Students In Course Research Articles

How Different Student Demographics affect the Course Grades of the Different Teaching Modes for Hybrid Teaching Instructors Only

<p style="text-align:justify"><span style="font-size:9.0pt"><span style="color:black">Certain demographics of students may prefer certain modalities, and certain demographics may achieve higher mean grades in some teaching modalities than others. This study used student-section data from five years of all the undergraduate courses at Kennesaw State University (KSU) from 2015 to 2019. This data set with individual student course outcomes included full student demographics and course types, including previous university grade point average (GPA), sex, age, ethnicity, course department, modality, etc. The study only used data from those instructors who taught hybrid sections, as well as in-person and online sections, to avoid the effect of instructor bias. Previous research found that instructors who taught hybrid sections gave higher grades for their online and F2F sections compared to those instructors who had not taught hybrid sections. The results showed that that hybrid-teaching instructors gave higher mean course grades for their hybrid sections than their online or F2F sections and higher mean course grades than non-hybrid teaching instructors in all modalities. This effect held for all demographics. </span></span></p>

EXPLORING THE ROLE OF PORTFOLIOS IN FOSTERING STUDENT COURSE ENGAGEMENT

Reflective learning is an important factor that has a positive impact on students’ learning efficacy. The study aims to bring insight into the use of e-portfolios as a means and tool to promote reflection in the classroom and build self-reflection habits, plan learning activities and build learning autonomy. Mahara e-portfolio was used during the period of eight months with a group of secondary school students in Croatia (n = 57) who filled in the student course engagement questionnaire consisting of 23 Likert-scale items before and after this period. The questionnaire data are categorized into four categories, dimensions: skills engagement, participation/ interaction engagement, emotional engagement and performance engagement. Students systematically worked with Mahara, and based on the data collected that were analysed using Statistica software, no positive impact on students’ engagement was proved. Even though the quantitative results are relatively neutral, the observations and discussions with teachers and students indicate a positive impact on motivation. Building autonomy and using tools for reflection and self-reflection should become necessary components of university pre-service teacher education.

Student Engagement in Patient Safety and Healthcare Quality Improvement: A Brief Educational Approach.

Achieving optimal patient safety (PS) remains a challenge in healthcare. Effective educational methods are critical for improving PS. Innovative teaching tools, like case-based learning, augmented reality, and active learning, can help students better understand and apply PS and healthcare quality improvement (HQI) principles. This study aimed to assess activities and tools implemented to improve PS and HQI education, as well as student engagement, in medical schools. We designed a two-week course for fourth-year medical students at the Autonomous University of Guadalajara, incorporating Fink's taxonomy of significant learning to create engaging activities. The course featured daily synchronous and asynchronous learning, with reinforcement activities using tools, like augmented reality and artificial intelligence. A total of 394 students participated, with their performance in activities and final exam outcomes analyzed using non-parametric tests. Students who passed the final exam scored higher in activities focused on application and reasoning (p = 0.02 and p = 0.018, respectively). Activity 7B, involving problem-solving and decision-making, was perceived as the most impactful. Activity 8A, a case-based learning exercise on incident reporting, received the highest score for perception of exam preparation. This study demonstrates innovative teaching methods and technology to enhance student understanding of PS and HQI, contributing to improved care quality and patient safety. Further research on the long-term impact is needed.

Backcasting supports cross-sectoral collaboration and social-technical innovation bundling: case studies in agri-food systems

