Lecture Instruction Research Articles

TEACHING OF INDIAN DRAMA THROUGH INNOVATIVE ACTIVITIES IN A CLASSROOM OF FOREIGN STUDENTS: THE NATURE OF TEACHER/PARTICIPANT COLLABORATION

The teaching of drama is considered to be one of the most momentous and exciting areas in a classroom. Various innovative classroom activities can be used to make the teaching of drama enjoyable and enthralling. The practice of innovative classroom activities ascertains advantageous in a classroom where the students are not much accustomed to the dramaturge and her/his cultural experience. The manuscript puts forward various innovative classroom activities that can be used whilst teaching Indian drama to the undergraduates with foreign background. Girish Karnad is a notable Indian dramatist whose considerable works have suggestively added to the rich tradition of Indian theatre. The dramas are Karnad’s courageous and effective experimentation on folk subjects. The present paper makes an endeavour to set forth innovative classroom activities for the teaching of Karnad’s play, Hayavadana (1971). The innovative classroom activities enrich students’ understanding and conception of the play. They stimulate students’ curiosity and support them to contribute to the classroom activities. The innovative classroom activities nurture a spirited awareness of contribution by the students. In short, the innovative classroom activities encourage students to enthusiastically contribute in diverse classroom activities and gear up their scholarship. Hence the paper endeavours to confirm how the innovative classroom activities improve and strengthen students’ understanding and appreciation of Karnad’s Hayavadana (1971).The paper sets forward the inventive classroom activities that are particularly planned for teaching Karnad’s Hayavadana (1971). The new classroom activities provide openings to instructors to teach the play ingeniously. They encourage independent and imaginative views on the part of students. They invigorate the discussion and motivate students’ creativity and vision.The article incorporates a real evidence of the teacher-in-role approach and a dialogue. The approach of applied theatre has been employed in which the participants, jointly with the facilitator, participate in the co-construction of the story. As a theatrical practice, it reassures intercession of implication through the activity of skill and contemplation. In this exposé, I suggest on the nature of the concerted progression between teacher and participants, representing my involvement in Approaches to Theatre in Semester 1 at the University of Leeds, United Kingdom in 2014-2015. As my supervisor got Karnad’s Hayavadna (1971) on the module and I was doing my PhD on Indian and Nigerian theatre, therefore, I was informally involved in the teaching lectures, seminars, and theatrical activities. I worked with three cohorts of undergraduate students from different parts of the world. I here draw on classroom records to show the central dramatic approach of the method: “teacher-in-role”. I present the stratagem, situate it in a theoretical framework and discourse problems and suggestions when teaching is utilized to involve, rather than to feed.

Student Response System in Dental Students’ Education. Using a Student Response System and Peer Discussion to Raise the Awareness of the Importance of Good Professional Communication Skills in Practice Periods

In large lectures in education of dentists there is often less dialogue and communication between students and the instructors, and several studies have found that traditional lecturing in such lectures is ineffective in promoting student learning. This Design Based Research (DBR) and case presentation focus on how the use of Student Response Technology (SRS) and feedback can improve communication in large lectures in dentist education. The case presentation is based on lecturer’s experiences and student responses from ten annual large lectures from the period 2010-2019 in the course “Practice Study” (3 ECTS) at University of Bergen where dentist students and their supervisors were gathered for an annual one-day seminar. The case presentation shows the importance of recognizing the factors that affect dentist students’ nervousness and tension for the practice periods and where the use of SRS seems to contribute to raise the awareness among supervisors and students about such issues. This, and a focus on good communications skills among dentist students and their supervisors seems to be crucial to focus on before their practice period in The Public Dental Health Care. There are also a number of limitations in this case presentation, which will be handled in the further development of this DBR-project.

