Effects of Immediate Instructor Feedback on Group Discussion Participants.

ERIC Educational Resources Information Center

Jurma, William E.; Froelich, Deidre L.

1984-01-01

Investigated the effects of immediate instructor feedback, via a video display system (ComET system), on the performance of group discussion participants. Found that receivers of immediate feedback were more satisfied with their performances, participated in discussions of higher quality, and were no more anxious than individuals not receiving…

Student Metacognitive Responses to Feedback: A Multiple Case Study

ERIC Educational Resources Information Center

DeMello, Kate

2017-01-01

This study explored how undergraduate students perceive, self-regulate, and respond to feedback from instructors on written work. The general problem was that students in college are not prepared to practice metacognitive regulation to promote learning, particularly in the context of utilizing instructor feedback on written work to improve their…

The Effect of Instructor Nonverbal Immediacy Behaviors and Feedback Sensitivity on Hispanic Students' Affective Learning Outcomes in Ninth-Grade Writing Conferences

ERIC Educational Resources Information Center

Martin, Laura; Mottet, Timothy P.

2011-01-01

The purpose of this study was to show how instructor use of nonverbal immediacy behaviors influence Hispanic students' affective learning in ninth-grade writing conferences, regardless of the level of feedback sensitivity provided. According to Kluger and DeNisi's (1996) feedback intervention theory, when feedback is direct and targeted on the…

An Audience Response System Strategy to Improve Student Motivation, Attention, and Feedback

PubMed Central

Black, Esther P.; Rohr, Jürgen

2009-01-01

Objective To implement an audience response system (ARS) to improve student motivation and attention during lectures and provide immediate feedback to the instructor concerning student understanding of lecture content in a Physiological Chemistry/Molecular Biology course. Design Students used ARS devices to respond to strategically placed questions throughout physiological chemistry/molecular biology lectures. The instructor inserted 6 to 7 questions that promoted student/class interactivity into each of several 50-minute lectures to focus students' attention and provide feedback on students' comprehension of material. Assessment Ninety-eight percent of first-year pharmacy (P1) students (n = 109) reported that strategically placed ARS questions throughout lectures helped them maintain attention. Reports from an independent focus group indicated that students favored this strategy. Furthermore, ARS feedback helped the instructor gauge student comprehension and adjust lectures accordingly. Conclusions Focused, strategically placed ARS questions throughout lectures may help students maintain attention and stay motivated to learn. Feedback from these questions also allows instructors to adapt lectures to address areas of deficiency. PMID:19513159

An audience response system strategy to improve student motivation, attention, and feedback.

PubMed

Cain, Jeff; Black, Esther P; Rohr, Jürgen

2009-04-07

To implement an audience response system (ARS) to improve student motivation and attention during lectures and provide immediate feedback to the instructor concerning student understanding of lecture content in a Physiological Chemistry/Molecular Biology course. Students used ARS devices to respond to strategically placed questions throughout physiological chemistry/molecular biology lectures. The instructor inserted 6 to 7 questions that promoted student/class interactivity into each of several 50-minute lectures to focus students' attention and provide feedback on students' comprehension of material. Ninety-eight percent of first-year pharmacy (P1) students (n = 109) reported that strategically placed ARS questions throughout lectures helped them maintain attention. Reports from an independent focus group indicated that students favored this strategy. Furthermore, ARS feedback helped the instructor gauge student comprehension and adjust lectures accordingly. Focused, strategically placed ARS questions throughout lectures may help students maintain attention and stay motivated to learn. Feedback from these questions also allows instructors to adapt lectures to address areas of deficiency.

“Booster” training: Evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest

PubMed Central

Sutton, Robert M.; Niles, Dana; Meaney, Peter A.; Aplenc, Richard; French, Benjamin; Abella, Benjamin S.; Lengetti, Evelyn L.; Berg, Robert A.; Helfaer, Mark A.; Nadkarni, Vinay

2013-01-01

Objective To investigate the effectiveness of brief bedside “booster” cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Design Prospective, randomized trial. Setting General pediatric wards at Children’s Hospital of Philadelphia. Subjects Sixty-nine Basic Life Support–certified hospital-based providers. Intervention CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Measurements and Main Results Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min−1 and <120 min−1); 71% met minimum depth targets (depth, >38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p < .02]; automated feedback only: rate, 70% to 96% [p = .02], depth, 61% to 100% [p < .01], and overall CPR compliance, 35% to 96% [p < .01]; and instructor training combined with automated feedback: rate 48% to 100% [p < .01], depth, 78% to 100% [p < .02], and overall CPR compliance, 30% to 100% [p < .01]). Conclusions Before booster CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests. PMID:20625336

"Booster" training: evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest.

