Teaching Design Thinking in times of COVID-19: an online learning experience

Due to the COVID-19 pandemic, in March 2020, the Innovation Management & Design Thinking course at NOVA IMS suddenly transitioned to a 100% online setting after only two presential classes, requiring adaptations to the learning experience, course materials and class dynamics. There were concerns that the learning experience would suffer and if it would be possible to promote empathy in an online environment. This study evaluates the impact of this disruption on the learning experience, student performance and engagement by comparing the final grades, applying two surveys and conducting in-depth interviews. Our results show that instead of a contingency situation, it turned out to be a transformative experience. Learning performance and engagement were not meaningfully affected, as students were just as able to commit to their innovation projects and produce quality outcomes. We propose that blended learning experiences will leverage the best of both online and presential worlds in the future after COVID-19 and offer specific suggestions drawn from the collected data. The results are valuable for lecturers – from any course – who want to improve their learning experience in the new reality after the COVID-19 pandemic.

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The Impact of Multimedia in Course Design on Students’ Performance and Online Learning Experience: A Pilot Study of an Introductory Educational Computing Course

Online Learning ◽

10.24059/olj.v24i3.2069 ◽

2020 ◽

Vol 24 (3) ◽

Author(s):

Torria Davis ◽

Thomas V. Frederick

Keyword(s):

Online Learning ◽

Student Performance ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Educational Computing ◽

Performance Gap ◽

Quality Matters ◽

Internal Review ◽

The Impact

The creation of multimedia assets for online courses is a time intensive endeavor. Faculty have limited access to instructional designers for this and other course design functions. This study sought to determine if multimedia use in course design contributes positively to student performance or their perception of the online learning experience, after controlling for faculty course design expertise. Students totaling 142 were enrolled in an Introductory Educational Computing Course between 2016 and 2018 designed according to Quality Matters standards based on an informal internal review as well as a course designed according to instructor preferences. Eighty-four students, who participated in the courses designed according to Quality Matters standards based on an informal internal review were surveyed about their perceptions. While it may be of no surprise that multimedia use did not impact student performance directly, based on end-of-point course totals, it did positively influence student perceptions of the online learning experience. A performance gap between ethnicities in this study was not observed, as evidence through end-of-course total points. This may be salient given the prevalence of such performance gaps in most educational settings. Course policies and instructional strategies perceived by students as helpful may be one contributing factor to this lack of performance gap. Furthermore, the use of multimedia in course design was found to reduce cognitive load, as shown by the amount of time spent inside the learning management system. What this means for multimedia use in course design and the student online learning experience concludes this paper.

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Strategies for Student Evaluation in The Online Context

Studia Universitatis Babeș-Bolyai Informatica ◽

10.24193/subbi.2021.2.06 ◽

2021 ◽

Vol 66 (2) ◽

pp. 79

Author(s):

S.-M. Avram

Keyword(s):

Online Education ◽

Student Performance ◽

Student Evaluation ◽

Formal Concept ◽

Performance Guarantees ◽

Final Exams ◽

E Learning ◽

Online Setting ◽

Performance Results ◽

The Impact

In this paper we conducted an investigation on the performance of the students during the second semester of the academic year 2020-2021. We looked at the performance results obtained by students on the laboratory work, practical and final exams while we were forced by the Covid pandemic to move entirely into an online education system. Our focus was to determine the impact of a consistent behaviour (or lack of it) on the final student performance. We determined that, even in an online setting, a good involvement (in terms of attendance and good performance) guarantees good final results. The investigations were performed using the Formal Concept Analysis, which is a very powerful instrument already used by us in previous research in order to detect student behaviour in using an e-learning portal. Another set of results showed that the change of the final mark computation formula to be based in a higher proportion on the lab work was closer to the actual overall performance of students

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"An Investigation Of The İmpact Of Green Supply Chain Practices On Green Performance: Case Of Gauteng Province.".

11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES - Global Conference on Business and Social Sciences Proceeding ◽

10.35609/gcbssproceeding.2020.11(168) ◽

2020 ◽

Vol 11 (1) ◽

pp. 168-168

Author(s):

Chriss N Mangoukou Ngouapegne

Keyword(s):

