Classroom Lectures Research Articles

Applying an Audiobooks Application and the Literature Circle Strategy in an Online Class to Teach Reading: How?

The corona virus outbreak has encouraged educators to switch from face-to-face learning to online learning. This article discusses how to apply the literature circle strategy and audiobooks application in an online classroom to teach reading. This article outlines procedures for assuring interaction between students, students with learning materials, and students with lecturer in an online classroom. In addition, the advantages of using the literature circle strategy and audiobooks application are also highlighted in this article.

Introduction of Young Researchers' Association of Medical Physics and Questionnaire Survey on Medical Physics Education and Medical Physics Training System in Japan for Young Researchers in 2021

Details of Young Researchers' Association of Medical Physics (YRAMP) was introduced. In addition, several questionnaire surveys on medical physics education (MPE) or medical physicist training system (MPTS) in Japan have been conducted, none have targeted the current status and issues of MPE and MPTS. The purpose of this study was to investigate those from the perspective of researchers and students under 35-year-old (y.o.). The questionnaire survey was conducted between 14th September to 14th October 2021, for 112 members of the Young Researchers' Association of Medical Physics via Google Forms. The questionnaire was in two parts: MPE (Part1) and MPTS (Part2). Three subparts were constructed in Part1: Classroom lecture, Clinical training, Education course accredited by Japanese Board of Medical Physicist Qualification. Out of a total of 126 questions, 38 were mandatory to be answered. No personal information was collected. Ninety-three members (83.0%) were answered. The age structure of the respondents was as follows: 18-21, 22-26, 27-30, and 31-35 y.o.=5.4%, 36.6%, 39.8%, and 18.2%. Of the respondents, 74.2% and 11.8% answered that they first heard of "medical physics" or "medical physicist" when they were undergraduate students and in high school or younger, respectively. In Classroom lecture, 61.3%, 17.2%, and 21.5% of the respondents answered that they were "satisfied" or "moderately satisfied", "dissatisfied" or "moderately dissatisfied", and "Not sure" with the current MPE, respectively. In Clinical training, Education course, and MPTS, 58.1%, 21.5%, and 20.4% of the respondents answered that they were "satisfied" or "moderately satisfied", "dissatisfied" or "moderately dissatisfied", and "Not sure", respectively. In both MPE and MPTS, approximately 88% and 51% of the respondents answered that "holding lectures and study sessions for high school and undergraduate students" and "utilizing YouTube" would be useful in promoting MPE and MPTS in Japan, respectively. The results of the questionnaire survey will provide useful data for MPE and MPTS in Japan.

A Learning Curve is Essential to Growth: Dental Education during Coronavirus Disease 2019.

Introduction:The Coronavirus disease 2019 (COVID-19) pandemic had a profound impact on normal dental education. The purpose of this study is to look at the influence of COVID-19 quarantine on dental graduates' readiness, as well as to look into the usefulness and limits of online education from the perspective of students.Materials and Methods:A cross-sectional study was conducted among 1000 dental students of 18 dental colleges in Kerala from July 2021 to September 2021 using a self-reported closed-ended questionnaire and the information was coded, entered, and analyzed using the SPSS 20.0 version.Results:A total of 88% of those who took the survey responded. Until the pandemic is over, a large majority of students (74.7%) prefer online lectures over classroom lectures. Only 46.1% of those who received online education felt confident enough to confront a patient.Conclusion:Data showed that students partially appreciated the online system. According to the statistics, students did not believe that it could completely replace face-to-face clinical practice.

Lecturers Perspectives on the Advantages and Disadvantages of Tablet Use for Learning and Teaching in a South African Rustic University

This research sought to establish the lecturers perspectives on the advantages and disadvantages of tablet use for learning and teaching at a rustic university in the East London district of South Africa. The research was anchored on qualitative approach and design used to collect the data was Case study research. The sample consisted of 10 lecturers from the departments of Information and Communications Technology and Electrical Engineering. The researcher developed an open-ended questionnaire to collect the data. The responses gathered were analysed thematically. Findings showed that lecturers experienced the advantages of tablet use for learning and teaching such as tablet as a vital and user-friendly tool, enhanced engagement and collaboration between students and lecturers and to do research. They also experienced disadvantages such as distractions, connectivity problems, taking photos during lecture hours and lack of concentration. Like any other device, tablets also have advantages and disadvantages. Therefore, if the university can set a policy that needs to be followed by each lecturer and student in classroom, disadvantages and ineffectiveness can be turned to advantages and effectiveness and thereby making tablet an effective tool for learning and teaching.

