Experience In Course Research Articles

Design and Application of Marketing Intelligent Platform Based on Big Data Technology

The progress of big data technology has promoted the development of intelligent marketing for education companies. The online course selection system on the official website of the education company can provide users with online course selection and purchase services. The early marketing conversion rate remained below 0.09% throughout the year. After the analysis of the marketing department, it is found that there are some problems on the official website, such as a low marketing conversion rate. To improve the marketing conversion rate of the official website, the marketing department puts forward business needs. The experiential marketing strategy has been formulated, and it is planned to implement experiential course purchase and secondary marketing on the official website. The IT R & D department has established a big data marketing intelligent recommendation system project to meet the business needs put forward by the marketing department. Firstly, use the big data real-time computing technology to collect the user behavior information of users screening courses on the official website. Real time analysis of user behavior information can predict the courses given to users, which is conducive to the purchase of courses. Then, use the big data machine learning technology to integrate the marketing activity opportunity data in each marketing activity opportunity management system and establish a user portrait. For users who have participated in online or offline marketing activities but have not purchased courses, offline predict the courses and classes that can be recommended to users to carry out secondary marketing for them. Finally, the information of recommendable courses and classes predicted in real time and offline is displayed in the display area of the official website, which makes the marketing conversion rate of the official website reach 0.20%, which is 125% higher than that of the original official website.

Implementation of the Experiential Learning Courses of the College of Teacher Education and Arts and Sciences: An Assessment

The Experiential Learning Courses (ELC) are indispensable components of the New Teacher Education Curriculum per CHED Memorandum Order No. 30 s., 2004. This is pursuant to the National Competency-Based Teacher Standards (NCBTS), core of the Teacher Education and Development (TEDP) of the government. The researcher utilized descriptive research in here with the aid of an instrument on Practice Teaching used by the CTEAS Practice Teaching supervisors in evaluating the exposure of the pre-service students and the implementation of the Experiential Learning Courses (ELC). The instrument used were the accomplished evaluation rating sheets of the Practice Teachers for the first and second shifts during their deployment in the second semester from SY 2010 – 2011 to 2013 – 2014. These were accomplished by the cooperating teachers where the Practice Teachers were assigned. The instrument was composed of three parts namely; instructional competence, professional and personal characteristics, and punctuality and attendance. There were three subcomponents of instructional competence namely lesson planning, learner’s involvement, and school, home and community involvement. It was found out that the student teachers both for BEED and BSED are within the age expected of them to be completing for the tertiary level of education. Mostly were female and have a very satisfactory academic performance. Also, the performance of BEED and BSED student teachers in demonstration teaching is very satisfactory in instructional competence, professional and personal characteristics, and attendance and punctuality. And the BEED and BSED student teachers displayed difference in terms of professional and personal characteristics. Therefore, these results could be a baseline for future improvement of experiential learning courses.

The accidental experiential course: Teaching a psychology of disaster course during the COVID-19 pandemic.

As the coronavirus disease 2019 (COVID-19) pandemic unfolded in the spring of 2020, educators and students alike sought to cope with the sudden shift to online instruction, while also managing the immense lifestyle changes necessitated by the rapidly spreading virus Coincidentally, I had the improbable experience of teaching a Psychology of Disaster course during the emergence of the pandemic This essay will describe how a readings seminar quickly evolved into an experiential learning opportunity, as my 15 students and I applied and discussed course material in the context of events unfolding around us in real time Specifically, students engaged in animated discussions of disaster risk perception and communication, fear and the neurobiology of trauma, and the effect of COVID-19 on marginalized groups Moreover, writing assignments allowed students to recontextualize a number of societal events, such as the effect of groupthink on social distancing and spring break gatherings and analyses of irrational panic buying behaviors Students reflected on how their newly acquired knowledge about resilience and disaster preparedness could prove to be invaluable in facing an uncertain future postpandemic Recommendations for faculty to integrate knowledge from the COVID-19 pandemic and disaster psychology into other psychology courses are discussed, as well as ways this information can be utilized to support students during the ongoing response to the crisis (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Teaching Evaluation Through Community-Engaged Learning Courses

This paper describes a framework for educating future evaluators and users of evaluation through community-engaged, experiential learning courses and offers practical guidance about how such a class can be structured. This approach is illustrated via a reflective case narrative describing how an introductory, undergraduate class at a mid-size, public university in the northwest partnered with a community agency. In the class, students learned and practiced evaluation principles in the context of a Parents as Teachers home visiting program, actively engaged in course assignments designed to support the program's evaluation needs, and presented meta-evaluative findings and recommendations for future evaluation work to the community partner to conclude the semester. This community-engaged approach to teaching evaluation anchors student learning in an applied context, promotes social engagement, and enables students to contribute to knowledge about effective human action, as outlined in the American Evaluation Association's Mission.