There is a clear and urgent call to transform our food systems as a critical nexus to tackle ongoing global climate, biodiversity, equity, and nutrition crises. Many food and agricultural innovations are being developed and scaled but these innovations often target sector-specific problems and remain disconnected from the more complex demand for transformative change at scale. To bridge this demand for systemic change within the innovation ecosystem, initiatives are applying various approaches such as visioning, holistic assessments, innovation portfolio management and multistakeholder co-creation. Here we report on insights from applying a food systems tailored backcasting approach in a diversity of settings since 2021, including a national food system dialogue, a youth business innovation challenge, a landscape multi-stakeholder platform, a public-private sector co-learning session, an agroecological transitions program, and a hybrid food systems university course for graduate students and global professionals. We thereby build on existing literature and case studies of how change happens (or does not happen) and aim to use those insights to support food systems change makers. Across these settings, the backcasting approach asks participants to connect innovations with broader systems-change visions, to anticipate tradeoffs for multiple food system outcomes and population groups, and to cross sectoral boundaries. The use cases demonstrate that the backcasting process contributes to changes in views, practices and structures that participants work with. Specifically, it supports moving beyond “silver bullet” innovation approaches, the bundling of social and technical innovations, and building action-oriented cross-sectoral bridges. Food systems change is complex and innovations alone are insufficient to address its complexity. But innovations can play a positive role if connected to more holistic systems-change processes and goals. Considering strengths and limitations of the backcasting approach, the diversity of practical applications supports its potential to connect innovations to holistic food systems visions, to strengthen cross-sectoral collaboration and to bundle social and technical innovations for desirable food systems change.

PELATIHAN LUKIS SIDIK JARI (FINGER PAINTING) UNTUK MENINGKATKAN MOTORIK HALUS PADA ANAK TK SIWI

Introducing children to the art of painting is an alternative to increasing children's creativity. Introducing art to children, especially painting, is meaningful for cultivating attitudes and fostering creativity. The aim of learning this art is to ensure that children have optimal motor, cognitive and psychomotor abilities. This service activity was carried out using fingerprint painting techniques which focused on efforts to improve children's fine motor skills at Siwi Kindergarten, Daratan Village, Sleman Regency, DI. Yogyakarta. This activity is part of the output of the MKU Indonesian Language course for UST Fine Arts Education Study Program students.

Teaching introductory biomechanics course in low resource environment

Biomechanics originates at the interface of engineering mechanics and biological science. Biomechanics is an essential course for students of various disciplines, such as sports medicine, kinesiology, exercise science, orthopedics, medical sciences, biomedical engineering, and biological sciences. An introductory biomechanics course involves concepts of biology, mathematics, and mechanics that students find difficult to understand. This results in incomplete and ineffective learning of biomechanical concepts. The professional competence of a biomechanics student significantly depends on learning outcomes. Designing and developing an effective instructional methodology for an introductory biomechanics course that can improve students’ learning outcomes is challenging. Teaching a biomechanics course in a low-resource environment lacking expensive biomechanics experiment equipment and commercial software is an additional challenge. Literature suggests that active learning instructional techniques can help overcome these challenges. The present study reviews active learning methods such as Experiential Learning, Problem-based Learning, Challenge-based Instructions, Just-in-Time Teaching, Game-based Learning, and Mobile Learning, which have the potential to enhance the learning outcomes of biomechanics students during an introductory biomechanics course. The present study also discusses the possibility and effectiveness of these pedagogical approaches while teaching an introductory biomechanics course in low-resource environments. A curriculum designed (lecture and laboratory modules) for effectively delivering biomechanics courses to students in low-resource environments has been suggested. This study also highlights open-source software packages and tools that are helpful for teaching and learning introductory biomechanics in low-resource settings.

Effectiveness of the flipped classroom method using clinical scenarios and Educational Technology versus Subject-Based Lectures in a gastrointestinal physiology course for medical students

BackgroundMedical education is evolving towards more practical, active, effective, and student-centered approaches that address the limitations of traditional lecture methods. Recently, the flipped classroom method has been considered to support these reforms. However, research on the use of flipped classroom methods in medical education, particularly related to clinical scenarios and educational technology, is still in its early stages. This study aims to evaluate the effectiveness of the flipped classroom method using clinical scenarios and educational technology versus subject-based lectures in the course of gastrointestinal physiology for medical students.MethodsA total of 60 medical students participated in this study. The control group (n = 30) received traditional subject-based lectures and participated in question-and-answer sessions. The intervention group (n = 30) received non-attendance educational content and participated in small group discussions based on clinical scenarios. Course satisfaction was measured using an 18-item questionnaire, and learning outcomes were assessed with a 20-question multiple-choice test, corresponding to levels 1 and 2 of Kirkpatrick’s model. Data were analyzed using descriptive and analytical statistical tests with SPSS software version 24.ResultsThe findings indicated that the post-test scores in the intervention group were significantly higher compared to the control group. However, according to the student satisfaction questionnaire, satisfaction was significantly lower in the intervention group compared to the control group.ConclusionThis study demonstrated that the flipped classroom method, compared to traditional lectures, improved the learning and performance of medical students at Hamadan University of Medical Sciences in the course of gastrointestinal physiology.