The Implementation of Computer Assisted Language Learning (CALL) to Improve Speaking Ability of Students in Bali State Polytechnic

Preliminary observations conducted in Bali State Polytechnic found that the students' learning outcomes in speaking were still shallow. Modern facilities equipped with advanced technology such as computer devices known as CALL (Computer Assisted Language Learning) are vital to helping lecture in language teaching and learning process, including speaking. This study aims to improve student speaking learning outcomes in English courses by conducting CALL and how CALL can make a contribution in increasing speaking ability in Vocational Higher Education. The research method used in this research was mix method approach. The subjects were the students of Electrical Engineering, Bali State Polytechnic. The data were analyzed quantitatively and descriptively. The results showed that the video-assisted CALL method's application could improve student learning outcomes in English courses.int shows the differences in the pre-test and post-test results, where there is an increase of 14.34%. Besides, the CALL method also allows students to have more expressive activities in presenting conversation among their friends to feel happy and interested. Similarly, CALL can also create fun learning since the students learn using the internet and computer, which are commonly used

THE USE OF TASK-BASED LANGUAGE INSTRUCTION THROUGH ONLINE VIDEO TELECONFERENCE APPLICATION IN TEACHING SPEAKING SKILL ON ENGLISH DEPARTMENT STUDENTS OF NAHDLATUL ULAMA UNIVERSITY

Instruction deals with something that we ask someone to do something. It is also related to approach when we talk about educational area. Task – Based Language Instruction is an approach that in relation with student-centred approach to second language instruction. Young generation in the millennial era 4.0, nowadays, are born in the middle of complete facilities. Everything becomes easier in their life, communication, and education. Moreover, they are supported by good infrastructure of technology. Google, YouTube, Vlog, Website, Media social are tools that support their academic process. This research belonged to qualitative research. Thus, the qualitative method was chosen for this study because it was appropriate with the focus of this research. The data in this study were in the form of utterances produced by the students of English Department of Unusa University which were obtained from observing the teaching learning process and from the interview through online video application. According to the result, there are two benefits that using Task Based Instruction through online video application in teaching speaking skill. Firstly, it can build more on students’ confidence; secondly, they can develop their speaking skill by collaborating many vocabularies they know. In conclusion, of the use Task Based Instruction, it is the best way for students and lecture in teaching and learning process especially in teaching speaking skill.

Interactive component of non-traditional lectures in post-diplomacy education at dentistry departments

Interactive component of non-traditional lectures in post-diplomacy education at dentistry departments

Effectiveness of flipped classroom vs traditional lectures in radiology education: A meta-analysis.

Background:With the convert of educational concept, flipped classroom has been adopted gradually in radiology courses as a new teaching mode. Considering no evidence has been concluded to illustrate the effectiveness of of flipped classroom over traditional instructor-centered lectures in radiology education, this meta-analysis was conducted to provide empirical evidence for the reform of pedagogical.Methods:Studies were retrieved from six databases, including Pubmed, Embase, Web of Science, Wanfang Data, CNKI, and VIP, from their inception to 16 February 2020. Literature selection and data extraction were completed by two reviewers independently. The effect size of each index was expressed as the odds ratio (OR) for a categorical variable and standard mean difference (SMD) for a continuous variable, each with corresponding 95% confidence interval (95% CI).Results:A total of 19 studies with 2114 participants were deemed to be eligible for inclusion. The results of this meta-analysis indicated that: the newly emerged flipped classroom represented significant advantage versus traditional lecture in improving theoretical performance (SMD 1.12, 95% CI 0.61–1.63, P < .001), as well as in cultivating students’ practical skills (SMD 2.59, 95% CI 1.69–3.59, P < .001). In the subjective findings of investigation, more positive responses were attained in students who took radiology subjects in flipped classroom, covering course satisfaction (OR 1.70, 95% CI 1.35–2.14, P < .001), improvement of teamwork ability (OR 1.80, 95% CI 1.21–2.67, P = .004), self-directed learning and reflection (OR 1.98, 95% CI 1.31–2.97, P = .001), and subjective cognition on consolidation of knowledge mastery (OR 1.38, 95% CI 1.19–1.60, P < .001).Conclusion:Flipped classroom displays multiple advantages versus traditional lecture-based teaching mode, which is well worth further promoting and applying in the process of radiology education.

