Introductory Level Research Articles

Development and evaluation of an online professional development course to support delivery of tiered school-based rehabilitation services

Purpose The Facilitating Integration of Rehabilitation Services Through Training (FIRST) Course provides online professional development on tiered service delivery models for rehabilitation professionals working in education settings. Created by content and e-learning experts, this study describes our use of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional design model and the Successive Approximation Model (SAM) to develop, implement, and evaluate the FIRST Course, and reports the findings of an initial program evaluation. Method Rehabilitation professionals who completed the FIRST Course were invited to complete a cross-sectional survey to evaluate its utility. Results Between May 1, 2020, and August 11, 2023, 314 occupational therapists, 54 physiotherapists, and 170 speech-language pathologists completed the online course and survey. Respondents perceived the FIRST Course content to be relevant to their practice and to meet their learning needs regarding tiered services in education settings. Most respondents viewed the course positively and would recommend it to colleagues. More experienced respondents suggested a need for training on tiered service delivery models beyond an introductory level. Conclusions The ADDIE and SAM instructional design models were successfully applied to develop, implement, and evaluate online professional development for school-based rehabilitation professionals who wish to learn about tiered service delivery models.

It's in the Syllabus: What Syllabi Tell us about Introductory Biology Courses.

Biology education researchers seek to improve biology education, particularly at the introductory level, yet there is little documentation about what is actually happening in introductory biology. To characterize the landscape of learning expectations for introductory biology, we analyzed course-level learning objectives (n = 1108) and course schedules from 188 nonmajor, mixed major, and major introductory biology syllabi. We analyzed syllabi collected from a diverse range of U.S. institution types to uncover insights about instructional design decisions for introductory biology. Our analysis revealed two distinct nonmajor course types: content and issues-based courses. We found syllabi tend to focus on low-cognitive skills and factual content that is essentially a march in step with a typical textbook table of contents, rarely including core competencies or socioscientific issues (SSIs) other than in nonscience major issues-based courses. Our work contributes more evidence that faculty struggle to write course-level learning objectives. Our findings suggest that there is much work to do if Vision and Change are to become more than simply a vision-to be actualized as change-including developing CLOs for introductory biology as a first step toward creating actionable instructional change.

Online assessment in the age of artificial intelligence

Online education, while not a new phenomenon, underwent a monumental shift during the COVID-19 pandemic, pushing educators and students alike into the uncharted waters of full-time digital learning. With this shift came renewed concerns about the integrity of online assessments. Amidst a landscape rapidly being reshaped by online exam/homework assistance platforms, which witnessed soaring stocks as students availed its questionable exam assistance, and the emergence of sophisticated artificial intelligence tools like ChatGPT, the traditional methods of assessment faced unprecedented challenges. This paper presents the results of an observational study, using data from an introductory statistics course taught every semester by the author, and delves into the proliferation of cheating methods. Analyzing exam score results from the pre and post introduction of ChatGPT periods, the research unpacks the extent of cheating and provides strategies to counteract this trend. The findings starkly illustrate significant increases in exam scores from when exams of similar difficulty were administered in person (pre-Covid) versus online. The format, difficulty, and grading of the exams was the same throughout. Although randomized controlled experiments are generally more effective than observational studies, we will indicate when we present the data why experiments would not be feasible for this research. In addition to presenting experimental findings, the paper offers some insights, based on the author's extensive experience, to guide educators in crafting more secure online assessments in this new era, both for courses at the introductory level and more advances courses The results and findings are relevant to introductory courses that can use multiple choice exams in any subject but the recommendations for upper-level courses will be relevant primarily to STEM subjects. The research underscores the pressing need for reinventing assessment techniques to uphold the sanctity of online education.

Introduction to network meta-analysis: understanding what it is, how it is done, and how it can be used for decision-making.