Case-based Learning in Obstetric Hemorrhagic Emergencies

Abstract Background: Our institution’s obstetrics and gynecology course for final-year students traditionally relied solely on theoretical lectures. To bridge the gap between theory and real-world scenarios, we implemented case-based learning (CBL) that incorporates case discussions and other practical activities. This study aimed to assess the impact of these changes on students’ performance and perceptions of their learning experience. Materials and Methods: CBL was introduced for the teaching of a final year students about atonic postpartum hemorrhage. Comparisons were made with the two groups of the same batch. The students were assessed for the content retention and analytical skills. Students and faculty members were asked to rate their satisfaction with the teaching program. Results: The mean pretest score for the MCQs improved from 5 to 7.52–7.89, showing an improved content retention in both the groups. The mean score for analytical skills in CBL group was 7.96 as compared to 4.5 in the lecture group. Conclusion: CBL is helpful in improving the analytical skills of the undergraduate medical students.

Effects of a skin type diversity seminar on undergraduate medical students’ self-assessed competence in managing skin diseases in patients with skin of color

BackgroundSkin diseases in patients with skin of colour (Fitzpatrick skin types IV to VI) are underrepresented in dermatology training, which may lead to lower quality of care for these patients. To address this underrepresentation in medical education, a newly developed seminar on skin type diversity using an interactive teaching method was implemented in an undergraduate medical curriculum. This study examined the effects of a seminar on the self-assessed competence of medical students in managing skin conditions in patients with skin of colour.MethodsA questionnaire survey was conducted among fourth-year undergraduate medical students at the University of Hamburg (Germany) between October 2023 and February 2024. Students’ self-assessed competence was compared before and after the obligatory seminar (pre- and post-design).ResultsIn total, 158 students participated in the survey. After the seminar, knowledge of the presentation of skin diseases in patients with skin of colour and the associated psychological burden, differences in the incidence of skin diseases in different skin types, and the ability to diagnose skin diseases in darker skin types increased. Most participants stated that they wanted to attend more courses on this topic.DiscussionAppropriate courses for medical students can improve their competence in managing different skin diseases in patients with skin of colour. In the future, more attention should be paid to teaching the diversity of skin types in dermatology education.

Promoting institutional collaboration through a joint project-based learning course: a case study of upper secondary school and university students’ experienced relevance

There is a great need to develop research-based models for supporting collaboration between educational institutions. Collaboration models are needed, for example, to assist the transition from lower educational level to higher education or from higher education to working life. In this research, collaboration was conducted through a joint course between upper secondary school and university, which addressed global challenges by using a project-based learning approach. There is a shortage of research exploring students’ perceptions of collaboration. Therefore, the main purpose of this qualitative case study is to explore the relevance of the joint course for upper secondary school students and university students. The research was guided by the following research question: What kind of relevance did the students experience in the joint project-based learning course? The data were gathered using questionnaires, interviews, and reflective study reports. The data were analyzed via theory-based content analysis, where research-oriented relevance model was used as the analysis framework. The analysis framework enabled categorizing experienced relevance on individual, vocational, and societal dimensions. Altogether, the analysis produced seven relevance categories for upper secondary students and nine for university students. According to the analysis, upper secondary school students felt that the course offered the most on an individual relevance dimension, whereas university students experienced the vocational relevance dimension a the most diverse. As the main conclusion, this research produced new insights on the experienced relevance of upper secondary level and higher education cooperation from the students’ point of view. The acquired knowledge can be useful for everyone developing new cross-institutional collaboration models.

