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1.
Ultrasonography is a noninvasive imaging modality, and modern ultrasound machines are portable, inexpensive (relative to other imaging modalities), and user friendly. The aim of this study was to explore student perceptions of the use of ultrasound to teach “living anatomy”. A module utilizing transthoracic echocardiography was developed and presented to undergraduate medical, science, and dental students at a time they were learning cardiac anatomy as part of their curriculum. Relevant cardiac anatomy was explored on a student volunteer and images were projected in real‐time to all students via an AV projection system. Students were asked to complete a questionnaire about the learning experience and were given the opportunity to provide open feedback. The students' evaluations of this learning experience were very positive. They agreed or strongly agreed that it was an effective way to teach anatomy (90% medical; 77% dental; 100% science) and that it was incorporated in a way that promoted reinforcement of the lecture material (83% medical; 76% dental; 100% science). They agreed or strongly agreed with statements that the experience was innovative (93% medical; 92% dental; 100% science) and stimulated interest in the subject matter (86% medical; 75% dental; 96% science), and that they would like to see more modules, exploring other anatomical sites, incorporated into the curricula (83% medical; 72% dental; 100% science). We believe that ultrasound could be a useful tool, in conjunction with traditional teaching methods, to reinforce the learning of anatomy of a variety of different undergraduate student groups. Anat Sci Educ. © 2010 American Association of Anatomists.  相似文献   

2.
Student Response Technology (SRT) involves the use of hand‐held remotes by students during classroom lectures to electronically respond to questions. This study surveyed 350 students enrolled in one of 13 lower‐division university science classes taught by five different instructors who used SRT. The survey probed students’ perceptions of SRT in terms of enhancing student learning, and investigated which features of SRT students felt had the greatest/least impact on student learning. The majority of students reported that the SRT increased their content understanding, class participation, alertness, and interactions with fellow students, helped with examination preparation, provided important and immediate instructor feedback, and made class more enjoyable. Students in this study scored more positively than peer groups on survey questions related to student engagement in academic and intellectual experiences, suggesting that SRT helps to promote student engagement. Important instructor actions identified during this study that augment the enhancing effects of SRT on student learning, even in large lecture settings, include designing clear, substantive questions, reviewing correct and incorrect answers with students, and making pedagogical adjustments based on class responses.  相似文献   

3.
ABSTRACT

This case study trialled the introduction of a student-response system (Top Hat) in a third-year engineering Fluid Mechanics course (n?=?44) to improve student engagement, motivation and cognition. It was recognised that for the potential benefits of student-response systems (SRSs) to be fully realised, more time must be allocated for student engagement and the active learning components of the course. In order to allow sufficient time to fully engage with the SRSs and other classroom activities, traditional lectures were revised and the classroom format was flipped. This paper presents the initial case study results focusing on the use of SRSs. Overall, the new flipped lecture and SRS teaching format demonstrated a substantial increase in the level of student engagement, motivation, active learning and attendance compared to previous cohorts. However, the increased levels of engagement did not appear to reflect on any large increase in students’ individual grades.  相似文献   

4.
The flipped classroom is becoming more popular as a means to support student learning in higher education by requiring students to prepare before lectures and actively engaging students during lectures. While some research has been conducted into student performance in the flipped classroom, students’ study behaviour throughout a flipped course has not been investigated. This study explored students’ study behaviour throughout a flipped and a regular course by means of bi-weekly diaries. Furthermore, student references to their learning regulation were explored in course evaluations. Results from the diaries showed that students’ study behaviour in the flipped course did not appear to be very different from that of students in a regular course. Furthermore, study behaviour did not appear strongly related to student performance in both the flipped and the regular course. Exploration of student references to their learning regulation in the course evaluations showed that some students experienced the flipped course design as intended to support their learning process. Other students, however, demonstrated resistance to changing their study behaviour even though changing study behaviour is expected in order to benefit from the flipped classroom. Further research on the relationship between students’ learning regulation and actual study behaviour and course results is necessary to understand when and why implementing the flipped classroom is successful. Recommendations that may help more effective flipped classroom implementation include considering the prior history between students and instructor(s), the broader curriculum context, and frequent expectation communication especially with large numbers of students and non-mandatory lecture attendance.  相似文献   