PubMed

Sutton, Robert M; Niles, Dana; Meaney, Peter A; Aplenc, Richard; French, Benjamin; Abella, Benjamin S; Lengetti, Evelyn L; Berg, Robert A; Helfaer, Mark A; Nadkarni, Vinay

2011-05-01

To investigate the effectiveness of brief bedside "booster" cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Prospective, randomized trial. General pediatric wards at Children's Hospital of Philadelphia. Sixty-nine Basic Life Support-certified hospital-based providers. CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min(-1) and <120 min(-1)); 71% met minimum depth targets (depth, >38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p < .02]; automated feedback only: rate, 70% to 96% [p = .02], depth, 61% to 100% [p < .01], and overall CPR compliance, 35% to 96% [p < .01]; and instructor training combined with automated feedback: rate 48% to 100% [p < .01], depth, 78% to 100% [p < .02], and overall CPR compliance, 30% to 100% [p < .01]). Before booster CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests.

Use of the learning conversation improves instructor confidence in life support training: An open randomised controlled cross-over trial comparing teaching feedback mechanisms.

PubMed

Baldwin, Lydia J L; Jones, Christopher M; Hulme, Jonathan; Owen, Andrew

2015-11-01

Feedback is vital for the effective delivery of skills-based education. We sought to compare the sandwich technique and learning conversation structured methods of feedback delivery in competency-based basic life support (BLS) training. Open randomised crossover study undertaken between October 2014 and March 2015 at the University of Birmingham, United Kingdom. Six-hundred and forty healthcare students undertaking a European Resuscitation Council (ERC) BLS course were enrolled, each of whom was randomised to receive teaching using either the sandwich technique or the learning conversation. Fifty-eight instructors were randomised to initially teach using either the learning conversation or sandwich technique, prior to crossing-over and teaching with the alternative technique after a pre-defined time period. Outcome measures included skill acquisition as measured by an end-of-course competency assessment, instructors' perception of teaching with each feedback technique and candidates' perception of the feedback they were provided with. Scores assigned to use of the learning conversation by instructors were significantly more favourable than for the sandwich technique across all but two assessed domains relating to instructor perception of the feedback technique, including all skills-based domains. No difference was seen in either assessment pass rates (80.9% sandwich technique vs. 77.2% learning conversation; OR 1.2, 95% CI 0.85-1.84; p=0.29) or any domain relating to candidates' perception of their teaching technique. This is the first direct comparison of two feedback techniques in clinical medical education using both quantitative and qualitative methodology. The learning conversation is preferred by instructors providing competency-based life support training and is perceived to favour skills acquisition. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Re-Visiting the Use of Behavior Theory in Graduate Education: A Comparative Study of Instructor Feedback on Graduate Student Anxiety

ERIC Educational Resources Information Center

Davis, Sarita; Coleman, Sylvia Shavon

2007-01-01

The purpose of this study is to improve educators' feedback mechanisms in ways that will reduce student anxiety. The relationship between graduate student anxiety levels, instructor feedback, and the effects of the use of red or green ink as instruments of feedback is examined. The sample (N = 52) comprised first year full-time and part-time MSW…

Student Perceptions of Asynchronous Multimodal Instructor Feedback: A Multiple Case Study

ERIC Educational Resources Information Center

Lenards, Nishele Dyan

2017-01-01

Student dissatisfaction has been a problem in higher education with regard to the provision of assessment-related feedback. Due to the distant nature of online learning, instructors are faced with many challenges in delivering quality feedback because the communication is asynchronous and lacks social cues that are present in a F2F environment.…

Perspectives of Prospective Elementary School Teachers on Feedback in the Mathematics Instruction I and II Courses

ERIC Educational Resources Information Center

Kögce, Davut

2015-01-01

The purpose of this study was to examine prospective elementary teachers' views on the feedback provided by the instructor and their peers during the courses, Mathematics Instruction I and II, and its contribution to their learning. Forty participants were regularly given feedback by the instructor and their peers while they were taking…

Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

PubMed Central

Nottingham, Sara; Henning, Jolene

2014-01-01

Context: Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. Objective: To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Design: Qualitative study. Setting: One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: Four ACIs and 4 second-year ATSs. Data Collection and Analysis: Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results: Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. Conclusions: The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs. PMID:24151809

Feedback in clinical education, part II: Approved clinical instructor and student perceptions of and influences on feedback.

