scholarly journals Exploring Educational Change in First-Year Calculus: A Comparative Case Study

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Vidar Gynnild
Keyword(s):  
Learning Outcomes ◽  
Educational Change ◽  
Turn Of The Century ◽  
Comparative Case Study ◽  
First Year ◽  
Failure Rates ◽  
Similarities And Differences ◽  
To Come ◽  
Improved Learning

This article draws on research conducted in a mandatory, first-year calculus course at the Norwegian University of Science and Technology. By the turn of the century concerns were expressed over high failure rates in calculus, and action was called for to remedy the situation. In the years to come, various measures were introduced, though rather scattered and unsystematic. From 2013 onwards development initiatives in the course became more systematic, ensued by expectations of improved learning outcomes. This study draws on data collected by identical surveys conducted four years apart with a view to similarities and differences in attitudes and behaviours. Contrary to expectations, observed changes turned out to be marginal, if not totally missing, which in turn motivated the search for explanations to design more productive strategies.

scholarly journals OUTCOME BASED CURRICULUM DESIGNING: A FUTURISTIC APPROACH THE CASE STUDY OF THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA

2021 ◽  
pp. 544-555
Author(s):  
Hitesh D Raviya ◽  
Deepali Dinesh Shahdadpuri
Keyword(s):  
Learning Outcomes ◽  
Research Paper ◽  
First Year ◽  
Analytical Reasoning ◽  
Curriculum Framework ◽  
Improvement Programme ◽  
The Subject ◽  
Academic Year ◽  
Knowledge Communication

In the earlier days, syllabi were designed by some experienced teachers or experts who got specialization in particular areas in all the education institutions. The students were graded on the marks scored in the assessment in which some students might score high and some might not be. This type of previous curriculum did not ensure what students need to learn or what they are learning in their classrooms. University Grant Commission (UGC) under MHRD, Government of India, has already submitted the final draft under “Quality Improvement Programme, 2018” aim at the development of “Learning Outcomes Based Curriculum Framework (LOCF)” at UG and PG Levels. The learning outcomes are designed to help students understand the objectives of the course provided to them. It is a framework based on the expected learning outcomes (such as disciplinary knowledge, communication skills, critical thinking, problem-solving, analytical reasoning, research-related skills, etc.) that are expected to be attained by the students at the completion of their graduation. In this research paper, the researcher attempts to elaborate about Curriculum designing based on the approaches provided by J.C. Richards and Learning-Outcomes based Curriculum Framework. This research paper also has taken into consideration the analysis of curriculum development for the subject offered by Department of English in Faculty of Commerce at first year undergraduate courses (UG Level) from the academic year 1979-80 till 2019-20.

scholarly journals Gamified lessons support molecular genetics education of first year biology students during COVID-19 lockdown

2021 ◽  
Author(s):  
Nicholas M. Andronicos ◽  
Terry J. Barnett ◽  
Raphael Roberts ◽  
Siew Chong ◽  
Lea Labeur ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Molecular Genetics ◽  
Curriculum Design ◽  
First Year ◽  
Failure Rates ◽  
Genetics Education ◽  
Biology Students ◽  
Student Failure ◽  
Student Grades ◽  
Short Answer Questions

This study compared the associated impact of gamified molecular genetics lessons on undergraduate student grades for pre-COVID-19 blended delivery and COVID-19 online only delivery of a first-year biology course. When the molecular genetics gamified lessons were used by on- and off-campus students to support their learning, most students had successful learning outcomes in either blended or online only learning environments. In contrast, students who chose not to use these lessons had significantly greater failure rates for both the molecular biology and the genetics short answer questions in the final invigilated exams. Importantly, there was noticeable gamified lesson fatigue observed by both on- and off-campus students and therefore when incorporating gamified lessons into courses, curriculum design needs to be carefully considered. In conclusion, the use of gamified lessons was associated with significantly reduced student failure rates for molecular genetics concepts studied in a university foundational biology course.

scholarly journals Creating a Place of Prayer for the ‘Other’: A Comparative Case Study in Wales Exploring the Effects of Re-shaping Congregational Space in an Anglican Cathedral

2017 ◽  
Vol 30 (2) ◽  
pp. 218-235 ◽  
Author(s):  
Tania ap Siôn
Keyword(s):  
Physical Environment ◽  
The Other ◽  
Comparative Case Study ◽  
Intercessory Prayer ◽  
Common Phenomenon ◽  
Analytic Framework ◽  
The Past ◽  
Similarities And Differences ◽  
Personal Prayer