Higher Education ◽

South Africa ◽

High School ◽

Student Satisfaction ◽

Student Performance ◽

Learning Experience ◽

Developed Countries ◽

Global Knowledge ◽

Related Factors ◽

The Impact

Worldwide, higher education is considered as a driver of economic, social and the political changes driving global knowledge (Ngoma, Ntale & Abaho 2017). Besides the increase access to education, the quality of graduate reflected by their academic performance is worrying (Ridzuan, Yunus, Abdullah, Bakar, Azlan & Ramlan 2018). Paloș, Maricuţoiu and Coste (2019), noticed that a large number of enrolled student graduates with poor grades or fail to graduate. In an attempt to retain and capture market share with the increase in study options, higher education all over the world are constantly struggling to provide a distinctive learning experience necessary to improve their students' performance (McGillicuddy & McGloin 2018). Considering the increasingly competitive and dynamic education environment, higher education can no longer ignore the needs and factors required to enhance student performance. Poor student performance in higher education institution has been a major source of concern for decision makers in the educational sector. Lai (2015), posits that the poor student performance can be attributed to the student-related factors such as attendance classes, score in high school, competence in quantitative subject and preparation to exam or tests. Moreover, Glew, Ramjan, Salas, Raper Creed and Salamonson (2019) state that poor attitude to the subject, lack of innovative teaching techniques, inadequate materials and inadequate funding to support the students negatively impact the performance of student. In addition, most prior research on performance has been done at high school or colleges, rather than at university level (Organisation for Economic Co-operation and Development (OECD) 2017). While, studies on student performance in developed countries are well documented, little attention has been dedicated in less developed countries such as South Africa (Ngoma et al., 2017). Given the difference between culture in developed and less developed counties, this study focused on investigating the antecedents of student performance in South Africa. Keywords: Student royalty, student satisfaction, student motivation, student performance

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Does culture or self-directed learning drive online performance?

International Journal of Educational Management ◽

10.1108/ijem-06-2020-0327 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Qian Wang ◽

Chang Xiong ◽

Jiajun Liu

Keyword(s):

College Students ◽

Student Performance ◽

Learning Experience ◽

Cultural Orientation ◽

Self Directed Learning ◽

Scoring Method ◽

Content Type ◽

Team Members ◽

Directed Learning ◽

The Impact

PurposeThe foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online performance of college students. It investigates how college students pursue SDL while maintaining a collectivist cultural orientation in their learning experience. It explains why students prefer SDL to learning constrained by an externally enforced discipline.Design/methodology/approachThe explanatory sequential mixed-method design uses a quantitative method, followed by qualitative enquiry. The research was conducted in an undergraduate non-credit online course in China.FindingsThe findings show that cultural orientation has no impact on students' online performance, while SDL abilities are positively related to it. When fully mediated by SDL, a horizontal-collectivist culture has a positive effect on students' online performance.Research limitations/implicationsData were collected in a non-credit online college course, where the final assessment used a peer-rating approach and team members shared the same final score. This scoring method may not fully reflect each student's online performance.Practical implicationsThe findings suggest that, when considering cultural influence on student performance, researchers should consider learning contexts, including educational level and learning mode. This study validates that colleges should focus on ability and skill development that enhance internal motivation to improve students' online performance, rather than focussing on their beliefs.Originality/valueThis paper introduces evidence to support the impact of culture on college students' online performance, showing that SDL abilities can drive performance.

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Blended learning within an undergraduate exercise physiology laboratory

AJP Advances in Physiology Education ◽

10.1152/advan.00144.2015 ◽

2016 ◽

Vol 40 (1) ◽

pp. 64-69 ◽

Cited By ~ 11

Author(s):

Steven J. Elmer ◽

Kathryn R. Carter ◽

Austin J. Armga ◽

Jason R. Carter

Keyword(s):

Blended Learning ◽

Student Performance ◽

Student Perceptions ◽

Exercise Physiology ◽

Learning Performance ◽

Face To Face ◽

Blinded Manner ◽

Course Material ◽

Physiology Laboratory ◽

The Impact

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 ( n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 ( n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories ( P = 0.62) or between sections ( P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased ( P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance.

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The Influence of Indoor Environmental Quality in Schools A Systematic Literature Review , Michael Donn and Geoff Thomas

10.26686/wgtn.12935141.v1 ◽

2020 ◽

Author(s):

Aniebietabasi Ackley ◽

michael Donn ◽

geoff Thomas

Keyword(s):

Thermal Comfort ◽

Student Performance ◽

Performance Studies ◽

Teaching And Learning ◽

Building Design ◽

Learning Performance ◽

Indoor Environmental Quality ◽

School Settings ◽

Search Processes ◽

The Impact

The impact of IEQ (daylight, thermal comfort, acoustics and ventilation) in school settings is a subject of concern for many scholars and parents and teachers. This review has appraised the breadth of studies that have examined the influence of IEQ on learning performance and health in schools. Using the replicable search processes of a systematic literature, adopted from medical research practice, one hundred and fifty relevant articles were retrieved from four search databases (Science direct, Scopus, PubMed and Google Scholar). Analysis of these articles has revealed that the impact on students’ health and comfort of each individual IEQ variable is significant. This, in some studies, has been shown to influence learning performance. However, while these variables are inter-linked in building design they are not studied together in health and learning performance studies. An evidence-based method is proposed for investigating what relative contributory effect these four variables have on learning performance. As these IEQ variables individually have a very significant effect on student performance, this study has the potential to guide important changes in the design and refurbishment of new and existing school buildings. If successful, it could support educational quality and effectiveness of teaching and learning. Keywords: Daylighting, Thermal comfort, Acoustics, Ventilation

