Live Classroom Research Articles

Bridging Cognitive Science and Real Classrooms: A Video Methodology for Experimental Research

ABSTRACTWe describe a new approach to the use of video-based technology for conducting controlled experiments in classroom contexts. Specifically, we describe a process for editing video recordings of live classroom lessons to create multiple versions, such that only one aspect of the lesson is systematically varied. Other aspects of the instruction are all held constant, including audio, curricular content, student participation, and other notoriously hard-to-control details of the interactional context that impact learning (e.g., gestures, affect). These edited lesson versions can be randomly assigned to students by condition within classrooms to meet a high standard for random assignment. This technology provides opportunities for deriving causal data on the efficacy of teaching practices through stimuli approximating a typical everyday classroom context.

Executive control goes to school: Implications of preschool executive performance for observed elementary classroom learning engagement.

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories. (PsycINFO Database Record

High-performance parallel computing in the classroom using the public goods game as an example

The use of computers in statistical physics is common because the sheer number of equations that describe the behaviour of an entire system particle by particle often makes it impossible to solve them exactly. Monte Carlo methods form a particularly important class of numerical methods for solving problems in statistical physics. Although these methods are simple in principle, their proper use requires a good command of statistical mechanics, as well as considerable computational resources. The aim of this paper is to demonstrate how the usage of widely accessible graphics cards on personal computers can elevate the computing power in Monte Carlo simulations by orders of magnitude, thus allowing live classroom demonstration of phenomena that would otherwise be out of reach. As an example, we use the public goods game on a square lattice where two strategies compete for common resources in a social dilemma situation. We show that the second-order phase transition to an absorbing phase in the system belongs to the directed percolation universality class, and we compare the time needed to arrive at this result by means of the main processor and by means of a suitable graphics card. Parallel computing on graphics processing units has been developed actively during the last decade, to the point where today the learning curve for entry is anything but steep for those familiar with programming. The subject is thus ripe for inclusion in graduate and advanced undergraduate curricula, and we hope that this paper will facilitate this process in the realm of physics education. To that end, we provide a documented source code for an easy reproduction of presented results and for further development of Monte Carlo simulations of similar systems.

Video-based Education Ethnography Project

This article chronicles the development of a video-based ethnography project documenting daily life in a Kansas elementary and a secondary classroom. The project, which took nearly two years of planning, allows a direct link to two classrooms approximately 250 miles away to provide a virtual field experience for undergraduates and a wide array of research possibilities for faculty. Since its first semester in spring 2016, it now enables students to see the daily actions of an elementary teacher and a secondary math teacher in a live classroom setting, and various faculty and graduate student research projects are currently under way.

Advantages and Disadvantages of Asynchronous Online Extension Programming for Delivering Master Producer Content

Budget reductions for the Cooperative Extension Service have made traditional extension programming (face-to-face, live programming) difficult for extension professionals. Attending traditional extension programming can also prove to be challenging for industry practitioners due to the need to delay or reschedule work activities and the need to travel to participate. The Tennessee Master Nursery Producer program (TMNP) is a professional development extension program designed to enhance the sustainability of the Tennessee nursery crops industry. The TMNP was first offered as a traditional extension program in 2012. Although the program was successful, it demanded substantial time from faculty and staff to coordinate the program, prepare presentations, and travel. Recurring travel expenses required a significant financial commitment from both extension personnel and participants. An asynchronous online program was developed to address these challenges and to increase accessibility, exploit the economies of scale, and standardize curriculum. The objective of this article is to describe the advantages and disadvantages that were identified offering nursery production subject matter as a traditional live classroom and subsequently as an asynchronous online program in terms of development cost, administrative and technological requirements, and economic impacts.

