Lecture Tutorials Research Articles

Bringing Lecture-Tutorials Online: An Analysis of A New Strategy to Teach Planet Formation in the Undergraduate Classroom

Previous studies conclusively show that pencil-and-paper lecture-tutorials (LTs) are incredibly effective at increasing student engagement and learning gains on a variety of topics when compared to traditional lecture. LTs in astronomy are post-lecture activities developed with the intention of helping students engage with conceptual and reasoning difficulties around a specific topic with the end goal of them developing a more expert-like understanding of astrophysical concepts. To date, all astronomy LTs have been developed for undergraduate courses taught in-person. Increases in online course enrollments and the COVID-19 pandemic further highlighted the need for additional interactive, research-based, curricular materials designed for online classrooms. To this end, we developed and assessed the efficacy of an innovative, interactive LT designed to teach planet formation in asynchronous, online, introductory astronomy courses for undergraduates. We utilized the Planet Formation Concept Inventory to compare learning outcomes between courses that implemented the new online, interactive LT, and those that used either a lecture-only approach or utilized a standard pencil-and-paper LT on the same topic. Overall, learning gains from the standard pencil-and-paper LT were statistically indistinguishable from the in-person implementation of the online LT and both of these conditions outperformed the lecture-only condition. However, when implemented asynchronously, learning gains from the online LT were lower and not significantly above the lecture-only condition. While improvements can be made to improve the online LT in the future, the current discipline ideas still outperform traditional lecture, and can be used as a tool to teach planet formation effectively.

Effectiveness of a remote pilot certification training for agricultural professionals

AbstractDrones are a technology being implemented to provide additional information to farmers about their production systems. It is important for agricultural educators, researchers, and other agricultural service professionals to engage in using drones to help provide answers to farmer questions and help expand farmer awareness of their potential uses. To engage in these activities, an educator or researcher must receive their remote pilot certification [certification required by the Federal Aviation Administration for educational activities utilizing drones]. Two separate drone certification trainings were implemented in Princeton and Lexington, KY in 2020. The effectiveness of the trainings, along with their use of learning activities such as lecture tutorials and a sample exam, were assessed. Overall, participants in both locations self‐identified significant increases in their knowledge of each topic and potential behavioral change as a result of the workshop with some differences between locations. Sample exam scores increased by over 10% in each location following the training. The sectional chart and Aviation Routine Weather Report lecture tutorials were highly rated as 89% and 100% of respondents, respectively, either somewhat agreed, agreed, or strongly agreed that they helped them learn the material. This study provides results and relevant information for the administration of effective drone certification trainings.

The novel evaluation scheme for Competency Based Learning, authentic assessment and its implementation strategies for universities of higher education

Competency based education and its continuous assessment creates a strong interest amongst all stakeholders involved in the laboratories. The initiatives in this paper are proposed to strengthen affiliating technical university curriculum in true spirit to adopt outcome-based (OBE) education practices at all levels of courses. These initiatives shall complement and supplement the Government of India initiative National Education Policy 2020 (NEP 2020) implementation. The main beneficiaries of this proposed work will be the students and faculty among important stakeholders. The initiatives proposed will help to ease the problems of identifying proper learning materials, identification of course pre-requisites, and for the effective Industry Academia Connect for better development of employable graduates with Industry required attributes and skills. Also, to ensure highest standards of Teaching -Learning experience which will lead towards academic excellence, ensures to become an active participant in their learning process. Pre-requisite courses to be mentioned for all courses. In Structure of the syllabus, periods can be modified to L T P C (Lecture Tutorial Practical Competency) components. Keywords—Competency Based Learning (CBL); Competency Based Evaluation Scheme (CBES); Outcome Based Education (OBE); Student Assessment Management (SAM).

