Student Survey Data Research Articles

Facilitating skill development using student-directed activities and personalized formative feedback

ObjectiveTo describe the process and outcome measures of implementing student-directed activities and faculty formative feedback as methods to develop interviewing, assessment, SOAP note writing, patient presentation, and patient counseling skills. MethodsStudent-directed activities and personalized formative feedback from faculty were implemented to facilitate skill development in first-year pharmacy students. These processes occurred in three steps in which students (1) obtained foundational knowledge through the completion of independent student-directed learning activities, (2) applied knowledge and development of skills through peer teaching activities and peer/self-assessment, and (3) received personalized formative feedback from faculty during verbal assessments. Outcome measures were determined by students’ performance in course evaluations and faculty/student survey data. ResultsOverall, 70 students and six faculty completed the survey. Based on student survey data, 74% indicated that student-directed activities enhanced learning, 57% indicated that peer feedback facilitated their ability to write SOAP notes, 78% were confident in their interviewing skills in a community site, 76% were confident in their patient presentation skills to a community preceptor, 97% indicated they had developed adequate foundational skills for writing SOAP notes, and 100% valued receiving personalized faculty feedback. The entire faculty was fairly confident in the students’ interviewing skills. ConclusionStudent-directed activities facilitated the development of skills, which was augmented by peer feedback and self-assessment. Students perceived personalized faculty feedback as beneficial and recommended continuation of such feedback in future classes.

Facilitated learning model to teach habits of evidence-based reasoning across an integrated master of science in occupational therapy curriculum.

We describe an integrated master of science in occupational therapy curriculum and a coordinated sequence of evidence-based practice (EBP) courses that incorporate systematic, pragmatic teaching strategies to develop students' EBP skills and habits of reasoning. The EBP courses focus sequentially on the occupational lives of clients and methods for gaining information about occupational performance and needs; appraising the internal, external, and statistical validity of intervention evidence; and generating evidence from one's own practice to answer questions about individual or group client outcomes. All EBP courses use facilitated learning processes that encourage graduate students to take responsibility for their own learning, guided by a carefully structured series of assignments. The integrated curriculum scaffolds the translation and application of previously learned knowledge and skills, including EBP knowledge, into different contexts. Student survey data suggest that graduating students view EBP as an integral part of the clinical process and begin to internalize the habits necessary to be evidence-based practitioners.

The Introduction of Bachelor Degrees and the Underrepresentation of Students From Low-SES Families in Higher Education in Germany: A Pseudo-Panel Approach

In the course of the Bologna Process, European higher education systems have experienced major reforms. In Germany as in several other countries, the main novelty was a reduction of the length of study to get a first level degree (Bachelor), together with the introduction of a second level degree (Master’s). One of the priorities of the Bologna Process is the so called ‘social dimension’, meaning that participation in higher education should be widened by fostering the potential of students from underrepresented groups, such as those from socioeconomically disadvantaged backgrounds. To evaluate this reform goal, this paper tests whether the shortening of the length of study to get a first degree countervails the underrepresentation. I use variation introduced by the non-uniform adaption of the new degree structure to identify the effect. Using repeated cross-sectional student survey data to generate panel data at the level of study courses, fixed-effects estimators indicate that the shortening has no (positive) effect on the share of students from low social origins.

Sources, contents, and students' social learning about persons with a disability

A secondary analysis of survey data of Hong Kong school students (N = 2,865) examines social learning about persons with a (physical) disability (PWDs). Path models, connecting recalled information in communication about PWDs of different sources (media, significant others, and contact) and content (assistance, pity, and fear) with perceptions, general attitude, and behavior inclination toward PWDs, showed content as better predictor than either media channels or interpersonal sources. Interpersonal sources were better predictors than media channels were. The effects were also mediated by perception of PWDs' capabilities, perception of PWDs' inner state, and general attitude toward PWDs. The findings are interpreted and discussed.