Online class teaching tips

Without a doubt, online classes are popular with students. In 2013, over 7.1 million higher education students took at least one online class. As online learning becomes more prevalent, educators have to ask themselves: What are the best strategies for teaching a successful online class? How do we keep students engaged and create an inclusive atmosphere in a virtual space? Live classroom instruction, simulation labs, and clinical experiences can't be replaced by online sessions, but they can be enhanced with synchronous online classes or asynchronous video instruction. Here are six quick tips for educators to consider when planning a live online class. 1. Provide clear directions Students in classrooms are used to having face-to-face time with faculty before and after a class. In person, students can easily ask questions and get clarification; this opportunity isn't as easy to come by within the online classroom environment. Providing clear directions for participation helps students become engaged in the online learning process. Be sure to include assignment rubrics, detailed expectations, and due dates. Questions or confusion can frustrate students, so be concise and avoid ambiguity. 2. Engage students In the classroom, inattention is easy to spot; online, it's more difficult. To help engage students, show your passion for the topic—and for nursing. Learn your students' names, be friendly, and, if your online learning management system offers this functionality, chat with them before class starts. Use interactive questions throughout the online lecture to promote involvement. Online instructors can foster helping-trusting-caring relationships and address individual learning needs. Take time to interact with students and address their different learning styles in your presentation. Don't forget that cultural competency is important in all learning environments. The online environment may make it difficult to be aware of cultural clues, so using sensitive and inclusive language is a must. 3. Encourage participation Many online classroom formats have features such as polls, breakout rooms, and whiteboards. Familiarize yourself with these tools and use them frequently. Your online dashboard may reflect usage data, allowing you to see how many students are actually participating, as well as gauge student understanding of presented concepts. Giving homework is essential in an online environment. Keep learners engaged during the week with assignments, such as journals, readings, projects, discussions, ungraded practice quizzes, document downloads, or short papers. As discussed in the first tip, be clear about homework and talk about it during class. Homework also gives students a shared experience outside of class. Work hard to ensure that assignments and classroom content align with course objectives and goals. Include various activities that challenge knowledge and impart critical-thinking skills. Be thoughtful when developing assignments and give timely, effective feedback. 4. Give them a break Although it's tempting to finish class early by skipping breaks, this isn't an effective strategy. If too much information is imparted at one time, students will lose interest, walk away from the screen, and become disengaged. Students need to stand up and move around occasionally, so give them frequent breaks. Getting a drink or even stepping outside makes a world of difference to engagement. These breaks can be a good time to encourage peer-to-peer interaction through a group chat feature, which positively contributes to student learning. 5. Stress organization Succeeding in online coursework requires self-motivation and organization. This is important not only for the student, but also for the instructor. Studies reveal that the average time spent preparing for online lectures is similar to the average time it takes to prepare for a traditional lecture, so make time to be ready for your online session. Remind students that online classes aren't quicker or easier than traditional courses; they may actually require more discipline and focus than students expect. Offer course orientation (either before the class begins or during the first session), calendar reminders, frequent assignments, and occasional e-mails to keep students organized. 6. Offer technology support Whether the server isn't responding or the computer has a glitch, technology challenges frustrate students and instructors alike, taking the focus off learning. Be sure that students know what level of technology is necessary to participate in and complete the online course, including specific browsers or computer programs. Enlist your campus technology office to help students get online and stay online for your course. All together now! Following these six simple tips can increase online student retention and ultimately encourage passion and engagement in the dynamic field of nursing.

Integrating The Integrated Skin Exam film into medical education

AbstractBackgroundThe mortality rate for melanoma continues to rise and the greatest improvement in melanoma survival is attributable to early detection with skin cancer screening exams. However, physicians feel that limited training in the examination of skin and limited clinical time both serve as barriers to adequately assess high-risk lesions.ObjectiveTo test the use of The Integrated Skin Exam film as an instructional tool to teach the examination of skin in a live classroom setting, outside of the purview of the original formal study.MethodsIdentical cross-sectional surveys were administered pre- and post-film to a class of first-year medical students at the time of viewing The Integrated Skin Exam film. Results were compared to the initial assessment of this film as a teaching tool in a research setting.ResultsOf the maximum 182 possible surveys administered, we collected 148 pre-surveys and 142 post-surveys (81.3% and 78.0% 33 response rates, respectively). After viewing the film, students showed improvement in identification of high-risk demographic 34 groups (79.3% vs 58.9%, p<0.001) and high-risk anatomic sites in both women (91.9% vs 59.6%, p<0.001) and men (92% vs 35 62.1%, p<0.001). Students demonstrated increased confidence in the skin cancer examination (SCE) (52.2% vs 6.9%, p<0.001) and a greater proportion (74.4% vs 48.3%, p<0.001) of students believed less than 3 minutes was required to integrate a skin cancer exam (SCE) into the routine examination.ConclusionsThe Integrated Skin Exam film is a valuable training tool as proven by increased knowledge of, and improved attitudes about the 2 SCE after viewing the film. In addition, there was a striking similarity in outcomes when using this film in a live classroom 3 environment compared to the original study setting.