PubMed

Nottingham, Sara; Henning, Jolene

2014-01-01

Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Qualitative study. One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Four ACIs and 4 second-year ATSs. Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the feedback exchanges between ACIs and ATSs, which clinical education coordinators should consider when selecting clinical sites and training ACIs.

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching.

PubMed

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. © 2016 P. Brickman et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Improving the clinical instruction of student technologists.

PubMed

Steves, Ann M

2005-12-01

Many nuclear medicine technologists (NMTs) are employed in departments affiliated with programs that prepare individuals to become NMTs. These departments are sites where students receive hands-on clinical experience. The NMTs who staff these departments serve as clinical instructors whose responsibilities include teaching students the skills, attitudes, and knowledge necessary to become competent technologists. Clinical instructors often have no formal preparation in teaching or evaluating students. The purpose of this article is to review some principles related to teaching and critiquing clinical performance that will help clinical instructors support and foster the professional development of student technologists. After reading this article, the reader should be able to (a) identify the qualities of an effective clinical instructor, (b) identify the characteristics of constructive feedback, (c) identify appropriate times for evaluation and feedback, and (d) use facilitation skills when providing feedback and evaluating student performance.

The effect of peer-group size on the delivery of feedback in basic life support refresher training: a cluster randomized controlled trial.

PubMed

Cho, Youngsuk; Je, Sangmo; Yoon, Yoo Sang; Roh, Hye Rin; Chang, Chulho; Kang, Hyunggoo; Lim, Taeho

2016-07-04

Students are largely providing feedback to one another when instructor facilitates peer feedback rather than teaching in group training. The number of students in a group affect the learning of students in the group training. We aimed to investigate whether a larger group size increases students' test scores on a post-training test with peer feedback facilitated by instructor after video-guided basic life support (BLS) refresher training. Students' one-rescuer adult BLS skills were assessed by a 2-min checklist-based test 1 year after the initial training. A cluster randomized controlled trial was conducted to evaluate the effect of student number in a group on BLS refresher training. Participants included 115 final-year medical students undergoing their emergency medicine clerkship. The median number of students was 8 in the large groups and 4 in the standard group. The primary outcome was to examine group differences in post-training test scores after video-guided BLS training. Secondary outcomes included the feedback time, number of feedback topics, and results of end-of-training evaluation questionnaires. Scores on the post-training test increased over three consecutive tests with instructor-led peer feedback, but not differ between large and standard groups. The feedback time was longer and number of feedback topics generated by students were higher in standard groups compared to large groups on the first and second tests. The end-of-training questionnaire revealed that the students in large groups preferred the smaller group size compared to their actual group size. In this BLS refresher training, the instructor-led group feedback increased the test score after tutorial video-guided BLS learning, irrespective of the group size. A smaller group size allowed more participations in peer feedback.

Reading Strategies to Improve Writing Instruction.

ERIC Educational Resources Information Center

Bulakowski, Carole

Reading instructors have valuable expertise to share with writing instructors to improve the writing ability of students. Writing instructors often give reading assignments to provide topics for students' essays or discussion, without understanding the reading process. A reading teacher can (1) show the writing instructor how to determine the…

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial.

PubMed

Oestergaard, Jeanett; Bjerrum, Flemming; Maagaard, Mathilde; Winkel, Per; Larsen, Christian Rifbjerg; Ringsted, Charlotte; Gluud, Christian; Grantcharov, Teodor; Ottesen, Bent; Soerensen, Jette Led

2012-02-28

Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. The findings will contribute to a better understanding of optimal training methods in surgical education. NCT01497782.

The Use of Per Session Clinical Assessment with Clients in a Mental Health Delivery System: An Investigation into How Clinical Mental Health Counseling Practicum Students and Practicum Instructors Use Routine Client Progress Feedback

ERIC Educational Resources Information Center

Yates, Chad Michael

2012-01-01

The purpose of this study was to investigate how clinical mental health counseling practicum students and practicum instructors use per session assessment feedback with clients they served at a university counseling center. Per session assessment and feedback has been shown to increase the treatment outcomes that counselors achieve while treating…

Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine

PubMed Central

Fenderson, Bruce A.; Veloski, J. Jon; Livesey, Michael; Wojdon-Smith, Tracey

2016-01-01

“Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions. PMID:28725784

Deep and Surface Processing of Instructor's Feedback in an Online Course

ERIC Educational Resources Information Center

Huang, Kun; Ge, Xun; Law, Victor

2017-01-01

This study investigated the characteristics of deep and surface approaches to learning in online students' responses to instructor's qualitative feedback given to a multi-stage, ill-structured design project. Further, the study examined the relationships between approaches to learning and two learner characteristics: epistemic beliefs (EB) and…