The FLIPPED STEP study: A randomized controlled trial of flipped vs. traditional classroom teaching in a university-level statistics and epidemiology course

A flipped classroom, also known as flipped learning, is a teaching method in which students watch online lectures at home, followed by group work in the classroom. This study aimed to evaluate the efficacy of a flipped classroom vs. traditional lectures in a statistics and epidemiology course at Oslo Metropolitan University. The study used a pragmatic randomized controlled trial design in which one group of students received traditional lectures, while another group received flipped classroom teaching. Each participating student had previous experience with both teaching methods. No difference was found in exam grades between the two groups, but the students preferred the flipped classroom significantly (p = .008). Students who received instruction in the flipped classroom preferred this method to a higher degree than those who received traditional lectures (p = .018).

Knowledge acquisition efficacy of a remote flipped classroom on learning about removable partial dentures.

Coronavirus disease 2019 has forced the use of remote education worldwide. In 2020, the authors conducted a fully digitized, remote flipped (RF) classroom focusing on removable partial dentures. This study aimed to evaluate the learning outcomes of the RF classroom and compare these with those of the on-site classroom. The fourth-year dental students in 2017-2019 attended on-site flipped classroom (OF; n=70) or on-site lecture classroom (OL; n=67), and those in 2020 (n=58) attended the RF classroom. Lecture videos and text were provided online in the OF and RF groups, while only the text was given to the OL group. Individual and group tests were conducted to assess knowledge acquisition one week after all the classes ended. A one-way analysis of variance following Tukey's test was performed to compare individual/group test scores among the OF, OL, and RF groups. Multilevel linear regression analysis was performed to identify the factors associated with an increase in each test score. The mean individual test scores in the RF and OF groups were significantly higher than in the OL group (P<0.01). The mean group test score in the RF group was significantly higher than in the OF and OL groups (P<0.001). The multilevel analysis identified remote and flipped classroom styles in the individual test, and the remote style in the group test, as significant effective factors in learning (P<0.05). These results suggest that the RF classroom is more effective than the on-site lecture in knowledge acquisition in undergraduate prosthodontic education.

Work-based learning: A learning strategy in support of the Myanmar education framework

In Myanmar, the main issue of educational field is disjunction of classroom lectures and industrial practices. The students never know how to apply their theoretical skills in real workplaces. Based on this issue, this paper proposed a toolkit called Work-Based Learning (WBL) for Myanmar students. In 2017, our university, University of Technology (Yatanarpon Cyber City), UTYCC, introduced WBL toolkit to facilitators and students. Facilitators used WBL continuum step by step to train the students who utilized these steps inside or outside of the classroom. The university defined rules and regulations relating with WBL activities such as credit combination to final result, holding curriculum revise and review meeting by inviting industries, project shows by connection with industrial needs. After running WBL activities for three years, there are many handout forms for facilitators, learners and industries which are used in this paper in analyzing toolkit’s results. This paper discusses about those analytical results of applying WBL toolkit in university level consist of facilitators, students and industries in details.

Attitude of Undergraduate Medical Students towards Classroom Lecture Absenteeism and its Association with Academic Performance

Attitude of Undergraduate Medical Students towards Classroom Lecture Absenteeism and its Association with Academic Performance

Practice of Cross-Departmental Competition Using AI Autonomous Driving Technology Education Teaching Material

It is important to further improve autonomous driving technology from the viewpoint of not only reducing vehicle accidents, but also reducing the burden on drivers, improving public transportation, and solving the labor shortage at logistics sites. Therefore, there is an urgent need to train engineers who understand autonomous driving technology and learn how to use it. Engineers involved in autonomous driving are required to have not only vehicle dynamics and control, but also expertise in information systems, as well as knowledge and experience in autonomous driving using AI. The authors have developed educational materials for AI autonomous driving technology, and practiced using the teaching materials according to classroom lectures on vehicle motion and AI. We aimed to develop human resources that contribute to the new development of the industry by holding competitions that compete for comprehensive performance of vehicle motion, control, AI, etc. using these AI-equipped vehicle learning materials. Information system department and mechanical system department participated in this trial of new utilization. This paper describes the practice of an AI automated driving competition with the participation of students from multiple departments as a cross-disciplinary competition and its effects.

The effect of classroom lectures and a movie recommendation on pharmacy students' attitudes and social distancing toward people with schizophrenia.

