Classroom Lectures Research Articles

Diversity and Inclusion in Integral Education: A Teaching Perspective of Integral Psychology

This article offers reflections and proposes practices that embody principles of diversity and inclusion while embracing spirituality in higher education. This approach to integral education is informed by the philosophy of Sri Aurobindo and Haridas Chaudhuri, founders of the California Institute of Integral Studies. It blends Eastern philosophy with Western thought, towards holistic education and experiential learning. This integral frame values both spirituality and diversity in experiential learning, emphasizing the role of the teacher in the educational process. In this pedagogy, the professor facilitates learning and transformation through deep personal inquiry of multicultural identity, group dynamics, productive dialogue, inclusion of diverse perspectives in classroom lectures, and practices of yoga and meditation. Relational and embodied, the instructor explores cultural, social, and political positionalities that lead students to further learn from their cultural backgrounds and relational patterns, opening up the possibility for a spiritual experience in an educational setting. These classroom explorations lead to the improvement of interpersonal capacities, multicultural awareness, self-knowledge and authenticity, expansion of consciousness, and ultimately better citizenship. The self-actualized instructor embedded in a transpersonal worldview within a spiritual epistemology of teaching further develops the efficacy of their role by acknowledging the multicultural fabric of students’ lives. This pedagogy may contribute to the evolution of consciousness.

An emergency care research course for healthcare career preparation

BackgroundUniversity students have limited opportunities to gain healthcare clinical exposure within an academic curriculum. Furthermore, traditional pre-medical clinical experiences like shadowing lack active learning components. This may make it difficult for students to make an informed decision about pursuing biomedical professions. An academic university level research course with bedside experience provides students direct clinical participation in the healthcare setting.MethodsDescribed is a research immersion course for senior university students (3rd to 5th year) interested in healthcare and reported study enrollment with final course evaluations. The setting was an adult, academic, urban, level 1 trauma center emergency department (ED) within a tertiary-care, 1000-bed, medical center. Our course, “Immersion in Emergency Care Research”, was offered as a university senior level class delivered consecutively over 16-weeks for students interested in healthcare careers. Faculty and staff from the Department of Emergency Medicine provided a classroom lecture program and extensive bedside, hands-on clinical research experience. Students enrolled patients in a survey study requiring informed consent, interviews, data abstraction and data entry. Additionally, they were required to write and present a mock emergency care research proposal inspired by their clinical experience. The course evaluations from students’ ordinal rankings and blinded text responses report possible career impact.ResultsThirty-two students, completed the 16-week, 6–9 h per week, course from August to December in 1 of 4 years (2016 to 2019). Collectively, students enrolled 759 ED patients in the 4 survey studies and reported increased confidence in the clinical research process as each week progressed. Ranked evaluations were extremely positive, with many students describing how the course significantly impacted their career pathways and addressed an unmet need in biomedical education. Six students continued the research experience from the course through independent study using the survey data to develop 3 manuscripts for submission to peer-reviewed journals.ConclusionsA bedside emergency care research course for students with pre-healthcare career aspirations can successfully provide early exposure to patients and emergency care, allow direct experience with clinical bedside research, research data collection, and may impact biomedical science career choices.

THEORETICAL AND METHODOLOGICAL BASIS OF TEACHING THE DISCIPLINE "PHYSICAL REHABILITATION" IN THE PREPARATION OF BACHELORS IN THE SPECIALTY "PHYSICAL CULTURE AND SPORTS"

The article reveals the theoretical and methodological foundations of teaching the compulsory discipline "Physical Rehabilitation" in the process of training trainers of educational qualification level "Bachelor" at the Faculty of Physical Education of Poltava National Pedagogical University named after V.G. Korolenko . The purpose, tasks of studying the discipline, the list of professional competencies and learning outcomes that students must have during the course are defined. A detailed description of the components of the educational and methodological complex of the discipline is given and presented. The components of educational-methodical complex of the subject was determined: training and content syllabus, supporting lecture notes with questions for self-instructional training, materials for practical classes and independent work, tests for current and module control of students knowledge, final tests. The system of training highly qualified specialists provides classroom (lectures and practical classes) and independent work. In order to promote research activities a master student has 2/3 from all kind of training time.
 According to the educational subject syllabus the teacher suggested the following ways of evaluation of educational achievements of bachelor students as current, modular, final control. Current knowledge assessment and control module are performed in the forms of different tests. The final assessment consists of all points earned during the current testing and modul controls, as well as the performance of individual work. Overall evaluation of bachelor students success is rating and is set by 100-scale system and totraditional scale accepted in Ukraine. A range of points that students may get for the topics of content moduleswere given.

