In-class Students Research Articles

A Comparison of In-class Student Engagement and School Environment between Refugee and Host Community Students

As wars and persecutions persist in many parts of the world, education and integration programmes for refugees have received more attention in recent years. This research attempts to illuminate differences between the host community and refugee students through students' eyes in the Kurdistan region of Iraq- Sulaymaniyah city. Our main research aims were to have a quantitative understanding of the differences and associations between the elements of in-class student engagement (preparations for classes, active listening and participation) and school environment (social environment: student-teacher relationship, student-student relationship and physical environment). The sample consisted of 193 grade 8 and 9 students in Sulaymaniyah province (104 host community students and 89 Syrian refugee students). The comparative analysis was made based on the available data and study statistics. The statistical analysis showed that there were significant statistical differences between the two groups of students regarding preparation for classes and class participation, while there was not a significant difference between them regarding active listening in class. Significant differences related to social and environment satisfaction were also revealed. Through correlation tests, associations were found between in-class student engagement and social environment elements.

Improving serious games by crowdsourcing feedback from the STEAM online gaming community

The inclusion of game-based learning in tertiary institutions is increasing as educators seek ways to enhance student engagement and motivation. During the development process for gaming resources, educators need feedback to ensure a quality learning experience. In many cases this feedback is generally received from students at the end of the subject or course and is often regulated centrally. Another way of garnering feedback and capturing player analytics could be to capitalize on the millions of global gamers. A game developed for use in a Health Sciences and Medicine program, The King's Request: Physiology and Anatomy Revision Game, was made freely available on the Steam platform. Over 16,000 Steam users engaged with the game over 12 months, with 150 providing written reviews. In contrast, a cohort of 100 first-year health science and medical students were requested to review the game after playing in class, with only 17 providing written feedback. In reviewing feedback, similarities were found between the groups, such as where both Steam community players and in-class students requested more questions and a longer game. However, the Steam community highlighted several unique aspects which could be used to improve the game for learning, such as a refined implementation of the incentive system. As the online gaming community is far larger than students enrolled in any tertiary subject, its expansive feedback can be used to accelerate the design and refinement of serious games. This wealth of feedback could provide unique insights for educators wishing to improve the provision of games in education and the overall student learning experience.

Load Lines of Transistor Circuits: A Unifying Educational Approach Using Blended Learning and Flipped Classroom

The paper presents the application of the blended learning and flipped classroom principles to the teaching of the load line concept. Blended learning is a rapidly evolving approach towards the direction of actively engaging students in the learning process. Flipped classroom is a proposal, in the blended learning context, suggesting that in-class students’ activities, supported by educational material made available to them in advance, could replace the traditional pattern of lectures led by teachers followed by homework. The lesson was designed according to established design principles. The content was divided into two parts. The first part was the preparation material, which was mainly pre-existing resources. Such resources can be notes, slides, videos, etc. taking into account self-assessment tests and the difficulties faced by students on the topic. All the preparation material was available online. The second part was the in-class activities including various design and decision problems, debates and logical exercises. The students in the class worked individually and in groups also participating in a peer-review activity. The participating students on the flipped classroom approach evaluated the project with a quite positive view compared to the conventional teaching forms. The aim of this work is to present the concept and applications of the load line in a unified and mathematically straightforward manner and, at the same time, employ the blended-learning and “flipping-the-classroom” approach in order to enhance students’ understanding and learning outcomes.

Three-Part Approach to Remote/Residential Organic Chemistry Lab During the COVID-19 Pandemic

In the Spring 2021 Organic Chemistry Lab class at Penn State Schuylkill, COVID-19 restrictions and uncertainty required a flexible plan. The first 4 weeks of 15 were fully remote, and videos of standard organic techniques were used, followed by an exam. In the next 5 weeks, some students were in the lab and some were remote. A document camera was used to show one of the in-class students carrying out reaction experiments, mistakes and all, and this was broadcast to the remote students. In the final 6 weeks, the in-class students did a research project, report, and short presentation. The remote students were given a new literature project in which they were each assigned a process research chemistry paper from Organic Process Research and Development. They gave a longer presentation on the process used to prepare a drug. All three parts of the course are discussed in this paper.

