What Is the Difference? Online and Face-to-Face Authentic Assessment Strategy

Online learning has gained more attention in educational institutions recently, and various assessment strategies have been examined to improve performance. Despite these contributions, there is a lack of studies in eastern countries within their own contexts that investigate and compare online and face to face authentic assessment. The purpose of this research is to understand the effectiveness of online and face- to- face instructional methods on students’ performance based on authentic assessment strategy. To achieve this goal, a quantitative method is adopted and paired T- test is applied to analyze the data. The sample consists of 38 female students in sixth grade registered in English subject class in a primary school, and has been taught by the same instructor. The result shows that students who assessed during online class have achieved higher scores than those who assessed in the traditional section. However, the article has presented further explanation, discussion, and a direction for future research.

Implementing a Competency-Based Approach to Anatomy Teaching: Beginning With the End in Mind

Background: The shift in the medical education system from a time-based to a competency-based model has encouraged its adoption and application in competency-based education in anatomy classrooms, such as team-based learning models and flipped classroom models. This pilot study aimed to build on previous work of the linkages between anatomy-based learning (a flipped classroom model inspired by a modified team-based learning) and student learning and engagement, and further to assess the linkage between anatomy-based learning and academic performance. Methods: A sequential mixed-methods design was employed to first gather and analyse quantitative data, including confidential student first semester scores in anatomy: gender, stream, anatomy-based learning, and final anatomy overall mark. The quantitative phase was followed by a qualitative phase in which a series of 8 anatomy laboratories were observed (4 anatomy-based learning and 4 traditional). Thematic analysis was performed on the observation data. Results: Aggregate anatomy-based learning and traditional stream tests, and final unit scores were compared. The anatomy-based learning and final unit scores showed little difference between students in the anatomy-based learning and students in the traditional stream. Students using anatomy-based learning had an aggregate score of 1.15 and final aggregate mark of 72, whereas students in the traditional section had an aggregate score of 1.19 and final mark of 79. Qualitative phase was undertaken to try to assess the linkages between anatomy-based learning and student learning. Observations showed that students in the anatomy-based learning section spent more time on task as compared with their peers in the traditional stream. The anatomy-based learning students also seemed to practice more self-directed learning and employed more multimodal learning strategies than the traditional section stream. Discussion/conclusions: Although the quantitative results of this study showed no significant difference in mean scores between anatomy-based learning and traditional designs, it was possible to observe the potential of flipped classroom model in engaging students in individual preparation, in team-based learning, and in consensus-based learning approaches.

Built Cultural Heritage Recording and Evaluation in the Traditional Settlement of Siatista in Greece: Functional and Institutional Proposals for Conservation

This case report explores the town of Siatista (located in the Western Macedonia Region—Greece), which is designated as a “traditional settlement”. The paper argues that, despite the relevant legislation that designated 400 settlements in Greece as “traditional settlements” and put them under protection, Siatista has no delimited traditional section. Through the years, new house typologies, demolitions, and alterations of its urban form have appeared, and Siatista has lost its identity. Having as an ultimate goal to identify proper planning guidelines and regulations for the preservation of Siatista’s built heritage, the methodology used in the paper includes the following steps: (a) recording and codification of the key legislation for the protection of Siatista, including the official urban plans (and their revisions); (b) identification and mapping of the urban form and spatial characteristics of Siatista (existing land uses, house typology, etc.); (c) identification of the alterations of the urban form and the demolitions, mainly with the use of aerial photos (1960–2014); and (d) creation of a map presenting the remaining built heritage per degree of evaluation. Following the analysis of the existing situation and the identification of the key challenges, the paper ends by defining and delimitating the well-preserved section of the town (proposing stricter rules and regulations for its preservation).

Antitrust and the Internet Standardization Problem

This article evaluates the economics of the Internet and Internet-relatedsoftware markets, which are heavily driven towards standardization. Itsuggests that a traditional section 2 antitrust analysis will fail toeffectively regulate competition in such a market, particularly if it isdirected at structural relief. Instead, the article recommends that section2 play a limited role in regulating conduct in a standards competition. Thearticle also suggests that private standard-setting may play aprocompetitive role in the Internet context, and that section 1 should berelaxed in order to permit such joint activity (within certain limits).

