Lecture Attendance Research Articles

DOES DENTAL STUDENTS' ATTENDANCE IN CLASSROOM LECTURES DEPEND ON THE MODE OF ATTENDANCE TRACKING?

Purpose: The necessity to attend classroom lectures is a disputable topic among dental schools globally. Since there is an ongoing debate on different aspects of this problem in literature, the purpose of this study was to compare students’ attitudes toward classroom attendance and investigate if stricter attendance tracking methods could lead to better classroom attendance at two dental schools utilising different modes of tracking students’ attendance. Method: This was an observational, cross-sectional survey distributed among dental students enrolled at King Abdul-Aziz University (KAU) and King Saud University (KSU) in Saudi Arabia. The survey included questions on demographics, average travel time, student's attitudes toward classroom lectures and common reasons for absenteeism. Collected data were analysed and summarised as frequencies and percentages and then compared using the Chi-square test for statistical significance. Findings: The study involved 678 participants from KAU and 475 participants from KSU. In general, there was a significant difference in students’ attendance between both schools in which 26.8% of KAU dental students skipped 5 or more lectures/month compared to 11.5% of students at KSU. Among the factors affecting classroom lecture attendance, commuting time was a major one reported by students (44.8% of students at KSU and 51.4% at KAU needed 30-60 min to reach their schools). The availability of lectures through online resources and the necessity to study for exams were additional factors reported by students of both schools. Implications for research and practices: Based on the current data, the school’s method to track students’ attendance may have a role in the pattern of classroom absenteeism.

Implementasi K-Nearest Neighbor Dalam Prediksi Mahasiswa Berhenti Kuliah

A student is a student who sits and is registered in one of the universities, both public and private, being a student is the dream of many students around the world and being a student is the starting gate to determine someone will be in the world of science in what field, be it computer science, medicine, world of education and others. However, there are many reasons why students decide to stop attending lectures suddenly due to several factors, both external and internal factors. This causes its own losses that will be faced by the campus, one of which is the reduction in the quantity of student data and resulting in data accumulation, it is necessary to predict students who have the potential to stop studying unilaterally by looking at several criteria and digging up information on the data of students who have the potential to quit college by applying the K-algorithm. NN. In this study, the K-NN algorithm records old data and sees similarities to new data in an effort to recognize patterns of students dropping out of college, the results obtained from new lecture data show that the data is similar to the old data of students who dropped out of college with the closest similarity of values from other cases, namely 17 .3815 with 19.98875 so that the results obtained by the new data student decision decided the possibility of dropping out of college

Do Medical Students' Learning Styles and Approaches Explain Their Views and Behavior Regarding Lecture Attendance?

Medical students' attendance at lectures, particularly in the preclinical years, has been steadily declining over the years. One of the many explanations offered for this observation is that students have different learning styles and approaches, such that not all of them benefit from attending lectures; however, no studies have specifically examined this possibility. While there is evidence against learning styles as affecting objective measures of learning, they are associated with subjective measures of learning and may therefore influence student behavior. We hypothesized that students' learning styles and/or approaches influence their views about the value and purpose of lectures and their motivation to attend them, which, in turn will affect their behavior. A LimeSurvey was distributed to all preclinical students at the American University of Beirut. The survey included questions about demographic data, self-reported attendance rates in Year 1 of medical school, two validated and standardized questionnaires assessing the students' learning styles (visual, auditory, kinesthetic, tactile, group, individual) and learning approaches (superficial, deep, strategic), and a series of questions exploring the students' views about the purpose and value of lectures and their motivation to attend lectures. No associations were found between learning styles or approaches and attendance rates, but this may have been confounded by the mandatory attendance policy at the time. There were, however, a few positive associations between some learning styles or approaches and the students' views about the value of attending lectures. In particular, students with high scores as auditory learners tended to see absolutely no value in attending lectures, and those with high scores as group, auditory or visual learners, tended to see less value in taking their own notes in lectures. Students with superficial approaches to learning felt that watching videos of a lecture provides equivalent education to attending a lecture. There were no statistically significant associations with either the perceived purpose of lectures or the motivation to attend lectures after correction for multiple testing. This study reveals that except for some interesting findings related to auditory learners, differences in learning styles or approaches among students cannot adequately explain differences in their attitudes, and likely, behavior, regarding lecture attendance. The idea that learning styles and approaches can influence educational preferences and outcomes, while attractive and intuitive, continues to require supporting evidence. The online version contains supplementary material available at 10.1007/s40670-021-01362-3.