A Video Analytic In-Class Student Concentration Monitoring System

Automatic learning feedback monitoring and analysis are becoming essential in modern education. We present a video analytic system capable of monitoring in-class student’s learning behaviors and providing feedback to the instructor. It is a common practice nowadays for students to take electronic notes or browse online using laptops and cellphones in class. However the use of technology can also impact student concentration and affect learning behaviors, which can seriously hinder their learning progress if not controlled properly. In this pioneering study, we propose a non-intrusive deep-learning based computer vision system to monitor student concentration by extracting and inferring high-level visual behavior cues, including their facial expressions, gestures and activities. Our system can automatically assist instructors with situational awareness in real time. We assume only RGB color images as input and runable system on edge devices for easy deployment. We propose two video analytic components for student behavior analysis: (1) The facial analysis component operates based on Dlib face detection and facial landmark tracking to localize each student and analyze their face orientations, eye blinking, gazes, and facial expressions. (2) The activity detection and recognition component operates based on OpenPose and COCO object detection can identify eight types of in-class gestures and behaviors including raising-hand, typing, phone-answering, crooked-head, desk napping, <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">etc.</i> Experiments are performed on a newly collected real-world In-Class Student Activity Dataset (ICSAD), where we achieved nearly 80% activity detection rate. Our system is view-independent in handling facial and pose orientations with average angular error < 10°. The source code of this work is at: <uri xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">https://github.com/YiZengHsieh/ICSAD</uri> .

Using synchronous hybrid pedagogy to nurture a community of inquiry: Insights from a tourism Master's programme

As with most sectors, the Covid-19 pandemic has been a hugely disruptive force in higher education, with teaching and learning severely impacted. Out of necessity, there is an ongoing need for educators to employ emergency ‘hybrid’ teaching strategies in the hope that geographically dispersed cohorts may continue to be provided with equitable and meaningful learning experiences. A key finding to emerge from our exploratory research is that even when synchronous hybrid teaching is planned out with respect to nurturing an inclusive community of inquiry (CoI), inequities remain when it comes to learning. Whilst instigating informal ‘backchannels’ of communication can help reduce inequities, in-class students remain at a distinct advantage over online students because of their physical and social proximity to teaching staff. Therefore, synchronous hybrid delivery mode, whilst beneficial as an interim/emergency measure, may not be a suitable permanent delivery option for those wishing to maintain a strong and equitable CoI. Where adopting a hybrid approach becomes potentially unavoidable in the future, two recommendations designed to help strengthen a CoI are provided.

Telepresence Robots in the Classroom

This study used the concept of shared affordance space to explore students’ perceptions of the use of a telepresence robot in a face-to-face classroom. Results from this qualitative pilot study suggest the telepresence robot has the potential to provide enough autonomy and agency for both the remote user and the in-class students to perceive a shared affordance space. Robot users and classmates use human pronouns to describe the robot user and discuss a process of adjusting to its presence. The physical configuration of the classroom can either facilitate or hinder this process. The research provides greater understanding of the experiences of students in a face-to-face classroom that includes remote students attending class using a telepresence robot. It can help educators design and implement these experiences in a way that creates a beneficial classroom experience for both in-class and remote learners.

In-Class Student Questions and Take-Home Projects for Chemical Engineering Thermodynamics

We present the results of having applied a set of options in thermodynamics courses for encouraging a strong student in-class participation and engagement. Strong emphasis is given to planned ahead in-class student Q&As encompassing both thermodynamics and statistical mechanics and supplemented with take-home extra syllabus reading. Additionally, we designed research-oriented individual and group projects with the goal of promoting critical thinking, problem solving, and both oral and written communication skills. These projects involve quantum chemistry calculations of gas phase thermodynamic properties, solid state equations of state, and optional topics self-selected by the students from a list of provided possibilities. The execution of the Q&As and projects is beneficial and challenging for both the students and the instructor. Our practice demonstrates significant improvement in student’s interest in learning and increased enthusiasm in teaching performance.

