Students' Perceptions About the Impact of Using Padlet on Class Engagement

2019 ◽  
Vol 9 (4) ◽  
pp. 72-89
Author(s):  
Nahla Helmy Nadeem
Keyword(s):  
Student Engagement ◽  
Assessment Tool ◽  
Cognitive Engagement ◽  
Female Students ◽  
Written Feedback ◽  
Personal Interview ◽  
Student Collaboration ◽  
Positive Assessment ◽  
Major Shortcoming ◽  
The Impact

Student engagement is a multidimensional construct that includes four distinct, though interrelated, aspects: behavioral, emotional, agentive, and cognitive engagement. The present study investigates students' perceptions about the impact of Padlet as a learning and assessment tool on the four aspects of class engagement. Padlet is a virtual wall that allows students to interact and contribute to class discussions and at the same time provides teachers with feedback on the learning process. The exploratory study was conducted on 27 female students in a 3-credit sociolinguistics course in which Padlet was used as a learning and assessment tool. At the end of the course, a survey and a personal interview were used to get students' feedback on the effectiveness of Padlet through addressing various aspects of their perceived engagement. The results showed that using Padlet enhanced student engagement, fostered active learning and offered positive assessment experiences. Its perceived effectiveness was mainly due to Padlet features that supported student collaboration, promoted students' agency and helped in creating a positive learning atmosphere. Its major shortcoming as an assessment tool was the lack of written feedback to students. However, teachers could use a combination of online and written assessments to compensate for this shortcoming.

Students' Perceptions About the Impact of Using Padlet on Class Engagement

2021 ◽  
pp. 1919-1939
Author(s):  
Nahla Helmy Nadeem
Keyword(s):  
Student Engagement ◽  
Exploratory Study ◽  
Assessment Tool ◽  
Written Feedback ◽  
Perceived Effectiveness ◽  
Student Collaboration ◽  
Multidimensional Construct ◽  
Positive Assessment ◽  
Major Shortcoming ◽  
The Impact

Student engagement is a multidimensional construct that includes four distinct, though interrelated, aspects: behavioral, emotional, agentive, and cognitive engagement. The present study investigates students' perceptions about the impact of Padlet as a learning and assessment tool on the four aspects of class engagement. Padlet is a virtual wall that allows students to interact and contribute to class discussions and at the same time provides teachers with feedback on the learning process. The exploratory study was conducted on 27 female students in a 3-credit sociolinguistics course in which Padlet was used as a learning and assessment tool. At the end of the course, a survey and a personal interview were used to get students' feedback on the effectiveness of Padlet through addressing various aspects of their perceived engagement. The results showed that using Padlet enhanced student engagement, fostered active learning and offered positive assessment experiences. Its perceived effectiveness was mainly due to Padlet features that supported student collaboration, promoted students' agency and helped in creating a positive learning atmosphere. Its major shortcoming as an assessment tool was the lack of written feedback to students. However, teachers could use a combination of online and written assessments to compensate for this shortcoming.

scholarly journals Development of a Rapid Risk and Impact Assessment Tool to Enhance Response to Environmental Emergencies in the Early Stages of a Disaster: A Tool Developed by the European Multiple Environmental Threats Emergency NETwork (EMETNET) Project

2021 ◽  
Author(s):  
Emma-Jane Goode ◽  
Eirian Thomas ◽  
Owen Landeg ◽  
Raquel Duarte-Davidson ◽  
Lisbeth Hall ◽  
...  
Keyword(s):  
Public Health ◽  
Impact Assessment ◽  
Assessment Tool ◽  
The European Union ◽  
Protection Mechanism ◽  
Environmental Threats ◽  
Environmental Disasters ◽  
Early Stages ◽  
Potential Risks ◽  
The Impact

