Presentation Of Course Material Research Articles

Attitudes of an international student cohort to the Quizlet study system employed in an advanced clinical health care review course.

Computer-based learning applications and mobile technology have transformed many aspects of the educational experience over the last decade, producing software aimed at improving learning efficiency and streamlining the presentation of course materials. One such class of software, purpose-created to take advantage of spaced learning and spaced testing principles, are electronic flashcard applications. We provide a perspective on the novel use of the Quizlet flashcard application in a tertiary educational setting. To reduce cognitive load for international graduate dental students taking a pharmacology review course, we implemented Quizlet, which integrates both spaced learning and self-testing, to improve the student learning experience. This study assessed students’ perceptions of the Quizlet flashcard system in a student cohort comprised of two consecutive years’ classes (n = 51 students in total). Results indicated broad acceptance of Quizlet based on ease of use of the software and ease of study of the material. Our data provide insight into the use of this common software in a professional healthcare tertiary education setting and further demonstrate the successful application of electronic flashcards for a mixed international student cohort. Further research should include an assessment of the impact of flashcard on long-term knowledge retention in this setting.Supplementary InformationThe online version contains supplementary material available at 10.1007/s10639-022-11371-3.

Effects of positive college classroom motivational environments on procrastination and achievement

Understanding factors within college learning environments that can ameliorate maladaptive academic behaviours such as procrastination could contribute to enhancing college students’ success and persistence. Thus, the aims of the current study were to investigate: (a) the degree to which facets of the college classroom motivational environment predict college students’ academic procrastination after controlling for students’ level of conscientiousness (which is a strong predictor of procrastination); and (b) whether academic procrastination mediates the effect of classroom motivational environment facets on course grades. Participants were 223 students enrolled in two four-year institutions (one a Hispanic-serving institution) in southern US. Hierarchical regression analyses indicated that students who reported the presentation of course material in their classes as being more interesting (course situational interest) also tended to report procrastinating less. Furthermore, mediation analyses indicated that the positive effects on course grades of classroom motivational environments (in which instructors were perceived as providing academic and emotional support, promoting mutual respect and task-related interactions among students, and eliciting interest through the presentation of course material) were better explained as mediated by academic procrastination. These findings suggest that providing a supportive college classroom environment to engage students could cause them to procrastinate less and attain better academic outcomes.

Student Management Teams [State of the Art

Discusses the concept of student management teams. These are described as groups of students who become partners in many aspects of course teaching. They act as advisors, spokespersons, and intermediaries who provide a valuable service in improving course structure, presentation of course material, and even the pace of the course. The idea for student management teams arises from manufacturing quality circles, where workers are able to contribute to improvements in product efficiency, fabrication, and quality processes. Teachers can often use some assistance with their instruction skills or with the way they deliver information in courses they teach.

A Randomized Study of Internet Parent Training Accessed From Community Technology Centers

Behavioral parent training (BPT) has been shown to be efficacious to improve parenting skills for problematic interactions with adolescents displaying oppositional and antisocial behaviors. Some research suggests that support group curricula might be transferred to the Internet, and some studies suggest that other curriculum designs might also be effective. In this research, a BPT program for parents of at-risk adolescents was tested on the Internet in a randomized trial (N = 307) from computer labs at six community technology centers in or near large metropolitan areas. The instructional design was based on asynchronous scenario-based e-learning, rather than a traditional parent training model where presentation of course material builds content sequentially over multiple class sessions. Pretest to 30-day follow-up analyses indicated significant treatment effects on parent-reported discipline style (Parenting Scale, Adolescent version), child behavior (Eyberg Child Behavior Inventory), and on social cognitive theory constructs of intentions and self-efficacy. The effect sizes were small to medium. These findings suggest the potential to provide effective parent training programs on the Internet.

Instructional quality of Massive Open Online Courses (MOOCs)

We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs (xMOOCs and cMOOCs) were analysed and their instructional design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design principles. However, most MOOCs scored highly on organisation and presentation of course material. The results indicate that although most MOOCs are well-packaged, their instructional design quality is low. We outline implications for practice and ideas for future research.