The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students' Perceptions

Project-based learning is gaining increasing popularity supported by research studies regarding its effectiveness for teaching and learning. In addition, the widespread of digital technologies and sudden disruptions to traditional in-person teaching have accelerated the adoption of online learning. The current study examined students' perceptions of the impact of online learning environment on project-based teaching method. Most universities worldwide have considered online learning encouraging their faculty to use online learning tools, and Hashemite University in Jordan is no exeption. 154 students studying Computers in Education course were selected during the first semester of the academic year 2019/2020 and were devided into two groups. The experimental group consisted of 75 students who studied the course online and 79 students in the control group who studied the course in a face-to-face mode. For the purpose of gathering data, a questionnaire was developed which consisted of 17 items and students' answers were on a four-point Likert scale: 4= strongly agree, 3= agree, 2= disagree, and 1= strongly disagree. Means, standard deviations, and One-Way ANOVA were used to analyze the data. The results of the study showed positive attitudes among students (both online and in-class) toward project-based learning. In addition, the results showed that in-class students had a stronger views of project based-learning than online learning students.

Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course.

Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollment traditional course consisted of four 50-minute lectures coupled with minimal active-learning techniques, while an increased-structure intervention course integrated multiple active-learning approaches, had limited enrollment, and comprised three 50-minute lectures combined with a fourth peer-led team-learning discussion section. Additionally, the intervention course employed weekly review quizzes and multiple in-class formative assessments. The academic impact of these two course formats was evaluated by use of common exam questions, final grade, and student retention. We showed that academic achievement and retention of participants enrolled in the intervention course was significantly improved when compared with the traditional section. Further, we explored whether promoting in-class student–student/student–instructor interactions and peer-led discussion sections fostered a greater sense of belonging. At the end of the course, participants in the intervention course reported greater perceptions of classroom belonging. Therefore, this study begins to characterize the importance of combining pedagogical methods that promote both academic success and belonging to effectively improve retention in science, technology, engineering, and mathematics majors.

Teaching Dollar-Cost Averaging: An In-Class Student Team Simulation

This paper presents a class tested exercise requiring student teams to perform investing decisions with the objective of maximizing the portfolio value. Afterwards, dollar-cost averaging (DCA) is introduced and usually achieves a greater portfolio value than that of most teams. Students are then assigned the task of determining the lowest and highest possible portfolio values for the simulation. DCA is then assessed on its nearness to either the worst or best (optimal) value. The exercise is enjoyable for students and offers several points of learning, including that DCA is an attractive investing strategy that offers many benefits and performs well.

EVALUATING THE BENEFITS OF PROVIDING ARCHIVED ONLINE LECTURES TO IN-CLASS MATH STUDENTS

The present study examines the impact of a novel online video lecture archiving system on in-class students enrolled in traditional math courses at a mid-sized, primarily undergraduate, university in the West. The archiving system allows in-class students web access to complete video recordings of the actual classroom lectures, and sometimes of lecture notes, shortly after the in-class sessions are completed. The data collection for evaluating the impact of this archiving system was designed through focus groups, and consequently, obtained using a customized web survey. Survey questions targeted areas of potential impact, such as changes in attitudes and behaviors (such as study habits), changes in the dynamics of professor-student relationship, and the overall student performance enhancement. The results indicate that the presence of the archived video lectures and lecture notes adds significant value to the learning process with notable improvements in the perceived student performance and overall experience in the class.

