The relationship between student engagement with online content and achievement in a blended learning anatomy course          下载免费PDF全文

Rodney A. Green  Laura Y. Whitburn  Anita Zacharias  Graeme Byrne  Diane L. Hughes 《Anatomical sciences education》2018,11(5):471-477

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face‐to‐face teaching in gross anatomy courses. While face‐to‐face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second‐year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471–477. © 2017 American Association of Anatomists.  相似文献   

The Association between Students’ Evaluation of Teaching and Grades     

Peter Hoefer  Jack Yurkiewicz  John C. Byrne 《Decision Sciences Journal of Innovative Education》2012,10(3):447-459

The results of a student evaluation of teaching instrument are analyzed for a semester of classes at a large collegiate business school, at both the graduate and undergraduate academic level. In particular, we concentrate on the relationship between responses to the instrument and student grades. The results show interesting differences, suggesting dissimilarities, especially for gender, academic level, and field. Our research suggests that academic administrators and others need be cautious when they use such data in evaluating teaching.  相似文献   

Keep DRAGging ON: Is solving more problems in DragonBox 12+ associated with higher mathematical performance during the COVID-19 pandemic?     

Jenny Yun-Chen Chan  Chloe Byrne  Janette Jerusal  Allison S. Liu  Justin Roberts  Erin Ottmar 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(4):943-966

Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction.

Practitioner notes

What is already known about this topic

• DragonBox 12+ may support students' understanding of algebra but the findings are mixed.
• Students who solve more problems within math games tend to show higher performance after gameplay.
• Students' engagement with mathematics is often related to their prior math performance.

What this paper adds

• For students with higher prior algebraic knowledge, solving more problems in DragonBox 12+ is related to higher algebraic performance after gameplay.
• Students who make more in-game progress also have higher mathematics achievement, especially for students with lower prior achievement.
• Students who spend more time playing DragonBox 12+ make more in-game progress; their demographic, prior knowledge and prior achievement are not related to in-game progress.

Implications for practice and/or policy

• DragonBox 12+ can be beneficial as a supplement to algebra instruction for students with some understanding of algebra.
• DragonBox 12+ can engage students with mathematics across achievement levels.
• Dedicating time and encouraging students to play DragonBox 12+ may help them make more in-game progress, and in turn, support math learning.

  相似文献   

Navigating privacy tensions when responding to online aggression at postsecondary institutions     

Virginia L. Byrne  Juana Hollingsworth  Priya C. Kumar 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1636-1652

Postsecondary institutions have a legal responsibility to ensure that students have access to a safe learning environment. While institutions adopt policies and hire administrators to protect students from harm, many are underprepared to support students when these harmful incidents happen online. This is of increased concern now that online aggression is pervasive across universities worldwide. While faculty, administrators and students agree that online aggression is a significant issue and that institutions ought to provide prevention and response services, there is concern that these efforts might violate privacy norms. We used the theory of privacy as contextual integrity (CI) to explore the tensions that postsecondary students and staff perceive regarding student privacy when responding to incidents of online aggression. To do so, we conducted focus groups with undergraduate students and student affairs administrators from a Historically Black College and University (HBCU) in the Mid-Atlantic USA. Our analysis surfaced three considerations that inform students' and staff's decision to report an incident of online aggression: their closeness to the person making the post, their perception of the online post content as a real threat and their knowledge of an authority figure who could help resolve the situation. We used CI theory to explain how these considerations can inform institutional policy, practice and future research.

Practitioner notes

What is already known about this topic

• Online aggression is a pervasive issue at postsecondary institutions worldwide that can contribute to psychological, academic and developmental issues.
• Postsecondary students and staff are unsure of how to respond to incidents of online aggression.
• There is a gap in policies and procedures for responding to online aggression at postsecondary institutions.

What this paper adds

• A novel use of Nissenbaum's (2010) theory of contextual integrity to understand students' and staff's perceptions of privacy.
• Students' and staff's decisions to intervene or report an online aggression incident are determined by their relationship to the perpetrator, the severity of the social media post and their knowledge of who to tell on campus.
• Students and staff are reluctant to inform the police out of fear of violence against the perpetrator.

Implications for practice and/or policy

• Raise awareness about responding to online aggression incidents.
• Implement online bystander intervention training programs to increase awareness and self-efficacy to intervene in unclear situations.
• Develop clear policies regarding online aggression, as well as a trustworthy procedure for how to respond.

  相似文献