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A Polling-at-Home Approach to Improving Students' Learning Performance

International Journal of Online Pedagogy and Course Design ◽

10.4018/ijopcd.2018010103 ◽

2018 ◽

Vol 8 (1) ◽

pp. 29-41 ◽

Cited By ~ 1

Author(s):

Jerry Chih-Yuan Sun ◽

Helena Seli ◽

Brandon Martinez ◽

Yu-Yan Lin

Keyword(s):

Student Performance ◽

Learning Strategies ◽

Teaching Methods ◽

Educational Psychology ◽

Teaching Strategy ◽

Self Regulation ◽

Learning Performance ◽

Just In Time ◽

Study Results ◽

The Impact

Plenty-of-Time Teaching (PoTT) is a teaching strategy adopted by teachers to better understand students' learning status through pre-class activities in order to facilitate adjustments to teaching methods. Extending the concept of PoTT, the goal of this study is to explore the impact of Plenty-of-Time Learning (PoTL) on students' self-regulation, test anxiety, cognitive engagement, and learning performance. Participants were 167 students enrolled in an introductory educational psychology class in which the instructor used either PoTL or Just-in-Time Learning (JiTL) strategy. Students who adopted the PoTL strategy engaged in BlackBoard polling question-and-answer activities that helped teachers understand the overall learning status of the students. The study results indicated that the PoTL strategy enhanced student performance. We recommend that when using PoTL in the future, teachers can open up an online discussion platform to help students not only better understand their own learning situation but also improve their learning strategies.

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Developing a rubric for the assessment of student performance in compounding and dispensing practical

Pharmacy Education ◽

10.46542/pe.2021.211.674678 ◽

2021 ◽

pp. 674-678

Author(s):

Dibya Sundar Panda ◽

Nasser Hadal Alotaibi ◽

Nabil K Alruwaili

Keyword(s):

Student Performance ◽

Quantitative Evaluation ◽

Psychomotor Performance ◽

Learning Experience ◽

Course Evaluation ◽

Evaluation Instrument ◽

Scoring Rubric ◽

The Impact

Objectives: To study the impact of assessment using a scoring rubric on the compounding and dispensing skills of the students. Methods: A rubric was prepared to evaluate the students’ psychomotor performance and attitude in compounding and dispensing. The rubric was applied by the teacher, the students themselves, and their classmates instead of the earlier used dichotomous checklist. Scores were compared pre- and post-implementation of the rubric. The students’ learning experience and outcomes were assessed through regular course evaluation surveys. Results: Student performance was improved from the baseline to the mid and end of term. The number of harmful scorings was reduced, and the number of admissible scorings was increased. Conclusion: The pharmaceutical compounding rubric showed to be a quantitative evaluation instrument for teachers. It also helped identify the challenging areas. The implementation of the rubric helped minimise errors.

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Cooperative Learning: Value-Added To Operations Management

International Journal of Management & Information Systems (IJMIS) ◽

10.19030/ijmis.v15i2.4150 ◽

2011 ◽

Vol 15 (2) ◽

pp. 31

Author(s):

Brian Fitzpatrick ◽

Shahid I. Ali

Keyword(s):

Information Technology ◽

Cooperative Learning ◽

Student Performance ◽

Learning Environments ◽

Learning Process ◽

Operations Management ◽

Learning Experience ◽

Value Added ◽

Learning Performance ◽

Improve Student Performance

Integrating cooperative learning techniques with information technology and applying it to the field of Production and Operations Management (P/OM) will help to investigate how Computer-Supported Cooperative Learning (CSCL) can enhance learning performance of students. Research in CSCL provides evidence that collaborative communication technology can be a better mechanism to add value to education. Most studies, however, have examined learning performance only during the middle and end of the learning process. Thus, it is not clear how information technology can continuously facilitate and improve student performance and learning experience over time. The purpose of this research is to examine how information technology, when applied to communication medium, can facilitate the learning process in the field of production and operations management. This study compared traditional, face-to-face cooperative learning environments to computer-supported cooperative learning environments for differences in students learning performance and group member satisfaction.

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