Enrollment In Courses Research Articles

Managing Large Enrollment Courses in Hybrid Instruction Mode

<p>While Indian education system is still debating on values of Gurukal system to imperial western education; the world moves on to the hybrid teaching learning system. Though the western world started hybrid teaching in early 1990’s, it took us good 30 years to follow the Westroes. Even when we have initiated the process in few institutions there is much to understand and do before we actually get to see the success of Hybrid online teaching and learning. This paper set to study the hitches and glitches in Hybrid Instruction system of teaching and learning for large enrollment courses. This new instructional methodology ask for redesigning the entire traditional teaching and learning practices where motivation of the felicitator is of prime concern that whether they are motivated enough to come out of their comfort zones.</p>

Differences in Healthcare Utilization in CLL Patients Treated with BR Versus FCR

Introduction: Chronic lymphocytic leukemia (CLL) is the most common type of leukemia in the Western world. In the US, there was an estimated 14,620 new cases of CLL and 4650 deaths due to CLL in 2015; the incidence is 4.5 per 100,000 based on 2008-2012 data. CLL is a disease of the elderly; the median age at diagnosis in the US is 71 years, whereas only 11% of patients are younger than 55 years. Median survival ranges from 2 to over 10 years depending on a patient's medical conditions and disease characteristics. Combination chemotherapy with fludarabine, cyclophosphamide, and rituximab (FCR) is the standard of care first-line therapy for CLL without comorbidities. Bendamustine plus rituximab (BR) is recommended in patients not eligible for FCR. The purpose of the current analysis is to examine differences in healthcare utilization between two cohorts of newly diagnosed CLL patients undergoing BR or FCR therapy. Moreover, we analyzed differences between the cohorts across age groups.Methods: Newly diagnosed CLL patients between 1/1/2005-10/31/2015 treated with first-line BR or FCR were identified from the Truven Health MarketScan® Research Databases. Inclusion criteria were: age ≥18 years, continuous enrollment from 6 months prior to 1 month after index date (e.g., first prescription for BR/FCR), and no other CLL prescription prior to the index date. Healthcare utilization variables included number of outpatient visits, emergency room (ER) visits (yes/no), and hospitalizations (yes/no), and were calculated on a per-month basis from the index date through end of available data as well as every 6 months up to 218 months. Nonparametric tests, logistic regression, and general linear models were used to test for differences while controlling for baseline variables. Analysis examined main effects of cohort and age as well as the interaction between the two.Results: Of 1795 CLL patients (male = 68%; mean age = 63.33 years, SD = 10.32) identified, 946 were in the BR cohort and 849 patients were in the FCR cohort. Baseline differences are presented in Table 1. The BR cohort was significantly older, comprised more females, and had more frequent comorbid conditions relative to FCR patients. As shown in Table 2, the BR cohort also experienced significantly fewer outpatient visits over the course of enrollment during the first 6 months of therapy and during months 12-18. The BR cohort was consistently less likely to experience an ER visit or hospitalization than the FCR cohort across all follow-up periods (Table 3). Differences between the cohorts were particularly salient for the FCR patients who were 70 years or older, who experienced, on average, more outpatient visits as well as had a greater likelihood of an ER visit or hospitalization stay.Conclusion: The results of this analysis suggest that, in general, the healthcare utilization of CLL patients that remain on BR is significantly lower than patients who remain on FCR. Patients aged ≥70 receiving FCR experienced significantly more days of hospitalization, outpatient visits, and ER visits than patients of the same age treated with BR. These results support the emerging saliency of BR as an effective and safe treatment option for elderly CLL patients. [Display omitted] [Display omitted] [Display omitted] DisclosuresGabriel:Teva Pharmaceuticals, Inc.: Employment. Szabo:Eli Lilly & Company; Zoetis: Equity Ownership; Patient Centered Outcomes Research (PCORI): Consultancy; Teva Pharmaceuticals, Inc.: Employment. Lo-Coco:Teva, Lundbeck: Honoraria, Speakers Bureau; Teva, Novartis, Baxalta, Pfizer: Consultancy. Tang:Teva Pharmaceuticals, Inc.: Employment. Pathak:Teva Pharmaceuticals: Employment, Equity Ownership.

