Traditional Classroom Delivery Research Articles

Online vs in-person delivery of preclinical coursework: A retrospective cohort study evaluating National Board of Chiropractic Examiners performance.

To evaluate the association between basic science curriculum delivery method with other academic and demographic factors on National Board of Chiropractic Examiners (NBCE) part I pass rates. This was a retrospective cohort study of students from 3 campuses of 1 chiropractic institution who matriculated in 2018 or 2020. COVID-19 regulations required online delivery of a basic science curriculum for students in the 2020 cohorts, whereas students in the 2018 cohorts experienced a traditional classroom delivery. A general linear model estimated odds ratios for passing NBCE part I, comparing individual online cohorts with the combined classroom cohort while adjusting for academic and demographic variables. A total of 968 students were included, 55% from the classroom cohort. The spring 2020 cohort had the fewest students with bachelors' degrees (59%) and more students with high in-program grade point averages (GPA; 61%) along with the lowest estimated odds ratio [0.80 (95% CI: 0.73-0.87)] for passing vs the classroom cohort. The fall 2020 cohort had significantly higher odds [1.06 (95% CI: 1.00-1.03)] of passing vs the classroom cohort. Additional predictors included main campus matriculation, white ethnicity, bachelors' degree, no alternative admission status, and in-program GPA. Students with high in-program GPA (vs low) had a 36% increased odds of passing. Compared to the classroom cohort, the spring 2020 cohort had the lowest odds while the fall 2020 cohort had the highest odds of passing part I. In-program GPA had the highest association with passing. These results provide information on how curriculum delivery impacts board exam performance.

Faculty Perceptions of Teaching Nursing Content Online in Prelicensure Baccalaureate Nursing Programs.

The purpose of this study was to explore the perceptions of nursing faculty regarding the nature, challenges, and strengths of teaching course content online in prelicensure collaborative baccalaureate nursing programs and the implications for online course delivery. This was an exploratory-descriptive, mixed-methods design based on document analysis, an online survey completed by 32 faculty, and interviews with 16 faculty in a representative sample of 13 English speaking colleges in Ontario. Participants perceived content containing complex cognitive concepts, experiential learning as in relational practice, and psychomotor skill mastery as better suited for traditional classroom delivery. Faculty identified challenges with developing higher level online discussions and having students collaborate. Online teaching took much more time and should be acknowledged in workload assignments. A hybrid teaching environment was preferred. Online education was useful when the content and the semesters/years were appropriate, and necessary supports were in place. [J Nurs Educ. 2020;59(12):683-691.].

Flipped Classroom in Podiatric Medical Education.

The purpose of this study was to evaluate student learning outcomes in a flipped classroom versus a traditional classroom in a podiatric medical school. To date no published reports in podiatric medical schools have used the flipped classroom for the entirety of a medical school course. Students from the class of 2017 completed the Emergency Medicine and Trauma course using traditional classroom lectures, and the class of 2018 used a flipped classroom approach. Each class took two assessments that contained 99 identical questions and completed a postcourse evaluation that contained student comments. A multivariate analysis of covariance was conducted to determine whether student performances were significantly affected by the differences in the teaching method. Student evaluation comments were analyzed using textual data analysis to determine the sentiments that students expressed regarding their exposure to the teaching method. The multivariate analysis of covariance results revealed that students scored slightly lower on assessments during the flipped classroom delivery compared with the traditional classroom delivery, when adjusted for Medical College Admission Test scores and grade point average, but not significantly (P = .4340). Similarly, the sentiment analysis of student comments indicated that the average positive sentiment score for the flipped classroom delivery was higher but was not significant (P = .08914). The analysis showed there was not a statistically significant change in examination scores based on teaching method. Sentiment analysis revealed that student sentiments were more positive with the flipped classroom group compared with the traditional lecture group, although not statistically significantly.