5.
Abstract: A modified problem‐based learning (PBL) exercise was implemented in a food science Dairy Products course, which had previously been taught in the traditional lecture and laboratory format only. The first 10 wk of the course consisted of weekly lectures and laboratory exercises. During the remaining 3 wk, students were presented with a case study that described milk quality problems that could be encountered by the dairy industry. Each week, students received a set of case disclosures containing relevant information that assisted in solving the case. Students were asked to present their findings at the end of the course in the form of a written “consultant's report.” In addition, students were given a survey asking for feedback on the PBL exercise, and the usefulness of having the lectures and labs prior to the PBL experience. Eighty percent of the students found that lectures and labs provided them with sufficient background knowledge to understand and solve the PBL case, 70% found that the PBL reinforced course material covered during lecture and labs, 50% responded that PBL helped them develop new ways of reasoning about the subject matter and 65% reported that PBL taught them to think critically. Of the total students surveyed, 56% would prefer to participate in similar types of PBL exercises in the future. Incorporating PBL into traditionally taught food science courses can have a positive influence on the learning process.  相似文献   

6.
We collected data at a large, very selective public university on what math and science instructors felt was the biggest barrier to their students’ learning. We also determined the extent of each instructor’s use of research-based effective teaching methods. Instructors using fewer effective methods were more likely to say the greatest barrier to student learning was the internal deficiencies of the students (the “fundamental attribution error”). They listed deficiencies such as poor preparation and work ethic. In total, 37 % of the instructor attributions were to student deficiencies, but this fraction varied dramatically between departments.  相似文献   

7.
In the “flipped” class, students use online materials to learn what is traditionally learned by attending lectures, and class time is used for interactive group learning. A required quantitative business class was taught as a flipped classroom in an attempt to improve student satisfaction in the course and reduce the “transactional distance” (perceived barriers to engaging with the instructor, other students, technology, and course content) and increase satisfaction. Analysis indicated improvements to both transactional distance and student satisfaction in the flipped classroom. Multiple regression analysis quantified the extent of which each transactional distance was a predictor of student satisfaction. The improved satisfaction in the flipped classroom was predicted by the improvement in transactional distances between students, students and the instructor, and students and the instructional technology used in the class. The conclusions from this study suggest that the flipped classroom is a particularly good pedagogical strategy for quantitative classes. It allows the instructor to increase student satisfaction (a win for the students) in a course in which it is usually low without compromising academic standards (a win for the teachers). Finally, increased satisfaction leads to increased retention and hence increased revenues for the institution, which is a win for the administration.  相似文献   

8.
This autobiographical article describes action research, utilising a hermeneutic dialectic methodology, on the efficacy of problem-based learning. In the emergent research design, the research focus for the teacher evolved as: “Can I, as an instructor, teach science in such a way that: the use of science in real life is emphasised; an interdisciplinary approach is utilised; assessment is an integral part of instruction; and learning is student-driven, not teacher directed?” To answer this research question, the article focuses on the emergence of students' critical thinking skills, the relevance of science concepts taught, the interdisciplinary nature of the problems addressed, the use of alternative methods of assessment, and the changing roles of the teacher and the students. One significant finding reported in the article is the development of student autonomy, as the problem-based learning format allowed students freedom to pursure diverse research agendas and to accept increasing responsibility for their own learning.  相似文献   

9.
A lecture is not necessarily a monologue, promoting only passive learning. If appropriate techniques are used, a lecture can stimulate active learning too. One such method is demonstration, which can engage learners' attention and increase the interaction between the lecturer and the learners. This article describes two simple and useful tools for demonstration during gross anatomy lectures. One is an apron for demonstrating midgut rotation and the other is a simple “human” model for demonstrating the relationship between the uterus and the peritoneum. Anat Sci Educ. © 2010 American Association of Anatomists.  相似文献   

