instruction quality
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2022 ◽  
Vol 22 (1) ◽  
pp. 1-18
Author(s):  
Seth Poulsen ◽  
Geoffrey L. Herman ◽  
Peter A. H. Peterson ◽  
Enis Golaszewski ◽  
Akshita Gorti ◽  
...  

We present a psychometric evaluation of a revised version of the Cybersecurity Concept Inventory (CCI) , completed by 354 students from 29 colleges and universities. The CCI is a conceptual test of understanding created to enable research on instruction quality in cybersecurity education. This work extends previous expert review and small-scale pilot testing of the CCI. Results show that the CCI aligns with a curriculum many instructors expect from an introductory cybersecurity course, and that it is a valid and reliable tool for assessing what conceptual cybersecurity knowledge students learned.


2021 ◽  
Author(s):  
Juan Carlos Mosquera Feijoo ◽  
Isabel Chiyón Carrasco ◽  
David Santillán Sánchez ◽  
Luis Cueto-Felgueroso Landeira

Author(s):  
Linda Alksne

This paper is dedicated to the analysis of literature about video lectures and finding out the conditions and rules for planning and delivering a good video lecture for modern learning. Different publications and materials on the design and delivery experience of video lectures in learning situations have been analysed. The presented set of the design and delivery experience data of video lectures could be used to create more efficient methods of improving the instruction quality of video lectures.


Author(s):  
Luke LeFebvre ◽  
Mike Allen

This study examined teaching assistant’s immediacy in lecture/laboratory and self-contained classes.  Two hundred fifty-six students responded to instruments measuring teachers’ immediacy behavior frequency, perceptions of instruction quality, and cognitive learning.  No significant difference was identified when comparing lecture/laboratory and self-contained teaching assistants’ immediacy behaviors.  But all students who observed frequent immediate behaviors demonstrated higher affective and cognitive learning.  Teaching assistants’ ratings had significantly higher levels of faculty-student interaction for self-contained sections but lecture/laboratory sections were significantly higher for student effort/involvement. 


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