Using Interactivity to Improve Online Music Pedagogy for Undergraduate Non-Majors

2018 ◽  
pp. 110-135
Author(s):  
Eric James Mosterd
Keyword(s):  
Student Performance ◽  
Music Instruction ◽  
Course Delivery ◽  
Music Pedagogy ◽  
Game Based Learning ◽  
Interactive Music ◽  
Design Considerations ◽  
Online Music ◽  
The University ◽  
Instructional Research

This chapter explores two aspects of online music pedagogy. First, it covers the basic design considerations of offering an interactive music course online. This includes both pedagogical and technological aspects of online music instruction and delivery. After establishing the framework for online music course delivery, the chapter investigates the use of interactivity to improve undergraduate, non-music-major student performance in the author's online-music (jazz) appreciation course at the University of South Dakota (USD). The approach is evidence- and research-based, which is described in greater detail in the chapter. Furthermore, the tools used to enhance the interactivity of the course—specifically, adding game-based learning—are explored and connected to instructional research completed at USD.

scholarly journals Identifying the optimal course delivery platform in an undergraduate animal behavior research course1

2018 ◽  
Vol 2 (3) ◽  
pp. 311-318 ◽  
Author(s):  
Danielle M Arnold ◽  
Christopher J Mortensen ◽  
Andrew C Thoron ◽  
Jon K Miot ◽  
Emily K Miller-Cushon
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Animal Behavior ◽  
Course Delivery ◽  
Santa Fe ◽  
University Of Florida ◽  
Positive Effects ◽  
Delivery Platform ◽  
Student Grades ◽  
The University

Abstract There is a critical need to evaluate pedagogical delivery platforms best suited for undergraduates in the information age. Our goal was to identify the optimum course delivery platform for a basic research course based on student performance and critical thinking scores. Students were expected to plan, conduct, and report on an animal behavior research project of their own design. The course was taught in three different formats: traditional, online, and flipped, over 2 yr by the same instructor at both the University of Florida and Santa Fe College. Student assessments included weekly quizzes, assignments, a written report, a poster presentation, and attendance. We conducted pre- and postassessments using the Cornell Critical Thinking Test (CCTT). Students’ grades differed depending on format delivery and were also different between University of Florida and Santa Fe College students. For students at the University of Florida, quiz grades and poster grades did not differ (P < 0.50) between formats. However, assignment grades (P = 0.04) and report grades (P < 0.001) differed by format and were higher in the flipped and online-only version of the course, compared with traditional. For students at the Santa Fe College, quiz grades (P = 0.71) did not differ, but assignment (P < 0.001), report (P = 0.003), and poster (P < 0.001) grades were higher in the flipped and traditional format of the course. Within the flipped format at the University of Florida, student CCTT scores increased (P < 0.001) between pre- and posttest, whereas the scores within the other formats did not differ. When we compared the magnitude of change between pre- and posttest scores across formats, students at the University of Florida in the flipped format tended (P = 0.060) to have a greater gain than students in the online format. For students at Santa Fe College, there was no difference between pre- and posttest CCTT scores for any format, and the magnitude of change in scores did not differ between formats. Overall, our results suggest that teaching format influences student grades and critical thinking scores. Different effects were seen in different student populations; however, positive effects of the flipped format on student grades were seen at both institutions. In conclusion, flipped format courses may improve learning and critical thinking in an early research-based course.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

scholarly journals Using Data Mining for Improving Education of University Students – A Survey

2018 ◽  
Vol 6 (9) ◽  
pp. 78-83 ◽  
Author(s):  
K. P. S. D. Kumarapathirana
Keyword(s):  
Data Mining ◽  
Academic Success ◽  
Student Retention ◽  
Student Performance ◽  
Poor Performance ◽  
Academic Behavior ◽  
System Logs ◽  
Using Data ◽  
Visualization Techniques ◽  
The University

Data mining combines machine learning, statistical and visualization techniques to discover and extract knowledge. Student retention is an indicator of academic performance and enrolment management of the university. Poor student retention could reflect badly on the university. Universities are facing the immense and quick growth of the volume of educational data stored in different types of databases and system logs. Moreover, the academic success of students is another major issue for the management in all professional institutes. So the early prediction to improve the student performance through counseling and extra coaching will help the management to take timely action for decrease the percentage of poor performance by the students. Data mining can be used to find relationships and patterns that exist but are hidden among the vast amount of educational data. This survey conducts a literature survey to identify data mining technologies to monitor student, analyze student academic behavior and provide a basis for efficient intervention strategies. The results can be used to develop a decision support system and help the authorities to timely actions on weak students.