Quality Analysis Using WebQual Method and Importance Performance Analysis (IPA) Case Study on Learning Management System (LMS) Indonesian Institute of Education (IPI) Garut

With the development of technology, there are also tools to help humans complete all work. For example, what students do in supporting lecture activities. Looking for references to increase knowledge of a course, see lecture tutorials and many others. Technology in learning activities that has been known is the use of a Learning Management System (LMS) which can make lecture activities via online or commonly called e-learning. Especially in the present era of the pandemic and the spread of the covid-19 virus, people are not allowed to leave the house let alone go to school, but learning cannot be abandoned so that e-learning activities cannot be avoided. The quality of the use of media for learning can affect the quality of learning as well, whether it can be a barrier to learning or on the contrary, it can actually be the main supporter in achieving achievement. Therefore, in this study, we will analyze the quality of the Learning Management System (LMS), especially those used by students at the Indonesian Institute of Education (IPI) Garut with the WebQual method by assessing a product or website based on user perceptions and Importance Performance Analysis (IPA) based on analysis. the quadrant. The results obtained are that the quality of the Learning Management System (LMS) has not been said to be good because there are many points that still need to be improved, such as information that is not up to date, ease of use and the most prominent can be seen from the monotonous appearance so that it can be used as material. evaluation to be able to reconstruct the design, update information and streamline the use of the Learning Management System (LMS) Indonesian Institute of Education (IPI) Garut.

Dental students' self-perceived competency and usage of the internet for learning and evaluation purposes - Part 2

Many dental lecturers are moving away from providing hand-out notes to their students and are rather opting for posting lecture material and tutorials on the internet using the various university platforms such as clickUP. At the same time a number of students have queried the need to purchase the prescribed text books due to their high costs, and dated content. The presumption is that all students have unrestricted and equal access to this material, and are competent using digital technology for learning and assessment, however there has been no formal investigation into whether this is so. Student access and usage was reported on in Part I of this study. The present paper investigated students' preferences with regards to the mode of learning material, and their self-perceived competencies in using the internet for various academic purposes. The project took the form of an anonymous, structured questionnaire that was given to all dental students from the second to the fifth year of study. Results revealed that over 90% of the students feel competent to access and use internet search engines for research and assignments, to connect with friends, and to download or watch videos. Slightly less (between 70-90%) were confident using it for independent research, learning from lecture material, using e-dictionary, carrying out searches to learn extra material, completing short quizzes and assignments, or undertaking independent learning and reading. Almost all students needed to access the internet on a daily or weekly basis for work related issues, yet at least 40% reported to not being able to do so at times or in venues that suited their programs. Lecturers need to be aware of this to ensure these students are not disadvantaged in comparison to their peers if they do not submit requisite material on time. The university has pledged their commitment towards changing traditional teaching methods and embracing more blended learning platforms, as well as to helping students make up for the lost time due to the Corona virus pandemic. However, now more than ever they need to work together to ensure that all students have the necessary skills and technology needed to use the online platforms, and to provide the necessary tuition and changes if they wish to be truly committed to the well-being and education of their students.

Effect of a communication lecture tutorial on breast imaging trainees' confidence with challenging breast imaging patient interactions

PurposeThe aim of the study was to evaluate the effect of a one-hour lecture based communication curriculum on breast imaging trainees' confidence in communicating with patients in a challenging communication setting such as delivering bad news or radiologic error disclosure. Methods12 breast imaging trainees from an academic fellowship program completed questionnaires before and after a communication tutorial. A four breast imaging specific scenario questionnaire assessed confidence by asking the trainees to rank agreement with statements related to their attitude in those specific settings. 12-month follow-up questionnaire was sent to the graduating fellows assessing their -overall confidence in patient communication, the contribution of the curriculum to their self-perceived communication skill and their likelihood in disclosing a radiologic error to a patient. ResultsAll trainees completed the pre and post lecture questionnaire. After the communication tutorial, all trainees reported increased confidence in communicating with patients in a variety of challenging settings with pre lecture survey mean confidence score of 38/98 and post lecture survey mean score of 85.3/98, P = 0.003. Three of eight trainees who completed the 12-month follow up questionnaire reported confidence in their communication skills and reported that the tutorial significantly contributed to their communication skill development. All three agreed that they would be likely to disclose a medical error should they encounter it in their future career. ConclusionsA limited resource one-hour lecture communication tutorial provides effective communication training for breast imaging fellows and is a promising part of a breast imaging curriculum.