Enkripsi Base 64, Hashing SHA1 dan MD5 pada QR Code Presensi Kuliah

The lecture attendance application at the University of Muhammadiyah Bengkulu needs to be developed so that it is easier in the implementation process. One way to simplify the process is to use the presence of a Quick Response Code which can be done in online or offline lectures. The method used is in the form of encrypted and hashed Uniform Resource Locator storage combined with internet protocol address filtering so that the information stored in the Quick Response Code becomes more secure than in plain text. The data collection method uses observation and interview techniques to previous application users and then analysis, design and experimental programming are carried out on program modules that play a role in the presence process. From the results of this study, the Quick Response Code can be protected and used successfully and can be integrated with several learning management systems, social media applications that are often used by lecturers, especially at the University of Muhammadiyah Bengkulu. The results of this study have been used in the lecture process in the Even Semester of the 2020 Academic Year.

Experience in introducing a new interactive format of lectures at clinical departments and the attitude of students towards them

The modern model of education and the present conditions demand of the teacher to choose the latest teaching methods. The teacher is no longer the main source of information, he should manage education, implementing competence-based study methods. In order to achieve this, the latest teaching methods are introduced in Bogomolets National Medical University with the new lecture frameworks. Changing the lecture style at a medical universities and, in particular, using the modern lecture educational technologies provide important conditions for improving training future doctors. As Bogomolets National Medical University experience shows, this provides opportunity for turning traditional lectures into interactive lessons to increase students’ interest, to provide improved material perception through the dialogue between the lecturer and students. The article presents the results of surveys of 387 students conducted at the Department of Internal Medicine №3, as well as generalized information regarding students’ evaluation of changes in the lecture framework and the implementation of new training methods in Bogomolets National Medical University. According to the survey results, most students are satisfied with the quality of the updated lecture frameworks at the therapeutic departments. The main characteristics of the lectures that teachers need to pay attention to in order to improve the lecture quality have been analyzed separately. In the view of the students, the best features of the lectures are: actuality, availability of material, structure and laconicism, informativeness, interactivity, video footage using, practical orientation of the presentation, illustration and sufficient number of visuals, an opportunity to be engaged in dialogue with lecturer. Students find traditional attendance control useless, the majority of respondents supported free lecture attendance.

Prototype of College Student Attendance Using Radio Frequency Identification (RFID) at Musamus University

Student attendance in the classroom is one indicator for lecturers in learning activities. At Musamus University, student attendance has been managed digitally. The system is known as SIMAKAD. The weakness of SIMAKAD in doing attendance is in the process of entering data. Student attendance data can be inputted by the lecturer after completing the manual signature process by students. This can cause errors in entering data into the system. Whereas in the industrial revolution of the 4.0 era, the transformation of digital data in education was needed. For example, with the presence of Radio Frequency Identification (RFID) technology. The student attendance prototype using RFID was designed as a solution to solve problems in entering student attendance data at SIMAKAD. RFID technology can identify each student while attending college through reading the student TAG ID. By adding Internet of Things (IoT) capabilities, the results of reading student IDs will be sent directly through the internet and stored in a database server. The database can be directly used by lecturers as monitoring attendance of lectures. So no need to use manual absence.

IMPLEMENTASI SISTEM INFORMASI REKAPITULASI ABSENSI PERKULIAHAN MAHASISWA PADA STIKOM DINAMIKA BANGSA

“Attendance is usually used as a marker of someone's presence in an activity or event. Attendance can be applied in various activities, one of which is in the world of education, namely attendance at teaching and learning activities. In terms of teaching at STIKOM Dinamika Bangsa it also applies an attendance system to students. Students do attendance in every lecture they take. Attendance is done by signing the attendance list paper provided by the academic. This attendance is used as a condition for students to take the final semester exams. Students who can take the final semester exams must take no less than 75% of the total number of meetings for each subject. To find out the number of student attendance in lectures, at the end of each semester the attendance will be recapitulated by the study program staff. Student lecture attendance data is inputted using the MS application. Excel. Recording student lecture attendance data using the MS application. This Excel raises several problems. For example, BAAK takes a long time to make announcements on the names of students who cannot take the final semester exams, it requires a lot of paper to make announcements for students who cannot take the final semester exams, students will also be late in getting information about the final semester examination room. With this research, it has resulted in an information system application that can assist BAAK in processing student lecture attendance recapitulation data and help students to get lecture attendance recapitulation information and final semester exam room information.”