PROTOCOL: Farmer Field Schools for Improving Farming Practices and Farmer Outcomes in Low‐ and Middle‐income Countries: A Systematic Review

Farmer field schools (FFS) are a common approach used to transfer specialist knowledge, promote skills and empower farmers around the world. At least 10 million farmers in 90 countries have attended such schools. FFS are implemented by facilitators using participatory "discovery-based" learning based on adult education principles. Many different implementing bodies have been involved. Field schools have a range of objectives, including tackling overuse of pesticides and other harmful practices, improving agricultural and environmental outcomes, and empowering disadvantaged farmers such as women. We conducted a systematic review of evidence on FFS implementation to investigate whether FFS make a difference, to which farmers, and why or why not. We synthesised quantitative evidence on intervention effects using statistical meta-analysis, and qualitative evidence on the barriers and enablers of effectiveness using a theory of change framework. The results of statistical meta-analysis provide evidence that FFS are beneficial in improving intermediate outcomes relating to knowledge learned and adoption of beneficial practices, as well as final outcomes relating to agricultural production and farmers' incomes. The findings suggest this to be the case for FFS promoting integrated pest management (IPM) technology, as well as other techniques. However, the rigorous impact evaluation evidence base is small and there are no studies that we were able to identify as having a low risk of bias. There is no evidence that neighbouring non-participant farmers benefit from diffusion of IPM knowledge from FFS participants. Therefore, they do not experience improvements in IPM adoption and agriculture outcomes. The evidence of positive effects on agricultural outcomes is largely limited to short-term evaluations of pilot programmes. In the few examples where FFS have been scaled up, the evidence does not suggest they have been effective in improving agricultural outcomes among participating farmers or neighbouring non-participants. Although empowerment is a major objective of many FFS, very few studies have collected information on this outcome in a rigorous manner. A few studies suggest farmers feel greater self-confidence. What explains the lack of scalable effects among FFS participants, or diffusion of IPM practices among the community? FFS differ from standard agricultural extension interventions, which tend to focus on disseminating knowledge of more simple practices such as application of fertiliser and pesticides, or adoption of improved seeds. The experiential nature of the training, and the need for the benefits of the FFS technology to be observed, are barriers to spontaneous diffusion. Furthermore, the effectiveness of scaled-up interventions has been hampered by problems in recruiting and training appropriate facilitators at scale. The review provides implications for policy, practice and research.

Measuring Situational Interest in Academic Domains

Three studies were conducted to develop and validate scores on a new measure appropriate for assessing adolescents’ situational interest (SI) across various academic settings. In Study 1 ( n = 858), a self-report questionnaire was administered to undergraduates in introductory psychology. Confirmatory factor analyses (CFA) supported a three-factor model that differentiated between interest generated by (a) the presentation of course material that grabbed students’ attention (triggered-SI), (b) the extent to which the material itself was enjoyable and engaging (maintained-SI-feeling), and (c) whether the material was viewed as important and valuable (maintained-SI-value). CFA analyses in Study 2 ( n = 284) and Study 3 ( n = 246) also supported the three-factor situational interest model for middle and high school students in mathematics. Moreover, situational interest was shown to be distinct from individual interest and was a statistically significant predictor of change in individual interest across the school year.

Learning Styles of Mexican Food Science and Engineering Students

ABSTRACT: People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. Given the almost unlimited variety of job descriptions within food science and engineering, it is safe to say that students with every possible learning style have the potential to succeed as food scientists and engineers. They may not be equally likely to succeed in school, however, since they respond differently to different instructional approaches and the predominant mode of instruction favors some learning styles over others. The goals of the study were to test the degree to which student performance and attitudes were consistent with expectations based on learning style theory and prior studies. The Index of Learning Styles© (ILS) was administered to several groups of undergraduate and graduate food science and engineering students taking different courses at the Universidad de las Américas, Puebla. Those courses were taught in a manner that emphasized active and cooperative learning as well as inductive presentation of course material. Visual, sensing, and active learning styles were displayed by the majority of students. Significant differences (P < 0.05) were observed between males and females for the Sensing/Intuiting and Sequential/ Global dimensions of the Felder‐Silverman model. Type differences in various academic performance measures and attitudes were noted as students progressed through the curriculum. Observations were generally consistent with predictions of type and learning style theories, and the instructional approach improved the performance of ILS types (actives and sensors) found in previous studies to be disadvantaged in the science and engineering curricula.

Teaching a Distance Education Version of the Technical Communication Service Course: Timesaving Strategies

The author has taught a distance education version of the undergraduate technical communication service course at Boise State University since 1997 and shares the strategies he has found to decrease the time instructors spend teaching online, thereby enabling them to use the time they do have to enhance their students' online experience. These strategies are distributed among four areas: management of collaboration, presentation of course material, grading, and interaction with students. For each one, the author presents the problems that may occur and approaches to resolving them. The article addresses a number of concerns expressed in the scholarly literature on distance education and is informed by surveys given to five sections of the author's course taught between 2001 and 2003. Interspersed through the article is an overview of some of the current research and commentary on distance education of particular interest to those teaching the technical communication service course via the Internet.