Design of distance lectures in mathematics education with the utilization of the integration of Zoom and YouTube application

Something that is considered new must meet difficulties in its implementation. Including distance lectures. The cause can come from various factors. This research development aims to produce distance lecture design by utilizing the integration of the Zoom and YouTube applications on students of the Mathematics Education Department in a private university in Bandung. The development model uses an adaptation of the Plomp development model by carrying out two phases, namely the preliminary investigation phase and the design phase. From the results of the initial research, it can be concluded that: the development of distance lecture design is very essential, design of distance lectures include: roles in lectures (lecturer, host, and student), supporting applications (Zoom, YouTube, and OBS Studio), and interaction design that connects roles in lecturer with supporting applications, and the utilization of the Zoom and YouTube application integration has the potential to be more effective and efficient.

Comparison of Case-Based Learning and Traditional Lectures in an Orthopedic Residency Anatomy Course

The impact of new pedagogical methods such as case-based learning (CBL) rather than traditional lectures in graduate medical education is poorly defined. We hypothesized that using CBL in lieu of lectures in an orthopedic surgery residency anatomy course would lead to increased resident engagement, improved resident satisfaction, and similar knowledge acquisition. A prospective, observational study design was used. CBL sessions were developed for an orthopedic surgery residency anatomy course. Content was delivered in 6 sessions (3 traditional lecture-based and 3 CBL) taught by the same attending surgeon. Engagement was measured every 10 minutes by 2 trained observers using a standardized protocol. Resident satisfaction was surveyed and knowledge acquisition tested. Data from the course were scored separately for CBL verses lectures and compared statistically. Orthopedic surgery residency program at the University of California, San Francisco. Orthopedic surgery interns and residents (n = 35). No significant differences were measured in resident engagement (83% vs 85%, p = 0.664) or in knowledge acquisition (84% vs 78%, p = 0.056) in CBL verses lecture sessions, respectively. CBL sessions were judged equally valuable compared to lectures with high satisfaction rates across all survey measures. Residents demonstrated similar engagement and satisfaction with CBL compared to lectures with equivalent knowledge acquisition, suggesting both pedagogical methods are effective for a highly motivated group of learners.

Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use

Abstract The importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.

Revamping Breastfeeding Education for Pediatric Residents: A Quality Improvement Initiative towards Breastfeeding Friendly Practices in an Inner-City Hospital

Goal: This quality improvement (QI) study is focused on improving breastfeeding rates in an inner-city hospital by improving Pediatric Resident education on the subject. Methodology: A survey of mothers in the postpartum period at an inner city hospital was performed to estimate the baseline rate of breastfeeding and identify areas for potential intervention. A QI cycle was then carried out with the intent to improve Pediatric Resident training for better advocacy of breastfeeding in the community. A one hour teaching lecture for Pediatric residents with pre- and post-intervention surveys was conducted to gauge the level of comfort pediatric residents had with counseling new mothers on breastfeeding and to …

Simulation-Based Learning Versus Didactic Lecture in Teaching Bronchial Asthma for Undergraduate Medical Students: a Step Toward Improvement of Clinical Competencies.