Delivery mode and strategic management simulation outcomes

PurposeThe purpose of this study is to analyze learning assurance measures derived from a business simulation as part of capstone business strategy courses delivered via distance learning (DL) compared to traditional classroom (on-ground [OG]) delivery modes using experiential learning theory.Design/methodology/approachA sample of 595 undergraduate capstone business students from 21 course sections taught over a four-year period in a medium-sized private master’s level college is investigated. Variables included learning assurance measures from a competitive online simulation (GLO-BUS), gender, business degree major, capstone course grades and cumulative grade point averages. The analytic strategy included correlations, linear regressions, multiple regressions and multivariate analyses of variance.FindingsResults reveal that there are significant differences in learning assurance report (LAR) scores, gender differences and differences between academic majors based on delivery mode (OG versus DL). Simulation performance was higher for DL students, although the relationship between simulation performance and final course grades was not significantly different for OG and DL cohorts.Research limitations/implicationsTo the best of the authors’ knowledge, implications for courses, programs, curricula and learning assessment are considered. The strengths (actual performance measures) and potential limitations (e.g. possible deficiency of measures) of LAR scores are discussed.Originality/valueThis research compares OG and DL modes for strategic management course outcomes using direct assessments, including simulation learning assurance measures, student characteristics, capstone course grades and student grade point averages.

Teacher and student experiences in learning

As new digital technologies increasing become standard in tertiary education context, tertiary institutes are tailoring courses to a much more diverse population ranging over wide geographical areas (Heggart & Yoo, 2018; Owayid & Uden, 2014). The use of online technologies, together with compatible digital devices, enables users to access course content and resources from any location at anytime (Ding, Xiong, & Liu, 2015). To account for changes in educational provision, changes to teaching and learning will occur too as institutes increasingly offer online or blended programmes. At Foundation Level 3 face-to-face lectures and tutorials were the main modes of delivery. However, with the adoption of Google Classroom, different opportunities for teaching and learning presented themselves, especially since all teaching and learning resources are accessible online. 
 
 The study arises as the organisations use of Google Classroom (GC) as its learning management system (LMS) and the wider Google Suite for Educations (G-Suite) Applications (Apps) had recently been introduced to a range of Foundation Level courses across the regions. The transition from traditional classroom delivery with printed materials to a blended environment, combining face-to-face with online materials, created an ideal opportunity to investigate participants’ learning experiences. In addition, the Foundation Level 3 course offered a student cohort with diverse G-Suite experience, learning needs, digital literacy skills, experience and confidence. This provided the opportunity to investigate benefits and challenges for teachers and students when introduced to a new teaching and learning environment.
 
 The key aim of the research was to; Examine how Foundation Level 3 students’ and teachers’ experience learning with the newly introduced Google Classroom. The methodology adopted an interpretivist paradigm and incorporated the use of a mixed method design of student surveys and focus group interviews together with individual staff interviews. The findings indicated that the integration of G-Suite Apps to a blended learning environment led to an increase in communication and collaboration for all participants. Students identified increased autonomy when accessing and retrieving digital materials which led to a more self-directed learning approach. Teachers felt their practice had changed as course assessments were designed to maximise the functionality of the different G-Suite Apps. Managing and tracking students online was also an easy and efficient use of time. The research indicated the importance of digital literacy skills for all participants which were closely linked to academic performance. The study helped to reflect on current practices to gain a deeper understanding, so we, as educators, are able to better shape pedagogical practice and enhance students’ learning experiences. A brief overview of the benefits, challenges and recommendations gained from the study will be presented.
 
 
 References
 
 Ding, J., Xiong, C., & Liu, H. (2015). Construction of a digital learning environment based on cloud computing. British Journal of Educational Technology, 46(6), 1367-1377. https://doi.org/10.1111/bjet.12208
 Heggart, K. R., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3). http://doi.org/10.14221/ajte.2018v43n3.9
 Owayid, A. M., & Uden, L. (2014). The usage of Google Apps services in Higher Education. Communication in Computer and Information Science, 96-104. https://doi.org/10.1007/978-3-319-10671-7_9

Social Media Learning as a Pedagogical Tool: Twitter and Engagement in Civic Dialogue and Public Policy

ABSTRACTBoth social media use and the civic disengagement of college students continue to be on the rise, posing instruction challenges around how and what students are interested in learning in their college classrooms. This pedagogical case study examines the effectiveness of using Twitter to develop a Personal Learning Environment (PLE) that incorporates the use of social media learning—specifically using social media to expose students to a greater depth and breadth of contemporary topics—as a tool of instruction in a political science curriculum. I assess whether social media learning equips students with media literacy skills that aid them in engaging in civic dialogue, understanding public policy, and identifying stakeholders on all sides and aspects of an issue—potential precursors to deeper civic engagement. I find that students seem to overestimate their ability to learn about political issues and are skeptical of social media. However, the use of social media as a component of a PLE (1) provides a pathway for enhanced media literacy and deeper learning, (2) makes learning about an issue more appealing, and (3) engages students who are less interested in a traditional classroom delivery.