Instructor feedback versus no instructor feedback on performance in a laparoscopic virtual reality simulator: a randomized educational trial

PubMed Central

2012-01-01

Abstract Background Several studies have found a positive effect on the learning curve as well as the improvement of basic psychomotor skills in the operating room after virtual reality training. Despite this, the majority of surgical and gynecological departments encounter hurdles when implementing this form of training. This is mainly due to lack of knowledge concerning the time and human resources needed to train novice surgeons to an adequate level. The purpose of this trial is to investigate the impact of instructor feedback regarding time, repetitions and self-perception when training complex operational tasks on a virtual reality simulator. Methods/Design The study population consists of medical students on their 4th to 6th year without prior laparoscopic experience. The study is conducted in a skills laboratory at a centralized university hospital. Based on a sample size estimation 98 participants will be randomized to an intervention group or a control group. Both groups have to achieve a predefined proficiency level when conducting a laparoscopic salpingectomy using a surgical virtual reality simulator. The intervention group receives standardized instructor feedback of 10 to 12 min a maximum of three times. The control group receives no instructor feedback. Both groups receive the automated feedback generated by the virtual reality simulator. The study follows the CONSORT Statement for randomized trials. Main outcome measures are time and repetitions to reach the predefined proficiency level on the simulator. We include focus on potential sex differences, computer gaming experience and self-perception. Discussion The findings will contribute to a better understanding of optimal training methods in surgical education. Trial Registration NCT01497782 PMID:22373062

Video Recorded Feedback for Self Regulation of Prospective Music Teachers in Piano Lessons

ERIC Educational Resources Information Center

Deniz, Jale

2012-01-01

The main purpose of the study is enabling the prospective teachers to make self-regulations by video recording their piano performances with their instructors and feedbacks of their instructors and detect the views of specific students concerning these video records. The research was carried out during 2008-2009 academic year in Marmara…

Verbal communication improves laparoscopic team performance.

PubMed

Shiliang Chang; Waid, Erin; Martinec, Danny V; Bin Zheng; Swanstrom, Lee L

2008-06-01

The impact of verbal communication on laparoscopic team performance was examined. A total of 24 dyad teams, comprised of residents, medical students, and office staff, underwent 2 team tasks using a previously validated bench model. Twelve teams (feedback groups) received instant verbal instruction and feedback on their performance from an instructor which was compared with 12 teams (control groups) with minimal or no verbal feedback. Their performances were both video and audio taped for analysis. Surgical backgrounds were similar between feedback and control groups. Teams with more verbal feedback achieved significantly better task performance (P = .002) compared with the control group with less feedback. Impact of verbal feedback was more pronounced for tasks requiring team cooperation (aiming and navigation) than tasks depending on individual skills (knotting). Verbal communication, especially the instructions and feedback from an experienced instructor, improved team efficiency and performance.

Randomized Trial of Smartphone-Based Evaluation for an Obstetrics and Gynecology Clerkship.

PubMed

Sobhani, Nasim C; Fay, Emily E; Schiff, Melissa A; Stephenson-Famy, Alyssa; Debiec, Katherine E

2017-12-19

We hypothesized that compared to paper evaluations, a smartphone-based quick response (QR) evaluation tool would improve timeliness of feedback, enhance efficacy of giving and receiving feedback, and be as easy to use. We performed a randomized controlled trial of student and instructor experience with two evaluation tools in the OB/GYN clerkship at University of Washington School of Medicine (UWSOM). Sites were randomized to the QR or paper tool; students at QR sites received individualized QR codes at the beginning of the clerkship. Instructors and students completed postintervention surveys regarding the evaluation tool and associated feedback. We compared responses between groups using chi-squared tests. Participating clerkship sites included primary, tertiary, private practice and institutional settings affiliated with the University of Washington in the Washington, Wyoming, Alaska, Montana and Idaho region. Of the 29 OB/GYN UWSOM clerkship sites, 18 agreed to participate and were randomized. Of 29 eligible instructors, 25 (86%) completed the survey, with n = 18 using QR and n = 7 using paper. Of 161 eligible students, 102 (63%) completed the survey, with n = 54 using QR and n = 48 using paper. Compared to those using paper evaluations, instructors using QR evaluations were significantly more likely to agree that the evaluation tool was easy to understand (100% QR vs 43% paper, p = 0.002), the tool was effective in providing feedback (78% QR vs 29% paper, p = 0.002), and they felt comfortable approaching students with the tool (89% QR vs 43% paper, p = 0.002). Compared to those using paper evaluations, students using QR evaluations were less likely to agree the tool was effective in eliciting feedback (QR 43% vs paper 55%, p = 0.042). Instructors found QR evaluations superior to paper evaluations for providing feedback to medical students, whereas students found QR evaluations less effective for feedback. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Collaborative Peer Feedback