Network meta-analysis (NMA), a statistical technique that allows systematic reviewers to simultaneously compare more than two alternatives, makes use of indirect evidence from studies comparing interventions of interest to a common comparator. The capacity for multiple simultaneous comparisons makes NMA appealing for evidence-based decision-makers. This article, aimed at users of SRs with NMAs and at those who are considering conducting SRs with NMAs, provides an introductory level overview of this topic. We describe the main considerations that those conducting systematic reviews with NMA should bear in mind, including decisions regarding grouping interventions into analysis nodes, and testing the assumptions that assure the validity of NMA. We explain and illustrate how both systematic reviewers and users should draw conclusions from NMA that are appropriate and useful for decision-making. Finally, we provide a list of tools that facilitate the conduct and interpretation of NMAs.

‘It's about putting the learning into context’: A multimethod, multiple perspective exploration of the process of learning in introductory coach education

Coach education continues to be an integral part of coaches’ learning journey, but their usefulness has also been questioned. Given the disparity in research findings, the purpose of this study was to further our understanding of the role of the coach developer in the learning process within introductory level coach education courses. Drawing on Moon's stages of learning and using multiple methods (observation, interviews, focus groups), we explored multiple perspectives (coaches, coach developers and researcher observer) of the activities and learning situations within introductory courses (judo, basketball, paddlesports). In total, three courses were observed, each lasting two days (48 hours of observation), six coach developers participated in an interview (45–60 minutes each) and 18 coaches participated in one of five focus groups (20–300 minutes each). Through our thematic analysis, we developed three themes: structure supports the learning process; National Governing Body resources are just a starting point for learning; a deep approach to learning can be facilitated. Our findings suggest that despite criticisms of large-scale approaches to coach education, they were useful to coaches and coach developers were able to facilitate some deep learning. Furthermore, the quality of coach education programmes was largely dependent on the expertise of coach developers in their roles. Questions are raised about the conceptualisation of learner-centred approaches to coach education delivery.

Geometric visualizations of single and entangled qubits

The Bloch Sphere visualization of the possible states of a single qubit serves as a useful pedagogical and conceptual tool, offering a one-to-one map between qubit states and points in a 3D space. However, understanding many important concepts of quantum mechanics, such as entanglement, requires developing intuitions about states with a minimum of two qubits, which map one-to-one to unvisualizable spaces of six dimensions and higher. In this paper, we circumvent this visualization issue by creating maps of subspaces of 1- and 2-qubit systems that quantitatively and qualitatively encode properties of these states in their geometries. For the 1-qubit case, the subspace approach allows one to visualize how mixed states relate to different choices of measurement in a basis-independent way and how to read off the entries in a density matrix representation of these states from lengths in a simple diagram. For the 2-qubit case, a toroidal map of 2-qubit states illuminates the non-trivial topology of the state space while allowing one to simultaneously read off, in distances and angles, the level of entanglement in the 2-qubit state and the mixed-state properties of its constituent qubits. By encoding states and their evolutions through quantum logic gates with little to no need of mathematical formalism, these maps may prove particularly useful for understanding fundamental concepts of quantum mechanics and quantum information at the introductory level.

Embedding numerical methods and MATLAB programming in a fluid mechanics course for undergraduates in engineering technology

Undergraduate students in engineering technology are typically not required to take any courses on numerical methods or computational techniques and thus have little or no knowledge of many basic numerical approaches commonly used in engineering disciplines, such as root finding, curve fitting, numerical integration, and numerical differentiation. In addition, they are only required to take one introductory level programming course and thus usually experience difficulty when working on course projects involving extensive programming. However, the industry is demanding different skillsets than the ones that were expected just a decade ago. Numerical and programming skills are becoming increasingly important. In this case study, the effectiveness of embedding numerical methods and MATLAB programming in MMET 303 Fluid Mechanics and Power, a four-credit junior-level required course offered every semester for undergraduates at the Department of Engineering Technology and Industrial Distribution at Texas A&M University, was assessed. A series of learning modules were purposefully designed and implemented as a trial test in the classes offered in the semester of Fall 2023. Instructor's observation, submitted assignments, and survey results were analyzed. The results suggested that embedding numerical methods and associated MATLAB programming into a required course enhanced students’ analytical skills of tackling practical problems, helping them become better prepared as they move on into the industrial companies or the graduate schools.