Toward #SocialJustice: Creating Social Media Community in Live and Online Classrooms

Social media provides opportunities for building community in traditional face-to-face classrooms as well as standard online classrooms. Interaction between and among students—and with and beyond the teacher—can be enhanced through these more informal, largely visual mediums. Students connect with communities of fans, activists, and experts. Not only does social media like Facebook, Twitter, and Instagram meet students where they are, it also gives them new spaces to explore. And not only do these social media communities connect them with new people, they also connect students with new ideas and new forums for social justice work. This “methods and texts” article outlines the way in which the author is using social media to build community among students in a variety of locations and virtual spaces in women’s studies and American studies classes. It offers practical advice as well as a model that can cross disciplinary and interdisciplinary classrooms of all kinds.

Toward #SocialJustice: Creating Social Media Community in Live and Online Classrooms

Toward #SocialJustice: Creating Social Media Community in Live and Online Classrooms

USING RESPONSE SYSTEM THROUGH VOTING IN PEER INSTRUCTION FOR LEARNING SUSTAINABILITY

Sustainable education must employ strategies that promote lifelong and meaningful learning. Peer Instruction (PI) is an active learning pedagogy specifically designed to achieve this. There are a number of elements involved in the various steps of the PI pedagogy which contributes to its effectiveness. However, most research studies reported in Peer Instruction focused on its use in science education and mainly on the whole pedagogy. The significance of the individual elements of the model have not been fully explored. Reports are also scarce on the use and benefits of PI in non-science classrooms. This study evaluates the pedagogical benefits of one of the elements of the PI model; the use of automated feedback based on students’ voting. 42 students in a postgraduate teacher education class were taken through sessions of Peer Instruction and traditional lectures; learning outcomes were compared in terms of student performance and student engagement and motivation. Performance tests (pre-tests and post-tests), live classroom observations and students’ reflections were monitored to determine the level of performance and engagement. Results show that students reported increased interest, motivation and engagement and the ability of the voting sessions to foster metacognition. Active learning and learning readiness were also emphasized while the lecture sessions were reported as normal or usual. The result validates the usefulness of voting component of the PI model for fostering improved learning; noting that students are able to benefit more from personal evaluation when voting results are displayed after voting.

Addressing Orthodox Challenges in the Pluralist Classroom

The American public landscape has shifted in concert with a newly emboldened political right, and the public school has again become an important battlefield in the latest culture wars. In addition to confrontations over educational policy issues is a largely untheorized area where the everyday classroom takes center stage: Teachers face a difficult situation when it is students’ spontaneous utterances, rather than curricula or policy issues, at the center of religiously rooted controversy. How teachers respond to these situations, and the basis for their responses, is crucial as they continue to navigate the increasingly problematic relationship between the religiously orthodox and pluralist public schooling. Pushing the conversation into the everyday workings of the real, live public school classroom is critical to liberal theorists if they are to significantly impact discourse related to the purposes and aims of public education in pluralist societies.

Comparison of group cohesion, class participation, and exam performance in live and online classes

Though class participation and group cohesion have shown some potential to promote student performance in conventional classrooms, their efficacy has not yet been demonstrated in an online-class setting. Group cohesion, defined as member attraction to and self-identification with a group, is thought to promote positive interdependence and the success of the group’s members. The current study sought to determine if group cohesion is significantly affected by the change of course setting from a live classroom to an asynchronous online-hybrid class in which students met in person only for course exams and otherwise interacted with each other through an online discussion board. Because peer interaction appears vital for the development of cohesion, we examined the relationship between participation in class discussion and students’ self-reported group cohesion and exam performance. With one exception, course requirements and materials were identical between the two class sections: students in the online-hybrid course completed homework assignments, whereas students in the live section were simply encouraged to do the same. Despite the advantage conferred by mandatory homework assignments, the findings heavily favored the conventional live classroom with respect to exam performance and self-reported group cohesion. Participation in class discussion was high in both class sections. The results indicated that both student performance and group cohesion were significantly lower in the hybrid classes.