Abstract Provision of spaces for personal prayer and reflection has become a common phenomenon within historic churches and cathedrals in England and Wales, offering an example of devotional activity that operates largely outside that of traditional gathered congregations, but also in relationship with them. Over the past decade, the apSAFIP (the ap Siôn Analytic Framework for Intercessory Prayer) has been employed to examine the content of personal prayer requests left in various church-related locations, mapping similarities and differences in pray-ers’ concerns. Building on this research tradition, the present study examines whether changes to physical environment in an Anglican cathedral in Wales has an effect on the personal prayer activity occurring within it, with a particular focus on intercessory prayer requests.

scholarly journals A Case Study on School Innovation and Change

2020 ◽  
Vol 7 (4) ◽  
pp. 148-163
Author(s):  
Aneta Walker
Keyword(s):  
Student Achievement ◽  
School Culture ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Change ◽  
Research Study ◽  
Achievement Tests ◽  
Student Learning Outcomes ◽  
Teacher Interviews

The implementation of the rigorous, complex Common Core State Standards (CCSS) has prompted schools to initiate change in traditional organizational structures.  The CCSS have required teachers to have a deeper understanding of subject matter and specialized content instruction to effectively teach the standards.  There is a vast amount of research on educational change as related to school improvement, however, this research analyzed how schools create a context for change to implement a new innovation and improve the learning environment.   The purpose of this research study was to evaluate the effectiveness of an innovative hybrid schedule in improving student learning outcomes and school culture.  This mixed-method research study used data generated by the Stages of Concern Questionnaire (SoCQ), AdvancEd®’s Stakeholder Feedback Survey, ACT Aspire® Student Achievement Tests, and  teacher interviews.  The conceptual framework of the case study was based on the five attributes of the PLCs identified through the work of Shirley M. Hord (2004) and Michael Fullan’s Educational Change Theory (2007).   The results of this study indicated the implemented innovation had a significant impact on school culture based on the two administrations of the AdvancEd®’s Stakeholder Feedback Survey.  Additionally, student learning outcomes measured by ACT Aspire® Reading and Mathematics Student Achievement Tests showed statistically significant improvements in both reading and math.  Lastly, the analysis of teacher interviews supported the findings in the quantitative data. 

scholarly journals Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education: A Case Study

2019 ◽  
Author(s):  
Rocío Valderrama-Hernández ◽  
Fermín Sánchez-Carracedo ◽  
Lucía Alcántara-Rubio ◽  
Dolores Limón-Domínguez
Keyword(s):  
Learning Outcomes ◽  
Primary Education ◽  
Learning Objectives ◽  
The Other ◽  
First Year ◽  
First Year Students ◽  
The Subject ◽  
The University ◽  
Work Done

This paper presents a methodology to evaluate (1) to what extent students of a higher degree in the field of education acquire sustainability competencies, and (2) to determine whether the subjects that develop the ESD achieve their learning objectives. The methodology is applied to a case study. The instruments used are the sustainability survey and the sustainability presence map developed by the EDINSOST project. The survey consists of 18 questions, and has been answered by 104 first-year students and 86 fourth-year students belonging to the Bachelor Degree in Primary Education Teaching at the University of Sevilla. The Mann-Whitney U test has been used to compare the results of the two groups, and Cohen's D has been used to measure the effect size. Students only obtain significant improvements, with 95% confidence, in three questions (Q4, Q5 and Q6), all concerning critical thinking and creativity. An improvement is also detected in question Q11, with a confidence of 90%. However, no subject in the curriculum develops the learning outcomes concerning questions Q4, Q5 and Q6, and only one subject develops the learning outcomes regarding question Q11. On the other hand, up to five subjects declare development of the learning outcomes regarding questions in which there is no improvement in student learning. These results suggest that the subjects are failing to reach their ESD learning objectives, and that the students are either trained in sustainability outside the university or the subject learning guides do not reflect the work done by the students throughout their studies

scholarly journals Debate as a Teaching Strategy in Online Education: A Case Study

2011 ◽  
Vol 37 (3) ◽  
Author(s):  
Caroline Park ◽  
Cheryl Kier ◽  
Kam Jugdev
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Teaching Strategy ◽  
Instructional Techniques ◽  
Online Distance Education ◽  
Shared Interest ◽  
Improved Learning ◽  
Online Distance

This reflective case study was based on our independent use of the debate as an online instructional approach and our shared interest in instructional techniques. Using narrative inquiry, we melded our data sources to analyze the findings, including our individual experiences with the technique. Our paper contributes to the field of research on instructional techniques (specifically debates), as well as online distance education. The findings suggest that the use of debates as instructional techniques in text-based paced and un-paced courses at the online undergraduate and graduate levels can contribute to improved learning outcomes and student satisfaction.

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