The effects of relevant instructor self-disclosure on student affect and cognitive learning: A live lecture experiment

ABSTRACT The purpose of this teaching experiment was to examine the causal effect of relevant (compared to irrelevant) instructor self-disclosure on student affect and cognitive learning. Undergraduate students (N = 288) were randomly assigned to a 19-minute classroom lecture with an instructor who taught the same lesson but self-disclosed either relevant or irrelevant information while teaching. Results indicated that relevant instructor self-disclosure increased student affect in students’ likelihood to enroll with the instructor again but did not influence students’ general affect toward the instructor. Findings also revealed a direct effect of self-disclosure relevance on students’ test scores; on average, students scored 8.42% higher on a short-term recall test compared to students in the irrelevant self-disclosure condition, controlling for lesson coherence. Practical implications are provided for how instructors might use relevant self-disclosures in their teaching.

Developing Information Literacy in the Malaysian Smart Schools: Resource-Based Learning as a Tool to Prepare Today's Students for Tomorrow's Society

Today's students are surrounded by more information coming from more sources than ever before. In order to deal with the vast amount of information they will encounter in school, life, and work, they must develop skills not required of previous generations. Since schools cannot teach all that students need to know, a better way is to teach them to manage the information resources. Although schools should still identify the basic information that students need to know, schools must also teach "information literacy", that is, the ability to find, interpret, use, and communicate information from a variety of sources. Resource-based learning is a tool to help students handle information. It is based on the belief that students learn best by interacting directly with learning resources instead of just listening to classroom lectures. The learning is in line with the Malaysian Smart School Concept in that it is more self-directed, self-paced, and self-accessed, and hopefully, more meaningful. Since the skills of information literacy cannot be taught in a content vacuum, resource-based learning integrates the classroom and the school resource centre or the school library. Students go through a problem-solving process that requires them to define the need for information, determine a search strategy, locate the needed resources, assess and understand the information they find, interpret the information, communicate the information, and finally, evaluate their conclusions in view of the original problem.

Comparing the roles and correlates of emotions in class and during online video lectures in a flipped anatomy classroom

The present study compares the structure, the longitudinal relation, and the predictive roles of emotions in-class and emotions while watching online video lectures outside of class. Participants (N = 269) reported their emotions, attentional control, and behavioral engagement associated with in-class activities and online lecture viewing at two time points in a large “flipped” undergraduate anatomy course. Overall, the longitudinal and cross-contextual relations among emotions, from emotions to learning behaviors, and from emotions to achievement were similar, whereas distinct patterns of relations were found for learning behaviors, and from learning behaviors to academic achievement. These findings are discussed within the Control-Value Theory and provide implications for supporting adaptive emotions and learning in flipped classrooms.

An Exploration on Evolution in the Teaching and Learning System

When the whole world is going through a pandemic, a global shift in the teaching-learning system has become a necessary measure. The physical classroom lectures are replaced by the virtual classroom lectures with the help of technology and resources. But was this shift really required? How will this change affect the lives of the students and the teachers? Is it beneficial for the learners or one should resist the technological changes? Researchers and analysts opines this global pandemic as an opportunity for the students to learn new and extra skills which would give their careers a thrust start, yet some analysts believe that this new and advanced pedagogy is robbing the students off of their moral and ethical conduct. Online education is both a boon and a bane, where it is proved to be advantageous it also carries along with it its own disadvantages. For students suffering from poverty, it is a great opportunity as it cuts the costs and time of travel and the fees for the courses. It is comparatively less as compared to the offline courses but while it is beneficial for these students we must also consider the fact that some of these learners might be the first-generation learners and might not have the same resources or opportunities or knowledge as others. If efficiently used online education can prove to be very beneficial, a student has to be determined, motivated and dedicated when it comes to attending classes which are not supervised. This paper intends to explore the role of ICT’s in the teaching-learning system and its impact on the skills, patience, determination level and working ability in an individual.

