Instructor Taught Research Articles

Unveiling the pedagogical advantage of tutoring‐style videos in an authentic biology class

AbstractBackgroundWhile the effectiveness of tutoring‐style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring‐style videos.ObjectivesIn this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring‐style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring‐style videos to enhance students' engagement and achievement.MethodsThe study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring‐style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring‐style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring‐style videos.ResultsFor students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich‐interactions in the tutoring‐style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one‐interactions in the videos than the control group participants. We also found that instruction in the tutoring‐style videos used effective strategies for facilitating students' participation and cognitive processing.ConclusionsOur findings indicate that tutoring‐style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring‐style videos.

Enhancing Indonesian college students’ views of social responsibility of scientists and engineers: The enact model intervention

This study aimed to investigate the effects of the ENACT model on promoting Indonesian college students’ views of social responsibility of scientists and engineers. The ENACT model emphasized the students’ epistemological understanding of science and technology using socio-scientific issue (SSI) approaches to enhance the social responsibility, and their science/engineering practices and experiences of taking action to resolve the issues. A total of 80 college students enrolled in a chemistry course in a university in Indonesia participated in the study, 40 of which majored in chemistry education, and the other 40 majored in chemical engineering. An instructor taught and implemented the ENACT project over 10 weeks as a part of the course. Data was collected by a questionnaire called “views of social responsibility of scientists and engineers (VSRoSE)” to explore the changes in students’ views on social responsibility. The participating students responded to the questionnaire before and after the intervention. In results, the effects of the ENACT project were notable in the chemical engineering (ENG) group. The chemistry education (EDU) group scored much higher than the ENG group in all the eight factors of VSRoSE in the pre-test. However, the score patterns changed after the intervention. The EDU group still exhibited high scores, but not much changed. The ENG group scores significantly increased in five factors and have presented similar score patterns with the ones of the EDU group.

Using Large Peer-Teaching Groups to Learn Construction Management Software Packages

ABSTRACT Two large peer-teaching groups were developed in a construction management course in order to self-learn and then subsequently teach two separate construction management software packages. One half of the class was asked to learn and teach Microsoft Project and the other was asked to learn and teach Primavera P6, which are very similar scheduling packages. Milestone deliverables were due throughout the semester, with a final presentation near the end of the 16-week semester. This intervention took place a total of five times and one addition control semester in which the instructor taught both packages in a traditional manner for comparison. Within each peer-teaching group, the teams were asked to nominate a leader and co-leader, who would be responsible for assigning responsibilities to the team and to facilitate learning. This methodology allowed for two layers of peer-teaching; one within the peer-teaching group, and the other from the peer-teaching group to the remaining students. The intervention was validated through in-course questionnaires, and homework, quiz, and exam grade comparisons from the student-led lecture versus the instructor-led lecture. The surveys indicated a preference to the peer-teaching and student-led learning, over instructor-led learning. The grade comparison demonstrated an average 13.2 percentage point improvement.

Video Analysis and Professional Noticing in the Wild of Real Science Teacher Education Classes

ABSTRACT Video analysis of teaching episodes is a widely-used approach in science teacher education. While numerous scholarly articles have been written on the topic, there are still many unanswered questions about the most effective strategies for integrating this approach into science teacher education. The current article adds to this area of inquiry by detailing the use of video analysis and reflection across a three-course sequence in an MAT program in secondary STEM education. The same instructor taught all three courses, and this instructor presents the affordances and constraints of the use of video analysis integrated with the professional noticing framework. A pair of researchers who collected data during the year-long implementation of this integrated approach share the outcomes from their perspective. Using ideas associated with distributed cognition from Hutchins’s Cognition in the Wild, the instructor and researchers show that most of the shortcomings with this integrated approach were a result of not effectively distributing knowledge across the different components of this system—including both humans and instruments. The authors specify how those shortcomings could be addressed by others seeking to replicate aspects of this integrated approach. They also show that, despite the missteps in helping the MAT candidates learn how to use video and the professional noticing framework to improve their pedagogy, the candidates did show evidence of achieving the ultimate goal of this effort: knowing how to analyze and articulate their own and others’ teaching practices.

