Classroom Course Research Articles

Research on online teaching operation mode of postgraduate courses

In order to effectively improve the online teaching effect of graduate courses, it is very important to plan the online teaching operation mode with the full help of information technology. This paper analyzes the characteristics and existing problems of postgraduate online teaching. In view of the characteristics and existing problems of online teaching, according to the teaching experience and the characteristics of postgraduate courses, this paper designs the teaching operation mode from the three aspects of teaching, auxiliary teaching and interactive platform, and puts forward the methods of developing online teaching from the three aspects of classroom teaching, course management and course assessment. This paper discusses the process of online teaching in detail, which provides a reference for the efficient online teaching of graduate courses.

Challenges of COVID-19 pandemic: The postgraduate case in Sustainable Management of Natural Resources - UIEP

<p>A generalized preventive measure in Mexico against the COVID-19 pandemic was the suspension of in-person non-essential activities, including academic activities. The Universidad Intercultural del Estado de Puebla (Intercultural University of the State of Puebla - UIEP) suspended all classroom course from March 20th, 2019, until the present day. The program of Master of Science in Sustainable Natural Resource Management has remained active in a digital format, facing the following challenges: the speedy implementation of a virtual and distance teaching-learning process; the optimization of computer resources in the face of the digital gap and limited access to these technologies in the region; and an efficient traceability of research processes. COVID-19 displayed the social and digital gap present in the rural areas of Mexico, such as in the case of Sierra Norte de Puebla, in which UIEP is enclaved. However, it also displayed the ability of response and adaptation in the face of the contingency scenario caused by SARS-CoV-2.</p>

Middle School Physics Experiment Teaching Within “Internet Plus”: From the Status Quo to Implications

Middle school physics experiment is a significant basic course with extensive content and strong practicability. This course has high requirements for students to master and understand the background and basic principles of various physical experiments, as well as the working principles and the use of various experimental devices. Based on the importance of physics experiment teaching and the limitations of the traditional experiment teaching mode, this paper first reviews the traditional mode in the context of the Internet and puts forward the new physics experiment teaching mode within "Internet Plus" in the new era, including theoretical guidance of constructing the experimental teaching mode, the innovation of teaching methods and examination methods, and the prospect of promoting the development of education industry. At the same time, this paper puts forward the network teaching platform system that can implement the new physics experiment teaching, including exercises, flipped classroom, and Massive Open Online Courses (MOOC), and discusses them separately, hoping to provide research reference for middle school physics teaching and research in the future.

Molecular Epidemiology, Virulence Factors, Antibiotic Resistance and Risk Factors for Nasal Carriage of Staphylococcus aureus in A Teenage Student Population: High Prevalence of Oxacillin Susceptible MRSA Isolates

Background: Asymptomatic carriage of Staphylococcus aureus can lead to endogenous infections and cross-transmission to other individuals. Objectives: The prevalence, molecular epidemiology, antibiotic resistance, and risk factors for nasal carriage of methicillin-resistant Staphylococcus aureus (MRSA) were studied in school children in Ardabil, Iran. Methods: Totally, 510 nasal samples were collected during 2017. Isolates were identified and subjected to antimicrobial susceptibility testing, identification of oxacillin resistance, and molecular typing. Results: Totally, 13.5% of volunteers were positive for methicillin-susceptible Staphylococcus aureus (MSSA) and 17.5% colonized with mecA positive S. aureus strains, including 6.07% oxacillin-resistant MRSA (OR-MRSA) and 11.56% oxacillin-susceptible MRSA (OS-MRSA). Excluding β-lactam antibiotics, high resistance rate was observed for erythromycin (71%), tetracycline (25.8%), clindamycin (35%) in our isolates. Surprisingly, 11% of the isolates [OR-MRSA (25.8%), OS-MRSA (10.1%), and MSSA (5.7%) isolates] were resistant to mupirocin. Moreover, 18 (58%), 29 (49%), and 29 (42%) of OR-MRSA, OS-MRSA, and MSSA isolates were multidrug-resistant (MDR), respectively. Overall, 97.48% of isolates carried ≥ 3 toxin encoding genes. The pvl gene was found in 46 (29%) isolates. In comparison, 25.50% of MRSA (9.60% OR-MRSA and 34% OS-MRSA) and 33% of MSSA isolates carried pvl gene. SCCmec type IV had the highest rate among OR-MRSA (87%) and OS-MRSA (74.5%) isolates, which indicates CA-MRSA phenotype. Eleven and 21 spa types were identified in OR-MRSA, and OS-MRSA isolates, respectively. The most common spa types were t11332 (14.3%) and t012 (11.4%) in OS-MRSA isolates. ERIC-PCR revealed high genetic diversity among isolates. The number of students in classroom and incomplete antibiotic course were associated with OS-MRSA nasal carriage. Conclusions: This study showed a high proportion of MDR CA-MRSA nasal carriage among Iranian healthy school children community.