Advanced Screencasting With Embedded Assessments in Pathophysiology and Therapeutics Course Modules

To implement and assess the effectiveness of a hybrid learning model using advanced screencasting with embedded assessments in pathophysiology and therapeutics modules. Two pathophysiology and therapeutics course modules on viral hepatitis and the clinical pharmacokinetics of aminoglycosides were chosen for study. The preclass portion of the hybrid model involved student completion of interactive e-lectures that were created with the use of advanced screencasting and included embedded assessments. Students viewed the e-lectures and completed the assessment questions prior to in-class lecture. Preimplementation and postimplementation test scores were compared and student survey data were analyzed. Test scores improved significantly and students' perceptions of the learning method were favorable. Test scores improved most significantly on higher-level Bloom's taxonomy questions. A hybrid model that used advanced screencasting with embedded assessments offered a novel method to afford students active-learning opportunities to progress to higher cognitive domains of learning.

Dialogic Interactions in the English-Mediated Classroom: A Case Study of a Social Science Class for Engineering Students in Korea

In this paper, we explore the role of dialogic interactions in enhancing L2 undergraduate students’ classroom participation at a university in South Korea. Previous studies on English-mediated instruction (EMI) have focused primarily on the efficiency of instruction, as evaluated in terms of the skills and proficiency levels of the students or instructors, based on the assumption that L2 linguistic competence is the primary prerequisite for successful EMI classes. However, drawing upon survey and interview data of students’ perceptions of dialogic teaching and classroom observation data, we demonstrate the success of dialogic teaching. Our findings suggest that L2 speakers can participate effectively in interactions in English when the class is designed systematically to allow multiple responses built upon their previous knowledge.

한국기술교육대학교 장기현장실습 프로그램의 효과성 분석 : 2013년 본 사업 대상

한국기술교육대학교(이하 한기대)는 학부교육과 전일제 근무를 병행하는 기업 연계형 장기실습제도(IPP)를 마련하여 2012년 8월부터 12월까지 시범사업을 운영하였고, 2013년 봄부터 본 사업을 추진하였다. 또한 IPP 프로그램의 실효성을 평가하고 프로그램 운영체계 및 과정에 대한 개선방안을 찾기 위해 Kirkpatrick의 4단계 평가모형에 기반 하여 IPP 성과평가모형을 개발하였다. 본 연구는 IPP 성과평가모형을 2013년 본 사업에 적용하여 참여학생들을 대상으로 기업체 파견 전과 후에 실시한 설문조사 결과를 분석하여 IPP 프로그램의 효과성을 평가하고, 향후 평가체계의 개선방향을 모색하고자 하였다. 설문조사 분석결과에 따르면, IPP 프로그램이 학생들의 비전공역량과 직업에 대한 태도를 개선하는데 어느 정도 효과적이었고, 학생들의 기업체 및 업무에 대한 만족도가 매우 높았던 반면, 전공역량과 IPP에 대한 인식 측면에서는 의미 있는 향상이 발견되지 않았다. 이러한 분석결과에 기반 하여 한기대 IPP 프로그램의 개선방향을 제시하였다. KOREATECH has introduced a long-term co-op program called IPP (Industry Professional Practice) to address problems in engineering education of Korea since 2012. In order to evaluate and improve the IPP program, the IPP Center of KOREATECH has developed a comprehensive performance evaluation scheme on the basis of the Kirkpatrick's four stage performance evaluation model for training programs. This study aimed to analyze student questionnaire survey data from the IPP performance evaluation scheme, which was acquired before and after IPP terms in 2013 and measured students' perceptions on the five aspects of major competencies, non-major competencies, perception of and satisfaction with the IPP program and attitudes to occupation. The findings showed that the IPP program was effective to a certain degree at enhancing non-major competencies and attitudes to occupation of students. Participating students were quite satisfied with their jobs and companies. In the last part, several directions for improving the effectiveness of the IPP program were discussed.

How clear and organized classroom instruction and deep approaches to learning affect growth in critical thinking and need for cognition

In this study the authors analyze longitudinal student survey data from the 17-institution Wabash National Study of Liberal Arts Education (WNS) to determine the extent that the influence of overall exposure to clear and organized instruction on four-year growth in two measures of cognitive development is mediated by student use of deep approaches to learning. The findings suggest that for one cognitive outcome, need for cognition, a substantial part of the effect of clear and organized instruction is significantly transmitted by all three dimensions of deep learning: higher-order learning, reflective learning, and integrative learning. This overall trend was not statistically significant for critical thinking, although the impact of clear and organized instruction on growth in critical thinking skills was significantly mediated through one dimension of deep approaches to learning – reflective learning.

