Large Class Setting Research Articles

14. By Students, For Students: Adapting Inquiry-Based Learning for Undergraduate Human Anatomy Education in a Large Class Setting

Inquiry-based learning (IBL) is a well-documented educational paradigm that has been adopted for the teaching of various subjects. In the interest of finding novel methods of teaching a traditionally lecture-based subject, IBL was adopted into an undergraduate human anatomy course in 2009 as a project called Inquiry 216. This project allows students to engage in a group-oriented and open-ended research project culminating in a free-format presentation. Since its inception, Inquiry 216 has undergone multiple revisions in methodology, with particular attention paid to formalizing the role of student facilitation, encouraging graduates of Inquiry 216 to become facilitators, and the evaluation and subsequent improvement of IBL in the context of Inquiry 216. A chronological account of conception, issue identification, objective and subjective evaluation and improvement of Inquiry 216 to its present model is illustrated, along with a specific emphasis on the benefits of student-based facilitation. We suggest that successful development, evaluation and improvement of IBL as a parallel to didactic education can further enhance students’ potential and enthusiasm for learning across various subjects.

Virtual educational complex of the course “Methods of design of experiments” in distance learning environment of Moodle

Currently the information technologies have penetrated to all spheres of human activity, including education. The main objective of the article is to show the advantages of the developed complex and to familiarize with its structure too. The article presents the arguments that the use of the distance learning tools has a significant impact on Russian education. This approach provides the conditions for the development of innovative teaching methods. The approach describes the capabilities offered by the virtual education center of distance learning Moodle too. It is attractive not only openness but because it contains a large set of libraries, classes and functions in the programming language PHP too, which makes it a convenient tool for developing various online information systems. It is shown that the effectiveness of distance learning depends on the organization of educational material. The basic modules of the course were underlined. This section provides a comprehensive understanding of material. For the verification and control of students knowledge the testing system was developed. In addition, the training package has been developed which contains the information, helping to assess the level of students knowledge. The testing system includes a list of tests divided into sections and consists of a set of questions of different complexity. The questions are stored in the single database (“The bank of questions”) and can be reused in one or more courses or sections. After passing the correct answers to the test questions can be available for the student. In addition, this module includes tools for grading by the teacher. The article concludes that the virtual educational complex enables to teach students, has a friendly interface that stimulate the students to continue the work and its successful completion.

Realizing all reduced syzygy sequences in the planar three-body problem

The configuration space of the planar three-body problem, reduced by rotations and with collisions excluded, has a rich topology which supports a large set of free homotopy classes. These classes have a simple description in terms of syzygy (or eclipse) sequences. Each homotopy class corresponds to a unique ‘reduced’ syzygy sequence. We prove that each reduced syzygy sequence is realized by a periodic solution of the rotation-reduced Newtonian planar three-body problem. The realizing solutions have small, nonzero angular momentum, repeatedly come very close to triple collision, and have lots of ‘stutters’—repeated syzygies of the same type, which cancel out up to homotopy. The heart of the proof stems from the work by one of us on symbolic dynamics arising out of the central configurations after the triple collision is blown up using McGehee's method. We end with a list of open problems.

An optical biosensor based on a multiarray of enzymes for monitoring a large set of chemical classes in milk

In this paper we projected and realized a biosensor platform which combines an optical system, intimately integrated with an array of biomediators able to provide a helpful tool for safety management of the milk. Optical feature selection of various enzymes was performed for monitoring compounds of various chemical classes and metabolic markers of cow's wellness. The detection of selected analytes was evaluated through biomediators of C. reinhardtii cells, and acetylcholinesterase, tyrosinase, urease, β-galactosidase and d-lactate dehydrogenase enzymes. The analyses were performed by fluorescence that for the algal cells was based on chlorophyll a fluorescence emission while for enzymes was guaranteed by the use of fluorescein 5(6)-isothiocyanate or 5(6)-carboxynaphthofluorescein. The LODs, reported with the units of EU legislation, were 1.1ng/kg for diuron, 0.6μg/L for chlorpyrifos, 1.2μg/L for catechol, 13.8mg/dL for urea, 0.06g/L for lactose, and 19.5ppm for d-lactic acid.