ChatGPT: Literate or intelligent about UN sustainable development goals?

Generative AI tools, such as ChatGPT, are progressively transforming numerous sectors, demonstrating a capacity to impact human life dramatically. This research seeks to evaluate the UN Sustainable Development Goals (SDGs) literacy of ChatGPT, which is crucial for diverse stakeholders involved in SDG-related policies. Experimental outcomes from two widely used Sustainability Assessment tests-the UN SDG Fitness Test and Sustainability Literacy Test (SULITEST) - suggest that ChatGPT exhibits high SDG literacy, yet its comprehensive SDG intelligence needs further exploration. The Fitness Test gauges eight vital competencies across introductory, intermediate, and advanced levels. Accurate mapping of these to the test questions is essential for partial evaluation of SDG intelligence. To assess SDG intelligence, the questions from both tests were mapped to 17 SDGs and eight cross-cutting SDG core competencies, but both test questionnaires were found to be insufficient. SULITEST could satisfactorily map only 5 out of 8 competencies, whereas the Fitness Test managed to map 6 out of 8. Regarding the coverage of the Fitness Test and SULITEST, their mapping to the 17 SDGs, both tests fell short. Most SDGs were underrepresented in both instruments, with certain SDGs not represented at all. Consequently, both tools proved ineffective in assessing SDG intelligence through SDG coverage. The study recommends future versions of ChatGPT to enhance competencies such as collaboration, critical thinking, systems thinking, and others to achieve the SDGs. It concludes that while AI models like ChatGPT hold considerable potential in sustainable development, their usage must be approached carefully, considering current limitations and ethical implications.

A diffraction approach to assess the elastic properties of a nylon string

Young’s modulus of a nylon string has been determined experimentally by combining elasticity theory and wave optics. A diffraction experiment was setup to determine the change in string diameter for different tensile forces, applied by means of hanging weights. A linear elasticity model was used to calculate Young’s modulus. We provide a simple method, which could be used as the basis of an experiment for the introductory university level.

Using musical acoustics to motivate math learning

A course on musical acoustics, at the high school or introductory college level, can be an effective vehicle for improving student math skills. More importantly, it provides an opportunity to develop an appreciation for the utility of mathematics among skeptical students, including those from groups, such as women and minorities, who have historically been steered away from quantitative studies. Having an answer for the rhetorical “What is math good for?” can boost a student's motivation for learning math and open the door to consideration of STEM careers. This presentation gives an overview of how math skills are explicitly addressed throughout a 10-week (one quarter) general education course, “Physics of Musical Sound,” taught at Central Washington University. Examples of specific in-class exercises will be described, as well as how math is incorporated into collaborative term projects. A discussion will be provided of what has worked, and not worked, throughout 25 years of teaching this course.

Teaching acoustic and electromagnetic waves

Students have observational experience with waves by speaking and hearing, seeing, and feeling but their use of mathematics may be delayed until introductory physics at middle school, high school, and/or college. Students following a university physics or engineering bachelor’s degree are usually required to take a course on electromagnetic wave theory because of the foundational science and/or applications such as communications and observation. Regrettably, it is common that a mathematical description of various wave propagations may be acquired but without a thorough understanding of the underlying physics – especially in electromagnetics. Thus, we have tried to develop an introductory graduate level course that teaches electromagnetics and optic waves and its applications on the foundation of first understanding acoustics. This serves as a preparation for research or vocation. Topics include traveling waves, standing waves, wave impedance, radiation patterns, interference, interferometry, sonar and radar, imaging, waveguides in more. Examples of introducing the mathematics of solution first and then derivations of wave equation is presented. The goal is that mathematics should be a useful language to communicate physical information and that acoustic demonstrations should reinforce learning in multiple physical modalities.