Using learning analytics to redesign core pedagogy subjects: a case in point

ABSTRACT Research has demonstrated a correlation between lecture attendance and students’ academic achievement. However, students may not attend lectures for a variety of reasons. The provision of lecture recordings online can also negatively impact lecture attendance and student achievement. These facts implore us to be courageous and explore new approaches to improve and expand learning experiences. This paper describes how a diverse team of academics, learning analytics and education design staff at [the University of Wollongong] came together to explore this issue and develop an approach that could better support the learning of our students resulting in higher rates of achievement while adapting to students’ needs for flexibility and connection. Details are given regarding the analysis of learning analytics data, and how these data have informed and directed a transformed learning design for a core undergraduate subject in the field of teacher education.

Older Adults’ Engagement in Senior University Lectures and the Effect of Individual Motivations

Among older adults, engagement in education can potentially have positive effects on cognition and psychological well-being and can prevent social isolation. The aim of this study is to investigate the role of individual motivations specific to older learners that underlie the frequency of participation at a senior university and how health or socioeconomic dimensions may affect the possibilities for participation. With data on participants from the senior university program at the University of Zurich (N = 811), we show that greater individual motivations regarding different aspects of learning have an effect on the frequency of lecture attendance, while other life circumstances do not. However, the findings show that when different forms of motivation are compared, instrumental motivation—meaning that the intention to use the gained knowledge now or in the future is responsible for the participant’s learning aspirations—is the only motivation that significantly increases lecture attendance. Hence, we conclude that to increase people’s engagement in this specific form of education in later life and to intensify lecture attendance, these programs should meet participants expectations.

Therapeutic Endoscopic Procedures on a Human Cadaver—A Pilot Feasibility Study

Abstract Introduction The traditional apprentice model of teaching therapeutic endoscopic skills is inadequate due to unpredictable frequency and high stakes for patient outcome. Simulation had gained widespread acceptance for training modules. But all the procedures cannot be trained on simulator. We designed a novel human cadaver hands-on training module for practicing percutaneous endoscopic gastrostomy (PEG), endoscopic variceal band ligation (EVL), endoscopic injection (EI), snare polypectomy (SP), thermal cautery (TC), and endoscopic clip (EC) placement. Methods A single preserved pre-coronavirus disease 2019 human cadaver was used as a training model. Twelve trainees (6 teams) used the module to acquire and practice new skills of PEG, EVL, EI, SP, and EC using standard endoscope and regular endoscopic accessories. All the trainees completed the course evaluation using a 5-point Likert scale (5= strongly agree). Results The training resulted in a self-reported increase in equipment familiarity and all the trainees felt uniformly that they are better prepared for performing the procedures on real patients. They strongly agreed that this exhaustive hands-on exercise has more educational value than attending lectures. Conclusion Human cadaver can be used for trainees to hone therapeutic endoscopic skills by teaching modules with predefined learning objectives.

Design and development of student attendance information system using QR code in accounting department of Politeknik Negeri Semarang

