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1.
This study compared the effectiveness of courses taught in a five-week intensive hybrid format with courses taught in an 11-week traditional classroom format in order to explore options for expanding access to higher education in a community college setting. Course effectiveness was measured quantitatively with student academic performance indicators, such as grades, pass rates, pretest/posttest results, and student perceptions of academic rigor. The study is unique in that it investigated course effectiveness when intensive and hybrid instructional delivery methods were combined into one format. Additionally, the study compared matched pair courses with the same instructors and coursework who taught each course in both the five-week intensive hybrid format and the 11-week traditional format, which controlled for instructor influence on student learning. The historical rationale behind community colleges and contemporary initiatives to expand them have underscored the need to increase access by providing a range of options to higher education that meet the varying needs of students. The comparison found that the five-week hybrid course format was academically equivalent to the 11-week traditional format. The study indicates that course delivery combining hybrid and intensive instructional delivery can be academically effective and, therefore, has the potential to improve access in a community college setting.  相似文献   

2.
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   

3.
Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom‐based courses to investigate aspects of the relationship between learning style and mode of delivery. Student satisfaction measures are taken from participants in both modes of delivery and compared with student learning style. Feedback from the ‘Reflector’ learning style demonstrates higher satisfaction levels with the online mode of delivery compared with their matched counterparts following equivalent classroom‐based courses. Therefore, whilst ‘Reflectors’ might be regarded as Introverts in the traditional classroom setting, the additional time for reflection offered by online delivery makes this group more likely to contribute to online discussion, report higher satisfaction levels and generally behave more like online Extraverts.  相似文献   

4.
As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes. In an effort to mitigate these observed differences, the School of Business faculty at the research institution investigated various course models to meet the needs of a diverse, non-traditional, and multifaceted student population. Ultimately, a blended course model for statistics and quantitative method courses was developed that allowed students to choose between online, remote (via interactive television), and traditional course delivery modes each week. This model is more flexible and agile than existing blended courses that have more static components. Multiple regression analysis, χ2, and t-tests are used to demonstrate the efficacy of our model in maintaining student performance standards.  相似文献   

5.
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   

6.
Institutions of higher education, states, and local K–12 districts have been challenged to improve math and science education for our nation's students. In the past few years, there has been renewed interest in inquiry‐based, activity‐oriented instruction in science for students with disabilities. Yet, there still exists the need for further empirical evidence to support instructional improvements for students with more involved emotional and behavioral disabilities. This study describes a program in which 18 middle school students with serious emotional disturbances were instructed, over the course of 8 weeks, on “Matter” by two different instructional approaches. Students in one classroom received a traditional textbook approach to science content, whereas students in another classroom received science instruction by a hands‐on, thematic approach. Over the course of instruction, data were collected regarding students' behavior and achievement. Results indicate that, overall, students in the hands‐on instructional program performed significantly better than the students in the textbook program on two of three measures of science achievement, a hands‐on assessment and a short‐answer test. The students did not differ on a multiple‐choice format test. With regard to behavior, there were no significant differences in behavioral problems found between the two groups of students over the course of the study. Findings are discussed in relation to instructional implications for students with disabilities in the science classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 245–263, 2005  相似文献   

7.
A growing number of community college faculty incorporate Internet technology into their course delivery, including the use of a supplemental Web site for classroom courses. This study employed hypothetical scenarios and experimental research design to examine students’ initial perceptions of teacher credibility and their expectations for learning in the presence of and absence of a course Web site. Three hypotheses predicted that the availability of a supplemental course Web site would positively influence certain student attitudes about the instructors and expected learning in the courses, but none of the hypotheses was supported. The neutral responses of these students stand in contrast to the very positive attitudes of instructors who create such sites and deem them to be essential to successful course delivery. The article concludes with a discussion of the disparate viewpoints of students and teachers.  相似文献   

8.
When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate statistical and qualitative findings on student performance, completion time, student intrinsic motivation, as well as desirable, undesirable, helpful and hindering aspects of serious game‐based and nongame‐based courses. Students in the game‐based course were found to have performed significantly better and to have taken significantly longer. Students and teachers in the game‐based course provided more reasons for student motivation along with more desirable, more helpful and less hindering aspects compared to students and teachers in the non‐game‐based course. In addition, students and teachers in both courses provided an equal number of undesirable aspects. The results from this study inform instructional designers, teachers, education stakeholders and educational game designers by providing research‐based evidence related to the learning experiences and outcomes of the serious game‐based online course.  相似文献   

