Canvas Learning Management System Research Articles

Authentic feedback

Authentic assessment calls for authentic feedback (Dawson et al., 2021). Authentic feedback promotes the development of capabilities that transfer effectively from university to the workplace. I showcase an innovative process to improve the feedback on an assessment task that simulates a real-life scenario to undergraduate finance students at the University of Sydney. Authentic feedback inspires students to engage in higher-order thinking, decision-making and problem-solving to resolve the feedback comments (Molloy et al., 2020). I schedule a series of pre-submission classes that are dedicated to debating the assessment task and required standards with students. Feedback can motivate students to evaluate their own work and incorporate the insights for better quality performance. I focus on developing students’ understanding of the criteria that concern practitioners. The impact of the process to deliver authentic feedback is reflected in students’ perceptions of the extent to which they were guided by helpful feedback on their learning. The context is an undergraduate third-year elective unit, Bank Financial Management, which the University of Sydney Business School offers to students as part of its Bachelor of Commerce program. The objective of the unit is to expose students to the management of financial risks in banks. The unit’s assessment includes a group assignment on cybersecurity preparedness. The assignment is based on a case prepared by Korinek and Allayannis (2022). The case is framed from the perspective of the chief information officer of a mid-sized financial institution that has experienced a massive and unprecedented cyberattack in which $450 million of customer funds were stolen. The objectives of the assignment are for students to recognise the frequency and tremendous costs of cyberattacks, devise an incident response plan to cyberattacks and understand the cyber regulatory regime in which corporations operate. The unit attracts more than 500 enrolments per year. I deploy strategies for students to engage productively in the kinds of feedback practices that take place in the workplace. The grading rubric describes qualities sought by employers. The pre-submission classes provide opportunities for students to debate the issues with their instructors and peers and to develop practical solutions. The instructions require students to write a business-style report and to treat a bank’s managers as their target audience for the report. The process relies upon the Canvas learning management system. The feedback is delivered through a series of discussions between students and educators. The feedback process has contributed to improvements in students’ impressions of the assessment task and the quality of the feedback itself. This poster fits within the conference theme of technology enhanced learning (TEL) pedagogies. To deliver authentic feedback, the instructors augment face-to-face teaching with TEL including through video recordings, video conferencing and online discussion forums. I outline the opportunities and threats to educational quality posed by using TEL applications to generate authentic feedback. By presenting and analysing an example from university teaching in finance, I demonstrate implications and issues arising from Dawson et al.’s (2021) framework for authentic feedback. Dawson et al.’s framework contains the five elements of realism, cognitive challenge, affective challenge, evaluative judgement and enactment. I apply the framework to a feedback process as a way of identifying its authenticity and guiding its adjustment in a more authentic direction.

Digital Escape Room

Scheduled during the final two weeks of a practicum internship, this asynchronous online lesson for preservice teachers focuses on Flow Theory and provides first-hand experience with agentic instruction to deepen students’ pedagogical understandings and promote future implementation of such practices. Applying principles of inquiry-based learning and digital escape room design, students are tasked with completing the digital escape room to rescue their instructor who has been trapped in a digital world by his jealous colleagues. Delivered through the Canvas learning management system, students seemingly enjoy the activity, despite occasionally struggling, and some students plan their own digital escape rooms as a result of this activity.

Commentary: trends in interests of new public health students concerning environmental health

IntroductionThis paper was based on data from the core course in environmental health (EH) for master’s in public health students at Rutgers School of Public Health (SPH), Rutgers Biomedical and Health Sciences at Rutgers, and The State University of New Jersey (NJ).MethodsThe multi-part poll or survey of students was in the first module (2 weeks) of the course’s eight module organization on Rutgers Canvas Learning Management System. We collected data every time the first author led this course section during the three academic semesters of each calendar year 2015-2023 (excluding winter 2022-summer 2023 due to grants buyout during COVID-19 pandemic).ResultsData suggested interesting trends and changes in geographic levels of interest over time for EH. When examining interests separately for urban EH and rural EH, the trend was toward approximately equal interests in local, county and state levels (lower than national level—U.S. or student’s home country/nation—but higher than global level). This is where many EH job opportunities are located. Overall, 95% of students reported they believed climate change is real, and 95% of students agreed (“yes”) human activities including combustion sources of pollution contribute to climate change. No one stated “no;” the rest were not sure at the time.DiscussionThese insights from new public health students across majors/concentrations in NJ could inform other accredited SPH across the U.S. and in other nations to help plan future versions of core courses in EH or SPH-wide integrated core courses in compliance with required competencies for accreditation.