This study aims to streamline the lecture attendance system and overcome indications of cheating on student absences in the lecture process in class. Manual attendance list causes lost time of lectures and waste of paper, and therefore the need for an attendance system to reduce these problems. Higher education with all its strategic activities cannot be separated from the importance of using information technology. One of the important activities routinely carried out by a tertiary institution is to record Academic Administration activities (teaching and learning process), this routine activity involves many interests both from the lecturers, administration and from the learning facilities and infrastructure they have. This activity must be made an information system in order to facilitate all parties and produce information that is fast and valid. One such information is student information about absence which can be caused by permission, illness or even negligence. This activity is carried out every day so that if and error occurs or negligence will harm all parties involved in the teaching and learning process therein. This article discusses how to design and build an Academic recording information system in the form of student attendance that can produce accurate and timely information available to meet the needs of students, Academic Administration and department managers so that the information system can be aligned with academic regulations and can be accepted by system users. The object used is the Semarang State Polytechnic Accounting Department. The method used is to use the Unified Model Language approach which consists of Use Case Diagrams, Class Diagrams, and Data Dictionaries. While the development model using waterfall, the stages include analysis of the existing system, concept design, physical design, implementation and testing. The output of the research is an Android-based student attendance information system application using QR Code which generates information for students, Academic Administration and department managers.

Design and Development Of Lecturer Attendance System Using Radio Frequency Identification (RFID)

Lecturer attendance record is required by the university to know the presence of lecturers in teaching in class. In general condition, lecturer attendance is recorded on the attendance sheet, or input to web application accessed on a class computer. However, there are some problems in its implementation so that at the end, lecturer presence is carried out using a manual form where the academic staff needs to re-enter the lecturer attendance data into the applications. Based on the above, the authors designed and developed a lecturer attendance information system to record lecturers' attendance using radio frequency identification technology by implementing a near field communication card (NFC Card). The device used to record and read presence data during lectures, by tapping an Mi-fare NFC card to an NFC reader / writer device. The flow of this research method begins with a literature study of NFC card, observe the flow of lecture attendance process and data recorded into lecturer attendance sheet, analyzing the database design, the system design which has compatible with NFC reader and writer devices, designed system interface and continue to develop system. The result is system consists of master data, system attendance, verification and reporting module. The results show that NFC card implementation is more practical for lecturers in conducting lecture attendance and NFC card could be tapped out into an NFC device at a maximum distance up to 7 cm with the reading angle relative to NFC reader/writer with range 00 until 300 can read NFC Card.

Study of Live Lecture Attendance, Student Perceptions and Expectations

Declining lecture attendance has been an ongoing concern for educators involved in undergraduate medical education. A survey was developed (a) to gain insight into the reasons students skipped class, (b) to identify the type of study materials they were using, and (c) to determine what they thought would motivate them to come to class. The survey was sent to 317 first-year and second-year medical students, and 145 (45%) responded. Only 63% of first-year students and 53% of second-year students attended any lectures that were not mandatory. The attendance was higher for students who aspired to less competitive specialties such as pediatrics and family medicine. The most popular reasons for not coming to class were related to the efficiency of information intake and instructor or class style. The most heavily used resources (> 60%) were materials or recorded lectures provided by the instructor. The second-year students also heavily used outside study materials for Board exams, such as Pathoma (50%). Students’ ideas for what might increase their attendance suggest that they perceive that the lectures may not prepare them for Board exams, and they would like faculty to address Board related content more often in class and on assessments. Respondents also suggested that teaching practices might be improved through faculty development. Faculty awareness of and references to Board exam content, embedded in strong teaching practices, may help students find more value in live lectures. Carefully designed active learning sessions may change students’ minds regarding the relevance and value of these sessions.

Impact of health literacy on health practices in the working life of young Japanese nurses and care workers.

To continue to work healthily, health practices are necessary. This study assessed the impact of health literacy (HL) on health practices in the working life of young Japanese nurses and care workers, occupations with heavy physical and psychological burdens. A web-based survey was conducted with 500 women (330 nurses and 170 care workers) under the age of 30 in 2019. Data regarding their demographic characteristics, HL and health practices in their working life were collected. A significant association was found between high HL and better health practices, such as being likely to rest when tired, working at their own pace maintaining a good work-life balance and regularly performing self-check-ups, which were common to nurses and care workers. In addition, sub-analysis among the high-HL group revealed that the attendance of lectures regarding working life and health for new employees was effective for taking rest when needed, working when not overtired and a good work-life balance. The results of this study suggest that high HL relates to healthy practices in the working life of young Japanese nurses and care workers. Increasing HL or fundamentally enhancing attitudes towards their own health or both may, therefore, have some benefits for healthy working practices.