한글 자형에 대한 일본인 입문 학습자의 시각적 인식 양상 연구

Objectives The purpose of this study is to examine the visual recognition of Hangul consonants among Japanese beginner learners using data from a visual recognition survey. It aims to identify the consonants that learners find visually challenging to distinguish and to provide educational implications for the instruction of Hangul characters at the introductory level.
 Methods An online survey using Google Forms was conducted among 129 Japanese beginner learners studying Korean as an elective liberal arts course at universities in Japan. This survey involved two rounds of visual recog-nition tests on 19 consonant characters. The tests were employing a form constancy testing method where partic-ipants were required to identify Hangul characters that matched the form of the given examples.
 Results In comparison to the first survey, the average score of the second survey increased by 0.39 points, but the difference between the average scores of the first and second surveys was not statistically significant. It was also confirmed that the order of learning Hangul characters and their frequency of appearance did not have a sig-nificant effect on the visual recognition of character forms. In the error analysis of Japanese beginner learners, er-rors due to native language, target language, and curriculum were found, and some errors due to native language and target language were interpreted as errors due to the influence of font styles.
 Conclusions Japanese beginner learners encounter difficulties in the visual recognition of Hangul characters dur-ing the Korean language learning process. Exposure to these characters in textbooks is insufficient for accurate recognition of their forms, necessitating continuous character form education. It is particularly noted that the de-tailed features of Hangul characters and variations in font styles are significant factors for Japanese learners. This approach is anticipated to serve as foundational data for enhancing understanding of Hangul character learning and for developing effective teaching methods.

Computing Education in the Era of Generative AI

Challenges and opportunities faced by computing educators and students adapting to LLMs capable of generating accurate source code from natural-language problem descriptions.

Capturing students' identification of the relevance of organic chemistry in writing

Appealing to students' affect in academic settings, such as demonstrating chemistry's relevance to their life, is one strategy instructors may use to support students’ in learning. This study investigates the types of connections that students make to organic chemistry when responding to an open-ended writing assignment. Students enrolled in an introductory level organic chemistry course were asked to choose and write about an organic molecule they felt was important to their life, in doing so students wrote about the molecule's relevance to their life. Analysis of the writing was supported by semi-structured interviews with a subset of the students in which they discussed their approach to completing the assigment. Conclusions from this study suggest that students successfully made connections between their chosen moleucle and their life. Considered through the lens of relevance, students can both seek and find relevance in organic chemistry topics on a personal, societal, or vocational level; and therefore may reinforce their comprehension and appreciation of chemistry.

Which project management knowledge areas do SME’s managers value the most? - The case of Lourinhã municipality

SMEs play a significant role in economic activity through employment, innovation, and growth, undertaking projects as an engine to survive. However, project management standards are considered bureaucratical for those environments of scarce resources where the manager usually act as project manager. Therefore, due to unfamiliarity or resource constraints, managers may perform the processes they are most familiar with or that are easier to perform instead of those with a higher impact on project success. Hence, this study aims to understand the degree of knowledge, importance, and extent of use of each knowledge area to the SMEs managers in Lourinhã municipality in order to provide training guidelines to foster the development of the region’s SMEs. Quantitative research was undertaken with a survey for the empirical research. Results show a nescience regarding Project Management; that areas with a strong link to costs are prioritized; and that SMEs managers learn and understand the importance of project management practices mainly by applying them. Introductory level workshops and the creation of entity to support managers on project management practice were proposed.

Engaging students in research and self-discovery: An integrative and student-centered approach to History of the English Language

Abstract: This article illustrates how a student-centered, culturally responsive pedagogical approach to teaching History of the English Language (HEL) to community college students from diverse ethnic, linguistic, and socioeconomic backgrounds promotes self-knowledge and academic confidence. I outline how several areas—including language theory, etymology of names, language policy, varieties of English, and language identity—can be effectively taught at an introductory HEL level through ethnographic research and multiple-draft writing assignments. Throughout the article, excerpts of student writing demonstrate their engagement in ethnographic research with a focus on their own communities, revealing their experience-based knowledge and their viewpoints on language-equality issues.