Assessing the impact of an "Echo360-Active Learning Platform"-enabled classroom in a large enrolment blended learning undergraduate course in Genetics

In response to calls from the higher education science community to increase student engagement in learning, scientific teaching (reflecting the true nature of science by capturing the process of discovery in the classroom) and reflective teaching (or scholarly teaching), a genetics course was redesigned as a blended learning course. The new course model has provided several opportunities to engage students in the 5E learning cycle and to redefine the classroom experience. Despite the growing literature on effective design of blended courses, very little research has been conducted and very little is known about the impact of components of blended courses for large enrolment courses in relation to student learning outcomes. The goal of this investigation was to assess the impact of an Echo360-ALP enabled classroom on learning gains in a large enrolment blended learning course.

A series of literature evaluation skill development interventions progressing in complexity

ObjectivesThe aim of this work was to design and evaluate a series of interactive literature evaluation skill development interventions for pharmacy students that progress in complexity. Related goals for this initiative were to design methods for (1) self-assessment of student abilities and (2) conducting a student-led journal club discussion in a high enrollment course. Educational activitiesSeven literature evaluation skills were targeted. Pharmacy students participated in six in-class article reviews, a written article review, a student-led journal club, and a final written exam. Students rated their skills pre- and post-course using an End-of-Course Self-Assessment. A Journal Club Self-Assessment was conducted after the student-led journal club. Both assessments used a five-point rating system of Novice, Developing, Skilled, Facilitating/Leading, and Educating. AssessmentA total of 165 students responded to both the self-assessments. In the Journal Club Self-Assessment, 56% of respondents rated their ability in preparing discussion questions as Skilled, and 32% of respondents stated that formulating discussion questions were the hardest component of the exercise. In the End-of-Course Self-Assessment, 46% of respondents reported “describing study design” as their strongest skill, while 23% reported “identifying ways to improve study design” as their weakest skill. All seven literature evaluation skills had statistically significant improvements (p < 0.001) pre- to post-course. Critical analysisEven after eight carefully constructed exercises with progressing levels of difficulty, all students did not self-assess their ability at the desired level of “Skilled.”

How do students and lecturers experience the interactive use of handheld technology in large enrolment courses?

AbstractAlthough constructivist theories have shown learning is accelerated by involvement and meaningful lecturer–student and student–student interaction, these ingredients are mostly absent from large attendance lectures. A number of studies have already focused on more active ways of learning in large lecture classrooms, most often by using student response systems or “clickers”. This field study wishes to extend the current knowledge base by providing an overview of how students and lecturers experience technology in large enrolment courses. An intervention introducing meaningful use of mobile technology in large attendance lectures was therefore set‐up and different aspects were evaluated: interaction and involvement, pleasantness and need for future implementation of an intervention. Participants were 185 bachelor students of Applied Psychology and three lecturers. A mixed method design was used, combining an online questionnaire consisting of multiple choice questions using a 5‐point Likert response scale and open ended questions, with focus group interviews. Focus groups with both students and lecturers provided additional data. Results showed that students experience increased involvement and interaction, that they found the didactical use pleasant and that they were convinced of the need for future use of mobile technology in daily education practice. Focus group interviews with students confirmed these findings under the condition that the used technology was integrated functionally in the lecture. The involved lecturers reported on positive effects and showed themselves to be favorable toward using handheld, mobile technology in large attendance lectures to boost interaction and involvement, even though they admitted to feeling unease about surrendering a level of control over the pedagogic setting.