Perceived Learning Management System Effectiveness, Teacher’s Self-Efficacy, and Work Engagement: Groundwork for an Upskilling Plan

This study explored the perceived effectiveness of the Learning Management System (LMS), self-efficacy, and work engagement. The researcher made use of descriptive-quantitative design with questionnaire as the main instrument of gathering the data. A total of. 107 faculty teachers from three Higher Education Institutions in the Philippines that are using Canvas LMS were chosen through convenience sampling. Online questionnaires were used to collect data, and descriptive statistics were employed to analyze demographic information. Based on the results, teachers reported high levels of perceived LMS effectiveness, teachers’ self- efficacy, and work engagement. Significant differences were found in perceived LMS effectiveness based on gender, with males ranking higher than females. Differences were also observed across age groups and the duration of LMS usage. Correlational analysis indicated positive relationships between perceived LMS effectiveness, teachers’ self-efficacy, and work engagement. Through regression analysis, it was revealed that teachers’ self- efficacy significantly predicted perceived LMS effectiveness, and the combined effect of perceived LMS effectiveness and teachers’ self- efficacy significantly predicted work engagement. Moreover, teachers suggested vast areas for upskilling in terms of LMS features, Assessment, Professional Networks, and Support and Instructions. The study identified areas of concerns in the dimensions of perceived LMS effectiveness, teacher’s self-efficacy, and work engagement that served as the bases for recommended faculty upskilling plan for online and hybrid instructions.

Leçons tirées d’une initiative de soutien linguistique spécifique à une discipline pour des étudiants et des étudiantes multilingues inscrits dans un cours de base de sciences de la santé : une étude de cas basée sur des méthodes mixtes dans une université de l’Ouest du Canada

This mixed methods explanatory case study intends to explain low utilization of a joint initiative to improve language skills targeted to English as an additional language (EAL)/multilingual students (MLSs) in a disciplinary context. Considering the importance of discipline-specific language and literacy skills, a university health sciences faculty and an English language learning centre at a western Canadian University collaborated on a joint initiative to support EAL/MLSs. Language support services, such as an extra semester-long adjunct language tutorial, drop-in language services, and language support files uploaded on the Canvas Learning Management System (LMS) were provided for students enrolled in a first-year introductory-level health sciences course. A comparison of a pre-test and post-test Post-Entry Language Assessment (PELA) revealed improvements in both writing skills and perceived language skills. However, the discovery of the underutilization of language support services prompted a sequential explanatory mixed methods case study to identify learners’ reasons for low participation. Findings from the quantitative survey and qualitative interviews are shared along with recommendations for improving language support service utilization.

Evaluation of a PlayPosit guided group project’s impact on student engagement in an undergraduate course

Student engagement is critical for meaningful learning and can be impacted by teaching methods, tools, and course content. Online student engagement continues to be challenging because online classes offer fewer ways to engage with professors, peers, and the university than in-person classes. PlayPosit is a video teaching tool that incorporates questions to check for understanding. Our study aimed to evaluate how a PlayPosit guided group project impacted engagement in a structured online learning environment. For this qualitative study, a PlayPosit guided group project was implemented in an online undergraduate course taught via Canvas learning management system. Engagement was evaluated using online course analytics and student’s written feedback. Canvas reports were analyzed using descriptive statistics, and students’ written feedback was analyzed using directed content analysis. All 29 students enrolled in the course completed the course successfully. They completed 99.3% of the PlayPosit activities with accuracy 87.6–100% and completed the course project with scores 89–100%. Student comments were grouped into themes related to PlayPosit, group project, and engagement. Students found PlayPosit activities helpful/beneficial, aligned with deliverables, a great learning resource, and enjoyable. Students recognized the group project for its importance in teaching them collaboration, expressed that it enabled them to learn more from each-other, was an enjoyable networking experience, and was challenging. Engagement themes included knowledge gained was applicable to the real world, the course stimulated higher-order thinking, and the course was enjoyable and kept students wanting more. This study suggested that a PlayPosit guided group project was well-received by students and contributed to high engagement with the content, peers, and the professor.

