scholarly journals Communicating with the Online Student: The Impact of E-Mail Tone on Student Performance and Teacher Evaluations

2017 ◽  
Vol 14 (2) ◽  
Author(s):  
Amber Dickenson ◽  
Keyword(s):  
Student Performance ◽  
Teacher Evaluations ◽  
Online Student ◽  
The Impact ◽  
E Mail

scholarly journals Pengaruh Game Online Terhadap Cara Belajar Mahasiswa Jurusan Pendidikan Teknik Mesin Universitas Negeri Manado

2022 ◽  
Vol 2 (2) ◽  
pp. 83-89
Author(s):  
Partonduhan aritonang Partonduhan aritonang ◽  
Parsaoran Tamba ◽  
Jemmy Charles Kewas
Keyword(s):  
Student Learning ◽  
Mechanical Engineering ◽  
Online Games ◽  
Learning Ability ◽  
State University ◽  
Online Student ◽  
Quantitative Descriptive ◽  
The Many ◽  
The Impact ◽  
E Mail

PENGARUH GAME ONLINE TERHADAP CARA BELAJAR MAHASISWA JURUSAN PENDIDIKAN TEKNIK MESIN UNIVERSITAS NEGERI MANADO Partonduhan Aritonang1, I. P. Tamba2, Jemmy Charles Kelas3 1,2,3Jurusan Pendidikan Teknik Mesin, Universitas Negeri Manado, Kab. Minahasa e-mail: [email protected], [email protected], [email protected]   ABSTRAK Mahasiswa Pendidikan Teknik Mesin Universitas Negeri Manado yang merupakan anak-anak perantau kini telah mendapatkan dampak yang sangat nyata dari permainan game online. Terbukti dari banyaknya mahasiswa yang ikut ambil bagian dalam permainan ini, dari hasil pengamatan peneliti selaku mahasiswa yang aktif mendapatkan banyak data bahwa mahasiswa Pendidikan Teknik Mesin Universitas Negeri Manado yang aktif bermain memiliki kemampuan cara belajar yang kurang aktif dalam pembelajaran. Penelitian ini menggunakan metode penelitian deskriptif kuantitatif. Metode pengumpulan data yang digunakan yakni kuisioner atau angket. Teknik analisi data yang digunakan dalam penelitian ini yaitu analisis statistik deskriptif, Teknik Analisis Regresi dan pengujian hipotesis.Hasil dari penelitian ini yakni : bahwa pengaruh game online (X) terhadap cara belajar mahasiswa (Y) pada taraf t hitung > t tabel dan hasil uji korelasi rxy 0849. Game online berpengaruh signifikan terhadap cara belajar. Ini dapat dibuktikan dari hasil nilai Fhitung sebesar 4.113 dan nilai signifikansi Ftabel 0.00 < 0.05. Besarnya koefisien determinasi sebesar 0.79 atau 79%. Hal ini berarti 79% pengaruh game online terhadap cara belajar mahasiswa sedangkan untuk selebihnya 21% dipengaruhi oleh variabel lain yang tidak diteliti oleh penelitian ini.   Kata kunci : Game Online, Cara Belajar Mahasiswa THE INFLUENCE OF ONLINE GAMES ON HOW STUDENTS STUDYING MECHANICAL ENGINEERING AT MANADO STATE UNIVERSITY ABSTRACT Manado university's advanced mechanical engineering student who is a migrant child has now had a very real impact on online gaming. It is evident from the many students participating in the game that researchers as active university students have received a wealth of data that students studying engineering at manado state university who actively play have a learning ability that is less active in learning. The study USES a quantitative descriptive study method. The data collection method used was "questionnaire or angket." The data analysis used in the study are descriptive statistical analysis, regression analysis and hypothetical testing. The results of this study are: that how online games affect students' learning (y) at a level of t count > t tables and rxy 0849 cordating results. Online games significantly affect how to learn. This can be verified from the results of the ftable value of 4,113 and the significance of ftable 0.00. Critical coefficiencies by 0.79 or 79%. This means 79% of the impact online games have on student learning while for the rest 21% are affected by other variables not examined by this study. Key words : Game Online, student learning

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

The Impact of PowerPoint on Student Performance and Course Evaluations in Economics Courses: An Experiment at Six Institutions

2008 ◽  
Author(s):  
Lisa Daniels ◽  
John C. Kane ◽  
Brian P. Rosario ◽  
Thomas A. Creahan ◽  
Carlos F. Liard-Muriente ◽  
...  
Keyword(s):  
Student Performance ◽  
Course Evaluations ◽  
Economics Courses ◽  
The Impact

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

scholarly journals POS1180 TREATMENT COMPLIANCE OF PATIENTS WITH RHEUMATOID ARTHRITIS DURING THE FIRST WAVE OF THE SARS-CoV-2/COVID-19 PANDEMIC IN PORTUGAL: RESULTS FROM THE COVID IN RA (COVIDRA) SURVEY

