scholarly journals Comparison of student performance and perceptions of a traditional lecture course versus an inverted classroom format for clinical microbiology

2018 ◽  
Vol 32 (2) ◽  
pp. 90-97 ◽  
Author(s):  
Kara D Burnham ◽  
James Mascenik
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Test Performance ◽  
Test Scores ◽  
Clinical Microbiology ◽  
Student Perception ◽  
Primary Concern ◽  
Teaching Methodologies ◽  
Traditional Lecture ◽  
Inverted Classroom

Objective: Student satisfaction and student performance are of primary concern when classroom pedagogy is changed. We determine the equivalence of two teaching methodologies in a clinical microbiology course using test scores as the measure of student performance. Methods: The two teaching methodologies examined were a traditional lecture-based method face-to-face (F2F) method and an inverted classroom method (ICM). Student perceptions of the ICM method were measured using a course survey in which students were asked to compare their experiences in the ICM class with experiences in a traditional F2F class. Classroom exams were administered in the same way in the traditional F2F lecture and ICM courses. Student test averages obtained in both pedagogies were compared for equivalence using an independent samples t-test. A six-question survey was developed to assess student perception of the ICM classroom compared to that for the traditional lecture-based classroom. Results: Test performance of students in the ICM was equivalent to that of students receiving traditional F2F lectures. Mean difference between test scores for the ICM and traditional F2F groups was 1.9 points (95% confidence interval [CI], −4.0–0.14). Survey responses indicated that respondents feel positively about self-learning in ICM and prefer the flexibility provided by ICM. Conclusion: This study provides evidence that the ICM method of teaching clinical microbiology can replace the traditional F2F method without loss of student performance. Respondent perceptions of the inverted classroom were positive, with students favoring the flexibility.

scholarly journals Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Florence Martin ◽  
Doris U Bolliger
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Student Performance ◽  
Student Perceptions ◽  
Online Courses ◽  
Student Perception ◽  
Online Communication ◽  
Content Category ◽  
Engagement Strategies ◽  
Online Communication Tools

Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore’s interaction framework. One hundred and fifty five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools was rated the most beneficial engagement strategy in the learner-to-learner category, whereas sending regular announcements or e-mail reminders and providing grading rubrics for all assignments was rated the most beneficial in learner to instructor category. In the student-content category, students mentioned working on real world projects and having discussions with structured or guiding questions were the most beneficial. This study also analyzed age, gender, and online learning years of experience differences on their perception of engagement strategies. The results of the study have implications for online instructors, instructional designers, and administrators who wish to enhance engagement in the online courses.

scholarly journals Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

2016 ◽  
Vol 15 (4) ◽  
pp. ar68 ◽  
Author(s):  
Jon R. Stoltzfus ◽  
Julie Libarkin
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Scale Up ◽  
Lecture Hall ◽  
Student Centered ◽  
Traditional Lecture ◽  
Quasi Experimental ◽  
And Performance ◽  
Based Instruction

SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology.

scholarly journals Examining the impact of audience response systems on student performance in anatomy education: a randomised controlled trial

2018 ◽  
Vol 63 (1) ◽  
pp. 16-21
Author(s):  
Stuart J Fergusson ◽  
Justine J Aka ◽  
Catherine M Hennessy ◽  
Andrew J Wilson ◽  
Simon H Parson ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Test Performance ◽  
Controlled Trial ◽  
Control Group ◽  
Audience Response ◽  
Anatomy Education ◽  
Audience Response Systems ◽  
Response Systems ◽  
The Impact

Background and aims Electronic audience response systems offer the potential to enhance learning and improve performance. However, objective research investigating the use of audience response systems in undergraduate education has so far produced mixed, inconclusive results. We investigated the impact of audience response systems on short- and long-term test performance, as well as student perceptions of the educational experience, when integrated into undergraduate anatomy teaching. Methods and results A cohort of 70 undergraduate medical students was randomly allocated to one of the two groups. Both groups received the same anatomy lecture, but one group experienced the addition of audience response systems. Multiple-choice tests were conducted before, immediately after the lecture and again 10 weeks later. Self-perceived post-lecture subject knowledge, confidence and enjoyment ratings did not differ between groups. Test performance immediately following the lecture improved when compared against baseline and was modestly but significantly superior in the group taught with audience response systems (mean test score of 17.3/20 versus 15.6/20 in the control group, p = 0.01). Tests conducted 10 weeks after the lecture showed no difference between groups (p = 0.61), although overall a small improvement from the baseline test was maintained (p = 0.02). Conclusions Whilst audience response systems offer opportunities to deliver novel education experiences to students, an initial superiority over standard methods does not necessarily translate into longer term gains in student performance when employed in the context of anatomy education.

