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1.
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   

2.

As distance education becomes more widespread and sophisticated, a key concern should be how well programming meets the needs of its student clientele. The present study examines student satisfaction across learning environments (studio versus remote) and over time. Survey questionnaires were administered in a distance education course, and scales were constructed for (1) evaluation of the instructor and (2) specific aspects of distance education. Attitudes were generally favorable, although most students would still prefer a “traditional” classroom and satisfaction ratings significantly declined over time. Implications for improving services are explored regarding technological aspects of the classroom that pose difficulties for some students.  相似文献   

3.
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   

4.
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   

5.
Abstract

Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work.  相似文献   

6.
Abstract

The authors compared the average grades given in 165 behavioral and social science courses with the average ratings given by students to the instructors who taught the courses. Significant positive correlations were found between the average ratings for instructional quality and the average grades received by students. The courses in which the average grades were the highest were also those in which students gave teachers the highest ratings. Among possible reasons for the correlations are that better teachers attracted better students or that quality teachers provided more effective instruction, resulting in more student learning and, thus, higher average grades. Another explanation is that most college students tend to bias their ratings of instructional quality in favor of teachers who grade leniently (I. Neath, 1996). If correct, the latter reasoning begins to explain why the widespread use of student evaluations in the United States in recent decades has been accompanied by increases in the average grades that university students received. To prevent grade inflation, and particularly to avoid rewarding and promoting instructors who use increasingly lax grading standards, administrators should adjust student ratings of instructional quality for the average grades given for a course. In general, only courses near the extremely high and low ends in terms of students' average grades were significantly affected by the statistical adjustment.  相似文献   

7.
Immersion learning is one form of experiential education and has great utility in social work education. However, there is limited research on student learning outcomes from immersion learning courses in social work education. This ethnographic research describes an immersion learning course offered to BSW students (N = 9) and the learning outcomes gained. This semester-long course focused on macrolevel practice with people experiencing poverty, homelessness, and the sexual exploitation of women. As part of this course, students went on a weeklong immersion trip, where they visited a dozen human service organizations and interacted with people experiencing poverty and homelessness. Qualitative analysis produced three findings. First, students reported that these interactions helped them realize their biases and impacted their understanding of poverty. Second, students reported enhanced social work practice skills, such as cultural competency, self-awareness, and interpersonal expertise. They also gained a better appreciation for macrolevel practice. Third, students reported a better understanding of how to deploy classroom knowledge in practice and how to apply what they learned back in the classroom. These findings have implications for undergraduate social work education and how immersion learning programs can be a tool for enriching both knowledge and practice skills.  相似文献   

8.
Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students’ perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student‐centred learning and constructive alignment. Findings revealed that well‐integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student‐centred course compared with an earlier traditional lecture‐style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student‐centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education.  相似文献   

9.
Abstract

In the spring semester 2000, a Penn State course, ECE 479 (The Young Child's Play as Educative Process), was taught by the same instructor in four delivery formats. One group consisted of a regular classroom, held on campus. A second group, also on campus, was taught in a computer lab via the Internet; and there were opportunities for interaction with peers and the instructor. A third group took the course on the Internet as part of a local distance education group; hence, there were some limited opportunities for face‐to‐face interaction with peers and the instructor. The fourth group took the course on the Internet, as part of a statewide distance education group, where there were no opportunities for face‐to‐face interaction. Twenty students who enrolled in the course (5 per group) completed questionnaires and phone interviews. Information was gathered on professional backgrounds, computer experience, and initial level of content knowledge on the topic of the ECE Internet course. Sixteen students who completed the course were interviewed again to evaluate satisfaction with the course and to estimate learning outcomes. Across the four conditions general satisfaction was expressed with the content, activities, and course requirements and with the teacher. However, students in the three computer groups expressed dissatisfaction over technical problems (all four who did not complete the course came from these computer groups). Significant gains in content knowledge occurred for the classroom group, while the learning in the three Internet‐based instruction groups did not show the same gains. Concern was expressed related to the lack of face‐to‐face interaction, making the learning environment less desirable. Although Internet technology provides a great deal of promise, these results suggest that improvements are needed to make this delivery modality more effective for in‐service distance learning. © 2001 Elsevier Science Inc. All rights reserved.

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10.
ABSTRACT

This paper examines the online learning experience as related to work–life balance from the student’s perspective. Four open-ended discussion questions were asked of 302 students in sixteen graduate business courses, over a three-year period. Two hundred and ten students voluntarily responded with their observations and perceptions of their personal online learning experience and how this experience impacted their work/life/school balance. This paper, using content analysis and qualitative coding, is focused on understanding the student’s perception of how online learning impacts their work–life balance, especially as compared to brick-and-mortar classroom learning. This paper concludes that online learning can enhance work–life balance for most students, especially when compared to the alternative of traditional fixed time and place classroom learning.  相似文献   

11.
Abstract

Social work educators are increasingly using advanced information technologies in their distance education programs. Despite the widespread use of distance learning in social work education, there is limited information available regarding the effectiveness of courses, particularly practice courses, that use these technologies or the experiences of the students and instructors who are helping to pioneer these technological initiatives. This article presents reflections from students from two MSW practice classes linked together through interactive TV, also known as compressed video. The authors, who were course instructors using this technology, present their reflections on the process and make recommendations for future distance learning courses.  相似文献   