Using Team-Based Learning to Improve Learning and the Student Experience in a Mechanical Design Course

2010 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
H. F. Machiel Van der Loos ◽  
James Sibley
Keyword(s):  
Student Performance ◽  
Mechanical Design ◽  
University Teaching ◽  
Teaching Evaluations ◽  
University Of British Columbia ◽  
Team Based Learning ◽  
Mechanical Components ◽  
Multiple Choice Exam ◽  
Course Format ◽  
The University

In 2008, a design course on mechanical components (MECH 325) at the University of British Columbia was converted from a conventional lecture-based format to a team-based learning (TBL) format. The MECH 325 course is content-rich and covers the characteristics, uses, selection, and sizing of common mechanical components (including gears, flexible drives, bearings, and so on). With the shift in course format to TBL, student performance on exams as well as responses to teaching evaluations and course surveys all indicate an improvement in the students’ perception of the course and student learning. Specifically, performance on multiple choice exam questions from different years (remaining similar in both style and difficulty) increased by 17%. Likewise, on official University teaching evaluations over a five-year period, students rated the TBL version of the course as having a reduced workload, seeming less advanced, seeming more relevant, and being more interesting. On informal course surveys, 76% of students on average indicated they felt the various elements of TBL were effective towards the course aims. Finally, from instructor observations, the shift to TBL has resulted in increased student engagement and collaboration, and an increased emphasis on higher-level learning, such as application, synthesis, and judgment.

Virtual learning approach to biological engineering courses in Uruguay during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Camila Simoes ◽  
Parag Chatterjee ◽  
Lucía Paola Lemes ◽  
Andreína Tesis ◽  
Franco La Paz ◽  
...  
Keyword(s):  
Student Performance ◽  
Global Education ◽  
Course Design ◽  
Virtual Learning ◽  
Considerable Change ◽  
Biological Engineering ◽  
Transdisciplinary Approach ◽  
Content Type ◽  
The Republic ◽  
The University

PurposeIn times when digitized and blended learning paradigms are getting more profuse, the COVID-19 pandemic substantially changed the dynamics of this program, forcing all the courses to migrate to virtual modality. This study highlights the biological engineering courses at the University of the Republic (Universidad de la República) in Uruguay pertaining to the adaptations to virtual learning environments during the COVID-19 pandemic and analyzing its impact through the courses taught in the virtual setting.Design/methodology/approachGlobal education has seen a significant paradigm shift over the last few years, changing from a specialized approach to a broader transdisciplinary approach. Especially in life sciences, different fields of specializations have started to share a common space in the area of applied research and development. Based on this transdisciplinary approach, the Biological Engineering program was designed at the University of the Republic (Universidad de la República), Uruguay.FindingsThe new challenges posed by the virtual modality on the pedagogical areas like course design, teaching methodologies and evaluations and logistical aspects like laboratory-setting have sparked a considerable change in different aspects of the courses. However, despite the changes to virtual modality in this year, the student-performance showed an overall improvement compared to the last year.Originality/valueWith the changing direction of pedagogy and research in biological engineering across the world, it is quintessential to adapt university courses to the same, promoting an environment where the scientific and engineering disciplines merge and the learning methodologies lead to a dynamic and adaptive ubiquitous learning environment.

GAME-BASED LEARNING IN INTEGRATED DOMAINS WITH AN APPLICATION FOR STEAM CENTERS

2021 ◽  
Vol 12 (1) ◽  
pp. 209-214
Author(s):  
Stefani Paunova ◽  
◽  
Vilyana Doychevska ◽  
Valentin Yordanov ◽  
Stanimir Stoyanov ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Logic Programming ◽  
Programming Language ◽  
Research Program ◽  
Serious Games ◽  
Game Based Learning ◽  
Modeling Systems ◽  
National Research Program ◽  
Integrated Domains ◽  
The University

The article presents a game-based learning environment that is being deeloped as a component of the ATOS platform (the platform is an article described for the same conference). The proposed environment is an adaptation of a component for serious games, developed within two projects – the National Research Program „Intelligent Agriculture (2021-2024)“ and the university project „ViSCoD – environment for modeling systems for intelligent agriculture“. The opportunities for game-based learning in integrated domains (in this case intelligent agriculture – STEAM center) are demonstrated with a version of the well-known game „Twenty question game“, adapted for the Bulgarian flora. The system is fully implemented in the logic programming language Prolog and thus can also be used to teach students in the discipline „Artificial Intelligence“.

Sharing Our Narratives on Developing Our Practice in Online Music Pedagogy

2018 ◽  
pp. 244-262
Author(s):  
Carol Johnson ◽  
Virginia Christy Lamothe ◽  
Flávia Motoyama Narita ◽  
Imogen N. Clark ◽  
Joseph E. Mulholland ◽  
...  
Keyword(s):  
Institutional Support ◽  
Appropriate Technology ◽  
Future Research ◽  
Music Pedagogy ◽  
Entry Points ◽  
Online Music ◽  
Reflection In Action ◽  
Contexts Of Teaching ◽  
Reflection On Action ◽  
Teaching Music

This chapter begins with an introduction focused on the importance of instructor's reflection on his/her teaching practices and pedagogy through the theoretical lens of Schön's work on reflection-in-action and reflection-on-action. Five case narratives are presented that highlight instructors at different entry points into their experiences of teaching music online. The narratives outline significant learning processes that took place as instructors continued on their journey in teaching music online. The implications raised from the narratives identify the need for effective online learning systems for music, institutional support for instructors teaching music online, and a need for online music instructors to have resilience and adaptability when teaching music online. Additionally, the various contexts of teaching music online signals a need for future research in the areas of: active learning for online music courses, appropriate technology tools available with a LMS, and collaborative online music tasks for effective student learning outcomes.

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