Deep Learning-Based Teaching Strategies of Ideological and Political Courses Under the Background of Educational Psychology.

At present, low teaching efficiency has been the common problem of ideological and political education in colleges and universities in China. It is essential to improve the teaching efficiency and realize the intelligent information transformation of the ideological and political courses in colleges and universities. First, the relationship between ideological and political courses and the educational psychology of college students was analyzed based on the theoretical characteristics of educational psychology and college ideological and political courses. Additionally, the teaching efficiency of ideological and political courses based on deep learning (DL) was analyzed through a literature survey. Combined with online teaching modes such as the flipped classroom and Massive Open Online Courses, a comprehensive online teaching mode of college ideological and political courses was proposed via educational psychology and the Single Shot MutiBox Detector networks of DL. Then, a total of 100 research subjects were selected randomly from the freshmen and sophomores of the Southwest University of Science and Technology, and their acceptability to the online ideological and political courses was analyzed by a questionnaire survey. The results show that the adopted questionnaire had high reliability and validity, and the proportion of respondents of different genders, grades, and majors was essentially balanced. More than half of the students had a good understanding of the comprehensive ideological and political courses and made progress in their values, ideology, morals, and knowledge reserves. More than half of the students had a positive attitude to the course, and they thought that the class atmosphere of the course was active, which was conducive to a satisfactory learning effect. This indicates that the teaching strategy of ideological and political courses in colleges and universities that integrates educational psychology, DL, and online information can attract students. The contribution of this study is that the research outcome can be applied to the concrete formulation of the teaching strategies of ideological and political courses for college students.

Designing a Plastic and Reconstructive Surgery Virtual Curriculum: Assessment of Medical Student Knowledge, Surgical Skill, and Community Building

PURPOSE: Virtual and interactive learning are the future of plastic surgery education.1 This shift is essential in the COVID-19 era, as medical students have been displaced from clinical rotations into virtual classrooms resulting in losses of traditional opportunities to learn about plastic and reconstructive surgery. The impact of this pandemic is far-reaching and may adversely influence interest in surgical specialties, diversity in anatomic knowledge, and hands-on surgical experience. We aimed to provide medical students worldwide with a virtual educational opportunity and developed the Plastic and Reconstructive Surgery Virtual Curriculum (PRSVC), a structured, four-week, flipped classroom course with virtual clinical case discussions and surgical skills workshops. Additional programming was available for medical students applying to or considering applying into plastic surgery residency programs to socialize with each other and build community. METHODS: We designed and implemented a structured, four-week educational curriculum, which included curated learning modules that covered main topics within plastic surgery. Students were provided daily assignments from the American Society of Plastic Surgeons Resident Education Curriculum and DeckerMed Plastic Surgery Core Curriculum, which were available to all enrolled participants free of charge. As an adjunct to the educational coursework, students had opportunities to participate in biweekly, small group virtual flipped classroom case discussions and weekly surgical skills workshops. Pre- and postcourse surveys were administered and analyzed using SPSS. RESULTS: In total, 303 medical students and recent graduates (43.4% fourth-years) from 18 countries enrolled in the course in June 2020. An estimated 182 students completed the precourse survey (60% response rate), and of those, 50.0% (n = 91) completed the postcourse survey for paired comparison. About two-thirds were medical students in the United States and the remaining one-third of students were from Canada and other international countries. Over one-third did not have home plastic surgery programs, and almost half of the participants reported having an educational experience scheduled for June 2020 cancelled due to the COVID-19 pandemic. Students reported significant improvement in confidence discussing the relevant anatomy, work-up, and surgical approaches to clinical cases, as well as confidence in knowledge of all topic areas (P < 0.001). Confidence in suturing and knot-tying techniques significantly improved among workshop participants (P < 0.001). Students applying to residency programs this cycle felt significantly more prepared for sub-internships (P < 0.001) and significantly more connected to the community of applicants (P < 0.001). CONCLUSIONS: The Plastic and Reconstructive Surgery Virtual Curriculum improved knowledge, surgical skills, and community in the field among medical student participants. This course may serve to inform other surgical subspecialties in developing similar virtual educational opportunities and also serve to provide a paradigm for structured virtual learning activities for students interested in plastic surgery. REFERENCE: 1. Ali K, Colchado D, Davis MJ, et al. Online resources in plastic surgery education: a toolbox for modern trainees and plastic surgeons. Plast Reconstr Surg Glob Open. 2020;8(7):e2894. Published 2020 Jul 17. doi:10.1097/GOX.0000000000002894