College Students Training Law Enforcement Officers: The Officer Charlie Get Fit Project

While most law enforcement agencies recognize the importance of physical fitness for their officers and encourage them to maintain an adequate level of fitness, many find it difficult to implement a fitness program successfully. Prior studies and literature support the implementation of community-centered fitness initiatives. The purpose of this study was to (1) describe participant outcomes from the service- learning project Officer Charlie Get Fit Project and (2) delineate Kolb’s experiential learning model implemented by undergraduate kinesiology majors when applied in an exercise setting. Students were charged with working directly with police officers over an 8-week program with the goal of lowering health-risk factors for the participants. Additionally, the project provided an opportunity for students to assess their own learning style and infuse it in a real-world professional application. Participants included 16 police officers (M = 44.6, SD = 10.7 years of age) and one elected city administrative official. Paired sample t tests revealed nonsignificant differences between the pretest and posttest scores on the 10 fitness measures. Descriptive statistics revealed improvements in categories of body weight, BMI, waist circumference, hip circumference, resting heart rate, systolic blood pressure, diastolic blood pressure, sum of skinfolds, and overall body fat percentage. Participant exit interviews indicated positive qualitative results. The student reflection piece indicated that the frequent writing helped with (1) the myriad of planning and preparation issues, (2) selecting a community partner and recruiting participants, and (3) data collection and analysis. This study was an important assessment of immersive learning opportunities provided through classroom lecture and development of community partnerships.

Effect of mobile learning on academic achievement and attitude of Sudanese dental students: a preliminary study

BackgroundDespite the great development of smart phone programs and applications, and the wide-spread of these devices among students, their use for the educational purposes remains weak. The study aimed to investigate to what extent utilizing mobile learning as an adjunct to classic classroom lectures affect students’ academic achievement and, to assess their attitude toward using mobile application as an instructional method in dental education.MethodsA quasi-experimental study was conducted among undergraduate dental students from two Sudanese universities. A total of 67 students who voluntarily agreed to participate were randomly allocated into a control group of 33 and an intervention group of 34 students. Initially, the two groups undertook a pre-test to ensure the standardization of a scale regarding their existing academic knowledge of dental surgery forceps used for tooth extraction. Then the intervention group was provided with a mobile application (Dental Surgical Forceps application version 2.1.0.0), and 3 weeks later a post-test was given for both groups. The attitude of the students toward the effectiveness of mobile learning was as assessed by five-point Likert scale questionnaire. For comparison of the numerical parametric data, a T. test was used, while for non-parametric categorical data a Chi-Squire test was used, with level of statistical significant difference set at P-value of ≤0.05.ResultsThe response rate was 91% for the intervention group (31 out of 34 students completed the study), and 78% for the control group (26 out of 33 students completed the study). Statistical significant difference was observed between the pretest and post-test mean scores of the intervention group (P < 0.005), while the differences were not significant among the control group (P > 0.05). Regarding the attitude of the dental students, the mean scores of the sample indicate that the vast majority of the participants (93.5%) showed positive attitude regarding the effectiveness of mobile learning.ConclusionsThere is a marked difference in the students’ scores regarding their knowledge of dental surgical forceps. The students showed positive attitude toward using the mobile application.

Continuing education and employment creation: Investment in entrepreneurship matters

ABSTRACT This paper explores continuing education and employment generation in Ghana. It places emphasis on entrepreneurship, and how continuing education could help students’ create jobs. It used Bachelor of Administration final year students at Accra Learning Center as a unit of analysis. It is a qualitative study which sought to understand, determine the range of responses, and secure deeper insights and meaning into what it takes to become a successful entrepreneur. In-depth interview guides were conducted with 14 purposively selected students. It came to light that, in addition to classroom learning, students' participation in short seminars and workshops equipped them to become creative thinkers, take informed risks, create jobs, and envision a better future for themselves. It concludes that students’ lifetime experiences should be allowed to supplement the classroom lecture.