Moving Online: Changing the Focus of a Writing Center

This paper charts the development of a small departmental writing center at a university in Japan. The paper discusses the results from two semesters of an ongoing action research project focused on improving the usage of the center. Faced with significant constraints and decreasing usage, the project used student survey data collected at the end of each semester to drive developments to the center. This led to a shift from using a face-to-face peer model for the writing center, to organizing it as an online writing lab. The article demonstrates the potential benefits of moving online for centers facing significant constraints, and the importance of using data for decision making in driving center development.

INTEGRATING ACCOUNTING AND INFORMATION SYSTEMS WITH ENTERPRISE RESOURCE PLANNING TEACHING MODULES

ABSTRACT This study analyzes the effectiveness of an interdisciplinary enterprise resource planning (ERP) teaching module which was designed to integrate accounting and information systems (IS) curricula and implemented in a required management information systems course. Integration of disciplines in business curriculum has been recommended by both research studies and higher education accrediting bodies. Analysis of student survey data suggests that integration of accounting and IS concepts was successful in generating student interest in both areas. M.B.A. students demonstrated a higher level of increases in understanding of accounting concepts and interest in accounting after completing the ERP exercise compared to undergraduate students. Interestingly, the level of IS knowledge before the exercise was a significant predictor of enhanced understanding of course concepts while this relationship was not present for the level of accounting knowledge before the exercise. Keywords Accounting Education, Information Systems Education, Interdisciplinary Instruction, Enterprise Resource Planning

A three-tier ICT access model for intention to participate online

The digital divide between countries is a critical phenomenon separating the countries that ‘have’ (mostly developed countries) from the countries that ‘have not’ (mostly developing countries). It places developing countries in a disadvantaged position economically, politically, and socially that in turns affects the life and social well-being of the citizens. Current understanding of the digital divide is limited by usage of secondary data, which prompts scholars to call for more theoretically-based empirical research. Since the key to reducing the digital divide is to increase people’s access to ICT, this study developed and empirically tested a 3-tier ICT access model to determine the effect on ICT development of intention to participate in online activities among citizens in developed and developing countries. The model was founded on three existing research frameworks. In addition, this study theoretically clarified the relationship between four types of ICT access and how they contribute to intention to participate online. Survey data of university students from Korea and Cambodia was collected. The results confirm the effect of ICT development on citizens’ intention and isolate key factors that impact the two countries differently. Technological access was found to impact extrinsic motivational access and skills access. Social access influenced extrinsic and intrinsic motivational access and skills access. Implications for research and practice are discussed.

The behavioral and health consequences of sleep deprivation among U.S. high school students: Relative deprivation matters

ObjectiveTo evaluate whether the strength of the association between sleep deprivation and negative behavioral and health outcomes varies according to the relative amount of sleep deprivation experienced by adolescents. Methods2011 Youth Risk Behavior Survey data of high school students (N=15,364) were analyzed. Associations were examined on weighted data using logistic regression. Twelve outcomes were examined, ranging from weapon carrying to obesity. The primary independent variable was a self-reported measure of average number of hours slept on school nights. ResultsParticipants who reported deprivations in sleep were at an increased risk of a number of negative outcomes. However, this varied considerably across different degrees of sleep deprivation. For each of the outcomes considered, those who slept less than 5h were more likely to report negative outcomes (adjusted odds ratios ranging from 1.38 to 2.72; p<.05 across all models) relative to sleeping 8 or more hours. However, less extreme forms of sleep deprivation were, in many instances, unrelated to the outcomes considered. ConclusionsAmong U.S. high school students, deficits in sleep are significantly and substantively associated with a variety of negative outcomes, and this association is particularly pronounced for students achieving fewer than 5h of sleep at night.