Agile Change to Digital Teaching during and after Corona Pandemic for Flipped Classroom Courses

The Corona Pandemic has a major impact on teaching at universities. Various stakeholders have to face new challenges when face-to-face courses are no longer feasible. The management of higher education institutions, teachers and their teams as well as the IT and didactics support are called upon to develop digital teaching and learning formats at short notice. This article aims to identify specific tasks and responsibilities with the help of two literature analyses and to transfer the results into a holistic overview of agile change for Flipped Classroom courses. This overview is based on a Change Management (CM) process to which tasks of agile development and change are assigned. It thus combines both short-term development under time pressure from an agile perspective as well as long-term necessary steps of CM. The necessity and usefulness of such an overview was determined before its creation. For this purpose, a short quantitative survey was conducted with 65 people, who have already passed through the entire CM-process of digital change in higher education teaching and are therefore regarded as experts. The usefulness and necessity of the overview were confirmed. The concluding recommendations for action address the possible use of the overview, the implementation of individual tasks and the joint action of the stakeholders during and also after the Corona Pandemic, which should support the change to digital higher education teaching.

Online supplementation for teaching evidence-based medicine: feasibility of a randomised-controlled trial

Background and ObjectivesAs teaching technology advances, medical education is increasingly using digital mediums and exploring instructional models such as the flipped classroom and blended learning courses, where the in-class taught...

Cognitive IoT-Based e-Learning System: Enabling Context-Aware Remote Schooling during the Pandemic.

The 2019–2020 coronavirus pandemic had far-reaching consequences beyond the spread of the disease and efforts to cure it. Today, it is obvious that the pandemic devastated key sectors ranging from health to economy, culture, and education. As far as education is concerned, one direct result of the spread of the pandemic was the resort to suspending traditional in-person classroom courses and relying on remote learning and homeschooling instead, by exploiting e-learning technologies, but many challenges are faced by these technologies. Most of these challenges are centered around the efficiency of these delivery methods, interactivity, and knowledge testing. These issues raise the need to develop an advanced smart educational system that assists home-schooled students, provides teachers with a range of smart new tools, and enable a dynamic and interactive e-learning experience. Technologies like the Internet of things (IoT) and artificial intelligence (AI), including cognitive models and context-awareness, can be a driving force in the future of e-learning, opening many opportunities to overcome the limitation of the existing remote learning systems and provide an efficient reliable augmented learning experience. Furthermore, virtual reality (VR) and augmented reality (AR), introduced in education as a way for asynchronous learning, can be a second driving force of future synchronous learning. The teacher and students can see each other in a virtual class even if they are geographically spread in a city, a country, or the globe. The main goal of this work is to design and provide a model supporting intelligent teaching assisting and engaging e-learning activity. This paper presents a new model, ViRICTA, an intelligent system, proposing an end-to-end solution with a stack technology integrating the Internet of things and artificial intelligence. The designed system aims to enable a valuable learning experience, providing an efficient, interactive, and proactive context-aware learning smart services.

Capstone Courses and Major Projects for Enhancing Generation Z Career Readiness Through General Higher-Education Classroom Curriculum

The limited literature connecting the design and implementation of capstone and major project courses in general education classrooms using a cross-disciplinary approach requires addressing. This manuscript aims to recognize Gen Z's unique characteristics in comparison to workforce requirements. Additionally, based on the groups' distinguishing traits and needs, a higher education general classroom major project or capstone course was designed. The design's purpose was to provide students with multiple opportunities to access high-impact strategies proven to enhance students' success beyond their major. An interdisciplinary process was developed to meet varying constituents' needs employing a five-phase planning and execution process.