Perception of Undergraduate Dental Students toward Online Lectures during COVID-19 Lockdown Period

Aim and objective: The study aimed to assess the perception of undergraduate dental students toward online lectures during the coronavirus disease-2019 (COVID-19) lockdown period. Materials and methods: A questionnaire using a 3-point Likert scale was distributed to 400 undergraduate dental students of a dental institute. The survey form distribution and data collection were done using Google Forms. The data were entered into an excel spreadsheet and analyzed using SPSS version 15. Chi-square test and Fischer’s exact test were applied to know the association of perception of undergraduate dental students toward online lectures with gender and their year of course. Results: A total of 356 students responded to the survey with a response rate of 89%. While the majority of students (77.8%) had a good experience in understanding online lectures, only 18% of students found online lectures to be more impactful than classroom lectures. Also, a statistically significant difference was found among students in a different year of the course (p = 0.04). Approximately 49% of the students with a higher number of males (69.6%) as compared to females (43.9%) felt that online lectures needed further improvement to support their learning (p = 0.001). While 58% of students preferred the inclusion of online lectures in future dental education, 76.4% of students said that they would prefer a combination of both online lectures and classroom lectures. Conclusion: Students had a positive response toward online lectures. However, based on the results, it can be concluded that the e-learning system needs further improvement to support students’ learning and it can only be considered as an adjunct to traditional classroom lectures. Clinical significance: The concept of online teaching was explored globally in view of the pandemic of COVID-19. The use of online lectures, webinars, and continuing dental education was very helpful and informative for dental students. The curriculum and teaching were possible even in lockdown, maintaining social distancing. Thus, this study helps to find out the perception and understanding of dental students toward online lectures and teaching during the COVID-19 pandemic. © Jaypee Brothers Medical Publishers. 2021.

Exploring an intervention’s impact on everyday school activities

The focus of this paper is on a group of pupils with reading and writing difficulties who have been participating in an intervention study using assistive technology. That intervention study contained supervised training sessions with reading and writing tasks using an iPad with special supportive applications. The current study is a qualitative investigation of whether there has been any transfer from the intervention, to the pupils’ everyday school activities. Interviews with pupils and their teachers and observations during classroom lectures have been used to collect data. The results show that the pupils were positive to the assistive technology (the applications on the iPads), they found the apps easy to learn how to use and they appreciated the benefits they could give. Even so, only a few of the pupils had found use for and continued to use the tools after the intervention period finished. Possible reasons are that when the novelty wore off, students reverted to their usual study habits and that older students with many teachers and different classrooms were less able to adapt to using the apps. To improve transfer, it is suggested to introduce assistive technology earlier to students, in the younger grades, before study habits have been formed and to inform teachers about the use of AT in the classroom, including what is available and how it can benefit students.

Acceptability and effectiveness of a poetic narrative video facilitated large classroom teaching in psychiatry

BackgroundLecture based large classroom teaching is limited in scope of learning by being primarily. Teacher focussed, directive and monotonous with students often being passive participants. In psychiatry, problem is further compounded because of stigma around the subject and lack of summative assessment. Narratives and poems have been used in education to facilitate teaching. Methods50 randomly selected medical undergraduate students were subjected to short poetic narrative video facilitated large classroom interactive lecture, while 50 other students were imparted traditional classroom lecture. Acceptability and effectiveness of this teaching learning modality was done with a questionnaire and multiple-choice questions on the given topic post the lecture. ResultAround 90 percent of the student found the modified classroom teaching to be acceptable. It was equally effective as traditional classroom teaching. Student and faculty reflected on the whole experience as innovative, immersive and appealing to empathy. ConclusionPoetic narrative facilitated classroom teaching is an acceptable and equally effective modality of large classroom teaching.

