scholarly journals Successfully planning and implementing peer-to-peer lecture films – “Making it work”

2018 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Teaching Method ◽  
Peer To Peer ◽  
First Year ◽  
Carbon Phase ◽  
Final Exam ◽  
First Year Students ◽  
Inverted Classroom ◽  
Contact Hours ◽  
General Phase ◽  
Lecture Videos

Since summer 2015 lecture videos are implemented in “inverted classroom” teaching scenarios to teach material science to first year students studying mechanical and automotive engineering at HTW Berlin. Lecture videos so far cover subjects such as material testing, corrosion, composites, defects in crystals, hardening mechanisms and materials families. These videos were initially inspired by students. Each semester a set of lecture videos is conducted during a one term semester project supervised by lecturers and film experts (peer-to-peer approach). The peer-to-peer approach is an important aspect because students` needs and their perspective on teaching material is directly included in the videos. Recordings of lectures were also successfully implemented teaching general phase diagrams and the iron-carbon-phase diagram. Both, lecture films and recordings of lectures were used to study themes after class, prepare for classes (inverted classroom scenarios) and the final exam. Students are familiar with videos as learning source, enjoyed to work independently and not only according to contact hours and were generally more active and better prepared during class resulting in better grades. The teaching method “inverted classroom” and class results directly relate to the quality of the video material. Practice examples introduce the teaching method and evaluation of both, videos and teaching method.

scholarly journals Successfully planning and implementing peer-to-peer lecture films – “Making of”

2018 ◽  
Author(s):  
Anja Pfennig ◽  
Jörg Maier-Rothe
Keyword(s):  
Learning Outcomes ◽  
Peer To Peer ◽  
Classroom Teaching ◽  
First Year ◽  
Learning Material ◽  
First Year Students ◽  
Inverted Classroom ◽  
Face To Face ◽  
Learning Scenarios ◽  
Lecture Videos

Videos implemented in higher education are widely used by students and provide an audio and visual stimulus covering different learning methodologies. Lecture videos that are analogous to the desired learning outcomes of the lecture are considered a reinforcement. These videos covering scientific background on short sequences need to be of a certain standard to gain students` interest and become a fully accepted learning material. Since summer 2015 lecture videos are implemented in “inverted classroom” teaching scenarios to teach material science to first year students studying mechanical and automotive engineering at HTW Berlin. These videos were initially inspired by students resulting in the conduction of a set of lecture videos during a one term semester project each semester. The “making-of” is supervised by lecturers and film experts (peer-to-peer approach). The peer-to-peer approach is an important aspect because students` needs and their perspective on teaching material is included directly in the videos. Because we were asked many times: what does it take to prepare successful peer-to-peer lecture films this paper practically contributes to those who are thinking about producing lecture videos and implementing these in face-to-face lectures or online/blended learning scenarios.

scholarly journals The Effectiveness of Peer-to-Peer Lecture Films in Inverted Classroom Teaching Scenarios

2020 ◽  
Vol 10 (3) ◽  
pp. 229-234
Author(s):  
Anja Pfennig ◽  
Keyword(s):  
Flipped Classroom ◽  
Engineering Students ◽  
Teaching Method ◽  
Learning Experience ◽  
Work Load ◽  
Theoretical Background ◽  
Peer To Peer ◽  
Video Production ◽  
First Year ◽  
Inverted Classroom

At HTW Berlin, Germany first year mechanical engineering students are taught material science as one of the fundamental courses with high work load in a blended learning environment with flipped classroom elements. Therefore peer-to-peer lecture films were established as source of theoretical background knowledge provided for self-study periods. Because the teaching method “inverted classroom” and class results directly relate to the quality of the video material one of the columns of lecture video production is the involvement of students in the lecture film production. First year students directly benefit from their fellow student learning experience, needs and perspective on teaching material. From the lecturers perspective students were generally more active and better prepared during class resulting in better grades. Practice examples introduce and evaluate both, the teaching method and videos.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals The clinical seminar as a learning methodology: an evaluation of nursing students' views

2012 ◽  
Vol 25 (3) ◽  
pp. 441-447 ◽  
Author(s):  
José Granero-Molina ◽  
Cayetano Fernández-Sola ◽  
Castro-Sánchez Adelaida María ◽  
Francisca Rosa Jiménez-López ◽  
Gabriel Aguilera-Manrique ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Interpersonal Relationships ◽  
Teaching Method ◽  
Opportunity To Learn ◽  
First Year ◽  
First Year Students ◽  
Clinical Practicum ◽  
Practice Gap ◽  
Theory Practice Gap