Sentiment Analysis of Student Engagement with Lecture Recording.

Lecture recordings are useful learning resources that can support flexible, remote and distance learning, especially during the Covid-19 pandemic. This study explored students’ experiences of engaging with recorded lectures and the extent to which such engagement contributes to enhanced learning. The research involved the deployment of a questionnaire to undergraduate and postgraduate students (n = 660) who had access to lecture recordings at a research intensive public university in New Zealand. Key findings revealed that students who accessed lecture recordings reported an enhanced learning experience. They stated that the availability of lecture recordings created an inclusive learning environment for students with learning disabilities and fostered flexible learning for those who would otherwise be unable to attend lectures either due to sickness or work commitments. Data also suggest that students utilised lecture recordings as supplementary learning resources rather than a substitute for regular lecture attendance. Our findings substantiated previous research studies and additionally demonstrated the various ways in which students engage with lecture recordings. Moreover, the use of sentiment analysis shows how multiple data can be triangulated to confirm or contest research findings. Finally, we believe this study adds to the voice that lecture recordings are vital resources that support students’ learning.

Lecture Attendance among University Paramedic Students: A Sequential Mixed Methods Study

Background Lecture absenteeism is a widespread issue and has been reported for a large range of university disciplines. The aim of this study was to describe face-to-face lecture attendance within a Bachelor of Paramedicine cohort at a large Australian university and explore associated factors. Methods A sequential mixed method study was undertaken using lecture attendance counts, a cross-sectional questionnaire and semi-structured interviews. Attendance was recorded at four time points throughout one semester. The Lecture Attendance Scale, a standardised 34-item questionnaire with a 7-point Likert rating scale, was used to examine reasons behind students’ choice to attend lectures or not, followed by further exploration via semi-structured interviews. Results Lecture attendance ranged from 30% to 76%, with a mean of 49.2%. On analysis of the questionnaire, eight factors were identified, and these were largely supported by the interview data. Conclusion High levels of lecture attendance were not observed. This study suggests that the decision to attend a lecture can be complex and is influenced by a range of student and organisation-related factors. Understanding and utilising this information to modify and improve healthcare curricula delivery is vital, especially where there may be an association between attendance and the development of clinical skills, and professional attitudes and qualities. This is especially important in healthcare education in the post-COVID-19 pandemic era where the value of in-person education will continue to be examined.

COVID-19 and Online Learning: Factors Influencing Students’ Academic Performance in First-Year Computer Programming Courses in Higher Education

The spread of COVID-19 pandemic continues to burden education sectors globally leading to the cancellation of face-to-face teaching and temporary closure of schools and universities in some countries. To ensure that teaching and learning continue during national lockdowns and other COVID-19 measures, schools and universities resort to online learning or distance-learning exacerbating existing inequalities. Such transformation mostly affected students pursuing practicum oriented professions such as science, technology, engineering, technology and mathematics (STEM). Such professions require rigorous training and lab sessions, especially in computer programming courses. However, computer programming courses are perceived as difficult, complex and challenging especially in higher education. Therefore, the study sought to investigate factors influencing science, technology, engineering and mathematics students’ academic performance in first-year computer programming courses in higher education. The study revealed that besides the impact of COVID-19 pandemic, students’ academic performance in computer programming courses is influenced several factors including computer programming stereotype, digital literacy level, learning environment, pedagogical approaches, student’s cognitive learning style, the complexity of programming course setup, instructors’ competence to teach programming subject, availability and access to internet and computers, online programming materials, student’s coding background, self-discipline, student’s engagement in programming lessons, motivation, eagerness to get good marks in computer programming, students’ higher-order programming and thinking skills, students’ lecture and lab attendance.