Predicting academic success for students of color within STEM majors

Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

Design Principles for Thriving in Our Digital World

Thriving in Our Digital World is a technology-enhanced dual enrollment course introducing high school students to computer science through project- and problem-based learning. This article describes the evolution of the course and five lessons learned during the design, development, implementation, and iteration of the course from its first through third year of implementation. The design principles that we describe have guided our design endeavors and may be helpful to instructional designers, learning technologists, and others who are engaged in the design and development of in situ interventions to improve the teaching and learning of computer science.

Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment.

Psychological literacy, a construct developed to reflect the types of skills graduates of a psychology degree should possess and be capable of demonstrating, has recently been scrutinized in terms of its measurement adequacy. The recent development of a multi-item measure encompassing the facets of psychological literacy has provided the potential for improved validity in measuring the construct. We investigated the known-groups validity of this multi-item measure of psychological literacy to examine whether psychological literacy could predict (a) students’ course of enrolment and (b) students’ year of enrolment. Five hundred and fifteen undergraduate psychology students, 87 psychology/human resource management students, and 83 speech pathology students provided data. In the first year cohort, the reflective processes (RPs) factor significantly predicted psychology and psychology/human resource management course enrolment, although no facets significantly differentiated between psychology and speech pathology enrolment. Within the second year cohort, generic graduate attributes (GGAs) and RPs differentiated psychology and speech pathology course enrolment. GGAs differentiated first-year and second-year psychology students, with second-year students more likely to have higher scores on this factor. Due to weak support for known-groups validity, further measurement refinements are recommended to improve the construct’s utility.

A massively flipped class

Purpose – The purpose of this paper is to describe and analyze how one-shot library instruction sessions for large lecture classes can effectively be “flipped”, and can incorporate active learning activities as part of both online and face-to-face classroom. Design/methodology/approach – This case study discusses the challenges of using flipped classroom methods with large enrollment courses and investigates the use of technology to facilitate the active learning components. Situated in flipped classroom pedagogy literature for both information literacy instruction and large lecture classes, the paper synthesizes practical information through the analysis of design and implementation. Findings – Lecture classes present unique challenges for utilizing flipped classroom methods, but the obstacles can be overcome with a bit of preparation and faculty buy-in, balanced with the proper utilization of technology. Originality/value – The paper offers other librarians practical design and implementation information for using flipped classroom methods, specifically for classes with large enrollments, filling a gap in the library literature that presently lacks examples of flipped classroom pedagogy being utilized for information literacy (IL) instruction with lecture classes.

Uma ciência como referência: uma conquista para o Ensino Religioso

Este texto é parte do projeto Mapa do Ensino Religioso, que tem como objetivo identificar, organizar e analisar o percurso de escolarização deste componente curricular na história da educação brasileira. Esta é uma pesquisa exploratória, por tratar-se de um estudo preliminar, realizada por meio de um levantamento bibliográfico para estabelecer a referência dos estudos posteriores e articulação de documentos historicamente produzidos. Pois o desafio de fundamentar a escolarização da disciplina e a compreensão do estabelecimento de uma área de referência para orientar o estabelecimento de currículos e o perfil da formação do professor foi a proposição dessa pesquisa. Os resultados estão expressos neste artigo a partir da compreensão da história da disciplina escolar, uma abordagem multidisciplinar que exigirá posteriores aprofundamentos - para tal, utilizou-se dos estudos de Chervel, Passos e Romanowski.

Racial/Ethnic and Gender Equity Patterns in Illinois High School Career and Technical Education Coursework

This study analyzed high school Career and Technical Education (CTE) enrollments in Illinois, with comparisons to national data when possible, by career cluster and pathway and with respect to gender and racial/ethnic makeup of students. Enrollment patterns in Science, Technology, Engineering, and Math (STEM) CTE programming were emphasized. Gender and ethnicity-based inequities were found in certain areas and more equitable patterns were apparent in others. Of concern, student enrollment in courses fitting within STEM pathways included substantially greater male than female participation (64.1% male vs. 35.9% female), whereas other pathways showed the reverse enrollment pattern (45.0% male and 55.0% female). With respect to ethnicity, all subgroups except White students were underrepresented in CTE programming in general. The underrepresentation was exacerbated for all but Asian students when concerning STEM CTE programming. Considering implications, we recommend heightened focus, support, and goal setting concerning equity of CTE programming.

