course format
Recently Published Documents


TOTAL DOCUMENTS

102
(FIVE YEARS 34)

H-INDEX

9
(FIVE YEARS 2)

Author(s):  
James R Vinyard ◽  
Francisco Peñagaricano ◽  
Antonio P Faciola

Abstract The transition of courses from in-person to an online format due to the COVID-19 pandemic could have potentially affected overall student performance in lecture-based courses. The objective of this case study was to determine the impact of course format, as well as the effects of student sex, time of year at which the course was taken, and the institution it was taken at on student performance in an undergraduate animal science course. The course used for this study was taught at two institutions (University of Florida; UF and University of Nevada, Reno; UNR) over seven years (2014-2017 at UNR and 2018-2021 at UF). Student performance (n = 911) was evaluated using both quizzes and exams from 2014 through the spring semester 2020 and only exams were used for summer and fall semesters of 2020 and the spring and summer semesters of 2021. The final score (out of 100%) for each student was used to evaluate student performance. In addition, students were classified as high performing students if they scored ≥ 95% and low performing students if they scored ≤ 70%. The variables that were evaluated were the effects of semester (spring, summer, or fall), institution (UF or UNR), sex (male or female), number of teaching assistants (TAs; 0 to 13), and course format (online or in-person). The course was taught in-person at UNR and in-person and online at UF. The spring semester of 2020 was taught in-person until March but was switched to online approximately nine weeks after the semester started and was considered an online semester for this analysis. As the course was only taught online at UF, the variable course format was assessed using UF records only. Data was analyzed using both linear models and logistic regressions. The probability that students were high performing was not affected by sex or institution. Interestingly, both fall semester, and the online format had a positive, desirable effect on the probability that students were high performing. The probability that students were low performing was not affected by sex. However, if a student performed poorly in the class, they were more likely to have taken the course at UNR, or at UF with many TAs. Thus, student performance was impacted by changing the course format, as well as institution, the number of TAs, and the semester in which the course was taken.


2021 ◽  
Author(s):  
Mateusz Wojczal

Current e-learning software comes with a huge technological debt and does not respond to market needs as fast as other IT segments can. The main reason is dependency on obsolete formats like SCORM that are still widely used, and which do not separate data layer from the presentation layer. There is a need from market for existence of better designed and better implemented formats.


2021 ◽  
Vol 11 (11) ◽  
pp. 744
Author(s):  
Melanie Marita Beudels ◽  
Karsten Damerau ◽  
Angelika Preisfeld

Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers’ content knowledge, rather than on the development of academic self-concepts. In addition, the influence of the course format and the major field of study has not been investigated much to this date. Thus, this study examines the effects of an interdisciplinary course on pre-service primary teachers’ content knowledge and academic self-concepts in science and technology using a quasi-experimental, quantitative, pre-post-follow-up design (n = 202). Whilst no significant changes in knowledge were revealed for the baseline group not participating in the course, significant short-term and long-term cognitive gains were found for the experimental group. Biology-, chemistry-, physics- and technology-related self-concepts increased significantly when participating in the course. The results also indicate that the course format and major field of study can have an impact on the development of pre-service teachers’ professional knowledge. Regarding the development of academic self-concepts in the experimental group, it can be assumed that both the weekly and block course format are beneficial for heterogeneous learner groups consisting of pre-service teachers with different major fields of study.


2021 ◽  
Vol 20 (3) ◽  
pp. ar46
Author(s):  
Ashley N. Turner ◽  
Anil K. Challa ◽  
Katelyn M. Cooper

Course-based undergraduate research experiences (CUREs) engage students with research experiences in a course format and can sometimes result in publication of that research. This interview study identifies student-perceived benefits of authoring a publication stemming from a CURE and explores student perceptions of authorship.


2021 ◽  
Vol 50 (Supplement_1) ◽  
Author(s):  
Quinten Carfagnini ◽  
Madelyn Law ◽  
Michelle Zahradnik

Abstract Background Accelerated courses continue to be part of the changing landscape in medical education despite limited evidence to support their efficacy in relation to knowledge retention. The purpose of this study was to determine if a difference in knowledge retention exists over time between students enrolled in a traditional versus an accelerated clinical epidemiology course. Methods The current study incorporated an epidemiologic prospective cohort design. The course in clinical epidemiology focused on evidence-based decision making for diagnostic and therapeutic research methods and problem-based learning. Knowledge retention was assessed at four-times points (baseline, three, six and 12 months) for students enrolled in either traditional (13 weeks) or accelerated (1 week) courses. Linear mixed-effect regression modeling was incorporated to examine the change in trajectory of knowledge retention over four points in time between students enrolled in traditional and accelerated teaching formats. Results A significant main effect of traditional versus accelerated course format on retention of knowledge over time was not found (β=-0.341, p = 0.410), suggesting that knowledge retention is not compromised regardless of teaching format. Furthermore, the greatest diminished knowledge retention was observed between baseline and 12 months (β = 10.595, p < 0.0001), followed by three months (β = 3.864, p < 0.0001) and six months (β = 1.180, p < 0.0001). Conclusion This study determined that accelerated course format does not compromise short- and long-term clinical epidemiology knowledge retention in students. Key message University administrators and faculty should not be suspicious of knowledge retention issues in accelerated courses and should endorse accelerated learning opportunities.


2021 ◽  
pp. 146978742110350
Author(s):  
Christopher W Parrish ◽  
Sarah K Guffey ◽  
David S Williams

Developing a sense of classroom community is important in promoting course satisfaction and in helping students overcome feelings of disconnectedness, especially in online courses. When considering the various strategies identified as contributing to a sense of classroom community, instructors likely need support in which strategies and technology tools to select, as well as how to implement those strategies. This support may be especially needed for instructors seeking to translate community building practices in face-to-face settings to their online courses. Team-based learning might be used to foster a sense of classroom community among students in both face-to-face and online courses. An embedded mixed methods design was used to determine if and how students’ perceptions of classroom community varied between method of course delivery (face-to-face or online) and course format (non-TBL or TBL). The results showed whether students in face-to-face courses (non-TBL and TBL) reported a stronger sense of classroom community than those students in online courses (non-TBL and TBL). The results also revealed how students in TBL courses (face-to-face and online) described their sense of connectedness to their instructor and peers compared to those in non-TBL courses.


2021 ◽  
Vol 1 ◽  
pp. 2651-2660
Author(s):  
E. Polat ◽  
S.S. Van Dam ◽  
C.A. Bakker

AbstractThe Covid-19 outbreak forced many universities across the world to transition from a traditional or blended format to fully online education. This paper presents a case study on the transition to an online education format for a circular design course. Both quantitative and qualitative data were collected through a survey with 26 students and interviews with six course teachers. The findings revealed that students preferred the on-campus versions over the online course components. They indicated the perceived lack of motivation, lack of sense of community, and a high workload as influencing factors. Teachers indicated the lack of connection with students as a drawback to online education but identified advantages to their teaching and the student’s learning experience. Suggestions for addressing an optimal blended course format are provided.


2021 ◽  
Vol 10 (7) ◽  
pp. 19
Author(s):  
David M. Beauchamp ◽  
Genevieve Newton ◽  
Jennifer M. Monk

Maintaining scientific literacy (SL) skill development in undergraduate science education while transitioning courses from the in-person to online learning environment due to the COVID-19 pandemic requires adaptation of some teaching practices. This study assessed the effectiveness of small online learning groups as the active engagement strategy (replacing in-person breakout groups) to promote SL skill development in fourth year undergraduate nutritional science students in the online learning environment (Fall 2020 semester). As a secondary outcome, SL skill development in the online learning environment (Fall 2020, n=178) was compared to that of the in-person course format (Fall 2019, n=144). Students were surveyed at the start and end of the semester to assess their i) scientific literature comprehension, ii) SL skill perceptions, and iii) practical SL skills. The use of online learning groups contributed to improvements in both literature comprehension and SL skill perceptions (P<0.05), however, practical SL skills remained unchanged (P>0.05). There was no difference in the magnitude of improvement in students’ SL skill perceptions or their practical SL skills between course formats (P>0.05). The ability to think critically about the scientific literature was increased in both course formats, with greater improvements observed in the online course format (P=0.02). Additionally, only students in the online course format had improved comprehension of scientific methods versus the in-person format (P=0.05). Collectively, these data demonstrate that the adaptations of an in-person course to an online learning environment using small online learning groups can similarly promote the development of SL in undergraduate nutrition education. 


2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Sara Rutherford-Quach ◽  
Karen Thompson ◽  
Claudia Rodriguez-Mojica ◽  
Diego Román

Online courses, particularly in the MOOC (Massive Online Open Course) format, have a mixed reputation due to their potential to democratize access to educational opportunities and their markedly low completion rates. Yet educators continue to enroll in online courses, including MOOCs, in high numbers. For teachers at under-resourced schools or of under-served populations, free online courses may be their only professional development option. It thus remains important to understand if and how online courses, in their various formats, can serve as vehicles for supporting teacher learning and whether this can happen on a large-scale. This mixed-method study examines completion and learning outcomes in a MOOC designed for teachers of English Learners (ELs). In particular, the study identifies and examines face-to-face, structural supports that were simultaneously available to some course participants and investigates whether these were significantly related to completion and learning within the course. Findings indicate that participants who received more structural supports were significantly more likely to complete the course. While participants, on average, showed evidence of learning within the course, participants receiving structural supports did not show evidence of learning more than other participants did. This is potentially due to omitted variable bias that suggests participants who completed the course without structural supports may differ from participants who completed the course with structural supports in important, unaccounted for ways. This study contributes to research on blended learning within the context of teacher professional development, suggesting that blended learning may be useful in supporting MOOC completion, particularly for certain teacher populations.


2021 ◽  
Vol 12 ◽  
Author(s):  
Fernando Santos ◽  
António Cardoso ◽  
Paulo Pereira ◽  
Leisha Strachan

In this article we aim to provide insights about the challenges stakeholders in Portugal and across the globe may face throughout the Coronavirus Disease 2019 pandemic to reorganize coach training programs and suggest strategies to help coaches learn. Such reflection may help stakeholders across socio-cultural contexts consider the consequences of the changes made to coach training programs, the rationale for these decisions and the need to acknowledge existent challenges such as lower course completion rates, pressures to deliver the curriculum and dilemmatic decisions about course format. Furthermore, we also suggest pathways for stakeholders to develop strategies that consider contextual variables and contribute to meaningful learning. Based on the Portuguese context, several issues are discussed.


Sign in / Sign up

Export Citation Format

Share Document