Nursing Students’ Preferences in Test-taking, E-Books, and Learning Styles: A Longitudinal Study

Aim: This study was conducted to determine the preferences of testing and learning styles of undergraduatenursing students within a baccalaureate school of nursing.Background: Historically, nursing education has been in a face- to face (F2F) lecture format. One of themost pronounced trends in higher education over the last decade has been a strong growth in distanceeducation through online course work 1.Method: A survey was given to 685 undergraduate sophomore level nursing students within a baccalaureateundergraduate school of nursing over eight semesters. This same survey was given again to these sophomoreundergraduate nursing students during their senior year to determine if results waivered. There were 228seniors surveyed over four semesters.Students were asked to indicate their age (17 to 27 years, 27 to 37 years, > 37 years)Students were queried about their preferences among the following categories:1. Test taking preference: computer exams, or paper and pencil exams2. Book preference: traditional hard copy textbook, or E-book3. Learning style preference: online learning, or attending classroom lecture, or bothResults: Overwhelmingly, sophomore and senior level undergraduate nursing students surveyed,selected their preferences in test taking, book usage, and instruction styles, to support traditional learningmethodologiesConclusion: The results from this study emphasize the need for nurse educators to listen attentively to theirstudents and not assume that advanced technology is the ultimate learning method to be utilized

The emergence of virtual education during the COVID-19 pandemic: The past, present, and future of the plastic surgery education

BackgroundSince the global outbreak of coronavirus disease-2019 (COVID-19), plastic surgeons were forced to transition from traditional didactics to virtual lectures to practice “social distancing.” As this method of education continues to be widely used, understanding the current trend of its usage is critical. In this study, we performed a survey study of virtual lecture attendees and presenters to determine current usage and general consensus on virtual lectures in plastic surgery education.MethodsAn electronic survey was sent to attendees and presenters of virtual lectures using Google Forms. Demographic data, webinar usage patterns, and views on virtual lectures were collected.ResultsA total of 417 surveys were received. Prior to the COVID-19 era, 39.1percent of attendees did not use virtual lectures and 45.6percent of presenters did not give webinars at all. Both groups reported that the lack of opportunities and need were the most common cause of no use of lectures or webinars. After the outbreak, 35.4percent of attendees now use virtual lectures daily and 51.4percent of presenters give lectures weekly. Over 90percent of the study population reported a positive experience with the virtual lectures due to increased interaction, convenience, outreach, and usability. Finally, over 75percent stated that virtual lectures might replace classroom lectures in the future.ConclusionOur study shows that a majority of plastic surgeons have begun to use and give virtual lectures daily after the COVID-19 outbreak. Virtual education is a powerful and versatile tool that has great potentials, and it may continue to serve as a part of surgical training in the future.

The Environmental Impact of Palm Oil: Introduction for Students of Tasmania University, Australia

Palm oil is one of the most demanded commodities globally, which has led to a significant increase in its production and raised issues regarding its environmental impact. However, many of these issues are not based on substantial evidence. To provide a proportional picture on the oil palm industry, Universitas Sumatera Utara (USU), the University of Tasmania (UTAS) and the Association of Indonesian Palm Oil Entrepreneurs (GAPKI) have collaborated to carry out this program. The program was conducted for seven days through classroom lectures and field trip activities, involving 14 students and two supervisors from UTAS and four USU students. Pre and post-tests were conducted to evaluate the impact of the program. The results showed changes in participants' knowledge and perception regarding the environmental, social, and economic effects of the oil palm industry. Therefore, this program could be considered an effective counter to misleading Indonesian palm oil industry issues.

Audience and Presenter Comparison of Live Web‐Based Lectures and Traditional Classroom Lectures During the COVID‐19 Pandemic

The purpose of the study was to assess participants' and presenters' perceptions of a live web-based lecture series in comparison to traditional in-person lectures. A virtual lecture series was organized by the---from March 25th until June 3rd of 2020. Twenty-five postgraduate prosthodontics programs and 81 presenters participated. Two surveys were developed and distributed to the audience (N = 330) and the presenters (N = 81). Follow-up emails were sent one week, three weeks, and four weeks after the initial email survey to encourage its completion. The data were analyzed descriptively. One-way ANOVA (p = 0.05), followed by a post hoc test, were used to compare the response percentages among the different generations of presenters and participants. Fifty-two percent of participants, and 65% of presenters, completed the survey. More than 96% of participants and presenters were satisfied with the lecture series. Seventy-nine percent of audience members felt that the live web-based lectures were as effective as traditional classroom lectures, or more effective; 32% of presenters agreed. Millennial audience members had significantly (p = 0.0028) more negative responses than the other generations. Participants have more positive perceptions of web-based lectures than presenters.