Digital Case Database Construction and Case Teaching for the Course of Modern Testing Technology of Materials

The course of modern testing technology of materials has the properties of strong comprehensive nature and practical characteristic. Case database construction and case teaching play significant roles in enhancing the teaching quality and effects of the course for teachers and students. Based on the methods and techniques for measuring materials, this course designs basic theoretical cases, enterprise production cases, laboratory ability verification project cases and cutting-edge cases of joint use technology, and introduces them into the classroom for implementation, and the related cases are collected to build the digital case database. On the one hand, based on the digital case database, the implementation of case teaching of this course overcomes the difficulty that the teaching content is relatively independent and the students are difficult to compare and analyze the similar methods and techniques for measuring materials, making the students’ theoretical foundation more solid. On the other hand, based on the digital case database, the case teaching makes a comprehensive analysis of practical problems in production practice, stimulates students’ creativity and interest, and encourages students to provide solutions for the development or improvement of testing means, thus improving the quality of courses and the effectiveness of education. According to the survey, more students were satisfied with case teaching for the course of modern testing technology of materials and their test scores had been significantly improved. Furthermore, the digital case database broaden the channels and ways for students to study the course, and help students realize the new learning mode of learning at any time, flexible learning and long-term learning.

Development of Flipped Classroom Learning Design Assisted by Digital Storytelling Media in the Photography Course for Visual Communication Design Students in The Bachelor's Program at STIE Asia Malang

This study aims to develop a flipped classroom instructional design assisted by digital storytelling media for the Photography course for undergraduate students of Visual Communication Design at STIE Asia Malang. The approach of project-based learning integrates the use of technology and active learning methods to enhance the effectiveness of learning. The Research and Development design used the instructional design proposed by Degeng & Degeng (2018). It divided into three phases of instructional design formation, namely 1) analysis of learning conditions, 2) development of learning strategies, 3) development of outcome measurement procedures. The results of the study show that this instructional design is effective in increasing student engagement and active participation. Students are more involved in the learning process, more motivated, and better able to apply the knowledge they have gained in real projects. Additionally, their learning outcomes significantly improved in both conceptual understanding and practical application. The efficiency of this design is also evident from the optimization of learning time, where students can utilize out-of-class time to study the materials, while in-class time is used for more interactive discussions and collaborative projects.

The Application of Online and Offline Hybrid Mode in Pharmacology Laboratory Teaching: A Case Study of the "Insulin Overdose Response and Rescue Experiment"

Pharmacology, as a core course for Pharmaceutical Engineering students, is a basic medical course, which is usually composed of "theoretical courses" and "experimental courses". Pharmacology experiments are a visual validation of the theoretical knowledge learned in the classroom. Through practical operation and observation of experimental results, we can have a deeper understanding of the concepts of drug mechanism of action, pharmacodynamics and pharmacokinetics. In order to meet diversified learning needs, optimize the utilization of teaching resources, and promote independent learning and collaboration ability, online and offline blended teaching is the mainstream teaching mode in the "Internet+" era, which provides a suitable environment and starting point for the ideological and political construction of the curriculum and the practice of the goal of cultivating people with virtue. It is especially necessary to conduct online and offline teaching methods for pharmacology experiments. This article uses the example of "insulin overdose reaction and rescue experiment" to demonstrate the blended teaching mode of online and offline teaching. It attempts to start with the necessity of strengthening students' innovative practical ability cultivation in pharmacology experiment teaching, analyze the problems exposed in current pharmacology experiment teaching in detail, and propose optimization measures such as effectively integrating teaching resources, designing different experimental projects, innovating experiment teaching mode, and emphasizing students' innovative practice based on the mastered situation, in order to provide reference for the blended teaching mode of pharmacology experiment online and offline.

