Type Of Course Content Research Articles

멀티미디어 강의 콘텐츠의 유형별 특성이 학습 효과와 수업 만족도에 미치는 영향 -마이크로러닝과 e-러닝을 중심으로-

This study is an empirical research that examines the difference in learning effects and course satisfaction of university students when using video-centered content and still image-centered content, such as photos or images, in traditional e-learning classes and microlearning classes. For this study, the same course content was divided into video-centered content and still image-centered content, and two types of teaching methods, microlearning and traditional e-learning, were created, resulting in four types of course content. These were applied to four groups of participants" classes, and after two weeks of instruction, the learning effects were measured through formative evaluations and course satisfaction was measured through a survey. The results of the analysis showed that the formative evaluation scores of participants who learned with video-centered content were higher than those of participants who learned with still image-centered content, and the formative evaluation scores of participants who learned with microlearning were higher than those of participants who learned with the traditional e-learning method.

An intelligent content provider based on students learning style to increase their engagement level and performance

ABSTRACT Learning trend has been shifted from a conventional way to a digital way in the form of E-learning, but it faces a high dropout ratio. Lack of engagement is one of the primary factors reported for this issue as the same type of course content is presented to learners despite their different background, knowledge and learning styles. Different researchers used adaptive learning techniques to increase students’ performance and engagement, but it has not affected too much for reducing the dropout ratio. One of the major problems with these adaptive techniques is to focus on one thing. To target this issue we have proposed the framework that provides adaptive content to each student based on his learning dimensions and knowledge background as per Bloom’s Taxonomy. The results of the experiment show a significant increase in students’ engagement and performance.

Adaptive Learning Technologies

Adaptive learning refers to technologies that dynamically adjust to the level or type of course content based on an individual's abilities or skill attainment, in ways that accelerate a learner's performance with both automated and instructor interventions. This column explores adaptive learning, its close relationship to artificial intelligence, and points to several results from artificial intelligence that have been used to build effective adaptive learning systems. The pairing of massive open online courses and adaptive learning has revealed new technical and pedagogical challenges that are currently being explored in various research projects.

Academic Education of the Speech-Language Pathologist: A Comparative Analysis on Graduate Education in Two Low-Incidence Disorder Areas

Background/Purpose When working with a specialized population, it is necessary to have the appropriate clinical and academic training. However, many speech-language pathologists report being ill-prepared regarding best practice when evaluating and treating patients with low-incidence disorders, particularly cleft palate/craniofacial anomalies and fluency disorders. The purpose of this study was to compare differences in graduate speech-language pathology coursework in the United States across two low-incidence disorder areas: cleft/craniofacial anomalies and fluency disorders. Method A review of the accredited graduate curricula offerings within these domains was completed. Information whether coursework in these areas was offered, if the course was taught as a full course or embedded within a related course, or whether the content was required or an elective, and if the course was taught by an expert was obtained. Results Significant differences were present in the amount, quality, and type of course content offered for cleft/craniofacial anomalies compared to fluency disorders. Only 72.83% of graduate speech-language pathologist programs offered content in cleft/craniofacial anomalies. Approximately one out of every four programs (27.17%) did not provide this content within the graduate curriculum. In contrast, content in fluency disorders was taught in 99.28% of graduate programs. Conclusion Results demonstrate that graduate training in topics related to cleft/craniofacial anomalies is significantly limited, particularly in comparison to another low-incidence communication disorder.

In silico research as an active learning platform in a molecular biology course

Active learning approaches can deepen the students' understanding of major biological and biochemical concepts by integrating course content with practical applications. In order to facilitate the merging of theory and application, a blended course format was developed for a 4th year class on the Structure and Function of the Human Genome. Briefly, a third of the lectures were replaced by online tutorials, called Webquests. The Webquests were constructed such that the students could independently follow both written instructions and instructions given by a series of video tutorials embedded in the Webquests. Each Webquest required the students to do specific tasks researchers in molecular biology would normally do, using specialized but freely available online software such as UCSC and Ensembl genome browsers, IGV genome viewer, Galaxy/cistrome bioinformatics data analysis platform, NCBI GEO platform and more. These tasks consisted of, for example, planning cloning experiments for protein expression or a luciferase assay or using the various software or platforms to view, manipulate and analyze high throughput sequencing data and discuss the functional organization of different gene loci when looking at several functional makers (CpG islands, histone mark, nucleosome mapping, DNase hypersensitivity, FAIRE‐seq and transcription factor binding sites). Students had to write down and explain their problem solving strategies, results and discussion in a laboratory book, as they would in laboratory research. These were also discussed in class, as a research group would discuss group member's results. Course evaluations revealed this practical aspect of the course was appreciated by students and most thought the Webquests were interesting but very demanding and generally put them in the uncomfortable position of not knowing whether their considerable amount of work was good or bad. Therefore, a teaching strategy using immediate and substantial feedback closer to one‐on‐one mentoring seems to be important for this type of course content and activity in order to nurture and guide students even in basic skills such as scientific writing and maximize their learning experience. Using this blended learning strategy allowed the students to put in practice the theoretical knowledge acquired in class in a novel and engaging manner, better reflecting the process of scientific inquiry in a real world environment.Support or Funding InformationThe University of Ottawa Teaching and Learning Support Services (TLSS)This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

How Do English Language Learners Interact with Different Content Types in MOOC Videos?