AbstractEvery year, numerous environmental disasters and emergencies occur across the globe with far-reaching impacts on human health and the environment. The ability to rapidly assess an environmental emergency to mitigate potential risks and impacts is paramount. However, collating the necessary evidence in the early stages of an emergency to conduct a robust risk assessment is a major challenge. This article presents a methodology developed to help assess the risks and impacts during the early stages of such incidents, primarily to support the European Union Civil Protection Mechanism but also the wider global community in the response to environmental emergencies. An online rapid risk and impact assessment tool has also been developed to promote enhanced collaboration between experts who are working remotely, considering the impact of a disaster on the environment and public health in the short, medium, and long terms. The methodology developed can support the appropriate selection of experts and assets to be deployed to affected regions to ensure that potential public health and environmental risks and impacts are mitigated whenever possible. This methodology will aid defensible decision making, communication, planning, and risk management, and presents a harmonized understanding of the associated impacts of an environmental emergency.

scholarly journals The Role of Digital Maturity Assessment in Technology Interventions with Industrial Internet Playground

Electronics ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 1134
Author(s):  
Annabeth Aagaard ◽  
Mirko Presser ◽  
Tom Collins ◽  
Michail Beliatis ◽  
Anita Krogsøe Skou ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Digital Transformation ◽  
Assessment Tools ◽  
Manufacturing Companies ◽  
Digital Interventions ◽  
Maturity Assessment ◽  
Industrial Internet ◽  
Digital Development ◽  
Key Dimensions ◽  
The Impact

The use of digital technologies such as Internet of Things and advanced data analytics are central in digitally transforming manufacturing companies towards Industry 4.0. Success cases are frequently reported, and there is clear evidence of technology interventions conducted by industry. However, measuring the impact and effect of such interventions on digital maturity and on the organizational adoption can be challenging. Therefore, the research aim of this paper is to explore how the combination of the different methods of Industrial Internet Playground (IIP) pilots, Shadow Infrastructure (SI) and digital maturity assessment can assist in conducting and documenting the technical, as well as organisational, impact of digital interventions. Through an elaborate literature review of existing digital maturity assessment tools and key dimensions in digital transformation, we have developed a digital maturity assessment tool (DMAT), which is presented and applied in the paper to identify digital development areas and to evaluate and document the effects of digital interventions. Thus, the paper contributes with new knowledge of how the IIP pilot and SI combined with digital maturity assessment can support effective, transparent and documented digital transformation throughout an organisation, as explored through theory and a practice case.

scholarly journals Application of SWAT in Hydrological Simulation of Complex Mountainous River Basin (Part II: Climate Change Impact Assessment)

Water ◽  
2021 ◽  
Vol 13 (11) ◽  
pp. 1548
Author(s):  
Suresh Marahatta ◽  
Deepak Aryal ◽  
Laxmi Prasad Devkota ◽  
Utsav Bhattarai ◽  
Dibesh Shrestha
Keyword(s):  
Climate Change ◽  
River Basin ◽  
Climate Models ◽  
Assessment Tool ◽  
Swat Model ◽  
Global Climate Models ◽  
Climate Data ◽  
The Future ◽  
The Impact ◽  
Mountainous River

This study aims at analysing the impact of climate change (CC) on the river hydrology of a complex mountainous river basin—the Budhigandaki River Basin (BRB)—using the Soil and Water Assessment Tool (SWAT) hydrological model that was calibrated and validated in Part I of this research. A relatively new approach of selecting global climate models (GCMs) for each of the two selected RCPs, 4.5 (stabilization scenario) and 8.5 (high emission scenario), representing four extreme cases (warm-wet, cold-wet, warm-dry, and cold-dry conditions), was applied. Future climate data was bias corrected using a quantile mapping method. The bias-corrected GCM data were forced into the SWAT model one at a time to simulate the future flows of BRB for three 30-year time windows: Immediate Future (2021–2050), Mid Future (2046–2075), and Far Future (2070–2099). The projected flows were compared with the corresponding monthly, seasonal, annual, and fractional differences of extreme flows of the simulated baseline period (1983–2012). The results showed that future long-term average annual flows are expected to increase in all climatic conditions for both RCPs compared to the baseline. The range of predicted changes in future monthly, seasonal, and annual flows shows high uncertainty. The comparative frequency analysis of the annual one-day-maximum and -minimum flows shows increased high flows and decreased low flows in the future. These results imply the necessity for design modifications in hydraulic structures as well as the preference of storage over run-of-river water resources development projects in the study basin from the perspective of climate resilience.