Implementasi Blended learning untuk Meningkatkan Efektivitas Pembelajaran Online berbasis Classroom Mata Kuliah Profesi Keguruan pada Semester II di STIT Raden Wijaya Mojokerto Tahun Akademik 2019/2020

The formation of the Blended learning concept is due to an understanding of combining the power of face-to-face learning with online learning. This opens the possibility for a redesign that goes beyond enhancing the traditional classroom lecture. Blended learning represents a new approach and a combination of face-to-face learning with online learning activities that are consistent with specific program objectives. The problems that can be summarized by the author based on a survey in July 2020 to 45 students who are in the second semester class include; a total of 28% of students have not mastered the google classroom platform implemented by the STIT Raden Wijaya campus, 85.6% have difficulty understanding the learning materials delivered by the lecturers, 71.6% of students stated that there were many assignments and were burdened with deadlines for submitting assignments, and 82.7 % of students want face-to-face learning. Based on the focus of the study, this study aims to determine the increase in the effectiveness of classroom-based online learning through the implementation of blended learning for Teaching Professional Courses in Semester II at STIT Raden Wijaya Mojokerto for the 2019/2020 Academic Year. This research uses quantitative methods. This type of research is an experimental research. The subjects of this study were students of the even semester of the 2019/2020 academic year in the Islamic Education Study Program of STIT Raden Wijaya Mojokerto. The population of this study were second semester students (class 2019), with saturated sampling totaling 46 students consisting of 2 classes. Namely the experimental class 23 and the control class 23. The results of the study that have been discussed, it can be concluded that learning using blended learning is better than students who only use online learning. These results are proven by the results of the Independent Sample t-test, it is known that the average learning rate with blended learning is 56.00 greater than online learning which is 51.96. The analysis must go through two stages, namely the F test and the t test. It is known that F is 3,668 with a probability of 0.62, because 0.62&gt; 0.05, it can be concluded that the two variants are the same or identical. t test post test results with Equal variances assumed (assuming the two variants are the same) is -3,748 with a probability of 0.001, because 0.001 &lt;0.05; It can be concluded that on average, blended learning is different from online learning

The Role of Online Teaching Among the Undergraduate Dental Students During the Current COVID-19 Pandemic in India: A Pilot Study

Objective: To assess the usefulness of online teaching for undergraduate students during this Corona pandemic, to point the drawbacks of online teaching, and to learn the areas of improvement in online teaching for the future. Material and Methods: A descriptive cross-sectional study on 130 students was done in Bhubaneswar, Odisha, India. The questionnaire consisted of two parts, personal details and specific information. The first part of the questionnaire consisted of questions related to age, gender, etc. The second part had questions pertaining to online teaching. Pearson’s Chi-square test was applied and the level of significance was set at 5%. Results: Most of the students (83.3%) were in the view that classroom lectures are the best mean of imparting knowledge, which was significant (p<0.001). A significant number of students (88.1%) agreed that online teaching is the best method of teaching apart from classroom teaching. Almost all the students (93%) agreed significantly that online teaching is the best way to learn in this present pandemic scenario. Most students (59.6%) agreed that connectivity/network issue is a major drawback in online teaching, which is again significant (p<0.001). Conclusion: Here in these testing times, the role of online teaching becomes important for medical/dental students, both undergraduates and postgraduates, to keep up with their studies.

Comparative study between formative assessment and flipped classroom lectures in a drug information course ‎

To compare the short- and long-term retention of knowledge between formative assessment (FA) and flipped classroom (FC) lectures in a drug information course for pharmacy students in Japan. FA lectures were conducted as traditional in-person lectures, and a paper-based reflection quiz was administered at the end of each lecture for approximately ten minutes as a formative assessment. In contrast, FC lectures required students to watch videos before attending lectures, and a multiple-choice test