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Assessment is becoming important from many different perspectives. Universities are planning, developing, and testing various assessment models to satisfy stakeholders. Many accrediting agencies are also requiring assessment plans and their implementation from universities for reaccreditation. This article describes how assessment was used to continuously improve a database course in a Web MBA program, and combines Deming's Plan‐Do‐Check‐Act (PDCA) cycle with Bloom's taxonomy to develop rubrics for problem solving learning objectives in an online course. Results from direct and indirect measurements are used to improve the course. Specifically, two semester results are compared for course assessment. Results show some improvement; however, the course requires continuous improvement to meet benchmarks. The model presented here is generic in nature and should be useful for all educators who plan to initiate or continue the assessment and continuous improvement process. Instead of reinventing the wheel, educators can learn from our experiences and use the results as a starting point for their own assessment programs. 相似文献
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Kenneth R. MacLeod William W. Swart Ravi C. Paul 《Decision Sciences Journal of Innovative Education》2019,17(1):53-75
This article applies Deming's Plan‐Do‐Study‐Act (PDSA) cycle of continual improvement to a course taught with both blended and online sections. It uses Relative Proximity Theory, an extension of the Theory of Transactional Distance, to measure the quality of online/blended learning as a function of the obstacles to a student's full engagement with a course. These obstacles can arise because of the student's transactions with fellow students, with the instructor, with the course content, or from the instructional technology used in the course. Using stepwise multiple regression, the most significant obstacles can be identified. Once the obstacles are known, strategies to reduce them are planned and implemented. Logistic regression is used to determine if the realized reductions are statistically significant and for setting the stage for further improvements. 相似文献
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Summaries English In the physical sciences, laboratory instruction has always taken place alongside classroom instruction. Undergraduate physics education has been a mixture of theoretical and experimental instruction, where the theoretical part plays the dominant role. The freshman laboratory holds a prominent role because it is the place where the student acquires the skills and attitudes that will help him understand the advanced subjects. The freshman laboratory is particularly important in countrieswhere the student's instruction in experimentation is practically non‐existent at the secondary‐school level. In these cases, where the freshman laboratory is the student's first exposure to experimental science, we are particularly concerned that together with learning the ‘right’ things the student should develop the ‘right’ attitudes; as the ‘right’ attitudes can encourage curiosity and motivation for lifelong learning. 相似文献
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Dianne J. Hall Casey G. Cegielski James N. Wade 《Decision Sciences Journal of Innovative Education》2006,4(2):237-257
The research described in this article reports the results of a study designed to evaluate the relationship among object‐oriented (OO) computer programming task performance and a student's (1) theoretical value belief, (2) cognitive ability, and (3) personality. The results of this study do not support the assertion that cognitive ability is a main determinant of performance. Rather, the findings suggest that characteristics of an individual nature have more effect on a student's performance. This supports our belief advanced herein that theoretical value belief and personality are significant predictors of computer programming performance in OO environments. From the findings of this study, we assert that academicians who must teach OO computer programming consider these factors when developing course materials or student assistance programs. 相似文献
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A Study of Disciplinary, Structural, and Behavioral Effects on Course Outcomes in Online MBA Courses
This article reports the results of a 2‐year study examining the effects of subject matter, course structure, and participant behaviors on students' perceived learning and satisfaction with delivery medium in Web‐based courses of an MBA program in the midwestern United States. Using finance as the referent discipline, we found statistically significant differences in the mean course outcomes (students' perceived learning and satisfaction with delivery medium) associated with 13 business disciplines. Although most of these disciplinary differences ceased to be significant predictors of student perceived learning as structural and behavioral characteristics were incorporated into the model, these differences remained significant predictors of perceived delivery medium satisfaction. We also found that some structural and behavioral characteristics were significant predictors of course outcomes, but in opposite directions. For instance, media variety was a positive predictor of delivery medium satisfaction but a negative predictor of perceived learning, while learner–learner interaction positively predicted perceived learning but negatively predicted delivery medium satisfaction. These findings suggest that instructors of online graduate courses must manage trade‐offs in balancing students' learning with their perceptions of the internet as a course delivery medium. 相似文献
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Abstract: Constructivist‐based inquiry instruction has been popularized for several decades in primary‐ and secondary‐science education, with overwhelmingly positive results across all sciences. Importantly, higher education faculties have begun to embrace inquiry instruction in many subject areas. In fact, a growing body of literature illustrates the positive impact of inquiry instructional methods on science student achievement, such as in Food Science. While it has long been shown that student's instructional preference has a positive impact upon achievement, very little work has been done to assess college student's instructional preferences, especially in lecture‐based classes. A recent study was conducted at the Univ. of Idaho to identify student preferences of generic instructional models. Students from 4 majors (Food Science, Geological Sciences, Secondary Education, and Elementary Education) participated in the study. A 35‐question survey was developed to gather data on student's instructional strategy preferences. The data were analyzed to determine (a) instructional preferences inclusive of all majors, (b) instructional preference within each of the 4 majors, (c) a comparison of preferences of each major to other majors, and (d) gender issues within and across majors. The results suggest that there is perceived value of particular instructional methods over others, both within and across majors. In addition a gender relationship with methodology exists, particularly within certain subject areas. 相似文献