IntroductionStigma and negative attitudes toward people with mental health disorders can impair the provision of pharmaceutical care. The purpose of the study was to assess the effect of classroom lectures on mental health disorders and a movie recommendation on pharmacy students' attitudes and stigma toward persons with schizophrenia (PwS).MethodsThe study consisted of a presurvey and postsurvey carried out among final-year pharmacy students of the University of Nigeria Nsukka. A survey comprising 3 sections on sociodemographic details, attitudes toward PwS, and a social distance scale was given to conveniently sampled students before and after lectures on schizophrenia. Students were encouraged to watch a movie about the experiences of a PwS after the first lecture.ResultsOne hundred seventy-nine students (of the 200 sampled, response rate 91.1%) agreed to participate and completed the survey instrument before the clinical lecture, whereas 108 students who took part in the presurvey participated in the postsurvey (response rate of 76.0%). The overall mean negative attitude score reduced from 2.79 ± 0.412 to 2.72 ± 0.357. The overall mean social distance score increased from 2.48 ± 0.415 to 2.49 ± 0.467, indicating increased stigma. In both presurveys and postsurveys, people with a friend or relative with schizophrenia had a lower mean negative attitude score compared with those who did not. People who had watched the movie recommendation (n = 85) had a higher mean negative attitude (2.74 vs 2.67, P = .433) and a lower social distance toward PwS (2.57 vs 2.48, P = .415).DiscussionClassroom lectures on mental health among pharmacy students might not significantly improve the overall attitudes and social distance toward PwS. Schools of pharmacy should consider alternative formats of teaching mental health–related topics, such as contact with real patients and simulation.

Use of Google Classroom as Participation and Performance Enhancer Among Basic Science Postgraduates in Some Universities in Nigeria

The study is an empirical survey of the influence of Google classroom on the participation level and academic performance of Postgraduates in Nigerian Universities. It adopted quasi-experimental research. The targeted population was the Basic Science students at master’s level in Nigeria Universities. The sample consisted of 42 postgraduates of Science Education drawn from three Universities in the South Western part of Nigeria through the multistage sampling technique. Out of these, 26 students formed the experimental group while 16 constituted the control group. One research question was raised while five hypotheses were formulated and tested at 0.05 level of significance. There were two research instruments for the study namely the Students’ Participation Scale (SPS) and Students’ Performance Test (SPT) and there was a package for the Google Classroom Lecture Note designed by the researchers. The instruments were validated by experts in Test, Measurement and Evaluation (TME) and Science Education, all from the Faculty of Education, Ekiti State University, Ado-Ekiti. The reliability of the instruments was done through test re-test reliability test which yielded correlation coefficients of 0.72 and 0.84 respectively at 0.05 level of significance. The administration of the study lasted six weeks in three stages (pretest, treatment and post-test stages). The result of the study revealed that those taught with Google classroom have higher participation mean scores than those in the control group. It also showed that there was a significant difference in the performance mean scores of experimental and control groups. However, no significant difference was noticed in the participation and performance mean scores of male and female postgraduate students in the experimental group.

ONLINE LABORATORIES IN PANDEMIC TIMES: CASE OF STRUCTURES/STATICS USING THE ZEEMAN’S MACHINE

The Engineering Education is a strategic branch of the educational system of any organized State that aimsto maintain an adequate interaction between the development and application of new technologies, and thetransmission of concepts used to build the physical environments of their societies. These educationalactivities involve the controlled observation of facts and their correct interpretation, usually conductedduring in-person experimental classroom lectures. The blooming of viruses in the highly concentratedmodern societies, which the recent experience showed that may conduce to pandemics, exposes the need ofexperimental lectures or activities in the context of online, or hybrid online/in-person Engineering classes.This study presents a successful application of an experimental learning activity, which required students tolaunch a theoretical investigation, collect experimental data, compare theoretical and experimental results,interacting effectively to present a report with their understanding of the experiment. The study wasconducted joining two hybrid Statics classes (with online and in-person students), a fundamental disciplineof Civil Engineering, using as challenging motivator an adaptation of the Zeeman’s machine. A competitionwas organized for the students to present solutions of questions related to the machine. The equations anddata obtained by the students are described in this study for further applications. Aspects of didactics,students’ reception, feasibility of the activity are discussed, showing the adequacy of this initiative inexperimental learning for remote and hybrid teaching models.