The use of CANVAS LMS in remote academic EFL writing classes: Its benefits and limitations

The purpose of this study is to explore how English instructors at a Korean university utilized the CANVAS learning management system (LMS) when teaching EFL academic writing classes online, and their perceptions of its effectiveness and limitations. Seventeen instructors working at a university located on the outskirts of Seoul participated. Data were collected through a survey questionnaire consisting of a combination of multiple choice, a 5-point Likert scale, and open ended questions, all of which were used as the primary data collection method. Data analysis was conducted using general qualitative analysis for the open ended questions and descriptive statistics for the multiple choice and 5-point Likert scale questions. The findings of the study indicate such tools and functions as Lecture Contents, Inbox, Announcements, Assignments, Learn Status, Assignment Comment, and Speed Grader were used frequently on CANVAS, which was also related to the instructors’ high levels of satisfaction with this LMS in the areas of sharing course content, managing a classroom (e.g., monitoring students’ learning activities and communicating with students), and administering assignments and exams. On the other hand, the instructors reported that they used such tools and functions as Collaborations and Discussion less on Canvas, which matched their relatively low satisfaction with CANVAS in writing related areas such as grading, giving feedback, sharing peer feedback, and doing collaborative writing activities. Administrational and educational implications of these findings are discussed.

The utility of an online discussion board for reflective writing in an emergency medicine rotation.

Narrative analysis and reflection have been found to support professional identity formation (PIF) and resilience among medical students. In the emergency department, students have used reflective practice to process challenging clinical experiences, such as ethical dilemmas or moral distress. An online discussion board, however, has not been described as a curricular component of emergency medicine (EM) rotations. The objective of this educational innovation was to support medical students in an EM clinical rotation via an online discussion board for reflecting on and debriefing clinical experiences with faculty and peers. Fifty-two medical students enrolled in the pass/fail EM elective between May 13, 2019, and October 30, 2020. Each cohort of six students took part in a cohort-specific discussion using the Canvas learning management system. Students were encouraged to post about any observations, reflections, or emotions after their shifts. Faculty course directors responded to each post using concepts of debriefing, coaching, and trauma-informed teaching. Over 18 months, 49 of 52 (94%) students participated in the discussion board. Of 346 total posts, half were by students, and the other half were faculty responses. Students posted 3.27 times each, on average. Students rarely raised questions about scientific knowledge content, fact-based aspects of patient care, or specific skills. Rather, they often posted about intensely affective reactions to experiences that left them with complex emotions. Upon review of posts by the course directors, the majority (54%) of students' posts contained a range of affective responses. Students appreciated faculty responses and supported each other in their written responses to peers. An online discussion board can be used successfully for asynchronous reflective practice to debrief clinical experiences during an EM rotation, if designed incorporating faculty and peer support using trauma-informed teaching principles to bolster well-being and PIF.

P04-005-23 Monitoring Accreditation Council for Education in Nutrition and Dietetics (ACEND) KRDNs/CRDNs Using Canvas Learning Management System

P04-005-23 Monitoring Accreditation Council for Education in Nutrition and Dietetics (ACEND) KRDNs/CRDNs Using Canvas Learning Management System

Canvas LMS Course Design: Create and Deliver Interactive Online Course on the Canvas Learning Management System : A Book Review

As online education continues to grow in popularity, instructors are increasingly seeking ways to design effective and engaging online courses. "Canvas LMS Course Design: Create and deliver interactive online courses on the Canvas learning management system, 2nd Edition" by Ryan John is a comprehensive guide to designing online courses using the Canvas learning management system (LMS). The book is an excellent resource for instructors at all levels of experience, providing practical advice and examples to help them design engaging and effective courses that meet the needs of their students. The book focuses on the practical aspects of course design. John provides clear and concise guidance on topics such as multimedia integration, assessment strategies, and student engagement, and provides numerous examples and case studies to illustrate these concepts in action.