A Case Study: Enhancing the Learning Process and the Quality of the Students' Work in Online Courses Using Multiple High Impact Practices and Civic Strategies

Background: Employing High Impact Practices (HIPs) in the curriculum will keep the students engaged and will boost their learning outcomes. Study Aim: Explore the students’ feedback on two HIPs practices and measure the impact of the studied HIPs on the course’s outcomes. Methodology: Two HIPs strategies were applied to the graduate students of an advanced online eight –week course. A cross-sectional study by conducting an online Survey-Monkey survey to assess the studied HIPs. The interventions were the group leadership and scaffolding the course’s final project strategies. Results and Discussion: 53% (n=17) of students responded. 53% very liked and liked the leadership group HIP. 82% found the leadership group HIP helpful to present and establish discussions with their classmates. 76.5% either strongly agreed or agreed that the group leadership HIP helped them as presenters and discussion moderators, as well as in handling the weekly assignments. 52.94% agreed and strongly agreed that the leadership HIP helped them, as an audience, to understand the curriculum and assisted them in handling the weekly assignments and projects. 94.12% agreed or strongly agreed that the dissemination of the final project's sections on the weekly assignments helped them understand and write the final project effectively. The average final project grades of the class under study was 97% in comparison to 90% of the same course the instructor taught in Spring 2018.Conclusion: Introducing HIPs strategies will make the students feel that they owned the learning process and enhanced their creativity, self-confidence, and self-efficacy skills.

Pelatihan SPSS pada Guru-Guru di Sekolah Dasar Negeri 173529 Tampahan

The teachers at SD 173529 are teachers with the status of Civil Servants (PNS). Teachers with the status of civil servants must write scientific papers when going up to a position or class. The problem is writing scientific papers and data processing. The solution offered to overcome this problem is SPSS training include processing research data and how to read the SPSS output to be narrated in the research results. The method used consisted of group discussions, deliberations, in-house training and workshops. The results from this activity are the teacher gives a positive response to the training activities include 100% of teachers liked the training material, the modules used, the way of learning, the way the instructor taught. The other results are the teachers stated that the training material is new (71.42%), the modules used are new (85.71%), the learning method implemented is new (85.71%), the method of teaching is a new way of teaching (85,71%), the teacher expressed interest in using SPSS in processing research data and in training activities (100%).

Are Western Active Learning Spaces Worth the Investment?

Although active learning is coming to the forefront of education, the physical infrastructure of classrooms has been relatively slow to change. Certain institutions, including Western University, have recently developed active learning spaces. These learning spaces often include movable furniture and numerous writing spaces, which creates a more interactive learning environment for students. They may range in size and set‐up, but one key feature that these spaces share is a rich opportunity for student collaboration. Previous studies have shown that students perceive active learning spaces as more engaging than traditional lecture spaces; however, the effect of learning spaces on transferable skill development, specifically effective communication, has not yet been investigated. Thus, the main objective of the current study was to evaluate the efficacy of Western’s Active Learning Spaces (WALS) in supporting student development of effective communication as a transferable skill. We recruited students from a fourth‐year undergraduate medical science course (N=33) to participate. The students started the Fall term of 2019 in a fixed‐row classroom and moved to a WALS at the midpoint of the term. The same instructor taught in both classroom environments and the course was designed as a flipped classroom where students are expected to complete online learning modules before coming to class. The current study utilized an explanatory sequential mixed‐methods approach to collect data. Quantitative data was collected first in the form of Likert surveys and classroom observation, followed by qualitative data collection in the form of focus groups. Students were observed using a previously validated instrument entitled, Classroom Observation Protocol for Undergraduate Science Technology Engineering Mathematics (STEM) (COPUS). Our observational COPUS data have shown that the instructor successfully created an active learning environment in both the fixed‐row classroom and the WALS and was using similar active learning activities in both environments. Students were asked to complete a Likert survey that measured communication apprehension at the start of the course and after exposure to each classroom setting. In addition, students were asked to complete a Likert survey to rate the impact each classroom had on overall classroom climate and learning. Finally, students were asked to complete a Likert survey indicating their classroom preference and the suitability of each classroom on a variety of items. Our results suggested that many students perceive themselves as having low communication apprehension and we found no significant difference in student responses between the start of the term and after exposure to the fixed‐row classroom. This is likely because students in the fourth year of their undergraduate degree have had exposure to active learning strategies and opportunities to develop their communication skills outside of the current course. Further data collection in the WALS is needed; however, based on other preliminary findings, we predict students will prefer the WALS and will perceive an increase in communication skills after WALS exposure.