Simulation-based learning (SBL), an effective teaching strategy, is still questionable on whether it can be an alternative to didactic lectures in medical education. Our study aimed to evaluate the effectiveness of SBL versus traditional lectures in retention of knowledge. A randomized controlled trial was conducted among medical students who were divided in two groups (36 students each). Each group received the same information about diagnosis and management of bronchial asthma, but with a different teaching method: didactic lecture or simulation. Knowledge level was tested before, immediately after the teaching sessions and 3months later using multiple-choice questions. Student's satisfaction was evaluated using feedback questionnaire. The simulation group scored higher than the lecture group in the post-test and the late test. However, these differences were not significant. Additionally, students' satisfaction scores were significantly higher in the simulation group than in the lecture group (p < 0.01). Students ranked simulation significantly better regarding motivation (71.9%), comfort (59.4%), understanding (59.4%), and effective communication (59.4%) (p < 0.01). Simulation is as effective as lecture in retention of medical knowledge. Nonetheless, students agree that it is more satisfactory and interesting. SBL integration in medical programs is recommended to overcome obstacles in clinical training.

The effect of woman health nursing problem-based learning on self-efficacy, self-directed learning and problem-solving ability

This study examined the effect of woman health nursing problem-based learning program for nursing students on self-efficacy, self-directed learning and problem-solving ability. It is a quasi-experimental study for pre/post-test design of a nonequivalent control group. An experimental group and a control group had 43 participants each for this study (n = 86). This test operated the Problem-Based Learning (PBL) program for the experimental group and gave a lecture instruction class to the control group. The two groups were surveyed to check the effect of the program on self-efficacy, self-directed learning and problem-solving ability at the same time by the pre/post-test. Thus, it was found out that the problem-solving ability was p = .001 and the self-efficacy was p = .005, which meant that the PBL program had significantly influenced. Therefore, it is implied that the PBL program can be helpful to problem-solving ability and self-efficacy of woman health nursing learning.

The Online Learning in Medical Education

Online learning has a well-established role in medical education, and it is well accepted by students. Electronic learning (e-learning) strategy is aimed at improving the quality of medical education by providing students with equal access to quality learning resources. The main advantages of online learning are its flexibility and the capacity for learning to be self-paced. Online learning may be particularly useful for under- and post-graduate medical education. Virtual lectures can substitute conventional lectures in medical education in multiple fields. Online learning has several barriers including lack of time and poor technical skills of their providers, inadequate infrastructure, and the absence of development strategies of the universities. The current COVID-19 pandemic may represent a real challenge to medical education. Online learning techniques can be used to complete the curricula for medical schools during this crisis. This review presents a robust evidence base for e-learning in medical education. Further, it compares online and offline learning methods in medical education.

More than Words? An Analysis of the Sentiment Polarity of Anatomy Lectures in Medical and Allied Health Education

Previous research suggests that medical and allied health education can erode student empathy. The decline in student empathy seems to correlate with the “hidden curriculum” ‐ the attitudes and values conveyed, most often in an implicit, informal, and unintentional fashion, via the formal educational structures, practices, and culture of an educational institution. We typically think of education as simply the transmission of facts, but the words and images used to convey those facts can also shape attitudes, even if this impact is unintended. Our study examines variation in the sentiment polarity of lectures given within the anatomy curriculum at one institution. We tested the following hypotheses: 1) the sentiment polarity of first‐year anatomy lectures is significantly different from neutral and 2) the sentiment polarity of lectures is correlated with the percentage of total lecture time spent on clinical applications. Anatomy lectures (n = 120) recorded during the 2016–17 academic year across all programs (excluding veterinary medicine) at Midwestern University were anonymized and transcribed by work study students. We analyzed transcribed lectures using text mining and a published sentiment lexicon. We counted individual words that matched the lexicon with a positive or negative sentiment, in addition to total word count, and individual word frequency. Standard anatomical descriptors (i.e., “inferior”) were excluded from the analysis. The net sentiment score for each lecture was defined as the difference between the number of positive vs negative words. We quantified the clinical content of a lecture as the proportion of time (minutes) spent on clinical applications. We used a one‐sample Wilcox test to evaluate Hypothesis 1 and Spearman rank correlation to evaluate Hypothesis 2. We used the text mining package tidytext and ran all statistical tests in R. The median sentiment score across all lectures was −18.5, which was significantly different from zero (p &lt; .001). Sentiment score was negatively correlated with the proportion of lecture time spent on clinical applications (rho = −0.316, p &lt; .001). These results suggest that first‐year anatomy students might be at risk for empathy erosion especially in the context of clinical applications because of the relatively high frequency of words with negative sentiment. This study was approved by Midwestern IRB (#AZ 1111, Approved on 01/25/2018).