Comparison of Student Outcomes From Two Different Formats of Phlebotomy Education

<h3>ABSTRACT</h3> This study aimed to investigate whether delivery of instruction is a direct contributor to students’ psychomotor and affective skills in phlebotomy practicum. In the Department of Medical Laboratory Technology and Phlebotomy, students are enrolled in HSPC 1234 Comprehensive Phlebotomy (an 8-week class that is delivered in a traditional in-class setting for phlebotomy students) and HSML 1221 Comprehensive Phlebotomy (interim class delivered in a hybrid format for Medical Laboratory Technology students). Both classes have the same content for objectives, lecture materials, skills training, and assessments. After successful completion of the didactic phlebotomy classes, students are enrolled in a clinical rotation containing the same evaluation standards for psychomotor and affective skills. Student preceptors are given an evaluation checklist that assesses the students9 psychomotor and affective skills during their clinical rotation in phlebotomy. These preceptor evaluations were compiled and reviewed. Comparison studies were accomplished by performing a 3-year retrospective review of clinical evaluations from both deliveries of instruction. It was determined based on the comparison studies that no significant difference was observed on the psychomotor and affective skills of the two sets of students; preceptor evaluation shows congruence in their evaluation between the hybrid students and the traditional in-class students. The researchers conclude that there is no significant impact on psychomotor and affective skills on students enrolled in phlebotomy clinical rotation despite method of delivery.

Best practices for learning physiology: combining classroom and online methods

Physiology is a requisite course for many professional allied health programs and is a foundational science for learning pathophysiology, health assessment, and pharmacology. Given the demand for online learning in the health sciences, it is important to evaluate the efficacy of online and in-class teaching methods, especially as they are combined to form hybrid courses. The purpose of this study was to compare two hybrid physiology sections in which one section was offered mostly in-class (85% in-class), and the other section was offered mostly online (85% online). The two sections in 2 yr (year 1 and year 2) were compared in terms of knowledge of physiology measured in exam scores and pretest-posttest improvement, and in measures of student satisfaction with teaching. In year 1, there were some differences on individual exam scores between the two sections, but no significant differences in mean exam scores or in pretest-posttest improvements. However, in terms of student satisfaction, the mostly in-class students in year 1 rated the instructor significantly higher than did the mostly online students. Comparisons between in-class and online students in the year 2 cohort yielded data that showed that mean exam scores were not statistically different, but pre-post changes were significantly greater in the mostly online section; student satisfaction among mostly online students also improved significantly. Education researchers must investigate effective combinations of in-class and online methods for student learning outcomes, while maintaining the flexibility and convenience that online methods provide.

Comparative Evaluation of Online and In-Class Student Team Presentations

Comparative Evaluation of Online and In-Class Student Team Presentations

Creating High-Frequency, Naturalistic Opportunities to Develop Small Talk Skills in EFL Classrooms

The paper is the outcome of an action research project that investigated factors that keep students from participating in classroom small talk (ST). In-class observations, surveys and students’ logs, backed by the author’s self-reflection resulted in an intervention plan which aimed to help students with their anxiety and ST apprehension. The final role plays, as well as the survey demonstrated that there was a change in how the students noticed and used the opportunities to utilize ST. Specifically, they started to see the potential of classroom talk for putting ST skills into practice. Another finding is the need to raise the students’ awareness of ST as a social and linguistic skill, to clearly establish ground rules for practising ST, and to create high-frequency, naturalistic opportunities to develop ST in class. It is argued in the paper that ST skills can be practised in the classroom beyond the purposefully designed activities, i.e. in spontaneous interactions between the teacher and the students. Such interactions may decrease the students' anxieties and reluctance to get engaged in small talk. This change would have a positive effect on their outside-the-classroom interactions in English, both in academic and work-place situations.