Design, Development and Delivery of Active Learning Tools in Software Verification & Validation Education

Active learning tools are critical in imparting real world experiences to the students within a classroom environment. This is important because graduates are expected to develop software that meets rigorous quality standards in functional and application domains with little to no training. However, there is a well-recognized need for the availability of effective active tools. This need has been addressed by the authors by designing, developing, and delivering, twenty delivery hours of Case Studies, sixteen delivery hours of Class Exercises, and six delivery hours of Video Case Studies for use in V&V courses. The active learning tools focus on some specific SV&V topics such as requirements engineering, software reviews, configuration management, and software testing. Four key skill areas sought after by employers, namely communication skills, applied knowledge of methods, applied knowledge of tools, and research exposure have been used to drive the development funded by a National Science Foundation grant and perfected through an industry-academia partnership. These tools have been successfully disseminated to over 25 universities with many CS, IS, SE programs incorporating the tools in their existing courses and others designing new courses based on these tools.In this paper we present data on the student feedback and pedagogical effectiveness of the strategies used to effectively incorporate and deliver the developed active learning tools by instructors at two universities. Traditional and flipped classroom delivery strategies are discussed as well as topics like pre-requisite knowledge preparation prior to class, course module presentation sequence, homework, team/individual work, collaborative discussions, and assessment tools are deliberated. The student questionnaire data from the two University Partners who used the V&V instructional activities were quite positive and showed that students were interested in the activities, saw the real-world applications, and communicated with their classmates as they solved the problems. Educational outcomes assessment demonstrated more effective learning in all key learning areas.

The Benefits, Drawbacks, and Challenges of Using the Flipped Classroom in an Introduction to Psychology Course

Flipped pedagogy has become a popular approach in education. While preliminary research suggests that the flipped classroom has a positive effect on learning in Science, Technology, Engineering, and Mathematics and quantitative courses, the research on the flipped classroom in a content heavy social science course is minimal and contradictory. We flipped four class topics in an introduction to psychology course, evaluated resulting student attitudes, and compared students’ performance on the flipped units to their performance on traditionally delivered content. We found mixed results for the effectiveness of the flipped classroom that were moderated by student characteristics and experiences with previous online or flipped courses. Students reported an overall preference for traditional classroom delivery but suggested retaining the flipped approach for some class periods.

Online or In-Class: Evaluating an Alternative Online Pedagogy for Teaching Transcultural Nursing.

Online learning formats are prevalent in current higher education. Given the changing student demographics and the drive for creativity in educating a technology-savvy student, it is imperative to incorporate innovative and alternative learning modalities to engage these students. This pilot study was designed as a quality improvement program evaluation comparing the effects of an online learning module with traditional classroom delivery of transcultural nursing content using a posttest two-group survey design in associate degree nursing students. The students' perceived knowledge and confidence were investigated after receiving the lecture for both the online and in-class groups. Data analysis revealed the online cohort perceived themselves as more knowledgeable concerning the ways that cultural factors influence nursing care, but not more confident in providing culturally competent care. Due to the students' perceived knowledge gain, this pilot study supports the use of online learning modules as being more effective than the traditional classroom delivery of transcultural nursing content. [J Nurs Educ. 2017;56(6):368-372.].

Assessing the Effectiveness of Distance Education within the Context of Traditional Classroom

Distance education has become a platform for delivery of education around the globe. Nations are seizing the opportunities. This learning tool is offering and thereby providing anytime anywhere forms of education to bridge the educational gap in respective nations. In view of this expansion, assessing the effectiveness of distance education within the context of traditional classroom delivery of instruction is expedient. This will better inform educational institutions in planning a distance education program.

