scholarly journals Online courses for information literacy skills development in VIA University college

2021 ◽  
Author(s):  
Maria Viftrup Schneider
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Online Courses ◽  
Literacy Skills ◽  
Local Context ◽  
Skills Development ◽  
Teaching Staff ◽  
First Year ◽  
Literature Searching ◽  
The Impact

In order to address a need for skills development regarding reference management and literature searching in teaching staff, IT and Library teamed up to design a series of online courses. The library approach was to design courses that could also support library intruction for our students, since this is the larger target group of the library, and their needs to a large extent is simular to those of staff. Courses applicable to ongoing library instruction and flipped classroom, was designed to meet the need of the general student/staff, in order to be relevant for the largest number of VIAs faculties. Our four online courses on reference mangement and literature searching is superior to alternatives in regard of the Danish language and the match to local context in terms of platforms and electronic library ressources. Also the courses are built in to the organizational LMS alongside a range of other online courses, and therefore easy to find for our users. The courses are also accessable on the OER library platform www.learninglib.dk.The usage is very much dependant of the attachment to faculty education lectures and to the impact on - and assessment of - student performance. By the end of the first year half of the library staff reported to have been refering students to the courses verbally during instruction, and a quarter of staff had been refering in writing by mail or LMS.More than half had refered to one Zotero video, and a third to a video from the course Literature searching 1. We hope to se these numbers increased when we repeat the survey this winter.

scholarly journals “A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

2020 ◽  
Author(s):  
Nadia Singh
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lecture ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

scholarly journals Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Mahmoud M. Bakr ◽  
Ward L. Massey ◽  
Helen M. Massa
Keyword(s):  
Retrospective Study ◽  
Student Engagement ◽  
Student Learning ◽  
Flipped Classroom ◽  
Course Design ◽  
Dental Education ◽  
Teaching Staff ◽  
First Year ◽  
Dental Anatomy ◽  
The Impact

Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of educational fields, including health education. These advantages for student learning supported implementation of the flipped classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’ Evaluations of Course (SEC) and students’ overall performance in practical and theoretical assessments were used to evaluate the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.

The impact of discussion board usage on overall performance in an introductory accounting subject

2016 ◽  
Vol 28 (3) ◽  
pp. 337-358 ◽  
Author(s):  
Abdel K. Halabi ◽  
Jo-ann Larkins
Keyword(s):  
Student Performance ◽  
Discussion Board ◽  
Accounting Education ◽  
Accounting Students ◽  
Teaching Staff ◽  
First Year ◽  
Discussion Boards ◽  
Content Type ◽  
Student Background ◽  
The Impact

Purpose The aim of this paper is to examine the academic performances of first-year accounting students using a discussion board. Design/methodology/approach The paper develops a model to determine the impact of discussion board usage on overall student performance. A number of variables are controlled for including academic aptitude, previous accounting experience, gender and student background. Included in the model are diagnostic information indicators of student use of the discussion board, obtained from the Web-based learning environment tracking reports. Findings The multiple regression analysis shows a positive benefit in terms of greater marks for students who post on the discussion board compared to those who do not post, even after controlling for academic ability. Research limitations/implications The improved knowledge construction gained by actively using discussion boards may be used by teaching staff to promote greater student acceptance and voluntary participation in discussion boards resulting in more interaction and possibly higher academic achievement. Originality/value While technology and WBLEs have been well accepted in accounting education, and are widely used (Watson et al., 2007), the introduction of discussion boards has resulted in a dearth of research on their use and effectiveness. In-depth accounting educational literature reviews (Apostolou et al., 2013, 2010; Watson et al., 2007; Watson et al., 2003; Rebele et al., 1998) have reported very few studies on discussion boards over three decades.

Progression to intermediate level courses; is a “pass” enough?