Using Lecture Capture to Improve Online and In-Class Student Performance in Principles of Economics

The primary purpose of deploying a lecture capture method of course delivery is to enhance student performance in online classes. In this study, recordings of classroom lectures are available to students in online sections of the course, as well as those taking the class in face-to-face class sections. We examine the effects of viewing these recorded lectures on student performance in principles of economics courses (macro and micro) over the course of five years. The setting is a small regional university that serves an extensive rural area. The dataset consists of close to 700 students, 55% of which enrolled in online course sections. Course grades, as the dependent variable, are regressed on measures of personal characteristics and academic maturity, as well as use of the recorded lectures. Results indicate that online students who watch the recorded lectures earn course grades that are significantly higher than counterparts who do not. There is also evidence that students in the face-to-face course sections also benefit significantly from watching recorded lectures.

An Evaluation of Oral Presentation Competency in Interior Design Education

As digital modelling programmes become increasingly prevalent in interior design education, there is concern that graduates are entering the workforce relying too much on strong graphic presentation skills while lacking the basic ability to speak about design. This study explores the gap between practitioners’ perceptions of importance regarding oral presentation competency and students’ perceptions of their oral presentation performances. Additionally, the study explores correlations between in-class activities and students’ perceptions of their oral presentation competency. Mixed-methods of investigation include a Delphi study with a panel of interior design practitioners and a survey questionnaire of both practitioners (n = 102) and currently active interior design students (n = 91) in the USA. An Importance-Performance framework is employed for comparison. Results identify performance criteria for evaluating oral presentation competency and indicate variances between students’ perceptions of their performance and industry perceptions of importance. Furthermore, students’ in-class activities including studio critiques and written peer assessments show significant correlation with student oral presentation performance indicating activities already frequently incorporated into a design curriculum may have a greater impact on improving performance than specific oral presentation instruction alone.

Comparative Evaluation of Online and In-Class Student Team Presentations

Student team presentations are commonly utilised in tertiary science courses to help students develop skills in communication, teamwork and literature research, but they are subject to constraints arising from class size, available time, and limited facilities. In an alternative approach, student teams present online using a variety of tools, such as screencast and blended media, but it is not clear whether this offers an authentic alternative to in-class experience. In this study, the two modes of presentation were compared in terms of student perceptions and academic performance. A survey probed students’ familiarity with digital technology, presentation anxiety, and differential perceptions of the two modes. Aside from a confirmation bias, no significant difference was found between those who presented in class and online. In a notable exception, a clear asymmetry appeared when students were asked to choose a mode for a future presentation: none of the online presenters opted for the in-class mode while a third of in-class presenters selected the online mode. Presentation anxiety was similar for in-class and online presenters and was insensitive to gender and familiarity with English. No significant difference was detected between the modes in terms of academic performance.

A study of friending willingness on SNSs: Secondary school teachers' perspectives

This study examines the self-reported decision making behaviors of 435 Taiwanese in-service secondary school teachers' regarding their willingness to accept friend requests on social network sites (SNSs) from different requesters (e.g., students with acquaintanceships of various durations, unknown/in-class/homeroom students and teaching colleagues with or without administrative roles). The study found that teachers made different friending decisions based on gender and on the identity of the requester but found no difference in teachers' basic roles. That is, male teachers reported greater willingness to friend unknown students, in-class students and administrative colleagues than did female teachers. Overall, non-administrative colleagues were the most acceptable, whereas unknown students were the most unfavorable requesters.The study also revealed that teachers' friending willingness varies with the joint effects of privacy concerns and relational (social intimacy, ethical concerns) and behavioral (Facebook use and protective behaviors) factors. A privacy paradox exists in teachers' willingness to friend homeroom students and non-administrative colleagues. Teachers have privacy concerns related to all five types of requesters, but they report fewer privacy concerns and more ethical concerns and social intimacy when friending in-class and homeroom students. However, these teachers employ privacy protection practices only when friending unknown and in-class students and administrative colleagues. When friending colleagues, intensive Facebook use was found to be the strongest predictor of teachers' friending willingness. The implications of these findings and suggestions for future research are discussed.