An Extensive Examination of Canvas Learning Management System (LMS) Integration within EnglishWorks! Assessing Efficacy in English Language Enhancement

A Learning Management System (LMS) widely employed to facilitate classroom activities is Canvas. To ensure a conducive environment for online teaching and learning, proficient administration of an LMS is indispensable. The primary focus of this inquiry is to explore the current utilization of Canvas in enhancing English teaching and learning methodologies. Notably, the investigation places heightened importance on EnglishWorks! students' perspectives regarding instructors' utilization of the Canvas platform. Employing a qualitative approach, this study drew insights from EnglishWorks! classroom observations, documentation, and a survey. The analysis's outcomes illuminate how Canvas, equipped with modules for resource sharing, discussion boards, assignment submission, online conferencing, and seamless integration with other platforms, has significantly enriched the process of teaching and learning of EnglishWorks! a US Embassy-sponsored project. These integral features have effectively facilitated the pedagogical dynamics inherent to English education. Despite encountering challenges, students expressed a sense of comfort, enthusiasm, and engagement.

Technology, the flipped classroom, and exigent paradigm shifts or being forced into the present

Technology, the flipped classroom, and exigent paradigm shifts or being forced into the present

Exploring Students' Adoption of Canvas Learning Management System in Programming at a State University in the Philippines: A Technology Acceptance Perspective

Purpose – Learning management systems (LMSs) became more prominent during the Coronavirus Disease 2019 (COVID-19) pandemic. Universities around the globe find the best solutions and which LMS is the best to deliver their education. This study determined the technology acceptance of using Canvas LMS Free for Teachers in delivering a programming course. Method – A descriptive survey method was implemented in this study on the students of Bulacan State University, a state university in the Philippines, who are taking Bachelor of Science in Information Technology (BSIT). Web Systems and Technologies 2 course was subjected to using Canvas LMS and was evaluated by the students. Results – Within the course, lessons in the form of modules were provided. Additionally, summative assessments were provided to the students at the end of each lesson. Third-year BSIT students were asked to evaluate the LMS used. Out of 169 students enrolled in the course, 132 students answered the survey questionnaire provided. Upon tabulating students’ responses, it was deemed found that they “Strongly Agree” with using Canvas LMS. In terms of its technicalities, the overall mean is M=4.52, which shows that Canvas LMS offers quality features fit for use in delivering programming courses. On the other hand, in terms of its presence, the overall mean is M=4.50, which shows that by using the LMS, students were able to learn the programming language being delivered asynchronously. Conclusion – The results show that Canvas LMS is one of the better options for delivering programming courses through asynchronous modalities. Recommendations – Other programming courses being offered in the university may utilize the same LMS. Additionally, with high results of acceptance, the university may consider a subscription to Canvas LMS to deliver its courses online. Research Implications – As the study’s findings highlighted the high acceptance of students on using Canvas LMS, this presents that utilizing a learning management system in programming is an effective approach as it offers features for programming courses.

Authentic Assessments through the Lenses of Diversity, Equity, Inclusion and Justice in a Fully Online Course

The social isolation resulting from the 2020 global pandemic posed both challenges and opportunities in higher education. One of the greatest opportunities has been the chance to foreground the dimensions of diversity, equity, inclusion, and justice (DEIJ). As online course enrollments in postsecondary programs increase, educators, researchers, and learning design practitioners need to identify strategies to implement an inclusive learning environment in online learning programs. The purpose of this article is to describe how we, learning designers, conceptualized the DEIJ dimensions and reflected them in our design decisions with the use of technology. Using the DEIJ lenses, we focus on the design of authentic assessments with the use of technology, such as available features within the Canvas learning management system and external tools.

