scholarly journals Use of a Scaffolded Case Study Assignment to Enhance Students’ Scientific Literacy Skills in Undergraduate Nutritional Science Education: Comparison between Traditional Lecture and Distance Education Course Formats

2018 ◽  
Vol 7 (2) ◽  
pp. 95
Author(s):  
Jennifer M Monk ◽  
Genevieve Newton
Keyword(s):  
Distance Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Scientific Literacy ◽  
Literacy Skills ◽  
Learning Approach ◽  
Traditional Lecture ◽  
Online Distance Education ◽  
Nutritional Science

We investigated whether the implementation of a scaffolded case study assignment could increase student perceptions of their scientific literacy (SL) skills in a third year Nutritional Science course.  The change in students’ SL perceptions were assessed by the completion of two surveys (administered at the start and end of the semester) consisting of questions probing a range of SL criteria relevant to undergraduate students.  Additionally, we determined if the change in student perceived SL over the semester i) was related to their learning approach (i.e. deep versus surface approaches), as assessed by the Revised Two-Factor Study Process Questionnaire-2 (R-SPQ-2F), and ii) differed between course format, that is, in-class traditional lecture (LEC) and online distance education (DE).  The LEC students (n=179) showed improvements in all ten SL outcomes assessed over the course of the semester, whereas the DE students (n=71) showed improvements in only six of the ten parameters assessed, however, the DE course started with a higher assessment of baseline SL capabilities.  Additionally, the overall change in perceived SL capabilities was not associated with learning approach (i.e. surface or deep) in either class format.  These data demonstrate that case-based learning assignments can promote students perceived SL capabilities in both traditional lecture and distance education course formats.  

scholarly journals Class Participation in an Aboriginal Theatre Project: An Exemplar of Undergraduate Student Engagement

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Ginny R. Ratsoy
Keyword(s):  
Student Engagement ◽  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Situated Learning ◽  
Traditional Lecture ◽  
Canadian Universities ◽  
Class Participation ◽  
Premier Cycle

In the 21st Century, Canadian universities are increasingly emphasizing the importance of student engagement. This research paper, by analyzing the reflections of undergraduate students on their experiences in a co-curricular service learning assignment – integrated into a course that included more traditional assignments – in the context of situated learning theory, advocates for a community-focused assignment as a component in a “traditional” lecture-and-discussion based course as a tool for enhanced engagement through active, collaborative learning. While the case study explored is a drama course, the anticipated audience is pan-disciplinary, as the article casts more broadly by providing brief, general guidelines on implementing an experiential learning assignment and encouraging all professors to reflect on their classroom theory and praxis to the end of augmenting student engagement. Au 21e siècle, les universités canadiennes accordent une place de plus en plus importante à l’engagement des étudiants. Les auteurs de ce rapport de recherche analysent les réflexions des étudiants de premier cycle à propos d’un travail pratique (TP) qu’ils ont effectué dans le cadre de l’apprentissage par le service communautaire– intégré à un cours qui comprenait des TP plus traditionnels – dans le contexte de la théorie de l’apprentissage situé. Les auteurs préconisent des TP axés sur la collectivité en tant que composants d’un cours « traditionnel » comportant des exposés magistraux et des discussions. Ce type de TP est un outil permettant d’améliorer l’engagement grâce à l’apprentissage actif et collaboratif. L’étude de cas porte sur un cours d’art dramatique, mais le public visé par le présent article est multidisciplinaire. En effet, les auteurs de l’article considèrent les choses plus largement en fournissant de brèves directives générales sur la mise en œuvre d’un devoir dans le cadre de l’apprentissage expérientiel et encouragent tous les enseignants à réfléchir sur leurs stratégies d’enseignement théoriques et pratiques afin d’augmenter l’engagement des étudiants.

