Threaded Discussion

2020 ◽  
Vol 16 (1) ◽  
pp. 16-29 ◽  
Author(s):  
Michele T. Cole ◽  
Louis B. Swartz ◽  
Daniel J. Shelley
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Undergraduate Students ◽  
Threaded Discussions ◽  
Threaded Discussion ◽  
Study Results ◽  
Enrollment Status ◽  
Course Material ◽  
And Gender ◽  
Southwestern Pennsylvania

This article presents the results of two studies that focus on the role that threaded discussion plays in student learning. Over a period of three and one-half years, researchers conducted a series of surveys of graduate and undergraduate students at a private, nonprofit university in Southwestern Pennsylvania to determine how students viewed the value of threaded discussions in enhancing their ability to learn course material. Students were asked which types of threaded discussions they preferred; whether they found the threaded discussion to be a better tool for learning than a written assignment; and, which learning environment they felt was more conducive to learning, classroom or online. Results from the combined studies revealed some statistically significant differences based on enrollment status and gender. Upon comparing study results, researchers found statistically significant differences with regard to a preference for classroom versus online instruction and the usefulness of threaded discussions to learning.

The Influence of Undergraduate Students’ Academic Involvement and Learning Environment on Learning Outcomes

2014 ◽  
Vol 2 (2) ◽  
pp. 265-288 ◽  
Author(s):  
Genshu Lu ◽  
Wenjing Hu ◽  
Zhengxia Peng ◽  
Hui Kang
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning And Development ◽  
Academic Involvement ◽  
Study Results ◽  
Undergraduate Experience ◽  
Environment Factor ◽  
Experience Survey

AbstractThis study explores the influence of learning environment factor and academic involvement factor on students’ learning outcomes. The sample includes 3,946 undergraduates in Xi’an Jiaotong University. The variables about learning environment, academic involvement and learning outcomes are constructed in terms of the questionnaire “Xi’an Jiaotong University Undergraduate Experience Survey”. The study results indicate that learning environment and academic involvement significantly influence students’ learning outcomes. Meanwhile, the practical and policy significance of this study results in promoting students’ learning and development is also discussed.

scholarly journals Utilization of Metabolomics to Teach Undergraduate Students Nutritional Metabolism (P07-006-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Michael La Frano ◽  
Samir Amin ◽  
Rob Fanter
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Metabolic Pathway ◽  
Biological Fluids ◽  
Journal Article ◽  
Student Interest ◽  
Nutrient Metabolism ◽  
Blood Draw ◽  
Study Results ◽  
Improving Student Learning

Abstract Objectives Metabolomics, the comprehensive study of metabolites in biological fluids and tissues, offers the ability to observe metabolic changes in a more comprehensive context to identify metabolites altered by intervention. Traditionally, nutritional metabolism has been taught using book and journal article information. Due to the emergence of metabolomics research on University campuses, an opportunity exists to utilize this tool for the purpose of educating students. The objective of this study was to assess the feasibility and effectiveness of involving students in a feeding research study using metabolomics analyses for the purpose of improving student learning of nutritional metabolism. Methods The study consisted of two groups (n = 19/group) of nutrient metabolism students: (1) 12 hr fasting blood draw; (2) 2 hr postprandial blood draw following a breakfast meal. Plasma samples were analyzed using LC-MS targeted assays for primary metabolomics, aminomics, and lipidomics. Pre- and post-course questionnaires were completed by students in order to assess the educational interest and effectiveness of the activity. Results The feeding intervention, sample and data analysis were completed within the first 4 wk of the academic quarter. A total of 221 metabolites were identified in the plasma. Altered metabolites included sugars, energetic pathway intermediates, triglycerides, bile acids, amino acids and acylcarnitines. Results were periodically presented in lecture and discussed using interactive group activities throughout the duration of the academic quarter immediately following review of related principle concepts of carbohydrate, protein, and lipid metabolism. Course exams included essay questions requiring explanation of the potential metabolic pathway alterations connected to observed study results. An assigned project required inclusion of study results within an integrated metabolic pathway map. Student questionnaires indicated there was an increase in knowledge, in addition to an increased interest in research (P < 0.05). Conclusions The inclusion of metabolomics in University courses may increase student interest and effectively improve student learning of nutritional metabolism and research. Future studies are needed to test this concept for use in other courses. Funding Sources California Polytechnic State University, San Luis Obispo Food Science and Nutrition Department.

A COMPARATIVE STUDY OF STUDENTS’ PREFERENCES FOR LEARNING ENVIRONMENT ON THE BASIS OF SCHOOL TYPES.

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Megha D’souza ◽  
Shefali Pandya
Keyword(s):  
Learning Environment ◽  
Comparative Study ◽  
Growth And Development ◽  
T Test ◽  
Dominance Test ◽  
Environment Scale ◽  
And Gender ◽  
Descriptive Method

Education is a potent force in developing a child into skilled, effective, productive and law-abiding citizen. It is therefore imperative that the environment for the education of the child is conducive and congenial for his growth and development. The aim of the study was to compare students’ preferences for learning environment on the basis of School Types. The study adopted the descriptive method of the Casual – Comparative type. The sample comprised of 574 standard VIII English medium students from schools. The tools used for the study were Preferred Learning Environment Scale by Fraser (1996) and Hemisphericity Dominance Test by Venkataraman. ANOVA and ‘t’ test was used to compare students’ preference for learning environment on the basis of hemisphericity and gender respectively. The findings are discussed in detail in the paper.

scholarly journals Investigating Relationships Between Learning Environment Perceptions, Motivation and Self-Regulation for Female Science Students in Abu Dhabi, United Arab Emirates

2021 ◽  
Author(s):  
Jill M Aldridge ◽  
Kate Rowntree
Keyword(s):  
Learning Environment ◽  
United Arab Emirates ◽  
Structural Equation ◽  
Science Classroom ◽  
Self Regulation ◽  
Female Students ◽  
Abu Dhabi ◽  
Government Schools ◽  
Psychosocial Learning Environment ◽  
And Gender

AbstractThe global lack of student motivation towards learning science and gender imbalance in STEM careers provided the impetus for this study, which had two key aims: (1) to examine the influence of female students’ perceptions of the psychosocial learning environment on their motivation towards and self-regulation in science learning,; and (2) to investigate the influence of their reported motivation on their self-regulation of effort. Data were collected from 338 female students in grades 6 to 9 science classes across 16 government schools in Abu Dhabi, in the United Arab Emirates. Structural equation modelling was used to explore the hypothesised relationships, which indicated that there were statistically significant relationships between learning environment perceptions, motivation and self-regulation. The results provide exigent information to both teachers, policy-makers and researchers with regard to the influences of the psychosocial learning environment on female students’ motivation towards science, as well as the influence of motivation towards science on their self-regulatory behaviour within science classroom settings.

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