9.
By delivering lectures online using screen capture technology, students can learn course material at the time and location of their choice, when they are in control to pause, rewind, and fast forward the professor. Class time is no longer spent teaching basic concepts, but rather focused on more value‐added activities such as problem solving, systems thinking and active learning, as well as potential collaborative exercises such as case studies, web‐based simulation games, and real‐world applications. A flipped classroom is an online course because its online components must compete with the best of the online courses. It is also a traditional course since not even a single class session is cancelled while all the lectures are delivered online. This core concept is reinforced by a network of resources and learning processes to ensure a smooth, lean, and synchronized course delivery system. Our pilot statistical analysis indicates that a flipped classroom, when implemented in a quantitative and analytical course, can outperform its alternatives.  相似文献   

10.
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.  相似文献   

11.
Changes in the conceptualisation of higher education have led to instructional methods that embrace technology as a teaching medium. These changes have led to the flipped classroom phenomenon - where content is delivered outside class, through media such as video and podcast, and engagement with the content, through problem-solving and/or group work, occurs in class. Studies investigating the impact of the flipped classroom have mainly looked at the student experience with little focus on whether exam outcomes are enhanced by flipping. An undergraduate Material Technology course at The University of the West Indies was taught in two formats over two successive years. The course was taught during the 2012/13 academic year in a ‘traditional’ format but, after reflecting on student feedback and personal pedagogy, the lecturer restructured the class and taught it in a flipped format during the 2013/14 academic year. This research examines whether the flipped format improved the learning experience in relation to exam performance and student perception. Data was gathered through analysis of course grades and student evaluation questionnaires. The lecturer’s reflective comments were also reviewed before and after the study. Analysis of the qualitative data shows that the flipped format led to a slight improvement in how students perceived the course and the lecturer’s reflection shows that they are keen to continue with the flipped format as it allowed more time for them to work with students at an individual level. While no significant change in relation to average cohort exam performance was found, fewer students in the flipped classroom achieved marks at the highest level. It is therefore recommended that practitioners who intend to flip their classroom pay as much attention to student performance as they do to student perception.  相似文献   

12.
基于对课堂教学关系、学生需求、开放教育特征的认识,开放教育思想政治理论课以问题为纲,实施问题教学,必须在教师主导作用的发挥、学生主体地位的保障上下功夫,确保实现师生的良性互动,努力提高教学效果,不断推动开放教育思想政治课由知识课堂向生命课堂的转化。  相似文献   

13.
Let's face it. Traditional lectures do not consistently capture our students’ attention, especially when they are PowerPoint‐driven and lack student/instructor interaction. Most of us have had the unfortunate feeling that our students were not fully engaged in our lectures, despite hours of preparation on our part. This sense of “wasted” investment of time can be especially frustrating for pretenure faculty, who must balance teaching, research, extension and administrative (as well as personal) responsibilities in order to be successful. How can we engage students in our course content, given limited time and resources to prepare lecture material and demonstrations? Active learning strategies are a possibility, but shifting courses from a lecture format to problem‐based learning or a flipped format requires a significant time and effort investment from the instructor. Why not start by making lecture more fun and engaging for our students? Storytelling is an effective and efficient means of getting and maintaining our students’ attention and interest during lecture to drive home key points. The BSCS (Biological Sciences Curriculum Study) 5E Instructional Model provides a conceptual framework that emphasizes the primacy of student engagement in science education (Bybee). Our goal here is to provide practical examples and external references to show how “Headlines First!” storytelling can be used effectively to engage students in the science classroom.  相似文献   

14.
The world of education is changing as Web‐based technology and courseware are increasingly used for delivery of course material. In this environment, instructors may need new measures for determining student involvement, and ultimately student performance. This study examines whether hits to a Web site have any value for predicting student performance in a traditional course supported by Web activities. Total Hits at the end of the semester was used as one measure. Hit Consistency, determined by assigning a 0 when no hits occurred between class meetings and by assigning a 1 when one or more hits occurred between class meetings, was another. Hit Consistency was significantly correlated with course average (r= .37, p < .001) for 108 students in two course sections. Hit Consistency started to show a significant relationship with course average by the third week (or class). Total Hits was not found to significantly correlate with course average (r= .08, p > .05) at the end of the semester or during any week. These results suggest that students who consistently access a Web site will perform better than those who do not. When Hit Consistency and Total Hits were entered as independent variables into a stepwise regression with course average as the dependent variable, the model was enhanced by the addition of Total Hits after Hit Consistency was entered (R= .43, p < .001) . Hierarchical regression analysis in which cumulative grade point average was entered as the first controlling variable suggested that online access may go beyond the predictive value of achievement alone for predicting course performance with Hit Consistency appearing to be the dominant causal variable.  相似文献   

