The Role of Blended Learning on Student Performance in Biotechnology Course

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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An Analysis of Professional Competence Indicator Possession among U.S. Accounting Faculty

Issues in Accounting Education ◽

10.2308/iace-51425 ◽

2016 ◽

Vol 32 (2) ◽

pp. 17-38 ◽

Cited By ~ 8

Author(s):

Kenneth J. Smith ◽

David J. Emerson

Keyword(s):

Student Performance ◽

Professional Competence ◽

Academic Research ◽

Practical Experience ◽

Accounting Faculty ◽

Accounting Practice ◽

Cpa Exam ◽

Primary Focus ◽

New Generation

ABSTRACT Recently there has been much discourse regarding the existence, extent, causes, and consequences of a purported divide between accounting practice and academia. The crux of this issue relates to the charge that many new-generation faculty have a primary focus on academic research, but lack significant practical experience or certification, and the related claim that students may lack the requisite skills upon graduation. This study addresses these concerns by examining the incidence and trend in the possession of practice credentials, experience, and other activities among accounting faculty who graduated between 1994 and 2013. We evaluate how differences in institutional focus, possession of a practice credential, and proportion of credentialed faculty manifest in research propensities, current business experience, and student performance on the CPA exam. We identify a downward trend in practice credential possession that is more pronounced at research-oriented institutions. We further find significant differences in experience and publication activity across levels of both institutional focus and possession of a practice credential. We also find that students from research-oriented universities, schools with separate AACSB accounting accreditation, and those with a higher percentage credentialed faculty perform better on the CPA exam. Other results and the role of adjunct faculty in bridging this alleged divide are also examined.

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The role of student feedback in evaluating and revising a blended learning course

The Internet and Higher Education ◽

10.1016/j.iheduc.2008.06.002 ◽

2008 ◽

Vol 11 (2) ◽

pp. 98-105 ◽

Cited By ~ 24

Author(s):

Linda S. Brew

Keyword(s):

Blended Learning ◽

Student Feedback

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Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

AJP Advances in Physiology Education ◽

10.1152/advan.00065.2017 ◽

2017 ◽

Vol 41 (3) ◽

pp. 472-477 ◽

Cited By ~ 4

Author(s):

Khurshid Anwar ◽

Muhammad Raihan Sajid ◽

Peter Cahusac ◽

Abdul Ahad Shaikh ◽

Ahmad Elgammal ◽

...

Keyword(s):

Blended Learning ◽

Student Performance ◽

General Interest ◽

Multiple Choice Questions ◽

Student Responses ◽

Subject Knowledge ◽

Exam Preparation ◽

Summative Assessments ◽

Study Results ◽

Facebook Pages

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance.

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Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs

Idealogy Journal of Arts and Social Science ◽

10.24191/idealogy.v5i2.243 ◽

2020 ◽

Vol 5 (2) ◽

pp. 215-227

Author(s):

Zuraimi Zakaria ◽

Keyword(s):

Professional Development ◽

Reflective Practice ◽

Student Performance ◽

Teacher Collaboration ◽

Development Programs ◽

Teaching Improvement ◽

Policy Makers ◽

Teachers Professional Development ◽

The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

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The Role of Parents in Blended Learning Towards Student Character Values in The Covid-19 Pandemic

ZAHRA: Research and Tought Elementary School of Islam Journal ◽

10.37812/zahra.v2i2.249 ◽

2021 ◽

Vol 2 (2) ◽

pp. 134-143

Author(s):

Yusnita Lestaria Simvony ◽

Agus Budi Santosa ◽

Wahyu Nugroho

Keyword(s):

Blended Learning ◽

Quantitative Research ◽

Hypothesis Test ◽

Pearson Correlation ◽

Sampling Technique ◽

Strong Relationship ◽

Normality Test ◽

Role Of Parents ◽

Distributed Test

The Covid-19 pandemic hampers the cultivation of character values in students, therefore it is necessary for the role of parents in Blended Learning to instill character values. This research is a quantitative research with sampling technique using stratified proportional random sampling. The results of the Shapiro-Wilk normality test showed that the significance value of the parent's role was 0.157 > 0.05. The significance value for the student character is 0.280 > 0.05 so that the data is normally distributed. Test for linearity sig 0.305 > 0.05 so that the variables X and Y are linear. The results of the hypothesis test are 0.000 <0.05, and the Pearson Correlation value is 0.600, then Ha is accepted and H0 is rejected. So it can be concluded that there is a strong relationship between the role of parents in blended learning and the cultivation of character values during the Covid-19 pandemic.

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