one face-to-face educational session was conducted at each center. Six months after the intervention, the number of under 12 year-old children who were referred to hospital with methadone poisoning was calculated and compared to the same number from the 6 months prior to the study. Data were analyzed using SPSS 18.ResultsAccording to the results, the number of methadone poisonings during the 6-month period prior to the study was 29, while the same number during the 6-month period after the intervention was 9. Fisher’s exact test showed a significant difference between the number of methadone poisonings before and after the intervention (p < 0.001).ConclusionThe increased level of knowledge among the parents referred to rehab centers could decrease the rate of poisoning among their children. Therefore, performing this educational program is recommended for all the rehab centers.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

Transplantation of coral fragment, Acropora formosa (Scleractinia)

2014 ◽  
pp. 1
Author(s):  
Hanny Tioho ◽  
Maykel A.J Karauwan
Keyword(s):  
Fragment Size ◽  
Observation Time ◽  
Minimum Size ◽  
Average Growth Rate ◽  
Average Growth ◽  
Significant Difference ◽  
Acropora Formosa ◽  
Survival And Growth ◽  
One Way Anova ◽  
Better Than

The minimum size of coral transplants, Acropora formosa, was assessed to support their survival and growth. For this, 150 coral fragments of different sizes (5, 10, 15 cm) were transplanted close to the donor colony. Their survivorship and growth were observed for 12 months. At the end of the observation time, 90% of 15 cm-transplanted coral fragments survived, while the others (10cm and 5 cm) did 86% and 82% respectively. The average growth rate of 5 cm-coral fragments was 0.860 cm/month, while 10 and 15 cm-fragments were 0.984 cm/month and 1.108 cm/month respectively. One-way ANOVA showed that there was significant difference (p<0.05) among the three (5, 10, 15 cm) transplant initial sizes in which the longest fragment size tended to survive longer than the smaller one.  However, the smaller transplants grew better than the bigger one, 10.318 cm/year (206%) for 5 cm-transplant, 11.803 cm/year (118%) for 10 cm-transplant, and 13.299 cm/year (89%) for 15 cm-transplant, respectively. Ukuran minimal fragmen karang Acropora formosa yang ditransplantasi diduga untuk mendukung ketahanan hidup dan pertumbuhannya. Untuk itu, 150 fragmen karang ditransplantasi ke lokasi yang berdekatan dengan koloni induknya.  Ketahanan hidup dan pertumbuhan semua fragmen karang yang ditransplantasi diamati selama 12 bulan.  Pada akhir pengamatan, 90% dari fragmen karang berukuran 15 cm yang ditransplantasi dapat bertahan hidup, sedangkan yang lainnya (ukuran 10 cm dan 5 cm) masing-masing sebesar 86% dan 82%.  Rata-rata laju pertumbuhan fragmen karang dengan ukuran awal 5 cm adalah 0,860 cm/bulan, sedangkan ukuran fragmen 10 dan 15 cm masing-masing adalah 0,984 cm/bulan and 1,108 cm/bulan. ANOVA satu arah menunjukkan adanya perbedaan yang nyata (p<0.05) antara ketiga ukuran fragmen yang berbeda, di mana ukuran fragmen karang yang lebih panjang cenderung mempunyai ketahanan hidup yang lebih baik. Namun demikian, ukuran transplant yang lebih kecil memiliki pertumbuhan lebih baik dibandingkan dengan ukuran yang lebih besar, yakni10,318 cm/tahun (206%) untuk transplant berukuran 5 cm, 11,803 cm/tahun (118%) untuk 10 cm, dan 13,299 cm/tahun (89%) untuk ukuran 15 cm.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

Endoscopic prediction of submucosal invasion in Barrett’s cancer with the use of Artificial Intelligence: A pilot Study

Endoscopy ◽  
2020 ◽  
Author(s):  
Alanna Ebigbo ◽  
Robert Mendel ◽  
Tobias Rückert ◽  
Laurin Schuster ◽  
Andreas Probst ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Deep Learning ◽  
Pilot Study ◽  
White Light ◽  
Submucosal Invasion ◽  
Learning System ◽  
Endoscopic Images ◽  
Barrett’S Cancer ◽  
Significant Difference ◽  
Sensitivity Specificity

Background and aims: The accurate differentiation between T1a and T1b Barrett’s cancer has both therapeutic and prognostic implications but is challenging even for experienced physicians. We trained an Artificial Intelligence (AI) system on the basis of deep artificial neural networks (deep learning) to differentiate between T1a and T1b Barrett’s cancer white-light images. Methods: Endoscopic images from three tertiary care centres in Germany were collected retrospectively. A deep learning system was trained and tested using the principles of cross-validation. A total of 230 white-light endoscopic images (108 T1a and 122 T1b) was evaluated with the AI-system. For comparison, the images were also classified by experts specialized in endoscopic diagnosis and treatment of Barrett’s cancer. Results: The sensitivity, specificity, F1 and accuracy of the AI-system in the differentiation between T1a and T1b cancer lesions was 0.77, 0.64, 0.73 and 0.71, respectively. There was no statistically significant difference between the performance of the AI-system and that of human experts with sensitivity, specificity, F1 and accuracy of 0.63, 0.78, 0.67 and 0.70 respectively. Conclusion: This pilot study demonstrates the first multicenter application of an AI-based system in the prediction of submucosal invasion in endoscopic images of Barrett’s cancer. AI scored equal to international experts in the field, but more work is necessary to improve the system and apply it to video sequences and in a real-life setting. Nevertheless, the correct prediction of submucosal invasion in Barret´s cancer remains challenging for both experts and AI.

scholarly journals Implementation of a deep learning model for automated classification of Aedes aegypti (Linnaeus) and Aedes albopictus (Skuse) in real time

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Song-Quan Ong ◽  
Hamdan Ahmad ◽  
Gomesh Nair ◽  
Pradeep Isawasan ◽  
Abdul Hafiz Ab Majid
Keyword(s):  
Deep Learning ◽  
Aedes Aegypti ◽  
Real Time ◽  
Aedes Albopictus ◽  
Automated Classification ◽  
Expert Performance ◽  
Deep Convolutional Neural Networks ◽  
Significant Difference ◽  
Set Up

AbstractClassification of Aedes aegypti (Linnaeus) and Aedes albopictus (Skuse) by humans remains challenging. We proposed a highly accessible method to develop a deep learning (DL) model and implement the model for mosquito image classification by using hardware that could regulate the development process. In particular, we constructed a dataset with 4120 images of Aedes mosquitoes that were older than 12 days old and had common morphological features that disappeared, and we illustrated how to set up supervised deep convolutional neural networks (DCNNs) with hyperparameter adjustment. The model application was first conducted by deploying the model externally in real time on three different generations of mosquitoes, and the accuracy was compared with human expert performance. Our results showed that both the learning rate and epochs significantly affected the accuracy, and the best-performing hyperparameters achieved an accuracy of more than 98% at classifying mosquitoes, which showed no significant difference from human-level performance. We demonstrated the feasibility of the method to construct a model with the DCNN when deployed externally on mosquitoes in real time.

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