Pelatihan Akuntansi Pemerintahan Bagi Guru Akuntansi Di Kota Dan Kabupaten Jayapura

State financial reformation, which was followed by the issuance of Accrual-based GovernmentAccounting Standards (SAP), and the Village Law that strongly influenced the teaching skill ofgovernment accounting in Indonesia. This development requires the availability of competent humanresources to participate directly and actively in managing government finances so that goodgovernance in government sector is achieved. Human Resources who are competent in managingstate finances are produced from educational institutions where the teacher is one of the factors thathas the most significant contribution. Therefore, in relation to the development of governmentaccounting today, it is necessary to conduct government accounting training for accounting teachers.The implementation of Community Service activities is carried out by using lecture methods, tutorials,and discussions. Activities have been carried out properly as expected. The training activities werecarried out with the number of 25 (twenty five) participants in accounting teachers in SMA and SMKin Jayapura City, Jayapura Regency, and Keerom Regency. The training was carried out with tutorialand discussion methods as much as 60% of all training and problem training / practice activities asmuch as 40%. Participants feel they have benefited from the activities they have carried out.

Integrated Virtual Laboratory in Engineering Mathematics Education: Fourier Theory

In this paper, we present a virtual learning laboratory environment for undergraduate mathematics education using an inquiry-based learning approach. The Visible Thinking pedagogical framework is also suggested to achieve a good complement to traditional lecture–tutorial systems. The virtual laboratory is implemented in an open-access Java interactive software. We demonstrate a viable instruction procedure, providing a set of virtual laboratory activities with real-world applications spanning signal processing, data science and analytics, sustainable infrastructure engineering, and theoretical physics. A preliminary study on a pilot cohort indicates that the proposed virtual laboratory can enhance students’ learning. The virtual laboratory implementation is scalable and can be easily expanded in scope to other mathematical topics; transitioning to a tablet-based system for use in smart classrooms is also readily achieved. The Java interactive software is freely available on Open Science Framework.

Comparison of two educational methods, lecturing and simulation, in adherence to ventilator set guidelines among emergency medicine residents

Background: Due to developments in science, there is the need to develop approaches in the field of medical education. The utilization of educational technologies such as computers and instructional videos has been introduced rapidly into the education curriculum. This study compared video training tutorial method in ventilator settings with video traditional methods (lectures). Materials and Methods: In this statistical research, 33 assistant training groups lecture and video tutorial (video tutorial) were divided into two groups. The assistants in ventilator settings by observing the experimenter, the ventilators were assessed using the checklist. Research Findings: Adjusting the ventilator before and after training assistant was 13 (40%) and 18 (5.54%), respectively. However, in both groups after training, there was significant increase accuracy in the ventilator settings, but there was no significant difference between the two methods. Conclusion: The use of video tutorials and without training could be effective as attending lectures.

A New Comparison Of Active Learning Strategies To Traditional Lectures For Teaching College Astronomy

Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning approaches, pre-test to posttest learning gains for students receiving instruction on introductory astronomy solar system topics through a combination of collaborative learning activities and formative assessment-driven activities were compared to the gains of students being taught the same topics by traditional lectures only. After traditional lectures, students improved from a pre-test score of 42% (n=144) to 49% (n=49). After lecture tutorials and classroom voting response systems improvement was to 73% (n=72) Using a multiple-group comparison approach, similar earning gains were also observed when using visual-assessment and tutorial activities. Moreover, data from a Likert-style attitude survey of 264 undergraduates showed that, although they did not report a clear preference for one instructional mode over the other, the majority of students believed that the active and collaborative nature of the activities helped them learn. The results of this study add weight to the notion that most modern pedagogies are superior to traditional lecture, and that although the relative impacts of particular pedagogies are mostly indistinguishable from one another, they are all are better than traditional lecture alone.

Student ability to distinguish between superposition states and mixed states in quantum mechanics

Interactive lecture tutorials can help sophomore physics students understand of the difference between superposition states and mixed states that is needed for more advanced quantum mechanics classes.

