scholarly journals Student Awareness and Use of Rubrics in Online Classes

2017 ◽  
Vol 7 (1) ◽  
pp. 69 ◽  
Author(s):  
Patricia A. Haught ◽  
Terence C. Ahern ◽  
Laurie F. Ruberg
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Student Perceptions ◽  
Online Instruction ◽  
Exploratory Study ◽  
Online Survey ◽  
Student Assessment ◽  
Online Classes ◽  
Design Development ◽  
Standard Practice

The design, development and deployment of online instruction has become standard practice. The focus of the study was on student perceptions of course rubrics and not on the rubrics, themselves, or the instructors. In order to improve student engagement online we conducted an exploratory study of the awareness and perceptions of course rubrics. Fifty graduate students completed an online survey at the end of the semester about their awareness and perceptions of course rubrics. All students reported that they were aware that course rubrics existed. They indicated that they had learned about this information through the course syllabus, professor announcements via email and posts to LMS. Most students reported reviewing rubrics prior to submitting an assignment. One of the key findings from this study was that students see rubrics as a mechanism for scaffolding their performance, and thus, instructors need to focus more effort on designing rubrics to accomplish more than student assessment.

Students' Sense of Belonging in Online Classes

2016 ◽  
Vol 6 (3) ◽  
pp. 14-25
Author(s):  
Jessica Decker ◽  
Valerie Beltran
Keyword(s):  
Graduate Students ◽  
Sense Of Belonging ◽  
Online Survey ◽  
Age Groups ◽  
Online Discussions ◽  
Technology Skills ◽  
Online Environment ◽  
Online Classes ◽  
Older Students ◽  
Online Educators

This study explored graduate students' perceptions of their sense of belonging in online classes, their comfort in participating in online discussions, and their technology skills. Differences in these areas among three different age groups were studied. Data were gathered via an online survey. The results of the data analysis showed that students, regardless of age, felt a sense of belonging and felt comfortable communicating in the online environment. The data also revealed that older students reported feeling more comfortable interacting with their classmates and disagreeing with their classmates while still maintaining trust than their younger counterparts. Such findings inform online educators in designing classes that meet the needs of all learners.

Enhancing Student Engagement Online

2020 ◽  
pp. 170-188
Author(s):  
Paula Reiter ◽  
Julie C. Tatlock
Keyword(s):  
Student Engagement ◽  
Curriculum Design ◽  
Online Instruction ◽  
Student Assessment ◽  
Role Playing ◽  
Learning Objects ◽  
Online Discussions ◽  
Discussion Forums ◽  
Innovative Pedagogy ◽  
Key Aspects

Online instruction must go beyond what has become traditional to create meaningful ways for students to actively engage with one another in online environments. This chapter will explore creative assignments that build upon old technologies like discussion forums but transform them with innovative pedagogy. The authors will give several assignment examples that model new ways to help students learn to learn online, for example, using RTTP character role playing in online discussions and creating interactive projects that are done asynchronously. The examples will display key aspects of curriculum design from learning objects through final student assessment.

scholarly journals Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Burhan Ozfidan ◽  
Hala Ismail ◽  
Orchida Fayez
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
Course Structure ◽  
Wide Range

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

scholarly journals Student engagement and perceptions of stigmatizing views in a mental health–focused collegiate organization

2017 ◽  
Vol 7 (5) ◽  
pp. 187-193 ◽  
Author(s):  
Suzanne C. Harris ◽  
Derek Yates ◽  
Michael Patel ◽  
Khushboo Patel
Keyword(s):  
Mental Health ◽  
Student Engagement ◽  
Student Perceptions ◽  
Extracurricular Activities ◽  
Health Care Professionals ◽  
Online Survey ◽  
Rank Correlation ◽  
Professional Organization ◽  
Student Interest ◽  
Level Of Involvement

Abstract Introduction: While often unintentional, stigma associated with mental health remains prevalent among health care professionals and is implicated in treatment disparities between patients with and without mental disorders. Pharmacists and pharmacy students have also been previously described as prone to discomfort interacting with this population. The purpose of this study was to evaluate stigma, student involvement in mental health activities, and student interest in psychiatric pharmacy. Methods: An anonymous, voluntary online survey was open to all student chapters in a mental health–focused professional organization. Sixty-five students from 19 chapters participated in the survey after consent was obtained. Stigma and social distance survey items were adapted from previously validated instruments. Descriptive statistics were used and correlations were investigated using Spearman rank correlation. Results: Results indicated that students had overall low stigma but more negative views related to disclosure of one's own illness or to more personal interactions. Level of involvement was unrelated to level of stigma, and perceived impact by nonleadership activities was associated with lower stigma (P = .016). Shadowing pharmacists and community service were frequently reported as most influential on student perceptions of mental health (23% and 26%, respectively). Discussion: Students involved in a mental health–focused organization had overall positive perceptions toward mental illness. Student engagement in specific opportunities at any level may be more influential than total number of activities participated in. Students have a strong interest in pursuing extracurricular activities in mental health and perceive interactions with patient contact as the most influential on their attitudes.