The development approach of a pedagogically-driven serious game to support Relationship and Sex Education (RSE) within a classroom setting

Didactic approaches to Relationships and Sex Education (RSE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions. This paper presents the development approach of a digital game: PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships), designed by a cross-disciplinary team of UK researchers from Coventry University's Studies in Adolescent Sexual Health (SASH) research group and the Serious Games Institute (SGI). Psychological targets for game content were identified through Intervention Mapping (IM) and the game design process was based on the Four-Dimensional Framework of Learning (4DF) emphasizing the context of deployment, learner profiling and the pedagogical perspective that influence the mode of representation of the learning content. Early efficacy testing of the game solution was validated through a cluster-randomized controlled trial in local schools (n = 505) indicated some positive outcomes in favour of the game-based approach, based on self-reported measures of psycho-social preparedness for avoiding coercion (F [3, 501] = 15.306, p < .001, ηp2 = 0.084). Analysis of observation data suggests that blending this interactive game-based approach with traditional classroom delivery encouraged the teachers and students to engage in communal discussions and debriefing during and after game play. Together, the results demonstrated real benefits for pedagogy-driven game-based approaches to support the delivery of RSE within a classroom setting.

The Perception of Web 2.0 Technologies on Teaching and Learning in Higher Education: A Case Study

The purpose of this study was to examine faculty members'perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods in programs at a higher education institutions to establish if relationships prevailed in their delivery of courses through the use of Web 2.0 technologies compared with traditional classroom delivery of courses; their overall satisfaction; the level of faculty development programs available; and their perceived effectiveness and impact of faculty development and issues and barriers affecting technology integration. This study also examined the influence of gender, age, and employment status on faculty members’ perceptions of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods. This study used a nonexperimental, quantitative descriptive research design to investigate faculty members’ perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods. Participants for this study included full-time and part-time faculty members teaching at a public university in the United States. The results indicated that there is a relationship between faculty members’ perception of teaching college courses utilizing Web 2.0 technologies versus traditional classroom method; there is a relationship between faculty members’ gender and perception regarding their use of Web 2.0 technologies in their courses; and there was a relationship between faculty members'age and perception regarding their use of Web 2.0 technologies in their courses.

Exploiting Multimedia in Reproductive Science Education: Research Findings

Education in reproductive science is operating from an outdated paradigm of teaching and learning. Traditionally, reproductive education follows the pattern where students read a textbook, listen to instructor presentations, re-read the textbook and class notes and then complete a test. This paradigm is inefficient, costly and has not incorporated the potential that technology can offer with respect to increases in student learning. Further, teachers of reproductive science (and all of science for that matter) have little training in the use of documented methods of instructional design and cognitive psychology. Thus, most of us have learned to teach by repeating the approaches our mentors used (both good and bad). The technology now exists to explain complex topics using multimedia presentations in which digital animation and three-dimensional anatomical reconstructions greatly reduce time required for delivery while at the same time improving student understanding. With funding from the Small Business Innovation Research program through the U.S. Department of Education, we have developed and tested a multimedia approach to teaching complex concepts in reproductive physiology. The results of five separate experiments involving 1058 university students and 122 patients in an OB/GYN clinic indicate that students and patients learned as much or more in less time when viewing the multimedia presentations when compared to traditional teaching methodologies.

Is The Computer The Medium And The Message? A Comparison Of Student VB Programming Performance In Three Delivery Modes

As a third stage of research on delivery of a popular programming course at Metropolitan State College of Denver, the authors gathered data from an online section of CIS Application Programming with Visual Basic, two interactive classroom deliveries in campus smart classrooms, and in two traditional lecture-based sections of the course. The authors had previously completed research which showed significant differences in student ability to apply concepts learned in online sections and classroom sections of the Visual Basic programming class. The addition of interactive classrooms on campus allowed them to reexamine the relationship between performance and style of delivery. The three modes of delivery--1) Web 2) Interactive Classroom and 3) Traditional Classroom--provided a rich source of data on student ability to apply theory. Data was gathered on a lab exam, a three phase semester-long programming project, and essay/coding problems on three in-class exams. Data from the five sections of the Visual Basic course were analyzed. Although the results were not as conclusive as the authors had hoped, an analysis of variance showed significant differences in one of the three measurements of students ability to apply theory the programming project. A Fisher's pairwise comparison indicated that the Internet students performed significantly lower than students receiving the traditional classroom or interactive instruction method. The attrition rate for the Internet section was more than twice that of the other modes of delivery. Although the Interactive Classroom mode of delivery was not found to be significantly different, students did score slightly higher. All sections of the course used the same syllabus and assignments; the instructors used common examinations and rubrics for grading student assignments.The authors conclude that an interactive environment, within an instructor-led "smart classroom ", is preferable to Web based delivery, and perhaps the traditional lecture-based method of delivering programming classes. This style of delivery is more apt to produce a student who can apply theory and produce working code. As evidenced by performance on projects and subjective tests, students who participated in the interactive classroom sections were better able to apply programming theory to new situations. The authors caution that while traditional classroom delivery methods are well-established, Web courses and the interactive classrooms are still in their infancy. Further research is needed to verify their conclusions.