Peer Instruction and Lecture Tutorials Equally Improve Student Learning in Introductory Geology Classes

Although active learning methodologies have been implemented in geoscience classes successfully, no direct comparison between these different instructional techniques exists to date. For that reason, the purpose of this study was to compare the effectiveness in student learning of two active learning methods: peer instruction and lecture tutorials. In particular, this study focuses on a first implementation of these active learning teaching methods in small- to medium -size introductory physical geology classes. Evaluation of their effectiveness was measured through the Geoscience Concept Inventory, which was administered at the beginning (pre-test) and at the end (post-test) of each course. In addition, students were asked to evaluate the contribution of these techniques to their own learning using a Likert like survey. A comparison of pre- and post-test results indicates that both methods provided statistically significant cognitive knowledge and understanding gains. A comparison of the post-test results for both methods reveals no statistical distinction, indicating a similar level of effectiveness for both peer instruction and lecture tutorials. Similarly, the vast majority of students indicated that these teaching techniques were instrumental in helping them learn different geologic concepts. The combined results of this study are consistent with others studies showing an improvement in cognitive knowledge and understanding gains whenever active learning instructional techniques are first implemented in science classes. A detailed analysis of the obtained data revealed that most of the gains were made by students having little prior knowledge of geology relative to those having some prior knowledge of geologic concepts. Given the relatively easy use of these techniques, their proven effectiveness, and the recognition by students of their effectiveness, it is then recommended that a wider implementation of these techniques should be used in introductory geology classes.

Comparing a lecture with a tutorial in introductory astronomy

In recent years, short question-and-answer activities known as lecture tutorials that aredesigned to help students work with and discover concepts for themselves, rather thansimply being told about them (lectured to) have become a popular tool for learner-centredteaching of introductory college astronomy. Students on such a course are usuallynon-science majors fulfilling a general education requirement and have a limitedbackground in mathematics. The following is a description of the development, use andassessment of a lecture tutorial.

Using the Star Properties Concept Inventory to Compare Instruction with Lecture Tutorials to Traditional Lectures

The Star Properties Concept Inventory (SPCI) is among the first instruments made available to assess student gains in a major section or of a traditional introductory astronomy course, in this case the unit on stars. This is in contrast to instruments for an entire course, such as the Astronomy Diagnostic Test or the Lunar Phases Concept Inventory that is for a single subject. One of the intended uses of the SPCI is for comparison of the effectiveness of different instructional methods. The following is a report on the results of a study in which the SPCI was used as a pretest and post test to compare gains in active and collaborative student-centered instruction using lecture tutorials to those in traditional instructor-centered instruction.

Increasing Learning in Introductory Geoscience Courses Using Lecture Tutorials

Students often leave introductory geoscience courses without learning the scientific perspective, and we developed Lecture Tutorials to help alleviate this problem. Lecture Tutorials are 10–20 minute interactive worksheets that students complete in small groups in class after a short introductory lecture. They are specifically designed to combat alternative conceptions and increase learning on difficult topics. Our study shows that Lecture Tutorials increase student learning in the classroom more than just lecture alone. On related multiple choice questions asked before and after the Lecture Tutorial (but after a short lecture on the topic), student scores increased 19%. When a subset of these questions was given before and after an extended lecture instead of a Lecture Tutorial, student scores did not increase by a statistically significant amount. On the multiple choice assessment questions given on exams relating to the information covered in the Lecture Tutorials, students who completed the Lecture Tutorials scored significantly higher than students who heard just lecture. In addition, students feel that they are an important and useful part of their learning experience. Lecture Tutorials are being disseminated and are available for instructor use.