Knowledge Acquisition Base Learning: An Interactive Learning Approach

The Corona Covid-19 Pandemic revealed a deep deficiency in the current e-learning system. Many of the current e-Learning schemas have pursued their goals in conventional ways, albeit transferring the lecture hall to an online medium presentation. In essence, there had been little innovation above traditional classroom lecturing. In this paper, we propose a novel approach aimed at optimizing the learning outcomes of learning per student. Namely, we propose Iterative and Interactive e-Learning Platform, where the main focus is shifted towards the learner, i.e., the student. The role of the instructor is directed more towards the construction and presentation of interactive education material in a manner to enable the learner to acquire the minimum required knowledge and to achieve the intended outcomes in the most effective manner. Therefore, the proposed model is a knowledge-acquisition based learning management system (KA-LMS). Unlike the traditional ways of classroom or online lecturing, a student using KA-LMS is expected to achieve a quality of learning, never before achieved via standard offline or online pedagogical methodologies. The Iterative and Interactive KA-LMS is sought to enable various academic institutions to achieve quality standards in both online and on premise setup, thus avoiding the calamities of pandemics, such as the one imposed by the Corona Covid-19. The proposed KA-LMS will enable graduates to achieve the required skills and knowledge, which allow them to compete in a more vigorous and competitive marketplace at the local and global levels. The proposed KA-LMS has the inherent capability to monitor and control the progress of the learner entity based on the quantity and quality of the knowledge acquired by the learner. The proposed model will be tested in school and college environments, with real education subjects.

Automatic Clustering of Students by Level of Situational Interest Based on Their EEG Features

The usage of physiological measures in detecting student’s interest is often said to improve the weakness of psychological measures by decreasing the susceptibility of subjective bias. The existing methods, especially EEG-based, use classification, which needs a predefined class and complex computational to analyze. However, the predefined classes are mostly based on subjective measurement (e.g., questionnaires). This work proposed a new scheme to automatically cluster the students by the level of situational interest (SI) during learning-based lessons on their electroencephalography (EEG) features. The formed clusters are then used as ground truth for classification purposes. A simultaneous recording of EEG was performed on 30 students while attending a lecture in a real classroom. The frontal mean delta and alpha power as well as the frontal alpha asymmetry metric served as the input for k-means and Density-Based Spatial Clustering of Applications with Noise (DBSCAN) clustering algorithms. Using the collected data, 29 models were trained within nine domain classifiers, then the classifiers with the highest performance were selected. We validated all the models through 10-fold cross-validation. The high SI group was clustered to students having lower frontal mean delta and alpha power together with negative Frontal Alpha Asymmetry (FAA). It was found that k-means performed better by giving the maximum performance assessment parameters of 100% in clustering the students into three groups: high SI, medium SI and low SI. The findings show that the DBSCAN had reduced the performance to cluster dataset without the outlier. The findings of this study give a promising option to cluster the students by their SI level, as well as address the drawbacks of the existing methods, which use subjective measures.

SISTEM INFORMASI PENJADWALAN RUANG KELAS PERKULIAHAN BERBASIS WEB MENGGUNAKAN WATERFALL MODEL PADA INSTITUT BISNIS MUHAMMADIYAH BEKASI

Information technology in universities is already a primary necessity. Universities are required to provide optimal services to students, one of which is scheduling lecture rooms. Research on the scheduling of lecture classrooms at The Muhammadiyah Bekasi Business Institute is still done manually, a factor related to the manual system is the lack of efficiency and precision in its work so that it is not uncommon to share the intersected rooms. Software development method using Software Development Life Cycle Waterfall Model. Field direct observation data collection techniques, system development tools using UML (Unified Modeling Language), programming languages using PHP, HTML, CSS, Javascript, and Jquery, server-side scripting using MySQL databases. The result of this research is an information system of scheduling lecture rooms that is able to manage to schedule, especially in the division of lecture space and facilitate academic personnel in the preparation of schedules, more flexible and efficient, harmony and sustainable.

Application of English Vocabulary Presentation Based on Clustering in College English Teaching

As the most basic element in English learning, vocabulary has always been the focus of teaching in college English classes, but the teaching effect is often unsatisfactory. In this paper, the genetic algorithm fitness function design part is integrated with the K-medoids algorithm to form K-GA-medoids, and secondly, it is combined with KNN to form an algorithmic framework for English vocabulary classification. In the classification process, clustering and classification steps are taken to realize the reduction of the training set samples and thus reduce the computational overhead. The experiments show that K-GA-medoids have significantly improved the clustering effect compared with traditional K-medoids, and the combination of K-GA-medoids and KNNs has effectively improved the efficiency of English vocabulary classification compared with the traditional KNN algorithm, while ensuring the classification accuracy. We found that students in college English course consider word memorization as a difficult learning task, and the traditional vocabulary teaching methods are not very effective, and the knowledge of etymology is often little known and rarely covered in classroom lectures. Therefore, the article explores new ideas and strategies for teaching vocabulary in college English from the perspective of etymology.