Students Becoming the Teacher: Questioning the Value of Peer‐Taught Lectures on Exam Performance

Peer teaching, i.e. when students teach students, has been shown by literature, from various sources and levels of education, to be an effective educational tool. In anatomical sciences education, peer‐teaching in the gross anatomy laboratory has become the norm due to reduction in curricular hours and limitations associated with cadaver dissection laboratory access. While studies in the laboratory have shown that peer teaching can lead to increased student performance on examinations overall, its effect on the performance of the peer teachers, the learners, and compared to instructor taught content, remain to be elucidated. The aim of this COMIRB exempt (#15‐042), retrospective study was to assess the educational impact of peer teaching on learning outcomes of the peer teachers themselves and their peer students. Further, the assessment outcomes between the peer‐taught versus instructor‐taught contents were compared to determine the educational efficacy of peer teaching. During fall semesters of 2014–2016, students in an anatomical sciences graduate program were randomly assigned into groups of 3–4 students and assigned an embryology topic to teach the class. Learning objectives were provided to students by the course instructor; students were told exam questions would stem from learning objectives. All students took the same multiple‐choice exams throughout the course, and all exams were written by the course instructor to test both peer‐taught and instructor‐taught topics. At the end of the course, perceived values of peer teaching experience and peer‐taught lessons were assessed via surveys. 60 data sets were acquired for analyses. Performance of peer teachers on exam items related to their lecture topic was compared to the performance of students who attended the peer‐taught lecture using two‐tailed T tests. Peer teachers performed significantly better (P < 0.05) on exam items they taught than their peers. Students' average performance on peer‐taught exam items was compared to students' performance on instructor‐taught exam items using a paired two‐tailed T‐test which revealed that students performed significantly better (P < 0.05) on instructor‐taught exam items than on peer‐taught exam items. Survey analysis revealed that students perceive the peer‐teaching activity to be effective for their learning, but peer‐taught lectures were ineffective. Thematic analysis of the survey comments identified competencies such as deep learning, team work, self‐directed learning as the positive aspects of the peer‐teaching experience. Students indicated large time commitment for preparing the lecture, varied teaching effectiveness of peer teachers, ineffective group dynamics and desire to learn from the professional instructor, as negative aspects of the peer‐teaching project. The current study reveals that peer‐teaching is beneficial for the peer‐teachers but not as beneficial for the students compared to the instructor delivered lectures. Peer‐teaching activities may need reevaluation or standardization to ensure all student receive the high quality of instruction.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

The choice is yours: the effects of autonomy-supportive instruction on students’ learning and communication

ABSTRACTGuided by self-determination theory, we conducted a live lecture experiment in two 50-min college courses to manipulate autonomy-supportive instruction (i.e., the amount of choices and rationales offered to students). Participants were 201 undergraduate students who either attended a lecture where the instructor gave students choices over the material learned and emphasized the relevance of the lecture and activities (experimental condition), or attended another lecture where the instructor taught without student choices and refrained from mentioning the relevance (control condition). During the lectures, students completed learning activities, and after the lectures, students reported on their intrinsic motivation toward their learning activities, along with their sustained attention to the lecture, and their likelihood of participating and communicating negative word-of-mouth. Results revealed that autonomy-supportive instruction caused students to (a) become more intrinsically motivated, which in turn, caused them to (b) put more effort into completing a learning packet, (c) sustain their attention, and report they would (d) participate in future classes with that instructor, and (e) refrain from spreading negative comments.