Practice and Reflection on the Construction of a “Communities of Learners” in Normal Students’ Linguistics Courses: An Innovative Exploration of the Modern Chinese Course

By virtue of educational practice, this thesis delves into the construction strategies and steps of the “communities of learners” model in the linguistics course of normal students. In addition, three effective cases of combining it with the content of modern Chinese courses are summarized. Running on the problems of students’ motivation and participation, teachers’ roles and guidance methods, learning resources and environmental support in the implementation process, this thesis reflects on the problems of students’ learning motivation and participation, and puts forward effective solutions, such as teacher-student interaction, group cooperation, multiple technical means, digital learning platform, and shaping a “cooperative colleague relationship” among teachers.

Implementation of Science Literacy in Science Study Courses for PGSD Students

In the world of Science Education, Science Literacy plays an important role in preparing quality and competent students who are able to compete at the international level. To cultivate and improve science literacy in science education, lecturers must create a learning environment that actively involves students. Learning that is dominated by lecturer-centered methods, such as lectures and textbooks, produces passive learners, which can lead to boredom and lack of reasoning and knowledge in science literacy. This study aims to explore the implementation of science literacy in the Science Study Course for PGSD students. The methodology involves literature studies, field observations, and interviews. Data were obtained through reviewing articles, journals, and other relevant sources related to the research, supported by observations and interviews, and then analyzed qualitatively through descriptive descriptions. The results of the study show: (1) the implementation of science literacy facilitates students in understanding the material presented, namely the solar system through various activities such as reading scientific texts, writing scientific essays, creative activities or making posters, searching for information, reflection, presentations, discussions, and questions and answers, (2) supporting factors in the science literacy movement are the lecturers who teach, available facilities, scientific articles, and book references.

Engaging Guest Speakers and Recognizing Their Valuable Contributions to Public Health Classrooms: Process Evaluation of a Pilot Program to Provide Thank You Gift Cards to Guest Speakers

Guest speakers introduce students to diverse perspectives, share relevant experiences that reinforce course content, and demonstrate how skills and knowledge that students are learning can be applied in public health practice. Providing a monetary thank you gift is one way to recognize the valuable contributions of community-based guest speakers to students’ learning. We describe the implementation and evaluation of a departmental pilot program to offer gift cards to guest speakers. During the 2022 to 2023 academic year, instructors could request a $100 gift card for one guest speaker outside of the university community per course per semester. We evaluated the program to assess the process for distributing gift cards, instructors’ reasons for inviting guest speakers, and students’ perceptions of guest speakers’ contributions to their learning. Data were collected through tracking spreadsheets, an online survey to instructors, and anonymous student course evaluations. Thirty gift cards ($2525 covered by the department) were distributed. Evaluation findings indicate that the program is a feasible way to engage diverse perspectives in the classroom and share applied examples and professional development with students. Specific recommendations that we implemented in the continuation of this program include allowing flexibility in the number and denomination of gift cards, streamlining the process for requesting and distributing gift cards, and providing communications to facilitate consistent and clear information sharing. The Guest Speaker Thank You Gift Program complements and extends the diversity, equity, and inclusion work of the department by supporting the expansion of perspectives shared in classroom and directly acknowledging guest speakers’ contributions.

Predictive Analysis of Online Course Completion: Key Insights and Practical Implications

The rapid expansion of online education has brought significant attention to understanding factors that influence student engagement and course completion. This study aims to predict online course engagement using a dataset from Kaggle, encompassing user demographics, course-specific data, and engagement metrics. Employing a Decision Tree model with 5-fold cross-validation, the research identifies key predictors of course completion, including time spent on the course, the number of videos watched, and quiz scores. The model demonstrates robust performance with accuracy, precision, recall, and F1-scores consistently above 92%, indicating its effectiveness in predicting student outcomes. This predictive capability allows educators and online course providers to identify at-risk students early and implement timely interventions to enhance engagement and completion rates. The study's contributions lie in pinpointing critical engagement metrics and validating the use of Decision Trees in educational data mining. The findings align with existing educational theories that emphasize the importance of active engagement for academic success. Practical implications suggest that online platforms should focus on strategies to increase interaction with course content and provide timely feedback. Future research should explore additional datasets and machine learning models to further refine predictive accuracy and broaden the understanding of factors influencing online learning success. This research provides a foundation for developing more effective online education strategies, ultimately aiming to improve student retention and outcomes