A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered—online for the hybrid section and in person for the traditional section. Analysis of final grades revealed that students in the traditional section did significantly better than those in the hybrid section (p < 0.001). There was a significant main effect of class standing (p < 0.01). When performance in the two sections was compared for each class year separately, the differences were only significant for sophomores (p < 0.001); freshmen, juniors, and seniors did not perform differently in the hybrid versus the traditional section. An anonymous midterm survey suggested factors likely contributing to the overall lower success of students in the hybrid section: some students in the hybrid section did not take lecture notes and/or use the audio component of the online lectures, suggesting minimal interaction with the lecture material for these students.

A Delicate Balance: Integrating Active Learning into a Large Lecture Course

A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach.

A Comparison of Student Grades, Floral Design Laboratory Skill Scores, and Course Satisfaction of Traditional and Online Sections of a University Floral Design Course

Performance of college-level floral design students was compared using a sample of 140 students from Texas A&M University. The experimental group was enrolled in the online version of the course, while the control group was enrolled in the traditional version of the course. Students in both groups were asked to fill out surveys at the beginning and end of the semester. In addition, student floral designs were evaluated at the beginning and end of the semester, and student grades were compared at the end of the semester. No statistically significant differences were noted in terms of student course satisfaction. However, differences were noted in course grades, with those enrolled in the traditional section of the course outperforming those in the online section. Overall, the students in both sections of the course did well in terms of grades, floral design skill scores, and course satisfaction. Results indicated that certain student characteristics may be indicators for student success in online courses.

Optimal Observations for Variational Data Assimilation

An important part of ocean state estimation is the design of an observing system that allows for the efficient study of climate related questions in the ocean. A solution to the design problem is presented here in terms of optimal observations that emerge as singular vectors of the modified data resolution matrix. The actual computation is feasible only for scalar quantities and in the limit of large observational errors. Identical twin experiments performed in the framework of a 1° North Atlantic primitive equation model demonstrate that such optimal observations, when applied to determining the heat transport across the Greenland–Scotland ridge, perform significantly better than traditional section data. On seasonal to interannual time scales, optimal observations are located primarily along the continental shelf and information about heat transport, wind stress, and stratification is being communicated through boundary waves and advective processes. On time scales of about 1 month, sea surface height observations appear to be more efficient in reconstructing the cross-ridge heat transport than hydrographic observations. Optimal observations also provide a tool for understanding changes of ocean state associated with anomalies of integral quantities such as meridional heat transport.

Field Evaluation of the Stiffness of Unbound Aggregate Base Layers in Inverted Flexible Pavements

Unbound aggregate base layers in a quarry haul road in Georgia were characterized using embedded sensors and in situ seismic testing. Two sections of the road were constructed as inverted pavements, one using a South African Roads Board method and the other using a conventional Georgia Department of Transportation method. A third was constructed using a traditional method. Miniaturized versions of traditional cross-hole and downhole seismic tests were conducted to determine the stiffnesses of each base layer. Horizontally propagating compression and shear waves were measured under four different loading conditions to determine Young’s moduli and Poisson’s ratios of the base. An increase in stiffness with an increase in load was measured. Additionally, it was found that the Georgia and South Africa sections had similar stiffnesses. Surprisingly, the traditional section was found to be somewhat stiffer than the other sections. This higher stiffness is thought to be caused by a prolonged period of compaction before construction of the unbound aggregate base layer, which essentially transforms the traditional section into an inverted pavement. Using the vertical total normal stresses computed from ILLI-PAVE, a value of 0.3 for the earth pressure coefficient was found to be reasonable for this material in determining the radial total normal stresses. The radial effective normal stresses were calculated from the radial total normal stresses and experimentally determined pore water pressures. Additionally, the negative pore water pressures in the partially saturated granular base had a significant impact on the stiffness of the unbound aggregate base layer, especially under small load levels.