An Evaluation of Applying Blended Practices to Employ Studio-Based Learning in a Large-Enrollment Design Thinking Course

DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online instructional strategies, desired practices and learning outcomes associated with the more intimate nature of studio-based learning and learning through action were scaled and achieved in the large enrollment course. The quantitative analysis of the pre and post survey revealed significant change across all constructs and the qualitative data analysis supported these findings, demonstrating that a blended course design utilizing collaborative technology platforms offered an innovative solution to teaching and learning in a manner reflective of a studio-based pedagogy.

National culture and higher education as pre-determining factors of student entrepreneurship

Our purpose is to assess the influence of national culture and higher education on entrepreneurship among students and fresh graduates. The aim was to determine whether the grouping of students based on certain personality traits (most of which are connected to culture) is effective at predicting entrepreneurial intention and whether entrepreneurial training over the course of their studies significantly influences their entrepreneurial intention and capability. A hierarchical agglomerative cluster analysis generated four student typologies: mediocre, goal-oriented, withdrawn and opportunistic. Both the personality and academic profile-based groupings showed a weak, but significant effect on entrepreneurial intention; however, the second method had a slightly higher statistical relevance. The results also showed that receiving entrepreneurial training over the course of university enrolment is a determining factor when choosing an entrepreneurial career and that national culture likely has a moderating influence over the relationship between feasibility and intention to become an entrepreneur.

Design Considerations for Integrating Twitter into an Online Course

&lt;p&gt;While the use of Twitter for communication and assessment activities in online courses is not new, it has not been without its challenges. This is increasingly true of high enrolment courses. The use of a Twitter Evaluation application which leverages a Learning Management System’s (LMS’s) application programming interface (API) provides a solution which reduces the administrative overhead associated with tracking students’ Tweets and allows the grader to focus on the assessment of the Tweets’ quality. Such an application and how it improved the assessment process of grading Tweet events is described. In addition to the technological considerations, the soundness of the Twitter learning design in the course impacts the effectiveness of the Tweet events for learning and enhancing the much needed online social presence. Learning design considerations are also discussed. &lt;/p&gt;

‘The physics of life,’ an undergraduate general education biophysics course

Improving the scientific literacy of non-scientists is an important aim, both because of the ever-increasing impact of science on our lives and because understanding science enriches our experience of the natural world. One route to improving scientific literacy is via general education undergraduate courses—i.e. courses for students not majoring in the sciences or engineering. Because it encompasses a variety of important scientific concepts, demonstrates connections between basic science and real-world applications and illustrates the creative ways in which scientific insights develop, biophysics is a useful subject with which to promote scientific literacy. I describe here a course on biophysics for non-science-major undergraduates recently developed at the University of Oregon (Eugene, OR, USA), noting its design, which spans both macroscopic and microscopic topics, and the specific content of a few of its modules. I also describe evidence-based pedagogical approaches adopted in teaching the course and aspects of course enrollment and evaluation.

Utilizing Geo-referenced Mobile Game Technology for Universally Accessible Virtual Geology Field Trips

Declining interest and low persistence is well documented among undergraduate students in Science, Technology, Engineering, and Math in the United States. For geoscience, field trips are important attractors to students, however with high enrollment courses and increasing costs they are becoming rare. We propose in this concept paper that the contextualized learning and engagement of field trips can be simulated by virtual field trips for smart mobile devices. Our focus is on utilizing the geo-referencing capabilities of smart devices within spatially scaled educational games. This technology is increasingly ubiquitous amongst undergraduate students, and consequently is an untapped pedagogical resource. The objective of our games is to give students real-world experience in selected fundamental principles of geology. Set in Grand Canyon, each module features images of exceptional geologic sites illustrating these principles. Students navigate “downstream” using their devices’ GPS and complete at least one interactive activity per location to progress to the next point. Student response to a pilot game suggests that this indeed is a viable method for making geoscience instruction engaging and enjoyable, and hopefully will result in greater motivation to pursue the geosciences.

Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course

During the Winter and Spring 2014 semesters students registered in the online offering of Human Kinetics and Recreation 1000 (N=589) were asked to participate in two Twitter events encompassing two of the course’s assessment activities. In each Twitter event, students were required to post, at minimum, one original tweet and respond to another student’s tweet. The use of a tweet feeder widget in the course’s learning management system provided a current summary of the dialogue. An aggregate tool was used to assist with tracking of student tweets for assessment purposes. &#x0D; At the end of the semester students were asked to complete an online survey that sought to ascertain their experience of using Twitter within the course, including its effectiveness as a component of the assessment, and as a means to enhance social presence within the class. The survey also inquired about students’ previous and current Twitter use, and requested recommendations on how to use it in future courses. Results of this survey data indicate students perceived Twitter as an effective means of assessment, and an effective means to integrate social presence in the high enrollment course allowing them to feel more connected to their classmates and the course content. Students suggested several ways micro-blogging could be used in future classes. Implications for the use of Twitter for assessment purposes or as a means to enhance social presence are discussed.

Dual Enrollment Participation From the Student Perspective

This chapter examines the experiences of five high school students previously enrolled in dual enrollment courses, and discusses the perceived benefits and disadvantages of these experiences from the student perspective.

Assessing College Students' Quantitative and Scientific Reasoning: The James Madison University Story

Quantitative and scientific reasoning is a critical student learning outcome in higher education. Data are presented for large samples of undergraduate students who were assessed as entering freshmen and then again after completing 45-70 credit hours. Results are presented around four key issues that are central to educational assessment. First, entering freshmen with transfer credits for quantitative and scientific reasoning courses that fulfill general education requirements, on average, score similar to entering freshmen without such credit. About 97% of entering freshmen who had transfer credits received their credits through dual enrollment programs. As a sophomore-junior, students who had completed their general education requirements performed similar to students who had started, but not yet finished these requirements. Second, small to moderate correlations were observed between grade-point averages in relevant general education coursework and quantitative and scientific reasoning. Third, students’ quantitative and scientific reasoning, on average, increases from freshmen to sophomore/junior years. Finally, the proportion of students who meet faculty-set standards substantially increases from pre-test to post-test. Taken together, results suggest that changes in quantitative and scientific reasoning are a function of relevant courses. Additional research is needed to examine the role of lower-level versus higher-level courses in student performance. Results also indicate a need to investigate how differences in the quality of dual enrollment courses facilitate quantitative and scientific reasoning.

Students’ Perceptions of and Responses to Teaching Assistant and Peer Feedback

Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team’s experience with teaching assistant and peer feedback during a series of open-ended mathematical modeling problems called Model-Eliciting Activities. The goal of this study was to gain deep insight into the interactions between students, feedback providers, and written feedback by examining one team’s perceptions of the feedback they received and the changes they made to their solutions based on their feedback. The practical purpose of this work is to begin to make recommendations to improve students’ interactions with written feedback. The data sources consisted of individual student interviews, videos of the team’s meetings to revise their solutions, the team’s iteratively-developed solutions, the team’s documented changes to the their solutions, and the written feedback they received from their teaching assistant and peers. The students explained that helpful peer feedback requires a time commitment, focuses on the mathematical model, and goes beyond praise to prompt change. The students also stated that generic TA feedback was not helpful. The greatest difference between the students’ perceptions of TA and peer feedback was that the TA had influence over the team’s grade and therefore the TA feedback was deemed more important. Feedback strategies to increase peer participation and improve teaching assistant training are described. Suggestions for continued research on feedback are provided.