Abstract P2-13-07: A lifestyle intervention program for obese breast cancer survivors using shared appointments, technology, and community partners in an underserved area

Abstract Introduction: Obesity is associated with a 41% increase in all-cause mortality in breast cancer survivors. The majority of patients treated for breast cancer at our center are obese and most patients are racial and ethnic minority women living in low-income neighborhoods. Numerous barriers exist for weight management and physical activity interventions in this patient population. We aimed to assess the feasibility of a lifestyle intervention in 30 obese breast cancer survivors using shared medical appointments and community partnerships. Methods: 30 patients with stage I-III breast cancer with a BMI ≥30 kg/m2 treated in the preceding 5 years were enrolled through medical oncology and breast surgery clinics. All participants were given a Fitbit® to monitor physical activity and a $25 grocery gift card for a shopping trip with a nutritionist. Participants were expected to attend at least 10 group shared medical appointments (SMA) offered weekly on-site. SMA included nutrition education, cooking instruction, exercise classes or survivorship lectures. We collected participant feedback on SMA. Initial study end points were feasibility of intervention delivery measured by number of SMA appointments and physical activity (steps) measured by Fitbit®. The study was divided in three phases. Phase I/II: patients were required to have baseline evaluations, attend 10 SMA, share Fitbit® information, and complete validated eating and health questionnaires (REAP-S and SF-36, respectively) at scheduled time intervals. In phase III, we provided participants with a binder with information on low-cost fitness and nutrition options in patient’s neighborhoods and awarded prizes for high-performing participants. Results: We enrolled 30/30 participants in less than 6 months from opening; 80% were African-American. Three enrolled subjects did not complete more than one SMA. Participants attended an average of 10.2 SMA; attendance ranged from 5-10 participants per session. 63% (n=19) of participants attended the required 10 or more of the required SMA sessions (average compliance with clinic appointments is 50-60%). Participants had an average of -0.18 kg weight loss; 43% (n=13) lost weight and 40% (n=12) gained weight during the intervention (5 participants lost to follow-up or did not have weight changes during intervention). The range of weight loss was 0.1 to 7 kg and weight gain 0.2 to 6.2 kg. Twenty-four participants had consistent Fitbit® steps recorded; 19 increased their average of daily steps and 7 decreased from baseline, however, the steps varied significantly week to week. At baseline, average daily steps was 3,977 (range 200 to 18,432; SD = 4,236 steps) and 5,526 (range 728 to 14,006; SD = 2437 steps) post- intervention. The number of participants who increased steps (n=19) was significantly greater than the number of participants who decreased steps (n=7; p=0.014). The total cost of the intervention was $150 per patient. Challenges to study implementation included collection of Fitbit® data at consistent intervals and the available times for offering SMA; these times precluded enrollment and compliance for patients who work during the day. Conclusions: Our pilot study of a low-cost lifestyle intervention program appears to be feasible and beneficial for obese patients in a largely underserved community. SMA contributed to compliance and had positive feedback; patients expressed high levels of interest and engagement in the intervention. After the intervention participants were motivated to continue with lifestyle modifications and formed a Facebook® page to maintain connections. In the future, the goal is to incorporate this program as part of our survivorship care and expand it to other malignancies and potentially to other sites. Citation Format: Ilana Schlam, Princess Alintah, Christopher Gallagher, Marc Boisvert, Ami Chitalia, Shruti Tiwari, Patrick Martone, Chiranjeev Dash, Kristi Graves, Asma Dilawari. A lifestyle intervention program for obese breast cancer survivors using shared appointments, technology, and community partners in an underserved area [abstract]. In: Proceedings of the 2019 San Antonio Breast Cancer Symposium; 2019 Dec 10-14; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2020;80(4 Suppl):Abstract nr P2-13-07.