OBJECTIVE: To explore students' assessments of the clinical seminar as a complementary teaching method to the clinical practicum experience. METHODS: This was a qualitative study based on the hermeneutic phenomenology of Gadamer. Twenty-three open-ended interviews were conducted from among the 132 first-year students who attended an initial clinical practicum. We performed a qualitative analysis of the data using ATLAS.ti software. RESULTS: The students agreed that the clinical seminar gave them the opportunity to learn about procedures, nursing care and interpersonal relationships. They also found it very helpful when they encountered challenging stressful situations as they performed their practice, and believed it allowed them to make a connection between the theory in the classroom and the clinical practice. CONCLUSIONS: These seminars can contribute to reducing levels of stress during clinical practice. They can also help students obtain significant learning from their fellows and reduce the theory-practice gap.

scholarly journals Utilising computer based learning to complement class teaching of gross anatomy

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Rudi Klein ◽  
Puspha Sinnayah ◽  
Kate Kelly ◽  
Maxwell Winchester ◽  
Gayathri Rajaraman ◽  
...  
Keyword(s):  
Teaching Method ◽  
Gross Anatomy ◽  
Learning Activity ◽  
First Year ◽  
Positive Contribution ◽  
Block Model ◽  
First Year Students ◽  
Student Centered ◽  
Computer Based Learning ◽  
Teaching Context

This study examines the use of three computer programs designed for the study of gross anatomy; An@tomedia Online, AnatomyTV, and Thieme, as in-class learning support programs within the newly adopted “Block model” of teaching delivery at Victoria University. Victoria University is the first and only Australian university to have introduced a block model of education. With the introduction of ‘The Block Teaching Model’ the focus of the use of in-class time towards meaningful and active learning has become paramount. We used these programs as in-class student-centered inquiry based learning activity. The aim of this research was to investigate how the use of these programs impact on student engagement and student experience in their study of gross anatomy which is now offered in a time-compressed block teaching method. An opinion-based survey using the Qualtrics software was conducted at the end of each anatomy unit teaching block of semester 1 in 2019. The survey was distributed to all students enrolled in the unit. Results indicate that all programs used were viewed as making a positive contribution to student learning. The use of An@tomedia Online was particularly helpful in assisting first-year students studying gross anatomy with the interpretation of laboratory-based prosected cadaveric material within the new teaching context.

scholarly journals MEASURING THE IMPACT OF STUDENT LED TUTORIALS ON FIRST YEAR STUDENTS' LEARNING OUTCOMES

2015 ◽  
Author(s):  
Sohad Kadhum ◽  
Brad Buckham ◽  
Ben Nadler
Keyword(s):  
Student Assessment ◽  
Three Dimensional ◽  
First Year ◽  
First Year Students ◽  
Student Groups ◽  
Solution Strategies ◽  
Contact Hours ◽  
Choice Testing ◽  
The Impact ◽  
To Receive

ENGR 141: Engineering Mechanics is afoundational course in the UVic Engineering Faculty thatserves all of the engineering degree programs:biomedical, civil, mechanical, electrical, computer andsoftware. Between the 2013 and 2014 offerings of thecourse, the ENGR 141 population grew dramatically, bywell over 50%, necessitating changes in the coursestructure and methods of student assessment. In additionto addressing logistical challenges, the changes weredesigned to develop the students’ confidence in theirability to wield fundamental mechanical principlesindependently and in peer-to-peer working environments.This was done by repurposing the tutorial sections of thecourse to create student driven exploration, analysis andsolution of complex three dimensional mechanicsproblems.A series of 22 problems lying outside the domain of theassignment problem sets were addressed-two in eachweek of the tutorials. The assignments and midtermsproblems were constructed so that the impact of tutorialwork on students mastery of the course Intended LearningOutcomes could be extracted.Under the new tutorial format, instructors monitoredgroup dynamics, helped troubleshoot and providedencouragement. Presentation of solution strategies weremade by select student groups each week. The currentwork describes the motivation for the changes made,observations made at implementation and somepreliminary results from analyses of the impact of the newcourse structure on student mastery of the course learningoutcomes. Important conclusions are that the student-ledtutorials should be accompanied with additionalinstructor contact hours that provide opportunity forstudents to receive tutelage on a one-to-one basis andthat individual testing should stress the procedures andtools emphasized in the tutorials.In addition, students found that assessments madethrough multiple choice testing contradicted values andprinciples being stressed in the tutorial and seminarsessions.