Decoding Medication Tradenames; an innovative Method for Top 200 medications in Didactic & Experiential Courses

ObjectiveTo investigate whether decoding of top 200 medication tradenames can result in improving pharmacy students’ performance in IPPE‐didactic & experiential courses. For ex: Macrobid®; provides an elegant explanation of (MACRO) size crystal form of (Macrodantin) designed for slower absorption & less excretion, hence, used twice daily (BID).MethodsAn educational intervention of decoded tradenames (explanation of techniques used in top 200 tradenames) was implemented using Quizlet & summary‐tables before the summative final exam in a first‐year didactic IPPE course. Aggregate de‐identified students’ scores were used for blinded‐paired statistical‐analyses. A Likert‐scale‐surveys was used for evaluating students’ quality of learning experience after both the IPPE‐didactic and experiential rotations courses.ResultsIn aggregate analyses from Fall 2019‐2020; paired data analyses using Wilcoxon test showed a statistically significant increase in average students’ performance from 70.6% +/‐ 18.9% in formative to 80.5% +/‐ 23.5% in summative assessments after the intervention in control questions involving tradenames without rational explanation (p‐value<0.001). Whereas, in questions involving tradenames that have rational explanations, students’ performance increased from an average of 58.0%+/‐28.3% before the intervention, to 75.9%+/‐22.2% afterwards, which represents a net significant difference of 8.1%+/‐39.8% between question groups (p‐value0.009) (n= 169 students). In addition, at least 80% of students reported that decoding tradenames can help them to retain key medications features & connect it to generic names during didactic course, hence, provide better medication recommendations, & make less potential medication errors during their experiential rotation (n=72/94 students).ConclusionsSupplementing pharmacy curricula with the art & science of formulating medication tradenames can improve students’ academic performance in didactic courses. Furthermore, it can also improve the resulting quality of healthcare services future pharmacists provide during their experiential education.

Using Q‐Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID‐19

BackgroundSince the seventeenth century, the primary approach to teaching anatomy has involved hands‐on learning using cadaveric specimens. However, the ability to use this long‐standing tradition was curtailed in the 2020‐2021 school year due to the COVID‐19 pandemic. Many institutions closed physical classrooms entirely, launching experiential courses, such as anatomy, into the online space.HypothesisWe hypothesized that Q‐methodology could be used to uncover student perceptions of an introductory anatomy and physiology course that was offered online for the very first time.MethodsQ‐methodology, considered the study of subjectivity, is an approach that statistically uncovers groups of individuals with shared perceptions within a larger cohort. Instructors can use Q‐methodology to identify groups of students with shared needs, allowing for more specific and productive course reform. In the current study, Q‐methodology was used as a means of course evaluation in the fall 2020 and winter 2021 semesters. Students were asked to sort 44 opinion‐based statements in a quasi‐normal table based on their level of agreement. By‐person factor analysis of 166 responses revealed three statistically distinct groups of students.ResultsThe three groups were assigned the following monikers: Connected and Contented (CC), Disconnected and Disgruntled (DD), and Interconnected and Collaborative (IC). CC students (n=66) felt generally ambivalent toward course components and were comfortable with the technology skills required to participate in the online course space. DD students (n=50) were deeply unhappy with several elements of the course, including lectures, assignments, and evaluations. These students also felt as if they were teaching themselves. Finally, IC students (n=29) looked favourably upon the tutorial space and the role of teaching assistants. Analysis also revealed that some sentiments were shared across all three groups, including the preference for physical rather than virtual specimens, and the desire for more practice questions from faculty in order to prepare for bellringer exams. Interestingly, cohort opinions did not remain static across both semesters. There was a positive attitude shift as more students felt “Disconnected and Disgruntled” in the fall, and “Connected and Contented” in the winter.ConclusionsThese findings are useful for anatomy instructors interested in transitioning courses to an online or blended space, particularly in the face of ever evolving public health restrictions. The current study also models the wealth of information that can be uncovered using Q‐methodology ‐ useful for anyone interested in the previously amorphous study of subjectivity.