Until when does the effect of age on academic achievement persist? Evidence from Korean data

According to an analysis of Korean student panel survey data, monthly differences in age had a significant influence on academic achievement until middle school (lower secondary education). However, this age effect did not persist when students graduated from high school (upper secondary education). Furthermore, some evidence is found that younger students, upon entering high school, were more likely to concentrate on academic studies, and less likely to experience minor distractions, thereby compensating for their poor academic achievement in middle school.

Experiential Learning of Digital Communication Using LabVIEW

This paper discusses the design and implementation of laboratories and course projects using LabVIEW in an instrumentation course. The pedagogical challenge is to enhance students' learning of digital communication using LabVIEW. LabVIEW was extensively used in the laboratory sessions, which better prepared students for the course projects. Two course projects were designed to familiarize the students with virtual instrumentation, data acquisition, Modbus communication, and simple closed-loop control. One project involved the instrumentation and control of a brushed dc permanent magnet motor; the other involved the instrumentation and control of a small-scale temperature chamber. Students used one computer, functioning as a Modbus slave, to measure the motor speed or temperature inside the chamber and to turn the motor or lightbulbs on and off. Another computer, functioning as a Modbus master, reads the measurements using Modbus communication protocol via RS-485 wires, compared the measurements to the set points, made control decisions, and sent the commands to the Modbus slave for actuation. The effectiveness of student learning is analyzed using student survey data.

New Wide Area Virtual Environment (WAVE) Medical Education

Accomplish the first large-scale combat casualty training using multiple-modality hybrid simulation in the Uniformed Services University's one-of-a-kind three-dimensional Wide Area Virtual Environment (WAVE). 91 first-year medical students (MS1) completed a WAVE training session as part of their Combat Medical Skills course. In teams of 6 students, they treated two combat casualties with blast wounds (one a SimMan 3G, and another a standardized patient) during15-minute scenarios in the WAVE. The WAVE is a unique medical simulation environment comprising an 8,000-square-foot virtual space composed of two pods surrounded by circumferential 9 × 12-foot movie screens and a high-fidelity directional sound system. Students completed WAVE quality assurance surveys to describe their impressions. 91 MS1s were trained in a 4.5-hour period (including pre- and post-briefs) without technical difficulties during this inaugural training experience. Student survey data indicated a strong desire for more WAVE training in the curriculum (2.9 on a 3-point Leikert scale), and a strong preference for training in the WAVE vs. traditional training methods (4.6 on a 5-point Leikert scale). The novel WAVE platform can be implemented successfully for combat casualty training and represents a significant technological advancement in simulated military medical training.

The Role of Collaborative Student Research on the Development of 21st Century Skills

ABSTRACTCollaborative student research takes place in educational settings where the teacher directs the laboratory (traditional class) or allows the students to research a topic (non-traditional class). This study examines the role of collaborative student research in two separate settings: in high school (grades 9-12) and in college undergraduate institutions. These experiences include college level Research Experiences for Undergraduates (REU) and high school level Authentic Science Research (ASR) programs. These programs promote collaboration among student peers, teachers, professors, graduate students, post-docs, community members, and industry experts. Benefits of these collaborative student research programs may include development of skills aligned with educational standards such as Common Core State Standards and the Next Generation Science Standards. This study examines the short and long-term outcome of student engagement in collaborative student research experiences, and offers new insight regarding the impact that these unique experiences have on 21st century skill development. Students in this study have participated in non-traditional, research-based experiences ranging from 8 weeks to 4 years. Pre-post and retrospective student survey data was examined qualitatively and quantitatively to better understand the role in which collaborative student research experiences play in the formation of 21st century skills. Results of the study support the notion that collaborative student research experiences offer students meaningful interdisciplinary benefits, and these experiences are more than just a means of recruiting students into science, technology, engineering and math (STEM) fields.