ERIC Educational Resources Information Center

Smith, David A.

2017-01-01

Feedback on assessed work is invaluable to student learning, but there is a limit to the amount of feedback an instructor may provide. Peer feedback increases the volume of feedback possible, but potentially reduces the quality of the feedback. This research proposes a model of collaborative peer feedback designed to increase quality of peer…

Helping without harming: the instructor's feedback dilemma in debriefing--a case study.

PubMed

Rudolph, Jenny W; Foldy, Erica Gabrielle; Robinson, Traci; Kendall, Sandy; Taylor, Steven S; Simon, Robert

2013-10-01

Simulation instructors often feel caught in a task-versus-relationship dilemma. They must offer clear feedback on learners' task performance without damaging their relationship with those learners, especially in formative simulation settings. Mastering the skills to resolve this dilemma is crucial for simulation faculty development. We conducted a case study of a debriefer stuck in this task-versus-relationship dilemma. The "2-column case" captures debriefing dialogue and instructor's thoughts and feelings or the "subjective experience." The "learning pathways grid" guides a peer group of faculty in a step-by-step, retrospective analysis of the debriefing. The method uses vivid language to highlight the debriefer's dilemmas and how to surmount them. The instructor's initial approach to managing the task-versus-relationship dilemma included (1) assuming that honest critiques will damage learners, (2) using vague descriptions of learner actions paired with guess-what-I-am-thinking questions, and (3) creating a context she worried would leave learners feeling neither safe nor clear how they could improve. This case study analysis identified things the instructor could do to be more effective including (1) making generous inferences about the learners' qualities, (2) normalizing the challenges posed by the simulation, (3) assuming there are different understandings of what it means to be a team. There are key assumptions and ways of interacting that help instructors resolve the task-versus-relationship dilemma. The instructor can then provide honest feedback in a rigorous yet empathic way to help sustain good or improve suboptimal performance in the future.

Malaysian Instructors' Assessment Beliefs in Tertiary ESL Classrooms

ERIC Educational Resources Information Center

Elshawa, Niveen R. M.; Abdullah, Ain Nadzimah; Rashid, Sabariah Md

2017-01-01

Language assessment can be a valuable tool for providing information regarding language teaching. Given the importance of assessment that has undergone much change, there are important issues that warrant investigation, particularly those related to language instructors. Understanding the assessment beliefs of ESL instructors, especially at the…

Use of a Real-Time Training Software (Laerdal QCPR®) Compared to Instructor-Based Feedback for High-Quality Chest Compressions Acquisition in Secondary School Students: A Randomized Trial.

PubMed

Cortegiani, Andrea; Russotto, Vincenzo; Montalto, Francesca; Iozzo, Pasquale; Meschis, Roberta; Pugliesi, Marinella; Mariano, Dario; Benenati, Vincenzo; Raineri, Santi Maurizio; Gregoretti, Cesare; Giarratano, Antonino

2017-01-01

High-quality chest compressions are pivotal to improve survival from cardiac arrest. Basic life support training of school students is an international priority. The aim of this trial was to assess the effectiveness of a real-time training software (Laerdal QCPR®) compared to a standard instructor-based feedback for chest compressions acquisition in secondary school students. After an interactive frontal lesson about basic life support and high quality chest compressions, 144 students were randomized to two types of chest compressions training: 1) using Laerdal QCPR® (QCPR group- 72 students) for real-time feedback during chest compressions with the guide of an instructor who considered software data for students' correction 2) based on standard instructor-based feedback (SF group- 72 students). Both groups had a minimum of a 2-minute chest compressions training session. Students were required to reach a minimum technical skill level before the evaluation. We evaluated all students at 7 days from the training with a 2-minute chest compressions session. The primary outcome was the compression score, which is an overall measure of chest compressions quality calculated by the software expressed as percentage. 125 students were present at the evaluation session (60 from QCPR group and 65 from SF group). Students in QCPR group had a significantly higher compression score (median 90%, IQR 81.9-96.0) compared to SF group (median 67%, IQR 27.7-87.5), p = 0.0003. Students in QCPR group performed significantly higher percentage of fully released chest compressions (71% [IQR 24.5-99.0] vs 24% [IQR 2.5-88.2]; p = 0.005) and better chest compression rate (117.5/min [IQR 106-123.5] vs 125/min [115-135.2]; p = 0.001). In secondary school students, a training for chest compressions based on a real-time feedback software (Laerdal QCPR®) guided by an instructor is superior to instructor-based feedback training in terms of chest compression technical skill acquisition. Australian New Zealand Clinical Trials Registry ACTRN12616000383460.