Mobile application as a learning tool for improving dental students' knowledge regarding dental trauma.

Current evidence suggests an important knowledge gain of health sciences' students and professionals with mobile devices (m-learning). This study aimed to verify whether different strategies of teaching (traditional lecture classroom, m-learning and association of both methods) would present greater efficacy in knowledge improvement regarding dental trauma in primary dentition. An action research study using a participatory approach was conducted with 36 undergraduate Brazilian dental students. A structured questionnaire composed of six clinical cases of traumatic injuries was initially applied to all students (pre-test). Participants were then randomly distributed into three experimental groups: TC-students who had access exclusively to traditional lecture classroom; APP-access exclusively to the mobile application; and TC-APP-access to both approaches. The traditional and technological methods had evidence-based content and visual resources of the subject. After interventions, all students responded to the same previous questionnaire (post-test). Wilcoxon and Kruskal-Wallis tests were performed for statistical analysis. All tested groups obtained statistically significant improvement between their pre-test and post-test scores, for both diagnosis and treatment of dental trauma (p<.005). Nonetheless, no intergroup differences were observed amongst the scores of pre- and post-test for diagnosis (p=.159) and treatment (p=.206). All teaching approaches applied obtained similar knowledge improvement of undergraduate dental students regarding traumatic injuries in primary teeth.

Developing Historical Thinking in Large Lecture Classrooms Through PBL Inquiry Supported with Synergistic Scaffolding

As PBL has gained popularity across disciplines, its move from small medical-school inquiry groups into large-class undergraduate inquiry has led to an increasing need to understand the elements of successful PBL implementations in large classrooms. In this study, we investigated how PBL was appropriated among students to develop historical thinking skills in a 96-person introductory undergraduate history survey course. The video analysis demonstrated that it was initially challenging for students to appropriate the routines and norms of PBL, but instructor interaction with both the students and representational tools in a large classroom provided multiple co-occurring and dynamic supports. This synergistic scaffolding structured around representational tools was instrumental in a semester-long intervention in which we supported student learning of historical thinking skills by encouraging appropriation of the activities that govern PBL. Keywords: PBL in large classrooms, history PBL, developing historical thinking skills, synergistic scaffolding, representation tools

Developing Global Citizens through International Studies: Enhancing Student Voices and Active Learning in Short-Term Study Abroad Courses

Abstract Educating global citizens has become part of higher education in international studies. Scholars argue that education includes having a global worldview that critically evaluates complex challenges in an ever-changing environment. Most agree that something more than classroom lecture is required to transform students’ perspectives, but debates exist about exactly what “more” means. Short-term study abroad courses have evolved as one way to offer a global experience to students, especially those who must balance work, school, and family life while also facing the economic restraints of higher education. These programs, however, have been criticized as providing little more than a voyeuristic view into the lives of others with no real experience with cultures, development of global citizenship, or true engagement with global issues. This study assesses the impact of a short-term study abroad program on students’ perceptions of their role as global citizens and identifies pedagogical tools that increase the likelihood that students will embrace global citizenship as a transformative learning experience. Using reflection papers and photo elicitation, this article shows that immersive short-term study abroad experiences that include extensive community engagement have the potential to change students’ perception of the world and the way they see their role in it.

Learning with the heart or with the mind: using virtual reality to bring historical experiences to life and arouse empathy

ABSTRACT Virtual reality (VR) technology can increase prosocial behaviour toward a target person or group by enhancing their empathic response for the subject, but such technology has not always improved learning outcomes. This interdisciplinary study compared the potential advantages of delivering the same learning material about daily life in an ancient Greek household via two modes of delivery: VR technology and classroom lecture. The VR group explored a Greek villa containing historical artefacts and virtual characters with whom they were able to interact through set dialogues. The dialogues illustrated social hierarchies, gender relations, the situation of slaves, cult practice, and religious beliefs. The classroom group received the same information in a classroom environment. Both randomly-assigned groups answered a multiple-choice quiz to evaluate the knowledge gained. They also responded to open-text questions designed to test the degree of empathy that was aroused. We found that classroom lecture delivery was significantly superior in terms of the acquisition of factual knowledge, consistent with cognitive learning theory. We identified this as learning with the mind. The immersive VR environment, however, imparted a level of empathic response to the lived experiences of people in ancient Greece; in that sense it allowed learning with the heart.