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 871.2-871
Author(s):  
F. Araujo ◽  
N. Gonçalves ◽  
A. F. Mourão
Keyword(s):  
Rheumatoid Arthritis ◽  
Inflammatory Diseases ◽  
Immunosuppressive Treatment ◽  
Treatment Compliance ◽  
Web Based ◽  
Symptoms Of Depression ◽  
Immune Mediated ◽  
Attending Physician ◽  
The Impact ◽  
E Mail

Background:The outcomes of the infection by the SARS-CoV-2 in patients with immune-mediated inflammatory diseases were largely unknown during the early days of the COVID-19 pandemic. It was hypothesized that these patients were at higher risk of morbidity and mortality due to their inherent immune dysfunction and immunosuppressive therapy. Several rheumatology societies issued recommendations urging patients not to stop their anti-rheumatic treatments.Objectives:To assess treatment compliance of patients with rheumatoid arthritis (RA) during the first wave of the SARS-CoV-2/COVID-19 pandemic in Portugal.Methods:The web-based survey COVIDRA (COVID in RA) was developed to assess the impact of the first wave mandatory confinement in patients with RA focusing on 5 domains: RA symptoms, attitudes towards medication, employment status, physical exercise and mental health. The questionnaire was sent to RA patients through e-mail and social media of the Portuguese Society of Rheumatology and two patient associations; and it was filled locally at two rheumatology centers in Lisbon. Recruitment took place during June and July 2020. Descriptive statistics were generated by the survey software and were afterwards transported and evaluated using appropriate biostatistics software.Results:We obtained 441 valid questionnaires. Most respondents were female (88.4%), caucasian (93.6%), with a mean age of 58 (+/-13) years. The majority (57.6%) had longstanding disease (>10 years) and were treated with csDMARDs (63.2%) and/or bDMARDs/tsDMARDS (23,7%). Only 14% (N=61) discontinued or reduced the dosage or frequency of their RA treatment. Most of these changes were previously planned by the attending physician (27.9%). Only 11 patients (18%) discontinued their immunosuppressive medication out of fear of becoming infected with SARS-CoV-2 (corresponding to 2.5% of total responders). Another 11 patients did so because they had no prescription, couldn’t go to the community/hospital pharmacy or couldn’t afford the medication. Although these numbers preclude any statistical analysis, when compared to patients who persisted on their treatment, those discontinuing due to fear of contagion were younger (56.4 vs 58.5 years), all female (100 vs 86.8%), with long-lasting disease (≥ 11 years) (90.9% vs 57.5%), more frequently treated with bDMARDs (36.4 vs 23.1%) and presenting more symptoms of depression (54.5 vs 49.7%).Conclusion:Most RA patients complied with their treatment during the first wave of the SARS-CoV-2 pandemic in Portugal. Only a minority changed their immunosuppressive treatment due to fear of SARS-CoV-2 infection. Very similar rates of immunosuppressive discontinuation due to fear of contagion were reported by other authors (such as Schmeiser et al, Pineda-sic et al and Fragoulis et al).Disclosure of Interests:Filipe Araujo Speakers bureau: Pfizer, Biogen, Novartis, Menarini, Consultant of: MSD, Nuno Gonçalves: None declared, Ana Filipa Mourão: None declared.

scholarly journals The Influence of Video Format on Engagement and Performance in Online Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 128
Author(s):  
Sergej Lackmann ◽  
Pierre-Majorique Léger ◽  
Patrick Charland ◽  
Caroline Aubé ◽  
Jean Talbot
Keyword(s):  
Student Performance ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Emotional States ◽  
Lecture Capture ◽  
Improved Performance ◽  
And Performance ◽  
Subject Experiment ◽  
The Impact ◽  
Video Format

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

The impact of learning environment disruption on medical student performance

2013 ◽  
Vol 47 (2) ◽  
pp. 210-213 ◽  
Author(s):  
Tim J Wilkinson ◽  
Anthony N Ali ◽  
Caroline J Bell ◽  
Frances A Carter ◽  
Chris M Frampton ◽  
...  
Keyword(s):  
Medical Student ◽  
Learning Environment ◽  
Student Performance ◽  
The Impact

scholarly journals Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

2017 ◽  
Vol 16 (1) ◽  
pp. ar7 ◽  
Author(s):  
Xiaoying Xu ◽  
Jennifer E. Lewis ◽  
Jennifer Loertscher ◽  
Vicky Minderhout ◽  
Heather L. Tienson
Keyword(s):  
Hydrogen Bonding ◽  
Student Performance ◽  
Bond Energy ◽  
Multiple Choice ◽  
Instructional Interventions ◽  
Student Responses ◽  
Large Classes ◽  
Instructional Effect ◽  
Large Enrollment ◽  
The Impact

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts—hydrogen bonding, bond energy, and pKa—were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept.

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