The current state of geriatric pharmacy education in the United States – A cross-sectional survey

IntroductionConcerns exist that the current health care workforce is underprepared to meet the needs of the aging American population. This study evaluated the current emphasis on geriatrics in doctor of pharmacy curricula. MethodsA 61-item web-based survey was distributed to associate deans with oversight of pharmacy curricula at all United States (US) schools and colleges of pharmacy (S/COP). Information collected included school demographics, employment of geriatrics faculty, geriatric education (required, elective, and experiential courses), co-curricular geriatric experiences, postgraduate residency training in geriatrics, student interest in geriatrics, and perception of preparedness of the profession to care for older adults. ResultsOf responding S/COP, 35% required a course in geriatrics while 63% offered a geriatrics elective. An advanced pharmacy practice experience (APPE) in geriatrics was required by 14%, and 79% offered an elective APPE. Insufficient curricular emphasis on geriatrics was noted by 44% of responding schools, and 33% lacked confidence that the profession of pharmacy is adequately prepared to care for the aging population. ConclusionsAccording to the survey respondents, most pharmacy schools do not have a required didactic course or APPE in geriatrics. Additional emphasis on foundational principles of medication management for older adults in pharmacy curricula is warranted to meet the health care needs of the rapidly aging US population.

Implementing the Fast Friends Procedure to Build Camaraderie in a Remote Synchronous Teaching Setting

Introduction Improving students’ experiences in courses has always been important; one important method for facilitating discussions is an effective icebreaker activity. Statement of the Problem The move to remote learning during the COVID-19 pandemic presented new challenges for fostering connections among students. Given the constraints in remote learning, teachers need effective and feasible ways to improve student experiences. Literature Review We reviewed traditional icebreaker activities and highlighted the potential for implementing the Fast Friends procedure in a remotely delivered synchronous class. This procedure involves a discussion guided by a series of increasingly intimate questions meant to enhance connection between unacquainted people. Teaching Implications Undergraduate and graduate students reported having a positive experience and building connections from the procedure, including enhanced classroom motivation. We share materials so interested readers and teachers can easily implement this. Conclusion The Fast Friends procedure is a promising icebreaker activity to include at the start of the semester that can help students have a positive experience and build connection with classmates.

Remote Delivery of MBA Management Consulting Projects for Corporate Sponsors: A Pivotal Twelve Months During the 2020-21 Global Pandemic

The experience of delivering remotely MBA management consulting projects sponsored by major corporations is described, as it evolved during the pandemic in Spring 2020, and continued for over a year into Spring 2021. The traditional experiential learning approach, involving student teams working in-person (both in class and with company personnel), was severely disrupted and had to drastically change to an online experience. Results show that the pivot to this mode was largely successful, based on positive feedback from all stakeholders (students, company personnel, school administrators, and faculty). Limitations included team difficulties coordinating project tasks effectively and missing out on developing stronger ties with their colleagues and with the companies. As conditions evolve, such experiential learning courses will need to adapt accordingly, using technology and new ways of managing individual and team tasks. It is also expected, that these experiences will possibly generate hybrid approaches to learning, involving combinations of in-person and online elements, that will result in even better models of teaching and learning.

CELTA lesson plan template as a basis for effective lesson planning

Modern teachers are anxious about the question how to make foreign language lessons more effective, how to motivate students and keep their attention during the whole lesson. For continuous development of educational system in Ukraine, the instructors attend foreign language teachers’ trainings, where, for developing their own language awareness, they get acquainted with other instructors of common interests, reveal different approaches, new methods and techniques, study and discuss the implementation of those techniques in their teaching. Certainly, there are numerous institutions engaged in teacher training in Ukraine which are aimed at preparing competent teachers. But the study and implementation of positive experience of courses and educational systems of foreign countries can boost the improvement and modernization of the pedagogy and linguistic education of Ukraine. From this perspective, having been the graduator of the CELTA course (the most widely recognised English teaching qualification in the world), the author of the given paper identifies the necessary implementations in the system of training foreign language teachers in Ukraine in general and the effective planning of the lesson in particular. Being confident that one of the key components of a successful lesson is a precise lesson planning, the author analyzes the CELTA lesson plan and, based on CELTA lesson plan template, presents a detailed study and plan of the lesson carried out in one of the higher educational institutions of Ukraine (V. N. Karazin Kharkiv National University). The other component that is an inseparable condition of a good lesson is the consciousness of each teacher that teaching is a permanent process of change and growth, that can be achieved via self-teaching and self- evaluation.