10.
This study investigated the impact of the use of computer technology on the enactment of “inquiry” in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology‐enthusiast instructor. Data were collected over the course of 4 months during which several “inquiry” activities were completed, some of which were supported with the use of technology. Non‐participant observation, classroom videotaping, and semi‐structured and critical‐incident interviews were used to collect data. The results indicated that the technology in use worked to restrict rather than promote “inquiry” in the participant classroom. In the presence of computers, group activities became more structured with a focus on sharing tasks and accounting for individual responsibility, and less time was dedicated to group discourse with a marked decrease in critical, meaning‐making discourse. The views and beliefs of teachers and students in relation to their specific contexts moderate the potential of technology in supporting inquiry teaching and learning and should be factored both in teacher training and attempts to integrate technology in science teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach  相似文献   

11.
It is widely recognized that lectures continue to dominate college chemistry instruction, especially in developing countries, and that lectures limit student intellectual engagement. To address this concern, a General Chemistry course in a Philippine university was reconstructed to implement an instructional cycle consisting of three phases: a plenary or mini‐lecture, seatwork activity, and a summary or closure. An expert instructor coached the instructors to improve their teaching. Two instructors were involved in pilot implementation and 13 instructors in a large‐scale implementation. This article describes the instructors’ adoption of the instructional cycle using qualitative and quantitative methods that involved multiple data sources. The instructional cycle and intensive coaching enabled most instructors to change their practices, shift their focus from teaching to learning, and enhance their knowledge of student learning difficulties. Nine instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. These nine instructors used student seatwork and activities 30–70% of the time, whereas previously 90% of the time involved lectures. Videotape records showed that more than 70% of the students were continuously on task. Four instructors had considerable difficulties in applying the new approach but also had difficulties with conventional lectures. The project constituted the start of a departmental reorientation with a focus on effectiveness of teaching and learning. Subsequently the faculty and course development model developed in this study was used to revise other courses. The theory of Rogan and Grayson proved useful in describing the change processes.  相似文献   

12.
Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer’s presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners’ preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.  相似文献   

13.
In this study, the effectiveness of the application of speech-to-text recognition (STR) technology on enhancing learning and concentration in a calm state of mind, hereafter referred to as meditation (An intentional and self-regulated focusing of attention in order to relax and calm the mind), was investigated. This effectiveness was further explored with regard to foreign language ability and gender. Finally, students’ perceptions towards STR-texts were surveyed. 60 non-native English speaking undergraduates participated in this study. All students were randomly assigned into either a control or an experimental group, with 30 students in each group. Two lectures, both in English but at different levels of difficulty, were given in a classroom environment. Students in the control group received a lecture containing only a video of the instructor and slides; students in the experimental group received the video of the instructor and slides as well as STR-texts of the lecture. The following main findings were obtained: First, STR-texts had a positive effect on the learning performance, attention and meditation of students. In addition, most students had positive perceptions regarding the usefulness of STR-texts for learning. This is because students in the experimental group received instructional content in both verbal (i.e., speech) and visual (i.e., STR-texts) forms, which made the content more comprehensible and easier to process. Second, during lectures with STR, high ability and female students had higher levels of attention and meditation in most cases compared to their counterparts. This finding can be explained by the difference in learning motivation and in the use of learning strategies. That is, high ability and female students are more interested in learning and display greater use of various learning strategies. Based on these results, it is suggested that educators and researchers integrate STR-texts during lectures in English in order to enhance learning and to increase the level of attention and meditation of non-native English speaking students.  相似文献   

14.
Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p < 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with <3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes.  相似文献   