2019 ◽  
Vol 31 (2) ◽  
pp. 275-287
Author(s):  
Nicola J. Beatson ◽  
David A.G. Berg ◽  
Jeffrey K. Smith ◽  
Christine Smith-Han
Keyword(s):  
Academic Success ◽  
Student Performance ◽  
Design Methodology ◽  
Practical Implication ◽  
Intermediate Level ◽  
First Year ◽  
Prior Learning ◽  
Content Type ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to test the impact of a rule that affects tertiary students progressing from an introductory level finance course to intermediate level. The rule restricted students from progressing until they achieved a higher grade than just a “pass” mark. Design/methodology/approach Archival data were gathered from 11 semesters regarding student performance pre and post the rule being introduced. Findings Results show that the rule was associated with an increase in the chances of success at intermediate level for those students enrolled after the rule was introduced. Practical implications This paper’s main contribution regards the evidence that increasing prior learning at an introductory level has a positive follow-on effect for students learning at intermediate level. This has a practical implication for educators, as the rule has shown to increase the chance of success for knowledge development in the first year of studies. Originality/value The setting for this paper is unique and could potentially be replicated elsewhere. In 1980, Schaffer and Calkins called for an evaluation of the pre-requisites necessary for finance education at the tertiary level, and this paper answer this call stating that pre-requisites can contribute to the academic success of finance students.

Online pre-laboratory tools for first-year undergraduate chemistry course in Uruguay: student preferences and implications on student performance

2019 ◽  
Vol 20 (1) ◽  
pp. 229-245 ◽  
Author(s):  
Nicolás Veiga ◽  
Florencia Luzardo ◽  
Kenneth Irving ◽  
María N. Rodríguez-Ayán ◽  
Julia Torres
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Discussion Forum ◽  
Chemistry Laboratory ◽  
Teaching Staff ◽  
First Year ◽  
First Year Students ◽  
Laboratory Activities ◽  
Specific Teaching ◽  
Student Laboratory

As a fundamental part of their chemical education, first-year undergraduate students are substantially involved in laboratory activities. Despite the specific teaching staff choices on the main laboratory aims, students normally receive a vast amount of information during these activities. Apart from understanding theoretical content, fundamental skills such as manipulation, data collection and interpretation should be developed. In this context, learners could feel overwhelmed since they can only process a few pieces of information at a time. Indeed, our experience at theUniversidad de la República(Uruguayan public university) shows that many first-year students are in fact not able to cope with all the information they receive during laboratory activities. As a result, many of them only follow the experimental protocol automatically, without gaining significant knowledge or developing the necessary skills. In this work, we assessed the use of new online interactive pre-laboratory activities implemented for 252 first-year university students enrolled in a 12-module General Chemistry laboratory course. The student choice of interactiveversusmore traditional material was evaluated together with observed preferences regarding the different interactive tools offered. Besides, an online pre-laboratory discussion forum was also implemented and assessed. Both the interactive material and the discussion forum were chosen freely by the majority of students (61% and 79%, respectively). Interestingly, the choice was to some extent modulated by student previous performance. Interactive pre-laboratory material was more frequently chosen by low previous performance students, whereas pre-laboratory forum was preferentially used by high previous performance students. Finally, the influence of these new materials on student laboratory performance was statistically analyzed. Other personal and academic variables were also taken into account. Interactive material access was positively correlated with the final laboratory marks for medium previous performance learners. On the other hand, for lower previous performance students, the academic discussion between teachers and partners promoted by the online forum was positively correlated with their academic performance.

scholarly journals Embedding Digital (Information) Literacy in the First Year Curriculum: An Intervention

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Belinda Jane Cooke
Keyword(s):  
Student Performance ◽  
Information Literacy ◽  
Digital Literacy ◽  
Systematic Approach ◽  
First Year ◽  
Digital Information ◽  
Collaborative Approach ◽  
Individual Interviews ◽  
The Impact ◽  
Improving Student Performance