Differentiation Techniques and Their Effectiveness for Video Game Art and Design Lectures in Higher Education

In video games higher education, lecturers are often presented with a student cohort that represents a broad range of ability levels. Teaching such groups can be a challenge, as it is easy to under or over stretch students on the extremes of the ability spectrum. Differentiation is a methodology and teaching philosophy in which the goal is not to raise each student to a set level, but rather to ensure that each student improves as much as they are individually capable. While there has been much written on the subject of differentiation techniques in a school level and further education context, there is little in terms of differentiation literature in a video games higher education context. Using the principles of Action Research, three differentiation techniques were employed across six lectures, with a total of 38 student interviews being conducted after the lessons concluded. These were then critically analysed in conjunction with self-refection from the lecturer. The results determined that all three techniques had individual strengths and weaknesses—and are therefore appropriate in different situations. A particularly promising technique was the “Choice of Task”, where students were able to select from a short list of tasks designed to provide them with varying levels of challenge, allowing them to self-manage their learning. The technique shows potential to be effective within a video games higher education context, and the manner in which it is used represents a potential avenue for further research.

Comparing attitudinal learning of large enrolment active learning and lecture classes

ABSTRACT Students’ self-reported attitudinal learning were compared between two different large courses that incorporated attitudinal learning objectives at a Midwestern US public university- a course on environmental sustainability utilising active learning instruction (100 participants) and a course on international economics utilising traditional lecture instruction (109 participants). Four factors of attitudinal learning were evaluated utilising a validated scale, the Attitudinal Learning Inventory (ALI): affective, cognitive, behavioural, and social learning outcomes. Results showed that students in the active learning instruction course perceived significantly higher attitudinal for all factors except for cognitive. Attitudinal learning components were not correlated with traditional course performance scores in the courses. Implications for assessing and designing instruction for attitudinal learning as well as implementing active learning instruction in large courses are discussed.

Reconsidering the Role of Terminal Stage Physiotherapy Lectures in Pre-graduate Education

Reconsidering the Role of Terminal Stage Physiotherapy Lectures in Pre-graduate Education

Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program? Results of Two Experimental Studies

Relationship quality between teachers and their students are a critical aspect for wellbeing and effective learning in school. Accordingly, teacher training should promote competencies for creating and maintaining positive relationships in the classroom. The Helga-Breuninger-Foundation developed a video-based online training (Intus3) that intends to focus on student teachers’ interpersonal competencies by reflecting on staged videos. Although this training is well designed, there is only little empirical evidence in general and so far no experimental research investigating the effects of Intus3. Accordingly, we investigated whether this program is able to improve the capacities of student teachers’ interpersonal competencies, affective well-being and affective attitudes towards challenging students. We conducted two randomized experimental studies (n1=132, n2=242) within lectures in teacher education at the University of Potsdam introducing the basics of inclusive education in two consecutive semesters. We compared groups first working with Intus3 to waiting control groups that wrote an expository text based on empirical research discussing the relevance of teacher-student-relationships with a longitudinal design with four measurement points. Latent change models showed that prior work with Intus3 showed few effects but complex effects in comparison the prior text work groups. In the larger and extended study 2 an increase of empathic concern was significant after the prior work with Intus3. The results will be discussed with the perspective of the potential of further development of online training courses for affective learning for teachers and teacher students.

CCrISP course-Care of critically Ill surgical patient: A critical educational evaluation of the curriculum

Introduction: Education is a progressing and changing sector of all sciences. Especially in Medicine and Surgery, education has been evolving rapidly the past century and the changes are evident in strategies, methods, evaluation and assessment. Simulation, 3D encounters and small group sessions are replacing books, long exams and large group teaching lectures in an attempt to keep up with technology and innovation.