15.
An innovative strategy called “progressive drawing” was used at the beginning (lid‐opener) and later (monotony‐breaker) during gross anatomy lectures. Diagrams were drawn on the classroom blackboard with anatomic structures added one by one. Students identified and labeled the diagrams and predicted the next structures to be drawn. Students felt that the strategy helped to activate prior knowledge, created interest in the current lecture, and made lecture sessions more interactive. The strategy has appeal for visual, auditory, read/write, and kinesthetic learners. Anat Sci Educ, 2010. © 2010 American Association of Anatomists.  相似文献   

16.
A case study was conducted on a group of undergraduate chemical engineering students to assess the relevance of attending lectures from a student perspective and to understand why these students attend and do not attend lectures with a view to developing approaches to teaching, which are of greater interest and benefit to student learning. The students were surveyed by means of a questionnaire-type survey, which collected both quantitative and qualitative data from them. The majority of students stated that lectures are still very beneficial to their learning and are not an out-of-date mode of education. The major reasons for lecture non-attendance were time priority and curriculum overload issues with other scholarly activities and poor quality teaching. The students provided a number of suggestions to improve lectures and lecture attendance, including the incorporation of active learning in lectures, linking lectures to assessment and adding extra value to what is already in the notes.  相似文献   

17.
The purpose of this research study was to (a) describe how concept mapping can be used as an integral instructional strategy for teaching a college course on evolution, (b) evaluate the utility of incorporating concept mapping in a college course on evolution, (c) determine whether students' concept maps reveal “critical junctures” in learning as the course unfolds, and (d) assess the impact of concept mapping on students' study practices and on students' understanding of course content. Key findings include: (a) Critical junctures in learning evolution can be identified by monitoring the degree of concordance of superordinate concepts appearing on the class set of concept maps submitted after each of the course lectures; (b) students who made concept maps reported spending an average of 37% more study time on this college biology course than on their previous biology courses; and (c) the use of “seed concepts,” “micromapping,” a standard concept map format, and a standard concept map checklist made the strategy feasible for the instructor to implement and for the student to adopt. A concept map performance index formulas was also developed for this research study in order to assess students' overall mapping performance.  相似文献   

18.
This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.  相似文献   

19.
The measurement of student performance during their progress through university study provides academic leadership with critical information on each student’s likelihood of success. Academics have traditionally used their interactions with individual students through class activities and interim assessments to identify those “at risk” of failure/withdrawal. However, modern university environments, offering easy on-line availability of course material, may see reduced lecture/tutorial attendance, making such identification more challenging. Modern data mining and machine learning techniques provide increasingly accurate predictions of student examination assessment marks, although these approaches have focussed upon large student populations and wide ranges of data attributes per student. However, many university modules comprise relatively small student cohorts, with institutional protocols limiting the student attributes available for analysis. It appears that very little research attention has been devoted to this area of analysis and prediction. We describe an experiment conducted on a final-year university module student cohort of 23, where individual student data are limited to lecture/tutorial attendance, virtual learning environment accesses and intermediate assessments. We found potential for predicting individual student interim and final assessment marks in small student cohorts with very limited attributes and that these predictions could be useful to support module leaders in identifying students potentially “at risk.”  相似文献   

20.
As in many universities, class sizes have increased more quickly than teaching and learning resources. A related challenge is the increasing diversity of the student body in terms of socio-economic background, learning styles, English language ability and preparedness. This paper explores ways in which traditional face-to-face teaching methods (such as lectures and tutorials) can be combined with online teaching and learning activities in a “blended” learning approach to improve teaching and learning and to accommodate student diversity. Using a large first year Economics class as a case study, data were collected on student perceptions of the use of blended learning. A statistical model was used on a sample of 50 students to determine which online activities were most beneficial in improving student performance. The majority of students agreed that replacing one lecture a week with online activities and resources improved their learning, although about 20 % of the class would have preferred more lecturing and fewer online resources. Statistical finding showed that more active online resources, such as multiple choice and graphing questions, were most beneficial in improving student performance, but that more passive lecture capture was also useful in modelling the discourse of the discipline.  相似文献   

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