Exploration of medical classroom teaching based on smart classroom

Smart classroom as the basis support of classroom teaching, should set the function of smart teaching, real-time interaction, environmental control, video monitoring and remote control, teaching reform, evaluation feedback and other functions into an organic whole, and by using new technology integration and development, to achieve the optimization of the teaching effect. In view of the characteristics of practice and complexity of medical teaching, The spatial structure of smart classroom should provide long-distance education, remote operation, live classroom group discussion, group exhibition, HD recording, classroom attendance voting and other functions, and by choosing the appropriate teaching mode in teaching to promote the innovation and development of medical teaching. Key words: Smart classroom; Medical teaching; Curriculum teaching

Web-based teaching in point-of-care ultrasound: an alternative to the classroom?

ObjectivesTo evaluate two educational methods for point-of-care ultrasound (POC US) in order to: 1) determine participant test performance and attitudes in using POC US and 2) compare cost and preparation time to run the courses.MethodsThis was a pilot study conducted at a county teaching hospital. Subjects were assigned to participate in either a large group course with live classroom lectures (Group A) or a group asked to watch 4.5 hours of online prerecorded lectures (Group B). Both groups participated in small-group hands-on training after watching the lectures. Both groups took a pre- and post-course exam, and completed course surveys. Cost and time spent running the courses were also compared.ResultsForty-seven physicians participated in the study. The pre-test and post-test scores between the two groups did not differ significantly. Of those with prior ultrasound experience, the majority of both groups preferred to continue classroom-based teaching for future courses. Interestingly, in the groups who had no ultrasound experience prior to their course participation, there was a higher percentage who preferred web-based teaching. Lastly, Group B was shown to have the potential to take less preparatory time when compared to Group A.ConclusionA web-based curriculum in POC US appears to be a promising and potentially time saving alternative to live classroom lectures and seems to offer similar educational benefits for the postgraduate learner.

Decoding skills in children with language impairment: contributions of phonological processing and classroom experiences.

Children with language impairment (LI) often demonstrate difficulties with word decoding. Research suggests that child-level (i.e., phonological processing) and environmental-level (i.e., classroom quality) factors both contribute to decoding skills in typically developing children. The present study examined the extent to which these same factors influence the decoding skills of children with LI, and the extent to which classroom quality moderates the relationship between phonological processing and decoding. Kindergarten and first-grade children with LI (n = 198) were assessed on measures of phonological processing and decoding twice throughout the academic year. Live classroom observations were conducted to assess classroom quality with respect to emotional support and instructional support. Hierarchical regression analyses revealed that of the 3 phonological processing variables included, only phonological awareness significantly predicted spring decoding outcomes when controlling for children's age and previous decoding ability. One aspect of classroom quality (emotional support) was also predictive of decoding, but there was no significant interaction between classroom quality and phonological processing. This study provides further evidence that phonological awareness is an important skill to assess in children with LI and that high-quality classroom environments can be positively associated with children's decoding outcomes.

Going Beyond the Four Walls through Asynchronous Discussion Forum: Basis to Instructional Enhancement

The study aimed to investigate the learning experiences of the students as they get involved in an Online Discussion Forum (ODF) using the asynchronous format and focuses on the interrelation of factors such as students’ academic self-efficacy, motivation, reflective thinking, attitude towards social networking, and facilitating discourse. Furthermore, the study sought to recommend a model design that may lead to instrument enrichment through virtual learning network. To evaluate the learning experiences of students from ODF, a descriptive correlational design was used. It was conducted using a social networking discussion forum that was assessed as the available and commonly used site. Students were given a week to answer open-ended questions/topics that were posted in the ODF and the mechanics was explained in a live classroom. A total of 183 functional responses were collected for the study. Respondents were not aware that they are under a study to encourage them to work at their pace and interest. After the ODF, the instructor administered the survey questionnaire, and interviews were also made as part of course evaluation. The result revealed that only three variables specifically academic self-efficacy, reflective thinking, and motivation in participating in ODF, tends to predict perceived learning experiences. The proposed model was created to support several discussion forums by several moderator accounts. The model may support interconnection among moderators, contributors and registered users. Expanding the network model will serve as a basis for university-wide virtual learning network. Keywords - Educational Technology, online discussion forum, descriptive-correlational design, Philippines

Abstract T P270: Effectiveness of National Institute of Health Stroke Scale Training