Student perceptions and performance in a traditional, flipped classroom, and online introductory soil science course

Innovative didactive strategies such as online learning and flipped classroom can improve student performance while maximizing university resources and personnel. Assessing how students perceive courses designed using these strategies, as well as perform within them, is becoming increasingly important. An introductory soil science course at a 4-year land-grant university was taught (1) face-to-face (FTF, n = 110) with one 50-minute lecture per week and a 2-hour lab twice per week, using (2) flipped classroom (FC, n = 31) design in which most instruction occurred online with a 2-hour lab once per week, and (3) fully and asynchronously online (OL, n = 23). Students completed an end of the semester survey designed to assess perceptions of course utility, the utility of course components, and engagement level in the course. Proportional odds regression models and log odds ratios were used to assess how student perceptions of and performance in this course were influenced by teaching method or student class standing. Class standing had the strongest influence on responses to perception and engagement questions, while teaching method minimally influenced responses to perception and engagement questions. Furthermore, students with the largest odds of expressing potentially less positive perceptions – in this case sophomores – also had the largest odds of performing poorly in the course. These results suggest that FC and OL are viable options which can extend university resources, impact, and accessibility, and that student perceptions of college courses, which in this study varied by class standing, can influence their performance. Supplemental data for this article is available online at https://doi.org/10.1080/10899995.2021.1965419

Comparison of learning effectiveness between physical classroom and online learning for dental education during the COVID-19 pandemic

Background/purposeOnline learning has been used to continue dental education activities during the coronavirus disease 2019 (COVID-19). This study aimed to compare the learning effectiveness between physical classroom and online class learning for dental education during the COVID-19 pandemic by the questionnaire survey. Materials and methodsA questionnaire-based online survey was used to evaluate the learning effectiveness on the dental students who took the compulsory course entitled “oral pathology and diagnosis” in School of Dentistry, National Taiwan University in 2021. Student's t-test and Mann–Whitney U test were used to analyze the difference in learning effectiveness between physical classroom and online class learning for dental education during the COVID-19 pandemic. ResultsIn this study, dental students tended to have a viewpoint that the learning effectiveness of online class learning was better than that of physical classroom learning. On the contrary, they tended to have a viewpoint that the convenience and fairness of physical classroom examination was better than that of online examination (all P-values < 0.001). ConclusionWe conclude that our dental students are ready to take online courses. In terms of blended learning courses, the combination of physical classroom and online courses is the future trend of dental education. At this moment, dental schools must prepare their abilities for the implementation of online courses to respond to the COVID-19 pandemic and the next crisis, as well as for the needs of future dental education.

Never Heard That Before! Bioscience Knowledge Retention in Undergraduate Nursing Education

Human anatomy and physiology are considered foundational courses in medical, allied health, and nursing disciplines and serve as prerequisites for future theory courses and nursing clinicals. Numerous studies have demonstrated the difficulty for medical and allied health students to acquire, transfer, retain, and apply knowledge from these courses in subsequent years of their programs. However, most knowledge retention studies of anatomy and physiology have been carried out with a focus on medical and allied health students and have rarely been assessed in nursing students. In addition, most studies of interventions in anatomy and physiology have emphasized factors affecting knowledge acquisition in the first year of nursing, and little is known about knowledge retention and application during subsequent years of nursing. This review highlights the current status of knowledge retention in nursing education, identifies potential gaps, and discusses interventional strategies to bridge the gap between the classroom and future theory courses and nursing clinicals.

High school student perspectives on flipped classroom learning

ABSTRACT Flipped classroom pedagogics has become a widely used approach within blended learning. The aim of the present study is to add students’ perspectives on the flipped classroom as used as a pedagogical method in a Swedish upper secondary school. In this qualitative study, eight students participated in focus group interviews. Problems were found both for neurotypical students as well as for a neurodiverse student. Unless special care is taken, students with neurodiversity may not be given equal opportunities for learning, in conflict with Swedish school legislation. Issues are discussed that need to be addressed when introducing flipped classroom course design at high school level.

Multimedia Teaching in Teaching of College English Reading

Abstract With the advancement of society and the continuous development of information technology, the medium of multimedia has become an indispensable part of college English teaching. Because the traditional Web-based college English has a single teaching method, poor classroom effect, and low interest of students, this paper designs a multimedia teaching system based on a browser/server (B/S) network model and model view controller (MVC) design pattern. It is based on B/S network mode and MVC design mode and composed of a Web service layer, client layer, and database service layer. The system adopts a B/S network mode and MVC design pattern fusion mode to realize hierarchical control and different data categories and refinement and completion of the rational division of teaching resources, thus greatly improving the ability of data circulation in the teaching system. The system function design includes four parts: user registration and login, teacher teaching, student learning, and administrator management. The teacher teaching module completes the teacher’s uploading and online answering function for college English reading materials. The student learning module enables students to obtain classroom content and courses. The design of the system has improved the students’ interest in learning English and the classroom effect has also been significantly improved.