Instilling Practical Knowledge About Nonprescription Product Use

Nonprescription Therapeutics (PHA324) is a 5-unit course taught in the second semester of the second year of the PharmD program. The primary objective for this course is for students to demonstrate a level of competence that extends beyond basic product knowledge. Instructional methods used to achieve this objective include an interactive presentation of course material, a 7-step case-based analysis, and reflective journaling, all of which contribute to a positive, rewarding learning experience. Course content focuses on the application of products to meet the self-care needs commonly presented in pharmacy practice. Course content includes nonprescription products, dietary supplements, and home medical equipment and self-testing products. Topics range from symptomatic treatment of the common cold to counseling patients regarding the use of dietary supplements during treatment for cancer. Student attendance is consistently high and assessments of this course are usually positive.

Students' Perspectives of Effective and Ineffective Nursing Instructors

This descriptive study identified students' perspectives of the characteristics used to judge the quality of a classroom nursing instructor. A sample of 171 baccalaureate nursing students from a university in the midwestern United States completed the study. The nursing students completed a questionnaire regarding personal demographics, characteristics of an effective and ineffective instructor, and how their grade and the amount of coursework affected their opinion of the instructor. Content analysis was performed to categorize the characteristics that emerged, with data ranked according to the number of times each characteristic was identified as effective or ineffective. Teaching methods, personality, and presentation of course materials were the three primary characteristics of an effective instructor, according to the students' responses, with personality being most important. Conversely, in related nursing studies of effective teachers, personality characteristics were ranked lower.

The Effects of Personality Type on Engineering Student Performance and Attitudes

AbstractThe Myers‐Briggs Type Indicator® (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University. That course and four subsequent chemical engineering courses were taught in a manner that emphasized active and cooperative learning and inductive presentation of course material. Type differences in various academic performance measures and attitudes were noted as the students progressed through the curriculum. The observations were generally consistent with the predictions of type theory, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. The conclusion is that the MBTI is a useful tool for helping engineering instructors and advisors to understand their students and to design instruction that can benefit all of them.

Successful Distance Learning Graduate Education in Human Services

SUMMARY There is a critical learning process unique to graduate human services education. This process needs to be applied in the distance-learning environment. The planning and designing of course material, along with instructional strategies, need to incorporate the five phases of this learning process. Faculty who use this process to develop and deliver their distance programs will utilize the technology and educational environment of distance learning to the fullest. This paper gives readers the framework for designing human services courses so that graduate students benefit from the structure and presentation of course material in the unique environment of distance learning.

Museum of Perception and Cognition website: using JavaScript to increase interactivity in Web-based presentations.

The present paper introduces the Museum of Perception and Cognition website. This site offers an interactive introduction to cognitive psychology via a JavaScript-based illustration of optical illusions and a Java-based presentation of experimental paradigms. Its content and utilization as lecture support for 1st-year students at Free University of Brussels is described. This paper also endeavors to share experience we gained in Web-based lecture materials development. It introduces the Web lecturer with JavaScript features and utilization and provides him/her with a description of reusable JavaScript routines downloadable from our site that relate to more engaging, interactive, and effective Web-based presentation of course materials.

Enhancing student learning through hypermedia courseware and incorporation of student learning styles

This paper outlines attempts to enhance student learning by addressing different learning styles through course hypermedia. Students learn by a variety of different learning styles. Previously, instructors were unable to effectively address these different learning styles outside the classroom. Two approaches were developed to address this problem. The first approach was the development of hypermedia courseware. This provided a wide variety of tools which students could use to prepare for lessons. In this way students retained complete control over how they prepared for a lesson and could choose those hypermedia tools that were most conducive to their learning. An assessment of the multimedia and hypertext documents in the course revealed that the value of a particular multimedia tool to a student varied widely. Each student was traversing the course material according to his/her unique learning style. Unfortunately, the plethora of tools confused some students because they were uncomfortable making active choices of what course material would be most conducive to their learning. As a result, a second approach was adopted. An adaptive hypermedia interface was developed that provided dynamic tailoring of the presentation of course material based on the individual student's learning style. By tailoring the presentation of material to the student's learning style, the authors believe students learned more efficiently and more effectively.

Opening up horizons: Providing on-line course material in cyberspace

Distance learning course providers world-wide are looking to new technology to enhance the presentation of their courses. Projects investigating how tutors teach and students learn when courses adopt new technology methods are of paramount importance. M205-STILE (Students' and Teachers' Integrated Learning Environment) is one such project which piloted the use of conferencing and World Wide Web (WWW) with nine tutors and 110 distance learning computer science students in the United Kingdom and Europe. The main aim of the project was to improve the presentation of the course by providing structured access to on-line facilities. This paper describes the students and tutors preferred form of presentation of course material, either conferencing or WWW It also reports which software was easier to install and how the materials were actually used and makes recommendations about how future on-line courses can benefit from the findings of this study.