Digital Content Creation and Collaborative Learning in a Large Class Setting

Digital Content Creation and Collaborative Learning in a Large Class Setting

The Student’s Experience of Attending Large Classes in a South African Higher Education Context

The increase in numbers of students entering South African universities results in the challenge of effectively managing large groups of students in classrooms. Previous research has focused on resourcing and the manner in which knowledge can be conveyed in large classes. To date not much research has been conducted on the student experience within a large class setting at South African higher education institutions. To make provision for responsible massification of higher education that does not affect the quality of student learning negatively, it is necessary to identify the perspective of students on teaching and learning in large classes. A descriptive exploratory study was undertaken using quantitative data derived from a questionnaire. Undergraduate students were asked to provide information related to their experiences of various aspects in the largest class they attend, such as physical environmental, teaching in class, methods/activities, learning and assessment. The results indicate that the students’ level of academic independence determines how well they cope in a large class and the competence and enthusiasm of the lecturer influences whether they attend these classes regularly. It is recommended that teaching and learning methods that can develop students’ ability for independent learning be gradually introduced in large classes. DOI: 10.5901/mjss.2014.v5n16p375

Rigidity of Schubert classes in orthogonal Grassmannians

A Schubert class σ in the cohomology of a homogeneous variety X is called rigid if the only projective subvarieties of X representing σ are Schubert varieties. A Schubert class σ is called multi rigid if the only projective subvarieties representing positive integral multiples of σ are unions of Schubert varieties. In this paper, we discuss the rigidity and multi rigidity of Schubert classes in orthogonal Grassmannians. For a large set of non-rigid classes, we provide explicit deformations of Schubert varieties using combinatorially defined varieties called restriction varieties. We characterize rigid and multi rigid Schubert classes of Grassmannian and quadric type. We also characterize all the rigid classes in OG(2, n) if n > 8.

A Student's Guide to Critical Reading using APPS

The concept of smart phone apps forms a mnemonic device and checklist for students who are learning critical thinking and reading skills. “Use your apps” reminds students to consider the importance of Author, Audience, Assumptions, Point of View, Perspective, and Scale when reading any text. “APPS” also lends itself to class discussion and assessment, even in large class settings.

Perspectives of Physical Education Specialists who Teach in Large Class Settings

Perspectives of Physical Education Specialists who Teach in Large Class Settings Dr. Michael K. Gross, Dr. Alice M. Buchanan Abstract This paper examines the perspectives of eight elementary physical education specialists who teach children’s physical education in classes with large student: teacher ratios. The physical education specialists taught classes with student: teacher ratios of up to 54:1 per class. Interviews were conducted with each physical education specialist. The questions were written to inquire about specific variables that effect elementary physical education: biggest issue faced when teaching, delivering daily quality physical education, class management time, adequate equipment, safe learning environment, learning opportunities, adequate opportunity for moderate to vigorous physical activity, class size ratios, administrator attitudes toward physical education and class sizes, professional consideration from peers, discouraging issues, and promising things that kept them going. Results indicated that large class sizes interfered with their ability to offer quality physical education programs to children. The physical educator specialists indicated that they, as well as their profession, were marginalized by others’ attitudes. In spite of teaching environments that include large class sizes, lack of administrative support, peer apathy toward physical education as a legitimate academic discipline, and insufficient equipment to provide maximum participation for all students, the participants in this study were driven by a desire to see their students excel and develop a positive attitude toward physical activity. Full Text: PDF DOI: 10.15640/jpesm.v1n2a5

Strategies that challenge: exploring the use of differentiated assessment to challenge high-achieving students in large enrolment undergraduate cohorts

Academics teaching large and highly diverse classes are familiar with the inevitable effect this has on promulgating teaching and assessment practices to ‘middle of the distribution’, thus ignoring the distribution extremes. Although the literature documents a wide range of strategies for supporting poor-performing students in large class settings, very little work has been reported on catering for more capable students who may feel frustrated and poorly challenged in such settings. This paper reports on the introduction of alternative assessment tasks into two first-year science units of study, with the aim of providing more challenging learning opportunities for high-performing students. It analyses student engagement with and perception of alternative assessment, and concludes that such opportunities are well received by students, even when no additional marks are available nor special credit recognition given for completing an advanced task.