The Effect of Mnemonic Keyword Techniques Instruction on Vocabulary Achievement and vocabulary Size of Iranian EFL Learners

This study aimed at probing the effect of using mnemonic keyword techniques, a number of less used procedures, in teaching vocabulary in an EFL context in Iran on the vocabulary achievement level and vocabulary size of language learners. to this end, 70 EFL intermediate students were selected because they were all intermediate level learners. They were assigned to control and experimental groups. The instructor taught the two groups new vocabulary items in their textbooks as part of the class procedures. The first group received vocabulary instruction through mnemonic keyword techniques while the second had vocabulary taught in conventional ways. Both groups were tested for their EFL vocabulary achievement and vocabulary size. The results revealed significantly higher achievement and vocabulary size levels for the participants in the experimental group. Certain implications were provided for EFL instructors, material developers and EFL learners who pursue to boost their vocabulary levels more effectively.

Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics

We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses that make significant use of evidence-based active engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrollment and often had 100–200 students. The analysis of data for validated conceptual surveys presented here includes data from large numbers of students from two-semester sequences of introductory algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the Force Concept Inventory and the Conceptual Survey of Electricity and Magnetism, respectively. In the research discussed here, the performance of students in EBAE courses at a particular level is compared with LB courses in two situations: (i) the same instructor taught two courses, one of which was a flipped course involving EBAE methods and the other an LB course, while the homework, recitations, and final exams were kept the same; (ii) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, we find that students in courses that make significant use of active-engagement strategies, on average, outperformed students in courses using primarily LB instruction of the same type on conceptual surveys even though there was no statistically significant difference on the pretest before instruction. We also discuss correlation between the performance on the validated conceptual surveys and the final exam, which typically placed a heavy weight on quantitative problem solving.

Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

We have investigated the efficacy of on-line, multimedia learning modules (MLMs) as preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for natural science majors (biology and marine science). Specifically, we report the results of a multiple-group pre/post-test research design comparing two groups receiving different treatments with respect to activities preceding participation in Tutorials in Introductory Physics. The different pre-tutorial activities were as follows: (1) students were assigned reading from a traditional textbook, followed by a traditional lecture; and (2) students completed on-line MLMs developed by the Physics Education Research Group at the University of Illinois at Urbana Champaign (UIUC), and commercially known as FlipItPhysics. The MLM treatment group earned significantly higher mid-term examination scores and larger gains in content knowledge as measured by the Conceptual Survey of Electricity and Magnetism (CSEM). Student attitudes towards “reformed” instruction in the form of active-engagement tutorials were also improved. Specifically, post-course surveys showed that MLM-group students believed class time was more effective and the instructor was more clear than reported by non-MLM students, even though there was no significant difference between groups with respect to in-class activities and the same instructor taught both groups. MLM activities can be a highly effective tool for some student populations, especially when student preparation and buy-in are important for realizing significant gains.

Do evidence-based active-engagement courses reduce the gender gap in introductory physics?

Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on the gender gap observed with validated conceptual surveys. We compare male and female students’ performance in courses which make significant use of evidence-based active-engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrolment and often had more than 100 students. The analysis of data for validated conceptual surveys presented here includes data from two-semester sequences of algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the force concept inventory and the conceptual survey of electricity and magnetism, respectively. In the research discussed here, the performance of male and female students in EBAE courses at a particular level is compared with LB courses in two situations: (I) the same instructor taught two courses, one of which was an EBAE course and the other an LB course, while the homework, recitations and final exams were kept the same; (II) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, on conceptual surveys we find that students in courses which make significant use of active-engagement strategies, on average, outperformed students in courses of the same type using primarily lecture-based instruction even though there was no statistically significant difference on the pre-test before instruction. However, the gender gap persisted even in courses using EBAE methods. We also discuss correlations between the performance of male and female students on the validated conceptual surveys and the final exam, which had a heavy weight on quantitative problem solving.