What Deters Students from Studying Abroad? Evidence from Four European Countries and Its Implications for Higher Education Policy

This study examines factors that deter students in Austria, Germany, Switzerland and the Netherlands from studying abroad. Using an adaptation of the Rubicon model of action phases, the path to gaining study abroad experience is conceptualised as a process involving two thresholds: the decision threshold and the realisation threshold. Theoretical predictions drawn from rational choice, migration and reproduction theories are integrated into this framework. On the basis of nationally representative and internationally comparable student survey data, logistic regressions are calculated for the two thresholds. Five implications for higher education policy are derived: First, the fact that there are various obstacles to studying abroad means that some students may face multiple disadvantages and might therefore need additional support. Second, mobility schemes might have to reflect better that obstacles at the decision threshold differ from obstacles at the realisation threshold. Third, the self-perpetuating nature of mobility makes the moments of political intervention crucial. Fourth, the similarity of obstacles between countries suggests certain supranational initiatives. Finally, the achievability of the European mobility targets could be discussed, as increasing mobility and creating equitable access to it might be conflicting goals.

A global assessment of knowledge of dental students about nicotine replacement therapy: findings from 43 countries

Knowledge of nicotine replacement therapy (NRT) is a competency that is expected from receiving training in the treatment for tobacco dependence. This study therefore assessed the knowledge of dental students in 43 countries about NRT. The 2005-2011 dental Global Health Professions Student Survey data were analysed for 13,040 third-year dental students from 43 countries. Knowledge about NRT was self-reported and country-specific prevalence estimates were calculated. To assess for correlates of knowledge about NRT amongst dental students, a multivariate logistic regression model was fitted (P<0.05), with pooled data from all 43 countries. The model assessed for geographical location, gross national income, tobacco cessation training in school, sex, current tobacco use and survey year. Amongst all dental students, the proportion that knew about NRT ranged from 37.0% (Mongolia) to 97.6% (Slovakia). The odds of knowing about NRT were lower amongst dental students in the Eastern Mediterranean region (aOR=0.52; 95% CI: 0.34-0.79) compared to those in the European region. Dental students in upper-middle-income (aOR=2.46; 95% CI: 1.57-3.85) and high-income countries (aOR=4.55; 95% CI: 2.28-9.09) both had higher odds of knowing about NRT compared to dental students in low-income countries. Also, current use of any tobacco product and receipt of tobacco cessation training in school were both associated with higher likelihood of knowing about NRT. No significant gender differences in knowledge of NRT were observed. A large proportion of dental students in several countries knew about NRT. However, disparities in knowledge existed across regions. Enhanced efforts are needed to formally train dental students on tobacco cessation techniques.

A Collective Effort to Improve Sociology Students’ Writing Skills

Nationwide, academic sociologists at all types of higher education institutions face the challenge of working to improve students’ writing skills. In this article, we describe a collective effort by a group of faculty members in one undergraduate sociology program to implement several effective writing-improvement strategies. We advocate aiming to improve students’ writing by working together on a united front rather than working in isolation. After explaining the origins of the collective emphasis on writing that emerged in our group and briefly outlining the writing-improvement strategies that we utilize, we use student survey data to reflect on major themes before concluding with a discussion of the merits of our collective approach.

Using electronic portfolios to foster literacy and self-regulated learning skills in elementary students.

The research presented here is a continuation of a line of inquiry that explores the impacts of an electronic portfolio software called ePEARL, which is a knowledge tool designed to support the key phases of self-regulated learning (SRL)—forethought, performance, and self-reflection—and promote student learning. Participants in this study were 21 teachers from elementary schools (Grades 4–6) and their students (N = 319) from 9 urban and rural English school boards in Quebec and Alberta, Canada, who participated during the 2008–2009 school year. Students with low enthusiasm for the use of ePEARL were excluded from the main sample as they exhibited different patterns in learning gains and self-regulatory skills as compared with those with high and medium enthusiasm. Multivariate analyses of covariance showed that students motivated to use the software made significantly greater gains compared with controls in 3 of 4 writing and reading skills (p < .01) as assessed by the constructed response subtest of the Canadian Achievement Test (fourth edition). Multivariate analyses of covariance of student survey data revealed that, over time, students who used the software reported higher levels of SRL processes than those in the control group (p < .01). Implications of the findings for school leaders and teacher educators regarding the use of electronic portfolios are discussed.