Background and Purpose: Staff voiced a need for hands on training regarding scoring of complex stroke patients. Random reviews of medical record documentation of the National Institute of Health Stroke Scale (NIHSS) scoring and discussions with staff reflected variations in scoring for the same deficits. The primary training method utilized by all staff has been computer based with preceptor skill verification. Continued issues with confusion in scoring led to development of a unique solution for our facility and community partners using this scale. Method: Members of our nursing and medical team developed a unique learning opportunity that provided participants with both didactic and hands on participation for scoring of patients with the NIHSS. Lectures consisted of overview of stroke syndromes including complex syndromes, basic NIHSS knowledge and scoring requirements, followed by review of complex scoring strategies and a live classroom scoring presentation by a provider on a test patient. The learning opportunity was further enhanced by interactive sessions for hands on by each participant through scoring every component of the scale in a non-threatening environment. This was accomplished through the use of smart phones and computers which blinded individual responses. Standardized test patients trained by the instructors executed scenario responses ranging from normal to extremely abnormal and/or complex. Participants scored scenarios executed using the NIHSS and received immediate feedback on scoring rationales. Questions and inaccuracies were addressed and clarified in each session. Results: The initial class evaluations and changes in pre and post class scoring results indicate less variation in scoring for all items, especially related to scoring of the complex patient. Conclusion: Computer based learning is the most common and widely used approach to staff education for training staff on use of the NIHSS. However, face to face interaction with the learner and instructor appears to be the most effective method for skill attainment with scoring of complex stroke patients.

Implementation of Instructional Supervision in Secondary School: Approaches, Praspects and Problems

Supervision is critical in the development of any educational program in both developed and developing countries including Ethiopia. In education, the role of educators has undergone dramatic shifts in the recent past. Many teachers, especially pupil-teachers and newly qualified teachers may not have mastered or developed sufficient skills for effective teaching; hence, there is a need for instruction in the live classroom to be supervised. This paper included and discuss different possible approaches/technique i.e. Clinical Supervision, Collegial Supervision, Self-directive supervision, Informal Supervision etc. With regards to this, it is also discussed about prospects and problems of instructional supervision in various aspects. The teachers’ perception also reflects towards implementation of instructional supervision. Teachers may perceive supervision as a worthwhile activity if supervisors give teachers security by backing their judgments even though at times a teacher’s judgment can be wrong. Teachers must feel that the supervisor is there to serve them and to help them become more effective teachers. Indeed in secondary schools the nature of instructional supervision is constrained by the subject specialization of the supervisor. Supervisors who have been teachers of languages cannot assess the students’ performance in mathematics, nor offer teachers of mathematics the kind of professional support they need. For many teachers, supervision is a meaningless exercise that has little value other than completion of the required evaluation form performance for decision of their promotion, transfer and to stop their increments if necessary.

Effectiveness of clickers: Effect of feedback and the timing of questions on learning

Individual response devices or “clickers” are now being used in many classrooms as an active-learning component of courses. Educators may wonder whether clickers are truly beneficial to learning. This study was designed to examine whether clickers increase retention of lecture material over two days in a more controlled situation than the live classroom. Participants watched a video lecture and were either given clicker questions about the video or no clicker questions with a ‘test’ occurring two days later. The effect of immediate feedback and the timing of the questions (either throughout the video or all at the end) were assessed. It was found that clicker questions improved memory for material two days later compared to no-clicker controls, provided that immediate feedback was given about each question. Scores two days later actually improved compared to scores on the day of the video when feedback was given about the correct answers. The timing of clicker questions did not affect scores. Results are consistent with studies that took place in more ecologically valid but less controlled live classroom situations. The results may guide educators in the effective use of clickers.

Teaching diagnostic reasoning: Transitioning from a live to a distance accessible online classroom in an Adult Acute Care Nurse Practitioner Program

The advent of online technologies has led to increased opportunities for colleges of nursing to extend their graduate educational curriculums for expanding numbers of students. Likewise, graduate nursing students now have endless choices regarding programs of study, for which they are no longer limited by geographical locations. Nurse educators are now being confronted with the need to impart increasingly sophisticated knowledge to growing numbers of students via online technologies. Teaching advanced practice students, especially nurse practitioners, within an online teaching plat-form leads to a special list of challenges for nurse educators. One major issue is the fostering of diagnostic reasoning in an online environment. This article offers an overview of how one Adult Acute Care Nurse Practitioner (ACNP) program transitioned over time from a live classroom curriculum to a distance accessible program.