scholarly journals Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

2021 ◽  
Author(s):  
Kathleen R. Brazeal ◽  
Tanya L. Brown ◽  
Brian A. Couch
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Learning Preferences ◽  
Formative Assessments ◽  
Student Experiences ◽  
Future Research ◽  
Structured Interviews ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

scholarly journals The Influence of Video Format on Engagement and Performance in Online Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 128
Author(s):  
Sergej Lackmann ◽  
Pierre-Majorique Léger ◽  
Patrick Charland ◽  
Caroline Aubé ◽  
Jean Talbot
Keyword(s):  
Student Performance ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Emotional States ◽  
Lecture Capture ◽  
Improved Performance ◽  
And Performance ◽  
Subject Experiment ◽  
The Impact ◽  
Video Format

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

scholarly journals The Impact of Vegan Diet in the Prevention and Treatment of Type 2 Diabetes: A Systematic Review

Nutrients ◽  
2021 ◽  
Vol 13 (6) ◽  
pp. 2123
Author(s):  
Daniela Pollakova ◽  
Aikaterini Andreadi ◽  
Francesca Pacifici ◽  
David Della-Morte ◽  
Davide Lauro ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Assessment Tool ◽  
Vegan Diet ◽  
Cochrane Library ◽  
Diabetic Patients ◽  
Cross Sectional ◽  
Observational Cohort ◽  
Meta Analyses ◽  
The Impact

A protective effect of vegan diets on health outcomes has been observed in previous studies, but its impact on diabetes is still debated. The aim of this review is to assess the relationship between vegan diets and the risk for type 2 diabetes (T2D) along with its effect on glycemic control and diabetes-related complications. In accordance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta–Analyses) guidelines, Pubmed and Cochrane library databases were systematically searched for all relevant studies. Seven observational and eight randomized controlled (RCTs) studies were included. The methodological quality of studies was assessed using the National Institutes of Health quality assessment tool for observational cohort and cross-sectional studies and the Cochrane Risk of Bias Tool for RCTs. We found that a vegan diet is associated with lower T2D prevalence or incidence and in T2D patients decreases high glucose values and improves glucose homeostasis, as reported from the majority of included studies. This approach seems to be comparable to other recommended healthful eating models, but as it may have potential adverse effects associated with the long-term exclusion of some nutrients, appropriate nutritional planning and surveillance are recommended, particularly in specific groups of diabetic patients such as frail elderly, adolescents, and pregnant or breastfeeding women.

scholarly journals Emotional Intelligence Differences between the Normal, the Blind and the Deaf in Adolescence in a Jordanian Sample

2015 ◽  
Vol 7 (2) ◽  
pp. 392
Author(s):  
Feryal Shnekat
Keyword(s):  
Emotional Intelligence ◽  
Female Students ◽  
Intelligence Scale ◽  
Male And Female ◽  
Intelligence Level ◽  
The Impact

<p>This study aimed to identify the Emotional intelligence differences between the normal, the<br />blind and the deaf in a Jordanian sample, in addition to the impact of the gender and type of<br />disability on the level of the emotional intelligence. The sample of the study consisted of 150<br />male and female students who are normal, deaf and blind in the adolescence. The researcher<br />collected data using Bar-On Emotional intelligence scale which is developed by Alia<br />Al-Oweidi and it is consisted of 60items distributed into six domains. Results showed the<br />highest mean of emotional intelligence level was for the normal students, the deaf and the<br />blind respectively. The results also showed that there were statistical significant differences<br />attributed to the type of the disability variable but there were no statistical significant<br />differences attributed to the gender variable.</p>

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