\u201cAnything taking shape?\u201d Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education

Collaborative problem solving (CPS) is widely recognized as a prominent 21st-century skill to be mastered. Until recently, research on CPS has often focused on problem solution by the individual; the interest in investigating how the theorized problem-solving constructs function as broader social units, such as pairs or small groups, is relatively recent. Capturing the complexity of CPS processes in group-level interaction is challenging. Therefore, a method of analysis capturing various layers of CPS was developed that aimed for a deeper understanding of CPS as a small-group enactment. In the study, small groups of teacher education students worked on two variations of open-ended CPS tasks—a technology-enhanced task and a task using physical objects. The method, relying on video data, encompassed triangulation of analysis methods and combined the following: (a) directed content analysis of the actualized CPS in groups, (b) process analysis and visualizations, and (c) qualitative cases. Content analysis did not show a large variation in how CPS was actualized in the groups or tasks for either case, whereas process analysis revealed both group- and task-related differences in accordance with the interchange of CPS elements. The qualitative cases exemplified the interaction diversity in the quality of coordination and students’ equal participation in groups. It was concluded that combining different methods gives access to various layers of CPS; moreover, it can contribute to a deeper articulation of the CPS as a group-level construct, providing divergent ways to understand CPS in this context.

Experience with introducing peer trainers into mental health education

ABSTRACT People who have experienced mental health problems often encounter stigmatisation, mainly by professional mental health care providers. Therefore, involvement of experts by experience in courses taught at a higher education institution that provides training for future healthcare professionals aims at destigmatising mental illnesses. Peer trainers have a lived mental health problems experience who take on the role of trainers to present the latest mental health care trends and theories and introduce recovery elements into the educational process. The data on which the article is based were gathered over a period of three years from focus groups involving 2nd year students of the bachelor’s degree programme of ‘Clinical Social Worker’. The results obtained clearly show the destigmatising effect of this type of teaching: what has proven to be crucial in this regard was, on the one hand, the experience of former patients, and on the other hand, a counterweight to the often-one-sided information prevalent in professional literature on mental health available in the Czech Republic. The teaching reinforced the students’ ability to work in a multidisciplinary team together with a peer support worker and also undermined any prejudice they may have had towards people with mental health problems.

Evidence-Based Course Modification to Support Learner-Centered and Student-Driven Teaching in A Pandemic: Leveraging Digital and Physical Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific Inquiry in A First-Year Biology Course

The COVID-19 pandemic posed, and continues to pose, many challenges to teaching and learning, most notably the need to pivot from traditional in-person course instruction and experiences to entirely virtual course delivery while maintaining course rigor and quality. Our guiding principle for course modification was the critical need for an equitable, accessible, engaging, and motivating learning experience for students that maintained the learning outcomes and objectives of the course in a fully virtual and digitized format. This paper illustrates the evidence-based approach that the instructional team of a first-year biology experiential learning course took in response to the need for instruction to occur in virtual space and time for the Fall 2020 (September to December 2020) semester.

Exploring Simulation-Based Virtual Reality as a Mock-Up Tool to Support the Design of First Responders Training

Intervention by First Responders (FRs) is essential in disaster response, and their preparation greatly benefits from continuous updates. However, the design of effective training experiences targeted to FRs can be very demanding from the viewpoint of a Training Provisioner (TP). Virtual Reality (VR) may have a key role to play in enhancing and facilitating this task. In fact, VR technology has already proven to be very helpful in the field of emergency training, as well as its use as a powerful design and mock-up tool in many other contexts. In this work, the application of VR as a mock-up tool supporting TPs in the arrangement and validation of a training experience, either real or virtual, is explored. In particular, a case study is considered concerning the training of an FR for hydro-geological risks. Within this context, the proposed approach is compared against dramaturgy prototyping, a method commonly used for the design of experiential courses. Results indicate that the adoption of a VR-based mock-up tool (VRMT) can provide TPs with good insights on the arrangement of the training and precious indications on how to actually map this information onto real-world exercises.

Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity

Background Literature on undergraduate multicultural psychology instruction is limited. Prior research has included primarily White samples, yielded mixed results, and largely ignored assessment of learning in skills-based domains such as ethnic identity development. Objective We aimed to replicate and extend prior research by examining growth in multicultural knowledge and ethnic identity among students in multicultural psychology courses and considering possible moderators of this growth. Method Multicultural knowledge and ethnic identity were measured before and after the semester among 169 undergraduate students enrolled in multicultural psychology courses. Results Multicultural knowledge and ethnic identity significantly increased from before to after, but important moderators also emerged. Knowledge increase was greater among White students, while ethnic identity increased the most among White students with no multicultural experience in courses employing small-group, online discussions Conclusion Our findings replicate prior research by showing that multicultural courses can effectively promote multicultural knowledge and extend our understanding by demonstrating that other aspects of competence such as ethnic identity can also increase among students of these courses. Teaching Implications The benefits of multicultural psychology instruction are evident. However, variability in outcomes based on student and course characteristics suggests that instructors should consider these critical factors in course design.

The Sacred Sites of Houston: A Novel Experiential Course for Undergraduate Medical Education on Religion and Spirituality.

Medical schools are charged to deliver a curriculum on religion and spirituality (R/S), so a novel experiential course, the Sacred Sites of Houston, was developed. Sixty students completed the course consisting of 6 site visits. Post-course, participants described more general knowledge and knowledge of how each faith tradition describes medicine and health (p < 0.05 for all) except for Catholicism (p = 0.564 and p = 0.058). Ten course participants and 6 control non-course participants were interviewed following clinical rotations to assess the impact of the experiential course on R/S in the clinical setting. Themes from qualitative interviews such as R/S, barriers, interactions, and the course impact emerged. The importance of R/S in the patient-provider relationship and end-of-life care was prominent in course participant interviews compared to non-course participant control subjects. Participation in the course resulted in increased chaplain engagement and significant personal impact. These qualitative and quantitative findings indicate that an experiential course may be effective at addressing the deficit in R/S undergraduate medical education and help enhance the spiritually and religiously competent care of patients.

Counselling students’ experience of an online sexuality course

ABSTRACT This study explored the experiences of counselling students engaged in an online sexuality course to better understand how to prepare multiculturally competent future clinicians. A phenomenological approach was adopted which reports on findings from 5 student participants enrolled in an online class. Data for the study were collected through course dairy entries in course modules and follow-up face-to-face semi-structured interviews with all participants. Four themes were identified to reflect how the researchers interpreted student’s experiences of the course. These were: the importance of early life experiences; the significance of pre-course later life influences; experiences of the course; and timing. Each of these themes carried implications for the future provision of the sexuality education and training provided as part of counsellor education programmes.

Quality Improvement Education in the Era of COVID-19: A Pivot Toward Virtual Education.

Quality Improvement Education in the Era of COVID-19: A Pivot Toward Virtual Education.

E-commerce Simulation Game as an Entrepreneurial Learning Medium

The entrepreneurial spirit of students needs to be cultivated as it can help them to open various opportunities, explore self-potential and earn maximum income, and help the society to create new jobs. Entrepreneurial activities must be well planned and analyzed, and outlined in a business plan to increase the chance of success and minimize the risk. It is difficult to provide real entrepreneurial experiences in courses. Therefore, supporting media is needed. The aim of this research was to produce a simulation game application which provides students with a virtual entrepreneurial experience, in a form of e-commerce. The ADDIE development model method was used, which divided the development stages into five steps: Analysis, Design, Development, Implementation and Evaluation. The final product was a simulation game application that requires the player to carry out 5 stages. The player must create a business plan by deciding and modifying the values of the various variables provided in each stage. Validation by an expert in the content showed that the game was categorized as very good as they obtained an average score of 4.36 (on a scale of 0-5). Meanwhile, the expert in media obtained an average score of 4.47, which showed the game as very good. Moreover, this game application was well received by the users and their average score was 4.53.&#x0D; Keywords: simulation game, e-commerce, entrepreneurship, entrepreneurial

Virtual Lab Integration in Undergraduate Courses: Insights from Course Design and Implementation

The instructors of four biology-related courses at a Canadian university integrated Labster virtual labs in their courses as a pre-lab activity, lecture substitute, or to provide lab experience in courses with no on-site labs. The instructors used a backward design approach to align the labs with the learning objectives of their courses and to connect the labs with their course assessments. A study was conducted to examine students’ perceptions of the usefulness of the virtual labs in terms of content knowledge and lab skills. At the end of each course, the instructors administered an anonymous survey in their classes. In total, 370 students participated. Across all four courses, survey results showed that at least 77% of the students found that virtual lab simulations helped them understand course concepts. At least 74% of the students navigated the virtual labs with no issues and 58% of the students found the simulations to be of high quality.