Exploring Opportunities in Health Science Information Instructional Outreach

2017 ◽  
pp. 118-135
Author(s):  
Tia Esposito
Keyword(s):  
Distance Education ◽  
Health Sciences ◽  
Health Science ◽  
Relationship Building ◽  
Library Instruction ◽  
Actual Case ◽  
Online Distance Education ◽  
Online Distance ◽  
Regional Hospitals

The scope of library service in the health sciences has changed dramatically in recent years. Beyond the typical library instruction service which has commonly been viewed as requiem for academic classroom teaching, the advent of distance education in the health sciences and cohorts at hospitals has called for academic health science librarians to explore new opportunities in health science instruction outreach and delivery of instructional service in a multitude of creative ways. This chapter will report on an actual case study of a health science librarian at an academic institution who targeted a specific group of users, designing and offering library instruction to remote students in regional hospitals and online distance education classes. The case study will present the challenges and successes of a new health sciences librarian performing outreach through various marketing and relationship building efforts in an academic library that services health science students in cohorts at six regional hospitals as well as nationally online in a distance education program.

scholarly journals Perceived Satisfaction of Emergency Remote Teaching: More Evidence from Thailand

2021 ◽  
Vol 20 (6) ◽  
pp. 1-15
Author(s):  
Kevin Fuchs
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Abrupt Change ◽  
Secondary Data ◽  
Freshmen Students ◽  
Global Pandemic ◽  
Perceived Satisfaction ◽  
Classroom Education

The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses based on empirical data (n=450) as well as secondary data (n=219) were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.

scholarly journals Integration of Peer Instruction in the Guided Inquiry Learning Model: Practicing Science Literacy through Scratch

2019 ◽  
Vol 5 (2) ◽  
pp. 177-182
Author(s):  
Faikotun Nikmah ◽  
Ellianawati Ellianawati
Keyword(s):  
Scientific Literacy ◽  
Learning Model ◽  
Literacy Skills ◽  
The Body ◽  
Peer Instruction ◽  
Guided Inquiry ◽  
Body Of Knowledge ◽  
Science Technology ◽  
Essay Test

The study is to determine the scientific literacy skills of students by using the peer-instruction integration learning model in guided inquiry through scratch media. The study was conducted at SMAN 14 Semarang in class x on circular motion material, and the research technique used was random sampling. The method used is an experiment with a one-shot case study design. The instrument used was an essay test to determine students' scientific literacy skills. The results show that the scientific literacy ability of students in the aspects of science as the body of knowledge is 30.3% with a low category, science as a way of thinking gets results that are 46.4% with a low category, science as a way to investigate obtaining results is 78.7% with enough categories, the interaction between science technology and society gets results that are 50.5% with a low category. It can be concluded that overall the ability of scientific literacy has not been well trained, while the ability of scientific literacy in the scientific aspects as a way to investigate has been sufficiently trained.

Foreign Language Learning Through Instagram

2020 ◽  
pp. 135-156
Author(s):  
Alberto Andujar ◽  
Fidel Çakmak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Model ◽  
Learning Approach ◽  
Flipped Learning ◽  
Traditional Lecture ◽  
English As Foreign Language ◽  
Based Instruction

This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.

Exploring Opportunities in Health Science Information Instructional Outreach

2019 ◽  
pp. 1030-1043
Author(s):  
Tia Esposito
Keyword(s):  
Distance Education ◽  
Health Sciences ◽  
Health Science ◽  
Relationship Building ◽  
Library Instruction ◽  
Actual Case ◽  
Online Distance Education ◽  
Online Distance ◽  
Regional Hospitals

The scope of library service in the health sciences has changed dramatically in recent years. Beyond the typical library instruction service which has commonly been viewed as requiem for academic classroom teaching, the advent of distance education in the health sciences and cohorts at hospitals has called for academic health science librarians to explore new opportunities in health science instruction outreach and delivery of instructional service in a multitude of creative ways. This chapter will report on an actual case study of a health science librarian at an academic institution who targeted a specific group of users, designing and offering library instruction to remote students in regional hospitals and online distance education classes. The case study will present the challenges and successes of a new health sciences librarian performing outreach through various marketing and relationship building efforts in an academic library that services health science students in cohorts at six regional hospitals as well as nationally online in a distance education program.