This paper describes an intervention aimed at reducing the occurrence of common weaknesses in first level work and thereby improving student performance in assessments. The project involved developing a more systematic approach to embedding information literacy (IL) into the first year curriculum in the Carnegie Faculty at Leeds Beckett University by combining the expertise of subject librarians with that of first year tutors. It was part of a broader programme of institutional curricular change. This collaborative approach was informed by data from individual interviews with previous students and based on a dual rationale: firstly from Sadler’s (2002) call for more high impact, low stakes assessment in the first year and secondly a need to avoid creating a culture of ‘testing’ (Sambell, McDowell, & Montgomery, 2013) in which students position themselves as submitting to others’ judgments rather than developing rational autonomy (Baxter-Magolda, 2003). In other words, we needed to design an assessed activity which encouraged students to engage in learning but created a supportive and collaborative approach. The embedding process together with some of the resources and tools which we developed are described in this paper as well as the respective contributions of the various participants. We explore the impact of two years of implementation based on student interviews and tutor evaluations. Recommendations and examples are provided to demonstrate how a similar approach might work elsewhere either as a local, course-specific intervention or as part of an institution-wide approach to improving students’ digital literacy.

scholarly journals Community, Connections and Innovation in Emergency Remote Teaching and Learning

2021 ◽  
pp. 141-168
Author(s):  
Sandra Healy ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Tertiary Education ◽  
First Year ◽  
Academic English ◽  
Community Connections ◽  
First Year University ◽  
The Impact

The emergence of the Covid-19 virus had an enormous impact on all of our lives and significantly affected the lives of first-year university students in Japan who began their tertiary education during the initial lockdown. This chapter examines the impact the move online had on these students by analysing videos created by them as part of their academic English as a Foreign Language (EFL) coursework. The videos were analysed, and 12 themes emerged which were used as a foundation for new practices focusing on the development of community and connections in online courses, particularly the use of e-mentors.

scholarly journals Evaluation of a Flipped Classroom Model: A Case Study from Oman

2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Bilal Ahmad Pandow ◽  
Nihan Kutahnecioglu Inan ◽  
Ananda S.
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Flipped Classroom ◽  
Education Institution ◽  
Pilot Project ◽  
Successful Implementation ◽  
Learning Approach ◽  
Flipped Learning ◽  
The Impact

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.

scholarly journals Impact of a flipped classroom on academic achievement and perception among first year nursing students

2019 ◽  
Vol 7 (3) ◽  
pp. 68
Author(s):  
Amal Amin El-Sheikh ◽  
Hanaa El-Sayed El-Sayad
Keyword(s):  
Academic Achievement ◽  
Nursing Education ◽  
Flipped Classroom ◽  
Student Perception ◽  
Control Group ◽  
First Year ◽  
Study Group ◽  
Group I ◽  
Strongly Agree ◽  
The Impact

Background: Flipped classroom has generated significant concern in nursing education in recent years, particularly in higher education. It can provide an innovative solution to the unmet challenges of traditional classroom. Using video helps students to learn content at their own pace and use their time in the classroom to attack difficult problems. Aim of the study: to study the impact of a flipped classroom on academic achievement and perception among first year nursing students.Methods: A quasi-experimental design was utilized. Setting: The study was conducted at Faculty of Nursing of Menoufia University. Subjects: A convenient sample of all first year undergraduate students (360) who were admitted to Faculty of Nursing and were included in fundamental of nursing course of the academic year 2017-2018 throughout second term. They were divided alternatively and randomly into two groups, 180 for each, group I: Exposed to the flipped classroom and group II: Exposed to the traditional lecture classroom. Tools: Three tools were used for data collection. Tool I: Structural interviewing questionnaire, tool II: student perception of flipped classroom and tool III: student achievement tool.Results: The results revealed that the study group achieved higher level of perception towards flipped classroom after the first aid unit and the majority of them (87.2%) did not have any prior experience of flipped classroom. 58.9% of the study group were strongly agree to appreciate learning with video and about two thirds of them (63.9%) strongly agree that it was easier and more effective to learn using flipped classroom. 65% of the study group were strongly agree that video made them learn more and about half of them (57.2%) strongly agree that video could replace traditional lectures completely. The means total score of students’ achievement were 22.22 ± 5.09 and 19.77 ± 5.50 among study and control group respectively.Conclusions: Students shared in the flipped classroom (study group) achieved higher level of perception. The study group had higher level of achievement scores than those in the control group.Recommendations: Similar studies should be carried out with a bigger sample in various courses and at various educational stages to generalize the findings.

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