Perioperative Pain Management Education: A Short Structured Regional Anesthesia Course Compared with Traditional Teaching Among Medical Students

Previous research has demonstrated that a brief course on pain management improved knowledge and attitudes toward analgesic use among medical students. The purpose of this study is to compare a structured clinical instruction course on regional anesthesia techniques for perioperative pain management with traditional teaching given to senior medical students. During a 1-month clerkship in anesthesiology, 40 fourth-year medical students were randomly and equally divided into 2 groups. The study group received a 2-hour structured course on regional anesthesia techniques for pain management, whereas the control group received a 1-hour lecture tutorial on regional anesthesia techniques for perioperative pain management and 1 hour of bedside teaching on acute pain management. Each student completed an objective structured clinical examination (OSCE) 2 weeks after completion of the course. The study group performed better on each of the 11 items of the OSCE and on the total performance scores (mean +/- SD of 36.2 +/- 7.3 for study group versus 14.8 +/- 8.4 for the control group; P < .05). All students rated the clinical course highly valuable (4.7 +/- 0.5). A structured clinical instructional course on regional techniques for perioperative pain management given to fourth-year medical students can significantly improve their understanding and knowledge compared with traditional teaching.

Integration of a problem-based multidisciplinary clinical cancer management course into undergraduate education.

Undergraduate cancer education programs usually involve diagnosis and treatment of various organs and tissues of the body that are invaded by this disease. Teaching organ system-based oncology by different disciplines causes a fragmented structure of knowledge with difficulty on reuniting the knowledge for the real patient. Along with the reorganization process of the curriculum, an integrated, problem-based multidisciplinary clinical cancer management course has been introduced to fifth-year students. The course has consisted of group studies, panel discussions, site visits to departments involved in diagnosis and treatment of cancer, and lecture tutorials enriched with interactive learning methods. Overall assessment of the course has been encouraging in terms of a clinical approach for students to the cancer patient, and innovations for better learning have been implemented for the following year.

The process of introducing a tobacco curriculum in medical school.

Medical students have poor knowledge of cigarette-related diseases and tend to increase tobacco use as they progress through their course. The aims of this review are to describe the process of developing a tobacco curriculum, present a model of implementation, and apply the model to China. The process of developing, revising and implementing a tobacco curriculum called the Smokescreen Education Program (SEP) for medical students is described. It comprises a lecture and six-part tutorial. Dissemination of the SEP occurred through doctors who translated and introduced the tobacco curriculum into different countries and through the conduct of workshops. A six-point model of implementation was developed that included defining the extent of the tobacco problem in medical schools, developing a flexible curriculum on tobacco, developing networks in countries, working as a resource, and following up after training and evaluating success. The model is applied to China. The SEP was developed over a decade and has led to the development of a practical model of dissemination.

First-year Teaching-Learning Environments in Economics

This paper offers an analysis of selected first-year teaching–learning environments in economics. Evidence is derived from 41 semi-structured interviews conducted as part of the Enhancing Teaching–Learning Environments in Undergraduate Courses (ETL) Project with staff and students in three introductory economics modules from three different UK economics departments.The literature about teaching and learning economics at university level suggests that teaching–learning environments in economics adhere to a fairly uniform format and, as expected, each of the modules investigated was found to follow a content-driven lecture–tutorial approach, complemented by the use of textbooks and tutorial question sheets.The paper discusses the implications of such an approach for student learning. By applying and extending Biggs’ notion of constructive alignment, variation between the three settings is attributed to attempts to align the environments with the students whom each module accommodates, in particular with students with and without previous knowledge of economics. The inductive, problem-first approach is interpreted as one possible way of aligning the teaching–learning environment with students, as it takes the importance of real-world examples and application of theory for student learning into account. This differs fundamentally from the more common deductive, theory-first approach.

THE EVALUATION OF TUTORIALS BY MEANS OF CLOSED CIRCUIT TELEVISION

ABSTRACT This article describes two occasions at the University of Edinburgh where television has been used to record a series of tutorials in order to improve the performance of those conducting the tutorials. The opportunity for playback, analysis and discussion with colleagues was especially valuable. In the first series, the lecturer was concerned to see the relationship between a lecture and subsquent tutorials; and in the second, the lecturer wanted to see if a new system of presenting problems to small groups was worth continuing, and if so, if the method could be improved upon and adopted by other colleagues in the department.