Blended Synchronous Learning Case Study

This article describes a blended synchronous learning (BSL) case study program in veterinary science, including the physical space for the program. The student cohort in this program was diverse with students from more than ten countries and four continents. Traditionally, the program was only provided in a face-to-face (F2F) format, before moving to completely on-line during the early COVID pandemic and then to the current BSL format with most learners located in the F2F location. The 145 students in the program were broken into two classes with groups of up to eight students working together in each class with some students online and some F2F in each group. Tools used to aid the integration of the blended class included Canvas learning management system (LMS), Zoom, Padlet, Peerwise, 4D Virtual Farm and Poll Everywhere. Students were instructed on the use of the technologies on the LMS platform and in the initial case study as part of the cohort getting to know each other. The use of the BSL environment allowed all students to participate in each case study irrespective of their physical location and allowed production of review material. The technology allowed students to interact within and between groups well, albeit there were challenges with audio in small group Zoom breakouts, depending on the device being used.

Delivering forestry courses online: experiences, lessons learned, and future of forestry online education in the Asia Pacific

Innovation in forestry education is needed to address changing contexts of the positionality of forests. This is particularly significant in the Asia–Pacific region, where deforestation and degradation are high. However, the accessibility of high-quality forestry education to address changing regional and global contexts is lacking. A series of innovative sustainable forest management (SFM) open education resource (OER) courses were developed and implemented to improve the accessibility of SFM education to enhance teaching quality, curriculum, and research capacity of universities in the Asia-Pacific Region. To evaluate the SFM-OER program in terms of student experiences, this study investigated student achievement, perceived success of the pedagogical approach and instructional design, and perceived effectiveness of the learning activities in promoting active and transformative learning through the assessment of a 1,191-course feedback survey between 2018 and 2020, including the global pandemic. This study revealed that the program attracted diverse student demographics, including a higher proportion of female students majoring in forestry, ecology, and other environmental studies. Their primary motivation to participate in the courses was to gain international experience, followed by the flexibility of online learning, mandatory course requirements, and earning course credits. Students were satisfied with the Canvas learning management system. Most students spent less than 5 to 10 h of their weekly time in the course and agreed or strongly agreed that the workloads were manageable. Students reflected positively on various learning activities and assignments, such as watching lecture videos, taking quizzes, reading and summarizing, having discussions, and peer review writing. However, they did not clearly prefer specific learning activities, signifying the importance of using diverse learning activities to satisfy diverse individual learning styles in online settings. This analysis contributes to the further development of student-centered pedagogical development for online learning and provides insight into the ways forward for online higher forestry education, while repurposing existing OER courses in a post-Covid-19 era.

Flexibility in human sexuality education during a pandemic

Objective: As a result of the SARS-COVID-2 pandemic, many students had to leave highly interactive face-to-face learning environments in classrooms and join online learning environments. By autumn 2020, some large numbers of US institutions had opted for face-to-face, hybrid and fully online teaching formats. For many of them, the challenge lay in developing teaching models that enabled parties to experience success, particularly in the field of human sexuality education, which can be effective in either format, online or face-to-face. This study explored students’ perspectives regarding a differentiated proficiency-based online education model for delivery in two course formats: modified face-to-face and fully online. Design: Mid-course and end-of-course surveys were conducted to examine students’ experiences and perspectives regarding course structure. Survey questions were coded using self-determination theory constructs. Setting: Surveys were completed in the Canvas Learning Management System at the mid-point and end of each course. Participation was voluntary, and surveys were completed asynchronously outside of the classroom. Results: Students were overwhelmingly appreciative of the support for autonomy provided in both formats, but each cohort had unique criteria for success. The face-to-face cohort evaluated the course in terms of relatedness and competence. The winter online cohort evaluated the course based on perceived competence. Conclusion: Students were overwhelmingly supportive of course policies designed to increase flexibility and scaffold learning so long as the burden was minimal and they recognised the benefit. Students were ambivalent regarding the due dates of assignments, appreciating flexibility but recognising their role as extrinsic motivators.