English Language Learners (ELLs) are a substantial portion of the students who enroll in MOOCs. In order to fulfill the promise of MOOCs – i.e., making higher education accessible to everyone with an internet connection – appropriate interventions should be offered to students who struggle with the language of course content. Through the analysis of clickstream log data gathered from two MOOC courses deployed on Coursera, Introduction to Psychology and Statistical Thermodynamics, we show that compared to native English speakers, ELL students have distinct behavioral patterns in how they engage with MOOC content including increased interaction with content that contains text, increased seeking away from content without visual support, and decreased video play rates. These patterns are expressed differently in response to different types of course content and domains. Our findings not only suggest more fine-grained methods for automatically identifying students who need language interventions, but also have further implications for the design of language support interventions and MOOC videos.

The use of a game-based learning platform to engage nursing students: A descriptive, qualitative study.

Baccalaureate nursing programs require students to complete a research course, and faculty find it challenging to engage students. Educational gaming has recently gained attention as a technique to motivate students and enhance learning. The purpose of this pilot study was to describe undergraduate nursing students' reflections of their experiences with 3D Gamelab©, a game-based learning platform. A descriptive qualitative research design was used to elicit students' reflections of their experiences. Educational content such as handouts, videos, activities, and recommended resources for a required junior level nursing research course was organized into quests for use in 3D GameLab©. At the end of the semester, students were invited to give their feedback through a survey with open-ended questions. Thematic analysis resulted in the following components of the game-based learning experience: navigation, motivation, gaming concept, knowledge, technology, and target population. Although the overall response to 3D GameLab© in this course was negative, game-based learning does have the potential to engage students and enhance learning. To better understand how educational gaming could be used in nursing, further research should be conducted to determine the most motivating elements and the types of course content best delivered in this manner.

터키 한국어 학습자를 위한 한국어 번역 수업 개발 연구 - 에르지예스 대학교 한국어문학과 “터키어-한국어 번역 연습” 수업 사례를 중심으로

This paper is a case study on the Turkish-Korean translation course in the department of Korean language and literature at Erciyes University in Turkey. It examines in detail the development process and contents of the Turkish-Korean Translation Practice course, which was first offered in the spring semester of 2016. Through a careful review of the class’s syllabus and methods, the goal is to correct any issues identified and establish a foundation for improving the quality and effectiveness of Turkish-Korean translation education in Turkey. In developing the course, local needs, the contents of the other courses in the Korean language department, survey results, and the students’ Korean ability and study habits were taken into account. The specific course objective is for students to improve their Korean ability and acquire basic translation skills. It was determined there would be three types of course content used in conjunction with translations into Korean: Turkish expressions, Korean grammar, and specific texts. Students progressed from translating sentences to paragraphs to everyday conversations; they were expected to translate the texts accurately and naturally into the target language of Korean. In light of the fact that there are no Turkish-Korean translation programs at Turkish universities, this case study can provide a concrete model for how to develop and teach a Turkish-Korean translation course at an university in Turkey.

Relationships between learning strategies, stress, and study success among first-year veterinary students during an educational transition phase.

We investigated the relationships between stress, learning strategies, and study success among first-year veterinary students at the very beginning of their veterinary studies. The study was carried out during the first course on macroscopic anatomy (osteology), which students have in the past found to be exceptionally stressful. Students (N=45) completed a questionnaire concerning their self-reported views on stress and learning strategies, which were compared with their self-reported written-test scores. Participants who had previously gained university credits did not have significantly better test scores, but they achieved the learning goals with significantly less stress than other participants. Previous experience of university study helped students not only to adjust to a new type of course content and to achieve the learning goal of the osteology course, but also to cope with the stress experienced from taking concurrently running courses. Of the respondents who specifically named factors relating to self-regulation and modification of their learning strategy, all had gained prior credits. These students were able to use their study time efficiently and adjust their schedules according to the course demands.