Revival of essay writing in economics

Over the years, we have seen an increase in class size at all levels of leaning and across all curricula. As one might expect, the impact of this growth on student performance is constantly questioned. One of the consequences of large classes is the pending extinction of the essay test and dwindling research paper assignments. Scholars in any discipline typically understand that writing brings extraordinary focus to one’s thinking. Our students are losing that experience as large classes make essay grading increasingly onerous. In this paper, based on my experience teaching principles of economics, it is suggested that with the help of technology, writing can make a comeback in large class settings.

Fabrication of Master Cast for Fixed Prosthodontics: Step-by-Step Procedural Videos

OPEN ACCESSJanuary 4, 2012Fabrication of Master Cast for Fixed Prosthodontics: Step-by-Step Procedural Videos Rainier M. Adarve, DMD, MS, MHPE, Luther Ison, CDT Rainier M. Adarve, DMD, MS, MHPE University of Minnesota Google Scholar More articles by this author , Luther Ison, CDT University of Minnesota Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9068 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAfter taking final impressions for fixed prosthodontics, dental students should be able to pour up their impressions and fabricate master casts to complete the process of full coverage crown treatment. These procedures require knowledge of their steps as well as skill to perform them. This resource contains a set of instructional videos showing the process of fabricating a master cast for fixed prosthodontics. The resource is primarily intended to teach dental students the laboratory components involved in full coverage crown restoration. Twelve short videos have been produced and packaged together to depict the step-by-step sequence of master cast fabrication. The resource has an interface that allows students to watch the videos with full control. They can pause, forward, and play back while watching. The interface also provides students with the ability to read and scroll through the narrative description of the procedure while watching a video clip. This resource has been very helpful in aiding dental faculty with their teaching. Faculty use the resource to demonstrate the details of the steps while allowing the students to watch multiple times. The resource standardizes approach and technique, thereby reducing any confusion students might have experienced due to the varying techniques shown by multiple dental faculty in a large class setting. The resource also serves as an advance organizer that gives students a good overview, thus shortening the time required to explain the material to them. Additionally, the resource can serve as a reference for students to review procedures when needed. Educational Objectives By the end of this session, learners will be able to: Describe the steps in fabricating a master cast for fixed prosthodontics.Perform the following procedures: boxing the final impression, pouring the final impression, trimming the master cast, preparing the removable die, and pouring the base of the master cast.Demonstrate the use of the pindexing machine.Demonstrate die trimming. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Guide.pdf Data Folder Images Folder Index.html Index.swf Project Folder Video Folder To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationAdarve RM, Ison L. Fabrication of Master Cast for Fixed Prosthodontics: Step-by-Step Procedural Videos. MedEdPORTAL. 2012;8:9068. https://doi.org/10.15766/mep_2374-8265.9068 Copyright & Permissions© 2012 Adarve and Ison. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsDie TrimmingPindexWorking CastMaster CastFull Crown Disclosures None to report. Funding/Support None to report. Loading ...

Case Studies in Large and Small Classes: Common Approaches, Different Responses

This paper explores the case study experience in large and small undergraduate classes, with a view to identifying and comparing the challenges which exist in each setting. Using open-ended student surveys and lecturer reflections, the study compares how students in large and small classes, drawn from similar backgrounds, experienced two case events. Contrary to expectations, positive responses were reported in the large class setting as well as in the small class setting. However, managerial factors dominated in the large classes, reducing opportunities for engagement. Different class dynamics were also observed in each setting. Significant differences in expectations were identified between students in large and small class settings regarding participation and interaction. Raising the expectations of students in large classes emerged as a challenge to educators.

