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1.
Medical school curricula are undergoing transformational change in response to calls for integrating content across courses and years to enable better retention and application and for individualizing learning to meet the diverse backgrounds and thus differing needs of students. To address the related teaching challenges, faculty can employ solid principles of adult learning and instructional design and use teaching strategies that stimulate different learning styles. We developed laboratory sessions that follow a learner‐centered instructional design model we refer to as “PLHET,” reflecting the steps of preparing, linking, hooking, engaging, and transferring learning, and also applied teaching strategies that reflect Kolb's four styles of learning (accommodative, divergent, assimilative, and convergent). We utilized a group learning format to promote active learning, teamwork, and self‐direction. Preliminary data based on student surveys of laboratory activity show positive responses. In the future, we will test the hypothesis that this design will improve medical students' performance. Anat Sci Educ © 2013 American Association of Anatomists.  相似文献   

2.
Higher education system has been globally evolving over time with the development of courses that offer distance online models of delivery to meet the changing needs of students in an era of technology-driven transformation. However, one of the biggest challenges of distance online education has been higher attrition rates mostly due to difficulties in engaging the students in the learning process adequately. In this regard, peer-assessment has been recommended in the literature as an interactive method to optimise student engagement and learning in collaborative environments. This study demonstrates how formative peer-assessment was utilised in an online multi-model sport management unit to enhance engaged learning outcomes.  相似文献   

3.
ABSTRACT

North Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on the design and student outcomes for an Introductory Biology course over four terms. As faculty learning communities are broadly utilized, it is anticipated that this article may present an effective strategy to increase the quality and quantity of online science, technology, engineering and mathematics (STEM) courses at similar institutions.  相似文献   

4.
线上学习蓬勃发展,科研和教学法有效结合,教学品质就能进一步提升。以皇家大学的教学模式为例,深入探讨4项线上教学的原则：学习成果、经验性真实性之学习、学习社区、小组学习。在天津电大开办培训课程,引导教师们深思个人的教学哲理和教学方法,以设计思考的方式,为线上教学挑战寻求解决方案。70名教师参与度高,制作设计蓝图,分享经验,做中求知,创意十足,充分展现中西双方的教学精髓,使之紧密结合,增加教学成效。未来培训的方向是以面授、线上混合之方式,实行小班制,为中国和加拿大线上教学的创新与合作做出更有意义之贡献。  相似文献   

5.
Given the continued growth in online learning as well as reports of high attrition rates in it, understanding student readiness for online learning is necessary. Over the years several surveys have been developed to assess student readiness as a predictor of success in online programs; however, a review of the literature yielded limited results of their translation and criterion‐referenced validity. The researchers of this article sought to develop a more rigorous survey instrument for students to self‐assess readiness for online learning. The authors report on findings from a three‐phase study during which the instrument was developed, evaluated, and validated. Through the process of validation, the researchers systematically engaged in an iterative process to refine the instrument, which resulted in not only a more rigorous instrument but one that more clearly defines ready and situates it within the literature on learner characteristics, digital divide, and information and communications technology (ICT) engagement.  相似文献   

6.
In this quasi-experimental mixed methods study, we examined the effectiveness of a faculty-to-faculty mentoring program to increase student success rates in online courses at an American university. Over one semester, 24 faculty mentees worked with 6 faculty mentors on improving course organization and implementing student engagement techniques. Using methodological triangulation, we found positive results for two of our effectiveness measures (i.e., mentor and mentee feedback and mentors’ ratings of mentees’ courses). However, in terms of our third measure (i.e., student learning data), although institutional data showed that there was a 4.1% aggregate increase in online student success after the intervention, the intervention group made no significantly greater gains than two control groups. Our findings highlight some benefits and shortcomings of these types of university initiatives and also emphasize the importance of using triangulation to integrate participant feedback with formal measures of student success.  相似文献   

7.
In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities.  相似文献   

8.
Studies on student engagement in learning have mainly focused on undergraduate degree courses. Limited attempts have been made to examine student engagement on open access enabling courses, which is targeted to underrepresented students in higher education. Students on open access enabling courses are at high risk due to a low academic achievement in high school, the gap between schooling, work and post-secondary education, and different kinds of personal and academic barriers. This paper reports on a pilot quantitative study using a survey method undertaken at an Australian university. The study examined a range of issues related to student engagement, including learning barriers, engagement and experience in learning, skills attained, motivation to complete study, career pathway, and key reasons for selecting a particular pathway. The study found that online students are less engaged in learning and, therefore, efforts need to be made to improve their sense of belonging to the university. The findings of the study are critical due to high attrition on open access enabling courses and it argues the need to improve the engagement, retention, and success of students on such courses.  相似文献   

9.
This qualitative study compared faculty and student perceptions regarding factors that affect student retention in online courses in an attempt to more effectively address the problem of attrition. A grounded study method was used to interview students taking online courses, analyze their responses related to the critical factors that affect student retention, and compare them with those given by expert online faculty documented by Gaytan (2013). Among the various findings, two are considered critical: online students would like to receive more instruction from their professors and more comprehensive feedback that would allow them to engage in corrective behaviors to improve performance. Comparing faculty and student responses related to the factors that affect student retention could give online program administrators and faculty advisors a better understanding of these critical factors to be able to respond to the student retention challenge more effectively.  相似文献   