Evaluation of the Effectiveness of Online and Traditional Classroom Delivery Format for Training Parenting Educators

A program evaluation of the Partnering with Parents training program instructed in the traditional (face-to-face) classroom setting and online was conducted. There was a statistically significant increase in all participants' (n =146) ratings of their parenting education competencies (i.e., knowledge and skills) from before to after the training. Those who participated in the online training rated their competencies before the training higher than those who participated in the traditional setting; however, they also rated their competencies after the training modestly lower than those who participated in the traditional setting. Qualitative analysis revealed that regardless of program delivery format, participants reported a paradigm shift in how they viewed themselves as parenting educators, as well as broadened their understanding of parenting education. Participants reported the following aspects of the program that helped to make it effective: a quality curriculum; formation of a learning community; instructor content knowledge, approachability and professionalism; and flexibility in training design (i.e., a variety of learning tools, options to attend other sites, and asynchronous online learning activities). Rapid Growth of Distance Education

Management Of Academic Quality: A Comparison Of Online Versus Lecture Course Outcomes

This study compared the final grades of courses taught both through distance learning (online) and the traditional classroom (lecture) delivery mode. This research sought to determine if a significant difference existed between the grades of the two identified delivery modes. Four courses taught by Embry Riddle Aeronautical University were selected for the study. Grades for the 2005 and 2006 calendar years were compared to determine if significance exists between the two modes. The study found that in the case of all four classes a significant difference was found in the final grades. In each case, the mean grade for the online courses was significantly less than those of the traditional lecture classes.

Entrepreneurship education in South Africa: a nationwide survey

PurposeThis paper aims to assess the state of development of entrepreneurship education, determine the importance of entrepreneurship in the South African higher education institutions (HEIs), and offer recommendations for improving preparations for the developing field.Design/methodology/approachAn e‐mail survey has been conducted on South African HEIs. The respondents were academic staff members who are involved in teaching and researching entrepreneurship.FindingsResults indicate that the entrepreneurship education in South Africa is in its developmental stage, although it is perceived as important in elevating the profile of any institution and there is increasing commitment from the institutions in academic, research and outreach offerings in entrepreneurship. The teaching and assessment methods follow traditional classroom delivery while research in entrepreneurship in South Africa is perceived as less rigorous than other management disciplines.Research limitations/implicationsAlthough all HEIs were requested to become respondents in this survey, some have decided not to participate. Also, some academics involved in entrepreneurship may have been excluded if they are not on the e‐mail list of the Academic Entrepreneurship Society (AcES) of South Africa.Practical implicationsThe findings suggest recommendations geared towards curriculum development, evaluation of teaching and assessment methodologies as well as the creation of partnerships with local communities for opportunities in internships and worksite visits.Originality/valueThis is the first study conducted on entrepreneurship education in South Africa, based on a national study encompassing most HEIs in this country.

Online versus Traditional Classroom Delivery of a Course in Manual Communication

Outcome measures for students enrolled in separate sections of a manual communication course taught by the same instructor were compared. One group received instruction in a traditional university classroom setting. The other group received instruction through asynchronous, videostreamed online delivery. No statistically significant differences in expressive manual communication skills, as well as content knowledge, were found. There was a significant difference in the receptive comprehension of manually communicated information, even though the difference was only 6%. Results are discussed in terms of potential for online instruction to aid in addressing the critical shortage of personnel needed to provide services for students who are deaf and hard of hearing.

Internet Learning in the United States: Where It is and Where It is Going

The author briefly describes the activity of the Alfred P. Sloan Foundation in support of asynchronous learning networks (ALNs) in universities, an activity that goes back to 1992. These networks can provide the essentials of the traditional learning experience electronically, delivering the same ultimate result at roughly the same cost as traditional classroom delivery. However, asynchronous learning networks can assemble a diversity of students and teaching staffs and offer a flexibility of delivery and of outreach that permit a vast extension of educational possibilities.