Reflexive engagement with social meanings through registers

The paper investigates the interactional processes through which English as a Second Language (ESL) learners enter the realm of social meaning through features of registers. The study takes up discussions of heteroglossia in educational settings. Through an ethnographic perspective, using various sources of data such as classroom discourse, course blogs and interviews, the study uncovers two practices through which the participants reflexively grapple with socially indexical meanings: A). labeling and typifying registers and B). negotiating and deploying their social meanings. These two practices are shown to be mediated by an emphasis on academic language in the English program, language ideologies, processes of alignment and positioning and participant trajectories. The findings suggest that reflexive engagement with register indexicals is a pervasive aspect of second language learning and can be leveraged as a learning resource.

Using process mining for Git log analysis of projects in a software development course

Understanding the processes in education, such as the student learning behavior within a specific course, is a key to continuous course improvement. In online learning systems, students’ learning can be tracked and examined based on data collected by the systems themselves. However, it is non-trivial to decide how to extract the desired students’ behavior from the limited data in traditional classroom courses. Software development courses are a domain where student behavior analysis would be especially useful, as continuous teaching improvement in this fast progressing domain is necessary. In this paper, we propose to use process mining for improvement-motivated process analysis of a software development course (web development in particular). To this end, we analyze Git logs of students’ projects to understand their development processes. Process mining has been chosen as it can help us to find a descriptive model of this process. The main contribution of this paper is the detailed methodology of process mining usage for students’ project development analysis, considering various commit characteristics, which are crucial in understanding student coding-behavior patterns. The process mining analysis proved to be very useful, indicating multiple directions for the course improvement, which we also include in this work as a secondary contribution. The third contribution of this work is the summary and discussion of the process mining advantages and current gaps in process mining research for this task. The data we used are made publicly available to other researchers.

Moderating effects of academic involvement in web-based learning management system success: A multigroup analysis

While several educational institutions in India, in accordance to global practices, have adopted Web-Based Learning Management Systems (WLMS) to supplement classroom courses, it is largely seen that these WLMSs fail in their objectives, leading to little or no return on investments. The study aims to define the factors that affect students’ acceptance of a web-based learning management system and test the moderating effect of their academic involvement in the success of a WLMS. 477 valid questionnaires were collected from university/college students to empirically test the research model using the structural equation modelling approach. The results concludes that indirect and direct effects account for 49% of the variation in the intention to use, which is explained by technical system quality, information quality, educational quality, service quality of the technical support team and user satisfaction. High academic involvement moderates the impact of different service qualities of the WLMS on user satisfaction, intention to use the system, and success of the WLMS. Based on the findings, theoretical and managerial implications are discussed.

Fault Tolerant Classroom Allocation System

In the modern education and growing economy and population it heavily relies on advanced computational power. The deployment of the classroom allocation through computational approaches are very limited. Therefore, in this paper we have to design the classroom allocation system along with student subject choice. We implemented the code in C programming language. The programming of the allocation system consists of brute force approach. This approach provides a facility to feed the data of student capacity, Course identification, course name, department, course credit and day. Moreover, the algorithm classify the classroom as final schedule, which consists of both day and department. Further, the administration can schedule the classroom, update and edit the file for efficient classroom management. The scheduled output is displayed in tabular format. This application can be potentially utilized in the management of education. This application document the details and execution, that helps the staff of any Institution to assign classrooms for a given courses. As in most of the institution, handle this allocation process with a manual procedure which involves the coordination with all the departmental representatives and staff from the Administration Office. Usually, the manual procedure like this gives way to various challenges and is inclined to fault. This application takes into attention, the most necessary elements such as the classroom size, course capacity, and preferred block of a department and provide error free classroom allocation facility.

Finding success with the implementation of task-based language teaching: the role of teacher agency

ABSTRACT This study contributes to the limited research on teacher agency in task-based language teaching. Conceptualising agency through the lens of activity theory, the study investigated how two EFL teachers enacted their agency in TBLT implementation at a Chinese university and what factors mediated the enactment of their agency. Data collected by means of classroom observation, interviews and course documents were triangulated to provide a descriptive synthesis of teacher participants’ experiences with task-based language teaching. The analysis of the data revealed that these two teachers demonstrated agency through teaching as adaptation and teaching as learning to overcome the contradictions in the instructional activity system. They engaged with both proactive and reactive agency. A number of mediational factors were found to account for their agency. The study highlights the crucial role of teachers’ shared beliefs on the value of TBLT and curriculum reform and institutional support in influencing teachers’ adoption of task-supported language teaching.