10.
As instructors adopt web‐based learning environments, they must consider how students’ evaluations of learning reflect the overall quality of instruction. Traditional course evaluations are used for faculty retention, tenure and promotion decisions, but also provide instructors with valuable information on the quality of their instruction. This study looks at response rates and compares instructional quality, using student course evaluations along with additional data from online and face‐to‐face graduate education courses, to evaluate the effectiveness of instruction. A statistical analysis of students’ course evaluations showed no significant difference in instructional quality based on the format used. Together with comparisons of student work, these results provide additional evidence in support of the finding of no significant difference between formats in the area of instructional quality.  相似文献   

11.
The mathematics community in the U.S. has become concerned about the state of doctoral education, including concerns about high attrition rates and the small numbers of women and students from some racial and ethnic groups. This paper proposes a model of doctoral student persistence and attrition, in which student participation in the life of the department and discipline lead to increased student integration, which is crucial for students' success. Ten faculty members and eighteen graduate students were interviewed about their interests,conceptions, and experiences within mathematics, in a case study of one mathematics department. In this department, students experienced four types of obstacles to their participation: obstacles stemming from the program structure, obstacles to participation in class, obstacles to participating with faculty outside of class, and obstacles stemming from faculty beliefs about teaching and learning. Implications for the retention of mathematics doctoral students are discussed. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

12.
ABSTRACT

This study was designed to investigate how college students’ personality characteristics relate to their choice of instructional delivery (online or face-to-face) and whether this choice mediates the relationship between personality and academic performance. One hundred eighty-eight undergraduate students were given a choice between taking the same general education course online or face-to-face. Students completed the Big Five Inventory (BFI) upon the conclusion of this course. Using a Bayesian regression course modeling framework, we found that Conscientiousness and Agreeableness were related to the choice of instructional delivery. Students scoring higher on Conscientiousness and lower on Agreeableness tended to choose the online environment. Conscientiousness also was a direct predictor of academic achievement regardless of the course environment. These results suggest that in order to find the best fit between student and the learning environment, it is important to identify personality characteristics indicative of success in online and traditional face-to-face courses to help students to become more efficient learners and assist faculty in designing quality courses to meet students’ needs.  相似文献   

13.
ABSTRACT

This study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses.  相似文献   

14.
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed.  相似文献   

15.
Eleven experienced community college faculty members were interviewed to elicit examples of how they improved student learning productivity in their online courses. The 11 faculty members represented eight different states, nine different fields or disciplines, and all were permanent or full-time faculty members at community colleges in the southern or western states. Based on a thematic analysis of the examples given, improvement in student learning occurred by (a) emphasizing seven approaches to increase student engagement, (b) using six different structuring tactics to focus student attention on learning, (c) using assessment techniques to improve learning, and (d) pursuing a personal passion for online teaching. These findings suggest that faculty can and do find ways to use different tools in different ways to improve student learning productivity in community colleges.  相似文献   

16.
In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.  相似文献   

17.
The purposes of this study were to compare the instructional methods and strategies identified as useful in online teaching environments with those used in a face-to-face teaching environment, to investigate relationships between the perceived usefulness of instructional strategies and methods used by higher education faculty in both teaching environments, and to identify instructional methods transferred from an online to a face-to-face teaching environment. The following instructional methods were found to have a significant relationship with the instructional environment: student collaborative projects, student-to-student electronic discussions, lecture (direct instruction), questioning and feedback to students, and e-mail communication with the instructor. Both authors are at Drake University. Peggy Steinbronn. Ed.D., Drake University, is the Instructional Technology Manager. Special interests include technology integration, faculty professional development, and online instruction. Eunice Merideth, Ph.D., Iowa State University, is the Associate Dean of the Drake School of Education. Her special interests include technology integration, social justice, and distance learning. Contact the authors at peggy.steinbronn@drake.edu and eunice.merideth@drake.edu  相似文献   

18.
《College Teaching》2013,61(1):190-193
Abstract. The number of online courses being offered by postsecondary institutions has increased dramatically and consequently an increasing number of faculty are faced with teaching online courses. Students demonstrate more positive attitudes and higher levels of performance when online classes are highly interactive, but many faculty about to embark in online teaching are not aware of the techniques available to increase the level of interactivity in online courses. This article describes how to establish an interactive online learning environment and provides strategies for increasing student interactivity.  相似文献   

19.
An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of ?the examination of the design and evaluation of a self-paced online faculty development course about rubrics. A mixed-methods research design was implemented to collect quantitative and qualitative data from faculty members upon completion. Data obtained from an evaluation questionnaire, rubric artifact, self-reflections, and teaching improvement plan revealed that faculty viewed the course as a positive and useful experience. Specific design recommendations for instructional designers and faculty developers of self-paced online courses are provided. These design recommendations emphasize adult learning principles and transformative learning through self-reflection.  相似文献   

20.
Increased enrollment in online programs and courses has prompted a plethora of research on instructional strategies that impact online students’ learning. Most of these strategies came from instructors, and others were solicited from students. While the literature notes that students who have more university experience tend to provide more substantive responses when solicited, there seems to be limited representation of online master’s students’ preferences on what instructional strategies work for them. There is paucity in the literature on how these preferred instructional strategies inform existing theoretical and practical frameworks that could impact online learning performance. This article discusses the Top Ten Instructional Strategies preferred by master’s students who responded to a dissertation survey question - What specific things would you like your online instructors do to help you learn successfully? - and relates these strategies to the Seven Principles for Good Practice in Undergraduate Education and the Quality Matters Rubric.  相似文献   

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