Evaluating Content Dimensions in Entrepreneurship Education

Interest in entrepreneurship education is growing over the world, especially in innovation based economies, such as Denmark (GEM, 2010). However, we know rather little about the outcomes of entrepreneurship education, in particular with respect to which type of course content produces the best results (i.e. most high performing entrepreneurs) and how this affects different types of students. There is a great variety of different views in the field of research concerning the content and structure of entrepreneurship courses, but no comprehensive study has yet been done in which these competing views are clearly articulated as rivals and tested against each other. There is also a lack of programme evaluations that use control groups and have a longitudinal design (Gorman, Hanlon & King, 1997; Karlsson & Moberg, 2011; Matlay, 2008). Those that have this setup often experience methodological problems due to their conceptual framework (Krueger, 2009), or they have a view of entrepreneurship that does not take into account the advancements within research that have been made during the last decade (Sarasvathy, 2008). Thus, we clearly need to dig deeper into this field in order to create methods and models that allow us to evaluate the outcomes of different types of entrepreneurship courses.In the beginning of 2011, the Danish Foundation for Entrepreneurship – Young Enterprise initiated a research project with the aim to further our understanding of the type of impact entrepreneurship education and different educational designs have on different types of students. Two longitudinal surveys, one with a focus on elementary- and secondary-level education and one with focus on tertiary-level education, will be performed and databases with students from all levels of the Danish educational system will be created. The surveys will use entrepreneurial self-efficacy (Mauer, Neergaard & Kirketerp, 2009) as a performance indicator, but in order to generate robust results the development of new measurement tools is needed. In this paper the initial phases of this project and the research design of these two surveys will be presented. The development of a new ESE scale and the results from the pilot surveys will also be presented.

Teacher immediacy for affective learning in divergent college classes

This study examines immediacy salience and teacher nonverbal immediacy as potential indicators of student affective learning across different types of course content. Divergent courses were defined on a continuum ranging from P to T‐Type. P‐Type courses focus primarily on people‐oriented content, while T‐Type classes include content which is product or task‐oriented. Two research questions were addressed which were based on the logic that there is little reason to expect that teacher behaviors that are judged effective in one type of course content will be so in a very different type of course. Tests of the research questions in both P and T‐Type classes included multiple regression, commonality, and canonical correlation analyses. Results indicated that the actual magnitude of the impact of teacher immediacy on student affective learning and students’ perceptions of the importance of immediacy for instruction are a function of the type of course content taught. The findings are discussed in terms of affe...

Effects of Course Content and Teacher Sex on the Social Climate of Learning

Educators often claim that the quality of an educational experience is less closely related to the content of the subject matter learned than to the method or process of learning. Indeed, some contemporary theorists (Bruner, 1960; Schwab, 1962) and the so-called affective educators of the late 1960's (Leonard, 1968) appear to stress a student-centered discovery process of learning to the exclusion of content. Yet, despite these pleas for inquiry in all school learning, certain types of course content seem more easily adapted to such experiential methods than do others. Many of the new science and mathematics courses seem particularly relevant to disciples of student-centered instruction (see Smith; Robinson; Romberg; Kieren; and Kilpatrick, in RER, 1969). The dearth of studies in curriculum evaluation, however, have generally neglected the actual effects of courses on pupils' perceptions of their learning environment (Grobman, 1968; Welch, 1969). That pupils are sensitive to such differences has been demonstrated by Yamamoto, Thomas, and Karns (1969) for different secondary school courses and by Anderson, Walberg and

A Seminar in Solving Problems on the Job

EDUCATION should result not only in knowledge and experience but also in the ability to use them. The test of classroom learning, therefore, is whether it can be applied by the student in other roles. This is the assumption of all professional education. With this in mind the author several years ago devised a seminar in administration, the purpose of which was to enable the student to learn to transfer his learning to the job. This course requires the students to select problems they have on their jobs and to attempt to solve them. They must pursue the problem solving steps of deciding on a goal, collecting data, defining the problem or problems which must be solved to reach the goal, thinking of ideas for solution, testing those ideas by analysis (how will they affect the situation?), selecting one or more ideas for implementation, and planning the execution of the idea or ideas. Most exercises in problem solving (except in a scientific laboratory) stop with this. The course described here goes further. The students must act on their plans. If within the four months of the term it is possible for them to complete the solution of the problem, they must then appraise their success in meeting their goal (how did it work?). Each step must be reported to the class. Taking action is the hard part of problem solving. Many of us who can analyze a problem well and conceptualize its solution balk at the last step. For this involves human relations. It involves interaction with other people outside of the protection of the classroom, outside of the laboratory in which mistakes need not count and where the actor can find sup> The author discusses a seminar for graduate students of administration that he has offered for the last five years. The seminar requires students to solve live problems involving introducing change on their jobs. Solving the problems in a living situation requires constant attention to their relationships with the people they work with on the job and with their fellow students who are acting as consultants. As a result, the author contends, the learning experience is more effective in bringing desired changes in student behavior, than the usual teaching technique or type of course content.