12.
The present study investigated differences in the effectiveness of instructors from a variety of departments who taught the same course in both intensive and traditional formats within the same year, while controlling for many confounding variables. Results indicated that intensive courses did not significantly differ from traditional courses in overall instructor ratings on student evaluations of teaching effectiveness when confounding variables were taken into account. Conversely, intensive courses received significantly higher overall course ratings on student evaluations than did traditional courses, even after controlling for class size and probable grade in course. These findings provide further evidence that negative beliefs concerning intensive courses may be unjustified, and intensive courses may be as or more effective than those presented in traditional formats.  相似文献   

13.
ABSTRACT

Research in distance education has investigated student satisfaction and learning outcomes, comparing face-to-face with online delivery formats, and tested various technological tools, but has yet to consider alternative pedagogies. Liberatory pedagogy facilitates critical thinking, awareness, reflection and social action around constructs such as race, gender, and class. This paper uses Scholarly Personal Narrative to explore opportunities and challenges of implementing liberatory pedagogy within a virtual classroom. Themes include identity, body, mind, spirit, voice, authenticity, and self-actualization. Liberatory pedagogy emphasizes critical consciousness of oppression, aligns with professional values and ethics, encourages societal well-being, and would appear to enhance online social work education.  相似文献   

14.
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   

15.
Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates opportunities for realistic and situated learning, but offers challenges for assessment of communication competence at student, course and program levels. On the basis of a detailed definition of communicative competence, three formats for integrated communication training are described: Linked to design projects, integrated in design projects and integrated at program level. Assessment of communication competence in these formats is constrained by their characteristics with regard to student motivation, individual and group work, and situated learning.  相似文献   

16.
Student evaluation of instruction in college and university courses has been a routine and mandatory part of undergraduate and graduate education for some time. A major shortcoming of the process is that it often relies exclusively on the opinions or qualitative judgments of students rather than the learning or transfer of knowledge that takes place in the classroom. To develop a more objective system of assessment, this research focused on a learning-centered approach to course work and teaching evaluation. Standardized testing tools were developed suitable for measuring the content knowledge of students in a representative group of undergraduate courses. Course evaluations were conducted using two systems of assessment: the traditional student questionnaire feedback system and one based on the learning-centered approach using a computer-based question bank and on-line testing. Significant performance differences were evident in pretest/posttest comparisons of student learning. Favorable ratings of instruction are reflected in opinions on student questionnaires. No relationship was demonstrated between learning and traditional course evaluation outcomes. Our hypothesis that the learning-centered approach provides information that is not available using the traditional student feedback system was supported.Support for this research was provided in part by Grant No. P116B981224-00 from the U.S. Department of Education, Fund for the Improvement of Post-Secondary Programs awarded to the University of North Carolina at Charlotte. The opinions expressed do not necessarily reflect the position or policy of the Department of Education, and no official endorsement should be inferred.  相似文献   

17.

Learning is not a passive activity. Recent research findings concur that students learn through participation. The more time, energy, and effort they invest in the learning process and the more intensely they engage in their own education, the greater will be their growth and achievement, their persistence in college, and the more likely they will continue their learning after college.

Recognizing the consensus of studies for improvement of undergraduate education, CCCCD has focused on active, experiential learning in both the classroom and the laboratory. The college's goal was to be unique, not in what was taught, but in how it was taught – the focus being on the how rather than merely the what, and on inquiry, critical analysis, synthesis, and the application of knowledge.

The specific structure of the experiential component purposefully remains fluid and individualized according to the needs of the subject area and creativity of the teaching faculty. “Hands on” laboratory experiences are provided in most courses. Beyond the classroom, internships and cooperative work experience programs provide additional student involvement.  相似文献   

18.
Eighty-four students in an online health education doctoral program taking the first course in the program over one year (four quarters) were surveyed in regards to their computer, Internet, and online course anxiety, and overall course satisfaction. An 18-item anxiety tool with domains in computer, Internet, and online learning was administered in the first and last weeks of an educational research course to assess for changes in student anxiety. A 24-item satisfaction tool with domains regarding the instructor, technology, setup, interaction, outcomes, and overall satisfaction was administered at the end of the course. Results show a significant negative correlation between anxiety and student satisfaction. Student anxiety levels were in the relatively moderate range; changes in anxiety levels over time were not significant. Participants who felt anxious when using computers or the Internet, or when taking online courses experienced anxiety with other domains.  相似文献   

19.
Abstract

Using an experiential case approach, this study explores the conventional wisdom that distance education courses require greater faculty work effort and time commitment than traditionally taught courses. The study's basis for analysis is an instructor's time and effort in developing and delivering a graduate‐level course in public administration, for both a distance course (a modality with which he had no previous experience) and his traditional classroom courses. The study finds support for the conventional wisdom. But it also suggests hypotheses for future comparative analysis that development and delivery time and effort may partially depend on the accumulation of instructor experience and the level of institutional support. This article also identifies some implications for future research and faculty participation in distance education.  相似文献   

20.
Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates opportunities for realistic and situated learning, but offers challenges for assessment of communication competence at student, course and program levels. On the basis of a detailed definition of communicative competence, three formats for integrated communication training are described: Linked to design projects, integrated in design projects and integrated at program level. Assessment of communication competence in these formats is constrained by their characteristics with regard to student motivation, individual and group work, and situated learning.  相似文献   

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