scholarly journals Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic

2021 ◽  
Vol 45 (2) ◽  
pp. 290-298
Author(s):  
Jennifer A. Stokes ◽  
Dee U. Silverthorn
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Student Perception ◽  
Just In Time ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Learning Platform ◽  
Global Pandemic ◽  
The Face ◽  
Physiology Laboratory

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

Active physiology learning in a diverse class: an analysis of medical student responses in terms of sex, home language, and self-reported test performance

2012 ◽  
Vol 36 (2) ◽  
pp. 116-124 ◽  
Author(s):  
Susan B. Higgins-Opitz ◽  
Mark Tufts
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Test Performance ◽  
Demographic Data ◽  
Home Language ◽  
Student Body ◽  
Student Responses ◽  
Challenges And Opportunities ◽  
And Performance

The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both challenges and opportunities for teachers of physiology. Student presentations were incorporated for a number of years into the traditional didactic second-year medical physiology curriculum at the NRMSM. Feedback obtained about the perceived benefits of these presentations for the learning of gastrointestinal and endocrine physiology included demographic data pertaining to students' sex, home language, and self-reported performance in tests. Analysis of the 50-item questionnaire responses, obtained over a 2-yr period, provided some interesting insights. Student responses to the items differed significantly in 27 of the 50 items in the questionnaire, based on sex alone (22%), sex and home language (7%), home language alone (37%), performance alone (26%), and performance and home language (7%). Our analyses of student perceptions support the findings of other studies and show that factors such as sex, home language, and student performance can play an important role in the way students are motivated to learn. In designing active learning strategies, academics need to take into account the potential influences that might affect student learning in diverse, multicultural, and multilingual classes.

scholarly journals Evaluation of a Novel Antibiotic Teaching Resource

2020 ◽  
Vol 30 (1) ◽  
pp. 107-109
Author(s):  
Angharad P. Davies
Keyword(s):  
Student Perceptions ◽  
Student Teaching ◽  
Test Scores ◽  
Clinical Microbiology ◽  
Educational Resource ◽  
Limited Time ◽  
Teaching Resource ◽  
Antimicrobial Prescribing ◽  
Medical Student Teaching ◽  
Positive Effect

Abstract Antimicrobial resistance presents a major challenge for healthcare and education of future prescribers is critical. Integrated medical courses allow more limited time for teaching the science of clinical microbiology, which underpins antimicrobial prescribing, making this a difficult topic for students. An innovative educational resource based on a game was created and evaluated in medical student teaching. Most students reported that the game assisted learning. However, testing showed that recall did not improve after using the resource. Student perceptions of resource efficacy may not correlate with test scores. The longer-term positive effect of enhanced student engagement is more difficult to measure.

scholarly journals Testing of Interactive Multimedia Instruction in Postsecondary Plant Materials Courses

HortScience ◽  
1995 ◽  
Vol 30 (4) ◽  
pp. 900E-900
Author(s):  
Mark Zampardo ◽  
Gary Kling ◽  
Christopher Lindsey
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Control Group ◽  
Plant Materials ◽  
Traditional Lecture ◽  
Landscape Plants ◽  
Computer Environment ◽  
Course Material ◽  
Microsoft Windows ◽  
To Receive

An integrated teaching system was developed and tested on students enrolled in a woody landscape plants identification course. A Microsoft Windows-based system incorporates high-quality digital images and text in an interactive computer environment. The goal of the software program was to enhance retention of course material through the use of many images along with accompanying text and a variety of special features. In alternating 4-week periods, one-half of the students in class were randomly selected and given password access to the software. The other half served as a control group. All students continued to receive traditional lecture and laboratory presentations of the material, including weekly slide coverage of each plant. The exams incorporated material from lectures and labs and included slide images from which students were to identify the plant taxa. The study took into account time on the computer and test scores. Results showed that increased time on the computer was positively correlated with increased test scores. Student performance on the slide portions of the exams were consistently higher for computer users than control groups.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

The Gender-bias Effect of Test Scoring and Framing: A Concern for Personnel Selection and College Admission

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Maria Paz Espinosa ◽  
Javier Gardeazabal
Keyword(s):  
Gender Differences ◽  
Student Performance ◽  
Gender Bias ◽  
Personnel Selection ◽  
Test Scores ◽  
College Admission ◽  
Bias Effect ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Correction For Guessing

AbstractThis paper analyzes gender differences in student performance in Multiple-Choice Tests (MCT). We report evidence from a field experiment suggesting that, when MCT use a correction for guessing formula to obtain test scores, on average women tend to omit more items, get less correct answers and lower grades than men. We find that the gender difference in average test scores is concentrated at the upper tail of the distribution of scores. In addition, gender differences strongly depend on the framing of the scoring rule.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

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