O11 Development and Pilot Implementation of an Online Trauma-Informed Care (TIC) Educational Module for Graduate-Level Nutrition Students

<h3>Objective</h3> To improve students' attitudes and empathy for creating therapeutic relationships by introducing a trauma-informed approach to nutrition care. <h3>Use of Theory or Research</h3> We adapted a published educational approach tested with pediatric residents. The teaching strategy included principles of Sociocultural Learning Theory. <h3>Target Audience</h3> Participants included 25 students pursuing a master's degree in nutrition. <h3>Curriculum Description</h3> We implemented the TIC educational module within an online nutrition counseling course strategically placed after two modules focused on patient-centered care, cultural humility, and health equity. Students took a pre-test, and we provided them with pre-class reading about TIC, the origins of the Adverse Childhood Experiences (ACE) study, and the National Institute of Minority Health and Health Disparities research framework. The live and synchronous online classroom time for the TIC module included a didactic presentation on the rationale for practicing universal TIC, the link between trauma and chronic disease, examples of TIC practices in nutrition care, and an interactive neonatal abstinence syndrome case-based scenario. In addition to a post-test, we required students to post a learning diary reflection within three days of the TIC module. <h3>Evaluation Methods</h3> We assessed attitudes with an 8 item pre and post-test (5-point Likert scale) in Qualtrics and through online learning diary entries within the Canvas learning management system. <h3>Results</h3> We conducted a paired-samples t-test to evaluate the impact of the TIC education module on students' attitudes with the pre to post-test. There were statistically significant (<i>P</i> < 0.05) changes in attitudes in 5 out of 8 questions with moderate (.37) to large (.95) effect sizes. In the learning diaries, all students reported that the TIC education module was impactful, and most students wrote about how the module challenged their biases and assumptions. <h3>Conclusions</h3> Participation in an online trauma-informed care education module led to significant differences in attitudes that may enhance students' abilities to create therapeutic relationships in future nutrition practice. <h3>Funding</h3> None.

Cast a wider net: Leveraging canvas for asynchronous information literacy learning

Despite continued attention from academic librarians, many college students lack essential information literacy (IL) skills required for academic success. New approaches to IL instruction recognize the traditional “one-shot” is not a sufficient strategy. This paper presents the findings of a qualitative Action Research study that investigated how the availability of asynchronous learning modules in Canvas impacts IL learning among community college students. Results indicate that leveraging the existing technology of the Canvas Learning Management System (LMS) is a pragmatic and effective approach to extending IL learning beyond the “one-shot,” and that it facilitates the embedding of IL learning that may contribute to student success.

Biosafety Capacity Building During the COVID-19 Pandemic: Results, Insights, and Lessons Learned from an Online Approach in the Philippines.

COVID-19 diagnosis was one of the most pressing needs during the early stages of the pandemic. Its entire procedure has inherent biosafety risks that if not properly managed and mitigated can be life threatening. Cognizant of this vital aspect, the Department of Health (DOH) imposed a biosafety training requirement to all laboratories and institutions before they could perform COVID-19 diagnostic testing. But with the mandatory lockdown, conventional face-to-face training could not be conducted. To address this need, the Biosafety Education and Awareness Training COVID-19 Online Program was offered by the National Training Center for Biosafety and Biosecurity of the University of the Philippines Manila. This online training program implemented a distance learning approach made available through the Canvas Learning Management System. It consisted of seven modules on biosafety that were sufficient enough to capacitate the participants with information for them to effectively implement a biorisk management system. The participants were evaluated based on quiz, examination, and case analysis. Certificates of completion were awarded to participants who passed all evaluation methods. A total of 3371 trainees from various medical professions passed and obtained the certificate. This resulted in >100 DOH-accredited COVID-19 testing laboratories by the end of 2020. The online availability of this program proved to be an effective innovative solution to a unique problem. Therefore, this training program demonstrated that biosafety training can be effectively conducted online and in a distance learning approach.