Students' Sense of Belonging in Online Classes

2016 ◽  
pp. 1912-1925
Author(s):  
Jessica C. Decker ◽  
Valerie Beltran
Keyword(s):  
Data Analysis ◽  
Graduate Students ◽  
Sense Of Belonging ◽  
Online Survey ◽  
Age Groups ◽  
Online Discussions ◽  
Technology Skills ◽  
Online Classes ◽  
Older Students ◽  
Online Educators

This study explored graduate students' perceptions of their sense of belonging in online classes, their comfort in participating in online discussions, and their technology skills. Differences in these areas among three different age groups were studied. Data were gathered via an online survey. The results of the data analysis showed that students, regardless of age, felt a sense of belonging and felt comfortable communicating in the online environment. The data also revealed that older students reported feeling more comfortable interacting with their classmates and disagreeing with their classmates while still maintaining trust than their younger counterparts. Such findings inform online educators in designing classes that meet the needs of all learners.

Graduate Student Perceptions Regarding Common Speech-Language Pathology Supervisory Practices

2017 ◽  
Vol 2 (11) ◽  
pp. 48-59
Author(s):  
Matthew D. Carter ◽  
Melissa Carter ◽  
Crystal Randolph ◽  
Lora Backes ◽  
Karen Noll ◽  
...  
Keyword(s):  
Graduate Students ◽  
Student Perceptions ◽  
Online Survey ◽  
Speech Language Pathology ◽  
Timely Manner ◽  
Clinical Educators ◽  
Language Pathology ◽  
Survey Results ◽  
Supervisory Process ◽  
Supervisory Practices

The American Speech-Language-Hearing Association (ASHA) describes the supervisory process as a collaborative effort between both the student clinician and the certified supervisor. In order to support this process, it is important that both the supervisor and supervisee's preferences be considered regarding how these efforts will proceed. The purpose of this study was to investigate the opinions of graduate speech-language pathology clinicians regarding the supervision provided by on-campus clinical educators. Eighty-four graduate students completed an online survey. Results indicated that students generally preferred supervisory practices that simultaneously promote clinical independence while offering knowledge and support in a structured and timely manner.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Direct and Indirect Associations of Personality With Audiovisual Technology Acceptance Through General Self-Efficacy

2021 ◽  
pp. 003329412199778
Author(s):  
Maria Manolika ◽  
Rigas Kotsakis ◽  
Maria Matsiola ◽  
George Kalliris
Keyword(s):  
Technology Acceptance ◽  
Student Perceptions ◽  
Technology Use ◽  
Self Efficacy ◽  
Online Survey ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Beliefs About Technology ◽  
General Self Efficacy

Increasing consensus among information systems researchers suggests that personality accounts for the effective use of several technologies, yet less is known about the process through which personality affects user perceptions of technology acceptance. This study, therefore, examined whether personality is associated with student perceptions of audiovisual technology acceptance, and whether general self-efficacy mediates this association. In total, 244 students completed an online survey including measures of personality, general self-efficacy, and perceptions of audiovisual technology acceptance. Canonical correlation uncovered significant associations between personality and student beliefs about technology use. Results further revealed that general self-efficacy fully mediated the effects of openness to experience and neuroticism on Perceived Ease of Use, whereas the association between agreeableness and Perceived Usefulness was partially mediated by self-efficacy beliefs. The fact that personality influences students’ perceptions of technology acceptance both directly and indirectly should not remain unnoticed, especially when designing intervention programs to enhance their academic performance.

scholarly journals Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

2021 ◽  
Author(s):  
Kathleen R. Brazeal ◽  
Tanya L. Brown ◽  
Brian A. Couch
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Learning Preferences ◽  
Formative Assessments ◽  
Student Experiences ◽  
Future Research ◽  
Structured Interviews ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

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