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A learning model for enhancing the student's control in educational process using Web 2.0 personal learning environments 
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下载免费PDF全文 Ebrahim Rahimi Jan van den Berg Wim Veen 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):780-792
In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by taking advantage of Web 2.0 tools and technologies, there is not a robust learning model available to achieve it. This contribution focuses on proposing a learning model built upon self‐regulated learning and student's control theories and concepts, and supported by the learning affordances of Web 2.0 tools and technologies for enhancing student's control by developing and applying Web 2.0 PLEs. 相似文献
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A prospective,randomized crossover study comparing direct inspection by light microscopy versus projected images for teaching of hematopathology to medical students 下载免费PDF全文
下载免费PDF全文 Aaron M. Carlson Ellen D. McPhail Vilmarie Rodriguez Georgene Schroeder Alexandra P. Wolanskyj 《Anatomical sciences education》2014,7(2):130-134
Instruction in hematopathology at Mayo Medical School has evolved from instructor‐guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty‐one second‐year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case‐based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre‐ and post‐test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student's favored method. There was no significant difference in the pre‐test and post‐test scores between the two teaching methods (rank‐sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post‐test scores were not significantly different. Student's recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom‐based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. Anat Sci Educ 7: 130–134. © 2013 American Association of Anatomists. 相似文献
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Ivana Mijatovic Mladen Cudanov Sandra Jednak Djordje M. Kadijevich 《Teaching in Higher Education》2013,18(5):506-517
In this paper, our aim is to explore the predictors of adoption by students of a Learning Management System (LMS) based on a Modular Object-Oriented Dynamic Learning Environment as well as the influence of active student participation and the interactive usage of an LMS on the achievements of students in a blended learning environment. Our study was conducted on 169 students, who are using an LMS for the first time in their studies, from the largest university from Serbia. Our findings indicate that students' active participation in class has a stronger positive effect on students' achievement than does students' interactive usage of the LMS. A stepwise linear regression analysis revealed that a student's interactive usage of the LMS and his/her active participation in class accounted for 47% of the variation in a student's achievement. A student's interactive usage of the LMS is only affected by his/her perceived easy usage of the LMS. 相似文献
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As universities extend their distance education offerings to reach more time‐ and place‐bound students, the degree to which online students are successful, as compared to their classroom counterparts, is of interest to accreditation review boards and others charged with assessment. Teaching faculty use information about the effectiveness of their instruction to evaluate and improve the learning experience. By comparing persistence and performance measures from the author's five semesters of online and traditional sections of a required undergraduate business statistics course, this paper provides evidence that while there are significant differences in persistence between the two cases, accomplishment of the learning objectives, as measured by the final grade in the course for those students who persist, is independent of the mode of instruction. 相似文献
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In a small section collaborative learning environment where student work teams promote mutual learning about investments, students limit the opportunity to learn from other students if they are absent from class. Absenteeism not only denies the student the opportunity to learn from others but also denies other members of the student's work team the opportunity to learn from the absent student. Other team members' absenteeism should be costly for individual performance if collaborative learning fosters learning and retention. The research finds that while absenteeism is detrimental to the student's own performance, absenteeism of other team members from team activities has a significant negative effect on both individual exam and homework scores. The conclusions validate the benefits of active learning and of encouraging attendance in collaborative learning environments in all disciplines. 相似文献
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Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words
Matthew K. Burns Lisa N. Aguilar Kristy Warmbold‐Brann June L. Preast Crystal N. Taylor 《Psychology in the schools》2021,58(1):5-17
Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed. 相似文献
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In this paper, we report a case study of a 16-year-old Swedish upper secondary student's developing understanding of key concept areas studied in his upper secondary school chemistry course. This study illustrates how the thinking of an individual learner, Jesper, evolves over a school year in response to formal instruction in a particular educational context. Jesper presented a range of ideas, some of which matched intended teaching whilst others were quite inconsistent with canonical chemistry. Of particular interest, research data suggest that his initial alternative conceptions influenced his thinking about subsequent teaching of chemistry subject matter, illustrating how students' alternative conceptions interact with formal instruction. Our findings support the claims of some researchers that alternative conceptions may be stable and tenacious in the context of instruction. Jesper's rich conceptualisation of matter at submicroscopic scales drew upon intuitions about the world that led to teaching being misinterpreted to develop further alternative conceptions. Yet his intuitive thinking also offered clear potential links with canonical scientific concepts that could have been harnessed to channel his developing thinking. These findings support the argument that identifying students' intuitive thinking and how it develops in different instructional contexts can support the development of more effective science pedagogy. 相似文献
