Equipping Property Graduates for the Digital Age

Bridging the gaps between property graduates’ attributes and industry expectations has been touted to be the key driver of sustainable development for the next generation of the workforce. This study investigated property-related knowledge and skills from the perspective of property employers and graduates in Australia in the digital age by (1) identifying the most and least important knowledge and skillsets in the property sector; (2) examining the strategies used to develop the required knowledge and skillsets; and (3) ascertaining if there are differences in the knowledge and skillsets perceived to be necessary between employers and graduates. A questionnaire survey was undertaken across property employers affiliated with the Royal Institution of Chartered Surveyors (RICS) and graduates of an Australian university. The results showed that problem solving and time management are the most important knowledge and skills for property employers and graduates, respectively. Notably, there were statistically significant differences in the perceived importance of course directors maintaining close communication with employers, real-life case study-based school assessment, the use of various course delivery methods, inviting guest speakers, and internship training while studying between employers and graduates. This finding implies that Australian property professionals are yet to fully embrace technology in the digital age.

Course Model Redesign for Continuity of Instruction

The purpose of the chapter is to illustrate instructional models that were implemented by Samford University McWhorter School of Pharmacy to comply with COVID-19 social distancing restrictions. While the second half of Spring 2020 was completely online (statewide shutdown), the university remained open in a hybrid manner for the 2020-21 academic year. There are three sections in the chapter: didactic, interprofessional, and advanced pharmacy practice experiences. The didactic section discusses course delivery methods and active learning, office hours, remote testing, student feedback, and contingency planning. The interprofessional section illustrates some of the school's synchronous and asynchronous interprofessional learning activities before and during the COVID-pandemic, as well as interprofessional education assessment methods. The last section of the chapter discusses how advanced pharmacy practice experience “direct patient care” was redefined, examples of the experiences, and contingency plans that were put into place to ensure on-time graduation for the classes of 2020 and 2021 pharmacy students.

IMPROVING ONLINE INSTRUCTION: A STUDY OF ONLINE COURSE DELIVERY METHODS

The purpose of this study was to evaluate student perceptions of different online course delivery methods. In order to develop the experimental course delivery method, the researchers used universal design for learning (UDL) guidelines as a theoretical framework. Responses to pre- and postsurvey items provided data to examine whether an online course developed using UDL principles afforded a more positive learning experience. This study provides online student perceptions that indicate the online learning environment developed with the UDL framework is preferred by students.

Contextualizing Social Presence and Learner Identity Through the Lens of Moore's Theory of Transactional Distance

Online education has become a ubiquitous and convenient method by which to complete courses at institutions of higher education across the globe. To achieve this level of parity between course delivery methods (online or face-to-face), the instructor or course designer must understand the complex relationship between the technology and instructional design theories being leveraged in these contexts. Within the context of this chapter, these barriers manifest themselves within Moore's Theory of Transactional Distance, a theory which states that the transactional distance between stakeholders (whether it is instructor-learner or learner-learner communication) has the potential to obstruct the path for comprehending the information being presented as well as influencing the level of rapport between students. This chapter examines the obstacles that are present because of Moore's Theory of Transactional Distance and the influence that social presence has on learners in online courses from the perspective of student satisfaction and positive learning outcomes.

Incorporating Service-Learning in Special Education Coursework: Experiences of University Faculty

The purpose of this investigation was to determine how service-learning (SL) is used by special education faculty in higher education courses. Participants were 13 special education faculty with documented expertise in SL pedagogy. Sources of data included a demographic questionnaire, a semistructured interview, and course documents. Interviews were analyzed using a content analysis procedure, and course documents were reviewed to confirm interpretations of interview data. Findings describe course types, topics, and enrollment; course elements; types of SL projects; course delivery methods; and selection of community partners. Faculty shared similar definitions and understanding of SL; however, they used SL differently to purposefully meet specific course and programmatic needs.

Comparative Analysis of Learning Outcomes for On-Campus and Distance Learning Courses in a Rehabilitation and Mental Health Counselor Education Program

BackgroundDespite the increasing reliance in counselor education on online teaching and learning, the efficacy is not well documented.ObjectiveTo investigate learning outcomes for master's-level rehabilitation and mental health counseling students.MethodsThis study compared on-campus and online learning course delivery methods with pre-and post-tests using 41 participants across four courses.FindingsSignificant differences were found within both groups between the pre- and post-test, indicating significant gains in knowledge acquisition. No significant differences were found between group modalities in the magnitude of improvement in test scores.ConclusionsFindings suggest that no differences exist in these learning outcomes when online and on-campus teaching modalities are compared and that both modalities produce positive learning outcomes. Continued research is needed to address additional questions in this area.

Exploring an Innovative Course Delivery Method for Accelerated BSN Students

BackgroundThe purpose of the pilot study was to develop and implement an innovative hybrid-delivered professional development course and explore accelerated BSN student satisfaction and perceived learning.MethodsThe convenience sample consisted of 16 accelerated BSN students at one Midwestern university. The Student Evaluation of Learning and Feedback to Instructors online survey instrument used consisted of 21 five-point Likert-scale items.ResultsStudents reported that the course was organized (M = 3.96) and promoted student learning (M = 4.53) and engagement (M = 3.97). Graded material was adequate (M = 4.31). The course created a supportive adult learning environment (M = 3.84) and instructor rapport (M = 4.47). Knowledge was applied during clinical experiences.ConclusionsHybrid courses can facilitate student learning and satisfaction. Further research is warranted to explore innovative hybrid course delivery methods with accelerated BSN students. It is critical to ensure quality education for this special nursing population.

The lean prescription for non-traditional adult learners

Purpose The purpose of this paper is to describe how lean management principles can be used in teaching and learning processes while preparing classes for non-traditional adult learners (NALs). Careful planning and the application of lean methods can result in NALs’ enhanced engagement and success at academic institutions. Design/methodology/approach The fundamental concepts of the lean philosophy, value, value streams, flow, pull and perfection were used to carefully examine the teaching and learning process at academic institutions. Efforts were made to identify non-value-added activities in the process and explore methods to enhance the learning experience for NALs. Findings This paper provides a comprehensive approach on how to plan a class using lean methodology. Identification and removal of non-value-added activities in teaching and learning processes can help to engage students in the classroom. Practical implications This research has practical implications for academic institutions. Incorporation of lean methodology may lead to identification and elimination of waste in teaching and learning processes. This may allow instructors to re-evaluate existing course delivery methods and offer equal or higher quality curricula while reducing cost at the same time. Originality/value Lean management principles have been successfully applied to a variety of administrative processes at academic institutions. However, there exists very limited research that show lean can be effectively used in designing curricula for NALs. This project can provide a framework for the application of lean while teaching and learning at academic institutions.

Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades

The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students’ final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades. Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades.