Introduction to Computer Programming Through a System of Tasks

Computer programming is a fundamental discipline in many academic programs, especially in the fields of informatics, applied mathematics, physics, and engineering. Despite its popularity, computer programming courses does not possess a widely-accepted methodology for its structure, and because of this reason, even introductory courses highly differ in their curriculum, approach, complexity, and even technical background. In this paper we propose a methodology for introductory computer programming course structure definition that is based on the concept of notion formation through a system of tasks. The approach is intended to be applied in the context of academic education, but it is also applicable in the last years of high-school courses.

Construction and Application of Tennis Teaching Digital Resources Based on Deep Learning

Tennis teaching is an important part of traditional physical education in China. It aims to cultivate students’ lifelong exercise habits, improve learning efficiency, and promote social development. Therefore, based on the concepts of deep learning and digital resource construction, this paper proposes the course structure design. This paper first describes the current situation of tennis teaching, then studies the relevant content of deep learning, and discusses the most commonly used neural network algorithm in the field of deep learning. Then, using the research method of the questionnaire survey, combined with the digital teaching mode, the teaching of Chinese college students tennis group research, and compared with the traditional teaching mode. The results showed that the experimental group (EP) learned more balanced technical movements than the control group (CP). The teaching effect of digital resource tennis course is better than conventional teaching, which shows that digital resource tennis course can master students’ skills better than conventional teaching. Therefore, the construction of digital resources based on deep learning can improve students’ tennis technology and stimulate students’ interest in tennis.

A rapid prototyping approach for intensive field courses to build scientific and professional skills

This paper reports on the design and evaluation of Field Studies in Functional Ecology (FSFE), a two-week intensive residential field course that engages students to master core content in functional ecology alongside skills that facilitate their transition from ‘student’ to ‘scientist’. This paper provides an overview of the course structure, showing how the constituent elements have been designed and refined over successive iterations of the course. We detail how FSFE students are guided first to develop their own research questions (Field Problems), and then through a structured reflective approach of rapid prototyping and iterative refinement of each stage of the research process. Using extensive evaluation data, we show how, coached by experts within a cognitive apprenticeship framework, FSFE students develop a coherent and nuanced understanding of how to approach and execute ecological studies. The sophisticated knowledge and skills as ecology researchers that they develop during the course is highlighted through high quality presentations and peer-reviewed publications in a student-led journal. We illustrate how field course elements can be used to provide cognitive, affective and reflective tools that allow students to gain maximum value from their educational journey, and the confidence to consider research in their future careers.

Students’ perceptions of team learning across teaching frameworks and settings

The benefits of team learning include increased achievement, increased motivation, and greater retention of concepts learned. While team learning has been implemented since the early 20th century, instructors in higher education settings may still experience challenges managing implementation, such as unmotivated students and a lack of accountability among group members. One team learning pedagogy is team-based learning (TBL), a structured course design that combines individual preparation with collaborative problem-solving. Given the benefits of TBL in face-to-face settings, including student learning and improved attitudes, educators have also adapted TBL to online settings. This embedded mixed-method study examined students’ perceptions of TBL in face-to-face and online teacher education courses. We found that students in TBL courses, regardless of delivery method, reported positive perceptions of TBL, and commonly identified the course structure and teams as the most effective aspects of the course.

Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

Enhancing Group Bonding in an Acting Class of Older Adults in Urban Subsidized Housing

Creative arts such as acting can promote social contact and bonding among socially isolated populations. Yet the benefits of art programming among older adults in low-income urban settings remain unexplored. A professionally administered theater group comprised of older adults living in urban low-income housing met for 12 weeks to learn acting skills and perform a play. The purpose of this study was to identify: 1) why participants enroll in a residence-based acting and improvisation course, and 2) what aspects of the course contribute to group bonding. Participants (n=14) were African American. The average age was 63 years, 14% were men, 57% had a high school degree or less, 79% reported good to excellent health, and the mean ADL score was 1.45 (range: 1-2.5). A researcher was present at each class session to observe and take field notes. Pre-post interviews included closed and open-ended questions. The researchers reviewed field notes and interview transcripts for a priori themes and emergent themes through independently coding data, discussing similarities and discrepancies, and coming to consensus on themes. Results showed that participants were motivated to enroll to meet new people, come out of themselves, learn something new, and gain artistic skills. Participants indicated the course contributed to group bonding via teaching techniques, course structure, the teacher’s use of self, the expression of self, and mutually enhanced coping skills. Results from this study provide guidance for the design of theater groups in similar settings and inform recruitment efforts of older adults in creative arts programs.

Evaluating the impact of the first 10 years of the Cambridge Masters in Conservation Leadership

Conservation lacks sufficient well-trained leaders who are empowered to catalyse positive change for the natural world. Addressing this need, the University of Cambridge launched a Masters in Conservation Leadership in 2010. The degree includes several features designed to enhance its impact. Firstly, it recruits international, gender-balanced cohorts of mid-career professionals, building leadership capacity in the Global South and providing a rich environment for peer learning. Secondly, teaching includes applied leadership training in topics such as fundraising, leading people and networking, as well as interdisciplinary academic topics. Thirdly, the degree is delivered through the Cambridge Conservation Initiative, a partnership of international NGOs and networks, facilitating extensive practitioner-led and experiential learning. We present details of programme design and evaluate the impact of the Masters after 10 years, using data from course records, student and alumni perspectives, and interviews with key stakeholders. The course has broadly succeeded in its design and recruitment objectives. Self-assessed leadership capabilities, career responsibilities and the overall impact of alumni increased significantly 5 years after graduation. However, specific impacts of alumni in certain areas, such as on their professional colleagues, have been less clear. We conclude by outlining future plans for the Masters in light of growing demands on conservation leaders and the changing landscape of leadership capacity development. These include reforms to course structure and assessment, long-term support to the alumni network and developing a conservation leadership community of practice.

Modeling of the content of the physics course based on the percolation coefficient

This article deals with the problem of modeling the assessment of the level of integrity of the content of the physics course learned by students. The need for such modeling is due to the need to bring education courses to online format. The degree of integrity of learning is proposed to be established by modeling the percolation of intradisciplinary connections established in the course structure. The model uses the graph model of intradisciplinary connections (T. N Gnitetskaya) and the principles of percolation theory (P-theory). The article provides a few practical solutions for the use of P-theory. An algorithm has been developed that allows forming the topics of the physics course into the studied structure.

Evaluation of An Online Learning Concept For Nursing Students In Caring For Patients With Dementia: Results of A Questionnaire Survey

Background: Dementia is a major public health concern. Nurses have a key role in caring for patients with dementia and to relieve caregivers. To prepare them for adequate demand-oriented nursing care provision, there is a need for training and education. Due to the current Covid-19 pandemic, an online course with focus on a health care need assessment was developed.Methods: The Elaine Study is a quantitative study using questionnaire-based interviews. The recruitment of nursing students for the study was guided by following inclusion criteria (a) second-year nursing students participating in the module ‘caring for elderly patients’, (b) less than three missing lectures. Of all nursing students (N=127), n=48 met the inclusion criteria. Twenty-eight students participated. Quantitative data were analyzed by descriptive statistics. For analyzing possible relations between lectures evaluations aspects among each other, the Spearman correlation was used. Collected qualitative data were analyzed by the Kuckartz suggested qualitative content analysis using the software MAXQDA.Results: Nursing students judged the overall course structure as very well (M 1.36, SD 0.48). Learning aims were clear defined (M 1.61, SD 0.68), learning contents have been properly demonstrated (M 1.68, SD 0.67) and teaching methods contribute the understanding (M 1.63, SD 0.62). The exercise on the Geriatric Assessment promote the internal learning process (M 1.67, SD 1.00) and the final online simulation training made lecture contents easier to understand (M 1.86, SD 0.89). Correlation were determined among the course structure and the (1) clear definition of learning aims (rSp 0.566, p=0.002), (2) presentations and references are made available (rSp 0.514, p=0.005), (3) teaching methods contribute the understanding (rSp 0.535, p= 0.004) and (4) an increase of individual learning ability (rSp 0.573, p=0.001). Implication for improvement proposes a reduction of nursing students team members from four or five to a work in teams of two nursing students.Conclusions: The Elaine study describes the feasibility of an online learning concept for nursing students in caring for patients with dementia. To identify actual impact on patient’s health and on caregiver burden as well, further studies are needed.