“It’s Weird That it Knows What I Want”: Usability and Interactions with Copilot for Novice Programmers

Recent developments in deep learning have resulted in code-generation models that produce source code from natural language and code-based prompts with high accuracy. This is likely to have profound effects in the classroom, where novices learning to code can now use free tools to automatically suggest solutions to programming exercises and assignments. However, little is currently known about how novices interact with these tools in practice. We present the first study that observes students at the introductory level using one such code auto-generating tool, Github Copilot, on a typical introductory programming (CS1) assignment. Through observations and interviews we explore student perceptions of the benefits and pitfalls of this technology for learning, present new observed interaction patterns, and discuss cognitive and metacognitive difficulties faced by students. We consider design implications of these findings, specifically in terms of how tools like Copilot can better support and scaffold the novice programming experience.

Teaching nanotechnology concepts in early-primary education: an experimental study using digital games

ABSTRACT Nanoscience and Nanotechnology (NST) education is at the forefront of an emerging interdisciplinary frontier, ready to address global challenges. In this context, our research adopts a distinctive approach—using software applications in digital games to introduce young children to NST concepts and analyse resulting learning outcomes. The three-step research unfolds strategically, aiming to assess the effectiveness of two distinct digital technologies (computers and tablets) at an introductory level, influencing children's understanding of Nanotechnology concepts. One hundred fifty second-grade students, divided into experimental and control groups, participated in an exploration facilitated by the Test for the NANOtechnology Elementary Knowledge Assessment (TENANO). This tool meticulously measures the depth of children's knowledge about size, a fundamental aspect of NST. The experimental groups, especially the tablet group, significantly outperformed their post-test control counterparts. This marks a pioneering stride in early primary education. By leveraging children's familiarity with digital technology, this research harnesses the recent health crisis to advance NST education through interactive games, leaving a distinctive mark on early-primary NST education and paving the way for transformative educational methodologies.

Mentoring as complementary support for learner engagement

Student engagement is linked to student success and shaped by the availability of student support through their academic journeys. Improving engagement with adequate support strategies is a continuous challenge for open and distance learning (ODL) institutions. However, there is limited understanding of how student engagement experience can be influenced by a support team outside the instructional context of faculty presence. In 2020, the Open Polytechnic (OP) Te P?kenga, a specialist provider of open distance education in New Zealand, implemented a three-tiered framework for student support. This system includes technology-supported mentoring interventions that are aligned to, and separate from, academic faculty support; the mentoring system gives students access to consistent engagement opportunities during their course journeys. The current project examines how students perceived these mentoring interventions, and this paper specifically examines the perceptions of newly enrolled online students on their experiences of the mentoring interventions during onboarding. Students in two introductory level block courses participated in an online, qualitative survey and their responses were thematically analysed following a deductive approach. Key themes in the data were related to the concepts of transactional presence and emotional engagement. These findings demonstrate the value of complementary non-academic support during student onboarding.

Teaching ideal gas in a uniform field: exploring student preferences

An ideal classical gas under uniform gravity is a commonly discussed problem in statistical thermodynamics. At an introductory level, the condition of hydrostatic equilibrium gives rise to the barometric formula, which describes the variation of gas pressure with height. At an advanced level, the partition function can be used to find the density and the internal energy of the gas. These methods rely heavily on mathematical concepts, which may pose a difficulty to some students. This article presents teaching the problem via the virial theorem, emphasising the physical picture of the particle distribution. The virial theorem allows the internal energy to be expressed as an integral over the surface of the container. For the pedagogical purpose, visualisation of how the particles distribute themselves at extreme temperatures helps determine the internal energy of the gas. Student feedback is used as a basis for evaluating different approaches to the problem.