Improving Students' Exam Performance by Introducing Study Strategies and Goal Setting

2002 ◽  
Vol 29 (2) ◽  
pp. 115-119 ◽  
Author(s):  
Victoria Manion Fleming
Keyword(s):  
Learning Strategies ◽  
Goal Setting ◽  
Study Strategies ◽  
Introductory Psychology ◽  
Learning Goals ◽  
Exam Performance ◽  
First Year ◽  
Final Exam ◽  
First Year Students ◽  
Experimental Section

This study addresses whether learning strategies would improve students' exam performance. Students in 2 sections (N = 65) of Introductory Psychology participated. I introduced students in the experimental section to learning strategies. Students set individual learning goals and recorded their learning related behavior during the first 2 units. Students in the control condition engaged in nonacademic tasks. All students experienced a lesson on learning at the end of Unit 2. First-year students in the control condition obtained significantly lower scores than all other students on the first 2 exams. On the 3rd exam, differences were not significant. On the final exam, the original pattern reemerged.

scholarly journals Lessons learnt – The role of peer-to-peer lecture films in a first year material science laboratory course

2020 ◽  
Author(s):  
Anja Pfennig
Keyword(s):  
Material Science ◽  
Peer To Peer ◽  
Basic Knowledge ◽  
Initial Increase ◽  
First Year ◽  
Materials Testing ◽  
Laboratory Equipment ◽  
First Year Students ◽  
Online Lectures ◽  
Part Time

At HTW Berlin material science is taught to first year students in combination with laboratory exercises on materials testing. Still, basic knowledge upon theory is necessary to work practically during lab sessions. Therefore homework reading is assigned and additionally lecture films guide students through the laboratory routine prior to class. Initially inspired by students these lecture films were conducted during a one term student semester project according to the peer-to-peer approach supervised by lecturers and film experts. Since establishing the lecture films in summer semester 2015 time consuming explanations were redundant and the students were prepared better gaining more knowledge during practical work than those who did not have access to the films. After watching the introductory films download activities increased and online lectures were prepared carefully. However, the initial increase in final test results is not valid taken into account all grades from 2015 up to now. Still, even if the academic output is not better with our without the implementation of lecture films, the better handling of laboratory equipment and the more smoothly running lab courses account for at least a part time success.

Vendikennsla bætir árangur nemenda á lokaprófi í fyrsta árs verkfræðinámskeiði

2019 ◽  
Vol 25 ◽  
pp. 21-37
Author(s):  
Guðmundur V. Oddsson ◽  
Rúnar Unnþórsson
Keyword(s):  
Student Satisfaction ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Evaluation ◽  
First Year ◽  
Traditional Teaching ◽  
Final Exam

The aim of this study was to evaluate what is needed to improve students' understanding of the material taught in a first-year engineering course. Two flipped classroom methods were compared to traditional teaching method – based on lectures. The comparison was based on the students' achievements in the written final exam and student satisfaction with the course based on the annual teaching evaluation. The flipped classroom took place in 2015 and 2016, and the results were compared with a baseline for 10-year traditional teaching set in another study.

scholarly journals Opportunities for improvement of graphical education in distance learning using learning game

2015 ◽  
Vol 4 ◽  
pp. 415
Author(s):  
Ieva Jurāne ◽  
Inta Znotiņa ◽  
Austris Mackus ◽  
Andris Snipkis
Keyword(s):  
Computer Game ◽  
Positive Influence ◽  
First Year ◽  
First Year Students ◽  
Tertiary Institutions ◽  
Learning Game ◽  
Technical Drawing ◽  
Entrance Level ◽  
Contact Hours ◽  
Graphical Education

<p><em>Novaday's situation in the graphical education is the same all over the world. Small number of contact hours and very different entrance level of the first year students at tertiary institutions. To improve the situation the computer game for the training of the basic skills in technical drawing is created and verified. 120 first year students of civil engineering speciality were involved and 50 of them played the game at home on an optional basis, but other students did not. All the students completed the graphical test after three weeks and results were compared. The number of mistakes was higher for the students who did not play the game. The average mark was higher for the students who played the game. The results of the experiment showed positive influence on learning results and attitude. The paper is recommended to the persons who work in the field of graphical education and create the technical educational aids for this aim. Paper is recommended for all interested people as well.</em></p>

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