EFFECTS OF GROUP LEARNING ON THE ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS

This paper addresses two teaching approaches that many faculty members in Albania pursue nowadays when they teach large classes: the lecture approach and the group or cooperative learning approach. It describes the effects of both approaches on the academic performance of adult students. An empirical study is conducted with 243 students from the Faculty of Foreign Languages, University of Tirana, who are enrolled in the course of Communication Skills. The analysis presented, attempts to show that group learning provides opportunities for negotiation (of form, content and classroom rules of behavior), which create an environment favorable to learning. In contrast, the large class lecture-centered approach is shown to provide rare opportunities for student engagement, transfer of knowledge to new situations, long term knowledge retention and motivation for further learning. Placing the analysis within the role of group communication in the enhancement of one’s academic, social and personal knowledge, this study demonstrates that when teachers move from primary reliance on the lecture to group learning, they lead their students to academic and cognitive benefits. The purpose of this study is to give empirical support to the use of group approaches in large class settings. Key words: education, group learning, lecture, students.

16. Using Content-Specific Lyrics to Familiar Tunes in a Large Lecture Setting

Music can be used in lectures to increase student engagement and help students retain information. In this paper, I describe my use of biochemistry-related lyrics written to the tune of the theme to the television show, The Flintstones, in a large class setting (400-800 students). To determine student perceptions, the class was surveyed several weeks after the song was used. Students reported a high level of engagement and enjoyment during the song. Many students found the song to be a helpful study tool. To guide future song selection, the students were also asked to indicate their familiarity with 30 popular songs from the past 50+ years. The songs that were least familiar to the students were all released before 1980, but some older songs were well known. The results support the use of content-specific lyrics set to familiar tunes as an educational tool, and provides information about specific songs that would or would not be suitable for this purpose.

Adapting Case-Based Teaching to Large Class Settings: An Action Research Approach

While literature points to significant benefits from using case-based teaching in accounting education, the extent to which these benefits can be obtained with large undergraduate classes is not evident. Using an action research approach, strategies for the use of case-based teaching in large classes at an Irish university were developed and evaluated. Insights into the nature of the challenges facing lecturers and students in the large class setting were obtained. The researchers found that, by using appropriate strategies, case studies can be successfully delivered in large class settings, as measured against criteria derived from the literature. The action research method proved effective in the reflection on and development of these strategies. However, despite the success of the strategies that were developed, there were important aspects of the students' and lecturers' responses in this setting that had an impact on the benefits realized.

Learning Through Discussions: Comparing the Benefits of Small-Group and Large-Class Settings

The literature on teaching and learning heralds the benefits of discussion for student learner outcomes, especially its ability to improve students' critical thinking skills. Yet, few studies compare the effects of different types of face-to-face discussions on learners. Using student surveys, we analyze the benefits of small-group and large-class discussions in an upper-level political theory course. We also analyze whether the same types of students are likely to participate and reap the benefits of both types of discussions. We find that, overall, participation is higher in small-group discussions, as are students' perceptions of learner outcomes. We also find a more equal participation of students of different ethnic backgrounds in small-group discussions; similarly, previous academic achievements have less influence on discussion participation in small groups.

Aubry sets vs. Mather sets in two degrees of freedom

Let L be an autonomous Tonelli Lagrangian on a closed manifold of dimension two. We prove that for a large set of cohomology classes, the Aubry set consists of periodic orbits.

On constructing permutations of finite fields

Motivated by several constructions of permutation polynomials done by several authors (most notably by Zieve), we propose a unified treatment for a large set of classes of permutation polynomials of F q . Our approach yields a recipe for constructing several new and old classes of permutation polynomials of F q .

Notes From the Field: Brokering Service Learning Between a Rural Community and Large Undergraduate Class: Insights From a Case Study

This article describes a service-learning partnership between a first-year Environmental Studies/Science course at Trent University and the Haliburton–Muskoka Children's Water Festival, an event held in rural Ontario about 125 km from the university. The partnership was brokered by the U-Links Centre for Community-Based Research, an independent, Haliburton-based nonprofit. Key issues explored in the article include the challenges of rural service learning, striking an equitable partnership between university and community, and offering service learning within a large class setting. The article concludes with a series of lessons learned from the case.