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An experiment compared asynchronous versus synchronous instruction in an online quantitative course. Mann‐Whitley U‐tests, correlation, analysis of variance, t tests, and multivariate analysis of covariance (MANCOVA) were utilized to test the hypothesis that more high‐quality online experiential learning interactions would increase grade. Quasi‐experimental controls included prior ability and demographic factors (gender, age). The control group used asynchronous discussion forums while the test group held synchronous sessions in Skype (chat, audio, and document sharing). A statistically significant MANCOVA model was created, using teaching method as a factor, and a count of online interactions (as a covariate), with assessment timing (as a blocking factor), to measure effect on grade. 相似文献
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Students in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Even though most students had taken at least a full year of biology, serious misconceptions persisted. Most students gave definitions of respiration, photosynthesis, and food which were markedly different from those generally accepted by biologists. These incorrect definitions were associated with more fundamental misunderstandings about how plants and animals function. Most students could not explain how animal cells use either food or oxygen. They understood plants as vaguely analogous to animals, taking in food through their roots instead of mouths. Previous biology instruction seemed neither to improve student performance on the pretest nor to prepare them to master these conceptions during the course. Course instruction did improve student's understanding, but misconceptions persisted for many students. These results raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses. 相似文献
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Teacher education programs are being encouraged to collaborate with K‐12 partners to develop and implement contextually rich field experiences that integrate methods course instruction with public school practices. As a result, we outline four models of integrating methods instruction and field experiences and raise the question “How does the classroom and school context of the field experience influence what prospective teachers learned in the methods courses?” This study examines the way two different cohorts of prospective elementary teachers who learned to teach in two different contexts define their own social studies pedagogical content knowledge. The students' espoused philosophies of education offer insight into how different models of integrated field experiences may impact on their beliefs about social studies teaching. Through this study we raise questions that should be considered in constructing methods courses linked to field experiences and suggest Bronfenbrenner's model as a tool for looking at these contextual influences. 相似文献
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Natalie Gerhart Daniel A. Peak Victor R. Prybutok 《Decision Sciences Journal of Innovative Education》2015,13(1):91-111
Students have been slow to adopt e‐textbooks even though they are often less expensive than traditional textbooks. Prior e‐textbook research has focused on adoption behavior, with little research to date on how students perceive e‐textbooks fitting their needs. This work builds upon Task‐Technology Fit (TTF) and Consumer Acceptance and Use of Technology (UTAUT2) theory to present a student‐perspective model of e‐textbook usage. By contextualizing TTF and UTAUT2 to e‐textbooks, the research fills a gap in the literature and provides guidance to researchers and practitioners. The goal of the research is to understand how students perceive their task of learning to fit with e‐textbook technology, and how that fit influences e‐textbook usage and expected performance in their classes. To achieve this goal, the research develops a model to test the relationship between perceived TTF of e‐textbooks and UTAUT2‐defined user characteristics that encourage adoption behaviors, thus facilitating student learning. The findings show that four factors impact a student's perceived TTF: substitution, habit, hedonic motivation, and facilitating conditions. Furthermore, perceived TTF positively correlates with students’ e‐textbook usage and expected performance in classes when using e‐textbooks. While price value exhibits a measurable effect on e‐textbook utilization, it is a minor factor. 相似文献
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James W. Westerman Luis A. Perez‐Batres Betty S. Coffey Richard W. Pouder 《Decision Sciences Journal of Innovative Education》2011,9(1):49-67
We revisit the relationship between attendance and performance in the undergraduate university setting and apply agency theory in the instructor–student context. Building on agency theory propositions in the educational setting advanced by Smith, Zsidisin, and Adams (2005) , we propose that the student and instructor must align goals to promote the student's achievement of performance learning outcomes, and attendance functions as a behavior‐based alignment mechanism to encourage the convergence of faculty and student interests. Further, we propose that attendance does not equally affect lower‐ and higher‐performing students and that absences are also negatively related to students' cumulative grade point average. We test these hypotheses with data from undergraduates enrolled in management courses at a state university in the southeast. Our results show that attendance is positively related to exam performance, there are more pronounced negative effects of an absence for lower‐performing students than for higher performers, and absences are negatively related to a student's cumulative grade point average. We discuss the implications of our findings for students, instructors, and universities as well as practice in teaching and learning. 相似文献