A Case Study of Designing Experiential Learning Activities in Virtual Worlds

2013 ◽  
pp. 227-242
Author(s):  
C. C. Chou ◽  
Rama Kaye Hart
Keyword(s):  
Experiential Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Virtual Worlds ◽  
Second Life ◽  
Learning Activities ◽  
Student Experiences ◽  
Learning Tasks ◽  
Student Reflections

This chapter aims at examining, through a case study, student perceptions of interactive learning activities based on the experiential learning model in Second Life (SL). Undergraduate students in an Honors Program reflected on their learning experiences in a blended learning course that took place both in person and in SL for four weeks. Student reflections on two main learning tasks: discussion about assigned readings and SL field trips which include simulating and gaming, were recorded in weekly journals. Sixty journal entries were the data source for coding. Student experiences of the learning tasks are predominately positive with some challenges. Positive views include: excitement, enhanced confidence, motivation for learning, and increased knowledge. Challenges were mostly due to technical issues. Instructor interventions, including ground rules for online conversation and tech support, were important in minimizing barriers to student learning in virtual worlds.

scholarly journals Wikipedia editing and information literacy: a case study

2017 ◽  
Vol 118 (1/2) ◽  
pp. 5-16 ◽  
Author(s):  
Lydia Dawe ◽  
Ainslie Robinson
Keyword(s):  
Action Research ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Student Assessment ◽  
Literacy Skills ◽  
Student Work ◽  
Content Type ◽  
Self Confidence ◽  
Information Literacy Skills

Purpose This paper aims to evaluate the success of a Wikipedia editing assessment designed to improve the information literacy skills of a cohort of first-year undergraduate health sciences students. Design/methodology/approach In this action research case study (known hereafter as “the project” to differentiate this action research from the students’ own research), students researched, wrote and published Wikipedia articles on Australia-centric health topics. Students were given a pre- and post-test to assess levels of self-confidence in finding, evaluating and referencing information. Student work was also analysed in terms of article length and quantity and the type of information sources used. Findings Tests revealed that students’ self-confidence in their information literacy skills improved overall. Analysis of student work revealed that students wrote longer articles and incorporated more references than expected. References used were of appropriate quality relevant to the article despite minimal instructions. Originality/value There are few studies that investigate information literacy development through Wikipedia editing in Australian universities. This study shows that Wikipedia editing is an effective way to carry out student assessment prior to essay writing and an innovative platform to improve information literacy skills in undergraduate students.

scholarly journals Practise makes perfect: developing critical thinking and writing skills in undergraduate science students

2017 ◽  
Author(s):  
Sarah Hall
Keyword(s):  
Critical Thinking ◽  
Literature Review ◽  
Undergraduate Students ◽  
Scientific Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Early Years ◽  
Small Scale ◽  
Biomedical Sciences ◽  
The Impact

Successful undergraduate students are required to demonstrate critical thinking and writing skills in their final year dissertation, but the early years of some science degrees may not fully prepare them for this challenge.  This study investigated the value of earlier engagement with scientific literacy skills by assessing the impact of rehersing critical thinking and extended writing skills earlier in the degree programme.  This paper reports a small-scale study of a single cohort of students on BSc (Hons.) Biomedical Sciences degree schemes at a research-intensive university and describes quantitative analysis of students' performance in two research-driven writing tasks at different stages of the degree: a literature review in Year 2 and a research dissertation in the final year.  The results of this study support the comcept that earlier exposure to extended writing tasks requiring scientific literacy skills is beneficial to students whose final year project has similar literature-based format; the experience of completing the literature review appears particularly valuable in improving the academic performance of weaker students.

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