The Effect of Orthographic Knowledge on Word Identification and Reading Comprehension of Iranian EFL Learners

The present study attempts to employ orthographic knowledge enhancement as a tool in order to determine its efficiency in improving Iranian EFL learners’ reading comprehension. Orthographic knowledge can be defined as one’s familiarity with the general spelling rules of a language, or the ability to defer those letter combinations that are permissible form those that are not, which makes it an exceptional requirement for effective word identification and as a result successful reading comprehension skill. In doing so, 55 male and female students learning English at pre-intermediate level in a language institute in Astaneh, Guilan, Iran were randomly selected and were equally divided into an experimental and a control group. A researcher-made reading comprehension test followed by multiple-choice items as well as a word identification measure was given to both groups as a pre-test, and then the experimental group received the treatment in eighteen 30-minute sessions, in which the instructor taught skills to enhance students’ orthographic knowledge. Meanwhile, the control group did not receive any specific treatment. Finally the post-test, which was the same as the pre-test was administered. Their scores were calculated through computer softwares. The results indicated that raising orthographic knowledge results in significant improvement in both word identification and reading comprehension. The findings of this study can benefit EFL learners in improving their reading comprehension skill.

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology.

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section.

Impact of co‐enrollment in computer‐based Human Physiology virtual laboratory on students' final lecture course grade: a follow‐up study

At the University of Dayton, not all students who enroll in the upper‐level Human Physiology lecture course are required to take the accompanying computer‐based virtual laboratory (lab) course. Previously we had completed a retrospective pilot study to examine if co‐enrollment in lab had an impact on the final grade received in lecture. Final lecture course grades (as a percentage), lecture instructor, major, class year, and overall grade point average (GPA) were obtained for all students enrolled in physiology lectures. This previous study suggested there was not a significant difference in lecture score based on enrollment in lab. However, two different instructors taught lecture in the semester examined whereas in Spring 2014, one instructor taught both lecture sections. Thus, here we sought to extend our previous work with a larger sample that eliminated differences in lecture instructor and accordingly, the lecture schedule. Spring 2014 enrolled 55 students in 2 lecture sections, 13 of whom were co‐enrolled in lab. Lecture score was not different (lecture only: 87.6±0.8 vs lecture+lab: 87.3±1.5; p=0.82) between the two groups. When taken together with previous semester results, similar results were found in that there is no impact of co‐enrollment in the laboratory on the lecture grade [lecture only (n=72): 86.5±0.7 vs lecture+lab (n=37):86.4 ± 0.8; p=0.93). Similar to our prior findings, overall GPA was the strongest predictor of lecture grade. Given the present results, serious consideration is warranted as to whether the current computer‐based laboratory is beneficial to student learning of human physiology.

Teaching Beyond Course Content

Teaching Beyond Course Content

Topical Versus Chronological Organization of Lifespan Development

This study aimed to determine whether taking a chronological approach (CA) or topical approach (TA) to teaching developmental psychology resulted in different learning outcomes. Across two semesters, in four classes, 354 students participated ( Mage = 19.76, SDage = 2.93 years), 66% identifying as female. One instructor taught one course type across the two semesters. Identical information about Piaget’s theory was presented in each condition. Around 5 weeks after instruction, concept checks were administered to measure understanding. Exam performance was also compared across courses, as were instructor evaluations. The data suggest that CA-instructed students may be better able to comprehend more difficult concepts. This is informative for instructors with the option of presenting information in contrasting ways and may inform textbook choices.

A Process Evaluation of an Online BSW Program: Getting the Student Perspective

This paper reviews the student perspectives of an online BSW program. The structure of this program is presented, along with findings from a mixed-method evaluation of four matched BSW courses where each instructor taught both the online and face-to-face sections. Although there are no identified differences in performance, grades, or retention, students report differences in developing instructor and classmate relationships and in overall course satisfaction. Qualitative findings highlight the advantages of the flexibility of online education, tempered by challenges in making connections and fewer spontaneous interactions. Implications for online course development are discussed.

A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students

The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.