Effectiveness, efficiency, engagement: Mapping the impact of pre-lecture quizzes on educational exchange

Our study addresses a systemic issue facing higher education – a lack of rigorous educational research alongside new technology-assisted ways of teaching and learning. The issue highlights the disciplinary disconnect as many academics do not research outside their discipline, yet are tasked with educational modernisation through trying out new educational technology. Addressing this issue, we present our conceptual framework, the course transaction space (CT-space), and use it to analyse the impact of an intervention we designed that involved the use of regular online pre-lecture quizzes in a university mathematics course. The aim of the intervention was to optimise the effect of distributed (spaced) practice on long-term retention. Our findings suggest that a relatively small change in course instruction can improve the efficiency and effectiveness of educational exchange. Our analyses of data from multiple sources provide evidence that our intervention resulted in a sustained increase in the frequency of students’ engagement with the content, increased attendance of lectures, and improved grades. Additionally, we discuss the impact of our intervention on the quality of student engagement with reference to competence related beliefs and self-efficacy. Finally, we discuss how our intervention can be used in other contexts for supporting an evidence-based approach to teaching and learning.
 Implications for practice or policy 
 
 For teachers designing an intervention with the aim of improving students’ learning engagement during a course of tertiary study, we advise incorporating a series of frequent low stakes online quizzes with low level of difficulty.
 For students, these will act as an incentive, enabling improvement in the frequency of their learning engagement and its quality.
 The course transaction space (CT-space) model can be used to explore and analyse the impact of a variety of interventions introduced in tertiary courses through the lens of engagement.

Challenges, Coping Mechanisms and the Support Accorded to Student-mothers in Academic Pursuit: A Case Study of Egerton University, Nakuru County

Education is an important aspect in development as it strengthens nations and empowers people thus making it critical to Kenya’s attainment of Vision 2030. Education benefits society, communities, and individuals across the globe. Today, there is a high number of student mothers in institutions of higher learning whereby the demands in academic pursuit conflicts with motherhood responsibilities thus affecting their academic performance. Despite the existence of guidelines and policies on return to school, student mothers continue to face challenges in pursuit for education. The aim of this study was to examine determinants of schooling challenges, coping mechanisms and the support accorded to student mothers in their pursuit for higher education. The study adopted role conflict theory. A cross-sectional survey research design was used for this study. The study population was 360 student mothers. Simple random sampling procedure was used to obtain a sample size of 101 respondents. The data was collected using interview schedules and semi structured questionnaires. The data was analyzed using descriptive statistics. From the study findings, 80% of the respondents reported that economic challenge was a hindrance to academic performance. The findings indicated that 92% of the respondents had time management hurdle with respect to lecture attendance, co- curricular activities, childcare responsibilities, and domestic chores, academic trips, taking the child to clinic, assignments submission, academic group discussions and academic trainings. About 96% of respondents agreed that they received family support to meet day to day expenses while learning. From the study findings this study proposes the loan award criteria by HELB should be revised to incorporate student mothers as special group of loan applicants. Greater institutional and family support should be encouraged in order to strengthen positive coping mechanisms by student mothers in dealing with unavailability of adequate financial and family support.

University Students Perception of Online Education: Is Engagement Enough?

Background:Universities have halted non-essential services, with many restricting campus-based teaching, and continuing courses through online resources, including (controversially) lab-work. Such technologically enhanced approaches have been proven to have high levels of engagement among university students.Objective:This study focuses on the perception of quality of online learning by first-year university students, between two semesters, amidst the COVID-19 pandemic.Methods:A 24-item questionnaire was designed with Likert response scale. It consisted of general perception questions of academic life and questions specific to the quality of delivery of a specific class. Eighty one eligible students were asked to fill the same questionnaire for each semester. Students’ responses and their grades from the final exams in each semester were compared.Results:Out of 81 eligible students, 75.31% of students responded to the survey. They were less interested in their studies in the second “online” semester (p=0.05). Students expressed dissatisfaction with the quality of online classes (p=0.03). Academic life fulfillment was also affected (p=0.02). Students’ perception of the amount of free time they had between semesters did not change significantly (p=0.16). Students appeared dissatisfied with their active participation during the online class (p=0.007), even though they felt less stressed attending lectures from home (p=0.041). However, they found that workload was bearable and similar between semesters (p=0.83). Students also had significantly more trouble concentrating during online lectures (p<0.001). Students’ grades significantly improved by an average of 1.07 (out of 10) in the final exams at the end of the second semester (p<0.001).Conclusion:These unprecedented circumstances require innovation and cooperation on the part of university programs to maintain rigorous standards of higher education, taking into account students’ evolving perception and needs.