15.
This comparative study examined the academic success rates of online graduate nursing students by comparing final grades to the on-campus cohort of graduate nursing students prior to the program transitioning online. Analysis was conducted by identifying and comparing final course grades in 4 required Master of Science in Nursing (MSN) courses over a period of 6 years. Five key themes related to online student success are discussed, including the need for graduate nursing MSN programs to transition to an online format, barriers to online learning, comprehensive program evaluation of an online degree program, online student retention approaches, and exploration of whether online students have been shown to be as academically successful as on-campus students. Results reveal that both cohorts of course delivery modes yield academically successful MSN students and both course delivery modes are providing the MSN program with almost equal pass rates by the students taking the required core courses.  相似文献   

16.
Abstract

This article presents data collected in a year‐long study in which the author and his assistants kept detailed records of their time spent teaching and maintaining two comparable university courses. One course was offered online to adult professionals away from campus, the other offered to undergraduates in traditional classrooms on campus. The courses had similar learning objectives, similar student activities, and equally favorable ratings by students. Both were mature courses that required only routine maintenance and revision. The data do not support the widely held belief that teaching an asynchronous online course requires more effort than teaching a comparable synchronous classroom course. Although the distance course required more frequent attention, the total teaching and maintenance time spent per student was less than that required to teach and maintain the classroom course. Categories of teaching tasks are also compared.  相似文献   

17.
The Introduction of sociology and social work as main subjects in teacher education has raised a controversy as to whether they are as sound a preparation for teaching as the traditional classroom‐based main subjects.

A survey of teaching practice results at Edge Hill College of Education in the years 1966‐70 displays that sociology students perform as well as other students whilst social work students gain significantly more high grades. Since entry qualifications, age, sex, intelligence and personality factors do not differentiate these students an explanation is suggested in terms of the course. This may affect recruitment, the student's classroom performance and his ability “to utilize the social situations of teaching practice.  相似文献   

18.
ABSTRACT

Medical student use of lecture video (live-streaming and/or recorded) at a regional medical school campus that utilized distance educational technology to deliver first-year pre-clinical lecture content, was examined. Additionally, medical student video lecture use was compared to student performance on summative exams and final course grades. All learners achieved desired scientific competencies across all courses irrespective of their use of live-streamed or recorded video formats. Throughout the course of the year, medical student video use partitioned into one of two groups: students that only watched lecture in live-streaming format, and those that watched lecture only in recorded format. Interestingly, those medical students that predominantly preferred view lectures using the live-streaming format tended to achieve better summative test scores and final course grades compared to their peers that primarily utilized recorded video to obtain lecture content. Retrospectively, dimensions of personality scores were compared between the two groups (live-streaming viewers versus recorded viewers), and, of the five dimensions of personality, only the domain of conscientiousness differed between the two groups. This study suggests that, while medical students reached academic milestones utilizing either recorded or live-streamed video for obtaining lecture content during their first-year pre-clinical courses, there may be factors of learner personality influencing video use preference which in turn enhances student performance on summative exams and final course grades. These findings may have implications in curriculum design for other distance educational formats emphasizing classical scientific competencies in post-undergraduate study that rely on video delivery of lecture content.  相似文献   

19.
Abstract

Based on the multivariate framework of student attrition developed by leading researchers in the field of distance education and instructional technology, this study centers on a method of assessing the ability of a student to complete a distance learning course. The focus of the investigation is construction and validation of a brief survey instrument to identify at‐risk students enrolled in Web‐based and videoconferencing courses.  相似文献   

20.
In this paper I use a rich dataset in order to observe each student in different subjects and courses over time. Unlike most peer studies, I identify the peers and the teachers that each student has had in every classroom. This enables me to handle the simultaneity and selection problems, which are inherent in estimating peer effects in the educational production function. I use a value-added approach with lagged peer achievement to avoid simultaneity and extensive fixed effects to rule out selection. To be specific, it is within-student across-subject variation with additional controls for time-invariant teacher characteristics that is exploited. Moreover, I identify students that are attending classes in which they have no peers from previous education which otherwise might bias the result. I find positive peer effects for the average student but also that there is a non-linear dimension. Lower-achieving students benefit more from an increase in both mean peer achievement and the spread in peer achievement within the classroom than their higher-achieving peers.  相似文献   

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