Fairness, Bias, and Ethics in AI: Exploring the Factors Affecting Student Performance

The use of artificial intelligence (AI) as a data science tool for education has enormous potential for increasing student performance and course outcomes. However, the growing concern about fairness, bias, and ethics in AI systems requires a careful examination of these issues in an educational context. Using AI and predictive modelling tools, this paper explores the aspects influencing student performance and course success. The Open University Learning Analytics Dataset (OULAD) is analysed using several AI techniques (logistic regression and random forest) in this study to reveal insights about fairness, ethics, and potential biases. This dataset has been used by hundreds of studies to explore how educational data mining can provide information on students. However, potential bias or unfairness in that dataset could undermine the results and any conclusions made from them. To gain insights into the dataset's properties, this was analysed using a typical data science methodology, which included data collecting, cleaning, and exploratory data analysis using Python. By applying AI-based predictive models, this study aims to detect potential biases and their impact on student outcomes. Fairness and ethical considerations are central to the analysis as the representation of various demographic groups and any disparities are evaluated in course results. The goal is to provide useful insights on the proper use of AI in education, while also maintaining equitable and transparent decision-making procedures. The findings shed light on the complicated interplay between artificial intelligence, fairness, and ethics in the context of student performance and course success. As artificial intelligence continues to influence the educational landscape, this study will provide useful ideas for encouraging fairness and minimising biases, resulting in a more inclusive and equal learning environment.

The Past and Future of Aesthetics in Mathematics

This paper explores the connotations of mathematical aesthetics and its connections with art, facilitated by collaboration with Ester, an individual with an artistic professional background. It begins by tracing the historical evolution of aesthetics from the classical pursuit of authenticity to the modern shift toward self-expression in art. The discussion then highlights the similarities in the pursuit of truth between mathematics and art, despite their methodological differences. Through an analysis of aesthetic elements in mathematics, such as lines and function graphs, the article illustrates that the beauty of mathematics is not only manifested in cognitive processes but can also be intuitively expressed through visual arts. The paper further examines the influence of mathematics on the development of art, particularly how Leonardo da Vinci applied mathematical principles to his artworks. Additionally, the article addresses art students’ perceptions of mathematics, proposes the customization of math courses for art students, and discusses future trends in the integration of mathematics and art, emphasizing the significance of art therapy and the altruistic direction of art. Lastly, the authors use a poster to visually convey the idea that the beauty of mathematics can be experienced through the senses.

Location and access to health courses for rural students: an Australian audit

BackgroundThe undersupply of health professionals in rural areas impacts healthcare access for those living in rural Australia. A strategy to increase the rural health workforce is to recruit and educate rural people. However, long-standing inequities for rural Australians in accessing tertiary education persist. The aim of this study was to audit the 2023 offerings of Australian allied health, nursing, dental and medical university courses to identify geographical availability and those delivered online.MethodsA desktop audit of Australian allied health, nursing, dental and medical courses offered in 2023 was undertaken to identify the courses and delivery modes of those courses offered in regional, rural and remote locations. The audit involved searching lists of professionally accredited courses and university websites, which is publicly available information about health courses. Data were tabulated and descriptive statistics used for data analysis.ResultsThere were marked differences in online and rural course offerings across health professions in Modified Monash (MM) Model category 2–7 locations. Nursing/midwifery had the most courses while pharmacy, podiatry, dental and medicine had few offerings and optometry had none. Social work, nursing/midwifery and psychology also had the most online course offerings. Most courses were offered in MM2 and MM3 locations with few offerings in rural or remote areas. The availability of studying part-time was very limited and often this was only for the early years of the course. Inconsistencies relating to the course information on university websites existed relating to course delivery mode descriptions.ConclusionsThere is a lack of rural on-campus or online course offerings for some allied health disciplines, dentistry and medicine. Provision of end-to-end, flexible courses in rural areas or online is needed to reduce access barriers for rural students and to enable sustainable rural health workforce development.