Teaching Them to Teach: Programmatic Evaluation of Graduate Assistants' Teaching Performance

ERIC Educational Resources Information Center

Sobel, Karen; Avery, Susan; Ferrer-Vinent, Ignacio J.

2016-01-01

Academic libraries are one of the most important sources of "on the job" training for future library instructors. Librarians who supervise and assess these future library instructors (often in graduate assistant positions) often choose to provide observations and feedback each semester to these instructors in training. Scholarly…

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

PubMed Central

Evans, Mara; Brickman, Peggy

2014-01-01

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged. PMID:26086652

Giving feedback in medical teaching: a case of lung function laboratory/spirometry.

PubMed

Meo, Sultan Ayoub

2013-01-01

Feedback in medical teaching is an important part of medical education, it encourages and enhances the learners' knowledge, skills and professional performance at various stages of their schooling. A constructive feedback enhances the awareness of strength and areas for improvement. An adequate, meaningful and fruitful feedback needs motivation, emphasis, objectivity, expertise, and active participation in the session. Before giving feedback, the instructor should be well prepared and must have practice on the task. The instructor should utilize all means such as good oral presentation, eye contact, visual cues, utilize body language to actively involve the learners in a session, all these activities enhance the knowledge, skill and attitude of the learners. The aim of this commentary is to highlight the basic issues in giving an appropriate feedback in medical teaching with special emphasis on a lung function laboratory / Spirometry.

Online Instructor's Use of Audio Feedback to Increase Social Presence and Student Satisfaction

ERIC Educational Resources Information Center

Portolese Dias, Laura; Trumpy, Robert

2014-01-01

This study investigates the impact of written group feedback, versus audio feedback, based upon four student satisfaction measures in the online classroom environment. Undergraduate students in the control group were provided both individual written feedback and group written feedback, while undergraduate students in the experimental treatment…

Flipping the Electromagnetic Theory classroom

NASA Astrophysics Data System (ADS)

Berger, Andrew J.

2017-08-01

Electromagnetic Theory is a required junior-year course for Optics majors at the University of Rochester. This foundational course gives students their first rigorous exposure to electromagnetic vector fields, dipole radiation patterns, Fresnel reflection/transmission coefficients, waveguided modes, Jones vectors, waveplates, birefringence, and the Lorentz model of refractive index. To increase the percentage of class time devoted to student-centered conceptual reasoning and instructor feedback, this course was recently "flipped". Nearly all of the mathematically-intensive derivations were converted to narrated screencasts ("Khan Academy" style) and made available to students through the course's learning management system. On average, the students were assigned two 10-15 minute videos to watch in advance of each lecture. An electronic survey after each tutorial encouraged reflection and counted towards the student's participation grade. Over the past three years, students have consistently rated the videos as being highly valuable. This presentation will discuss the technical aspects of creating tutorial videos and the educational tradeoffs of flipping a mathematically-intensive upper-level course. The most important advantage is the instructor's increased ability to identify and respond to student confusion, via activities that would consume too much time in a lecture-centered course. Several examples of such activities will be given. Two pitfalls to avoid are the temptation for the instructor not to update the videos from year to year and the tendency of students not to take lecture notes while watching the videos.

Real-Time Performance Feedback for the Manual Control of Spacecraft

NASA Astrophysics Data System (ADS)

Karasinski, John Austin

Real-time performance metrics were developed to quantify workload, situational awareness, and manual task performance for use as visual feedback to pilots of aerospace vehicles. Results from prior lunar lander experiments with variable levels of automation were replicated and extended to provide insights for the development of real-time metrics. Increased levels of automation resulted in increased flight performance, lower workload, and increased situational awareness. Automated Speech Recognition (ASR) was employed to detect verbal callouts as a limited measure of subjects' situational awareness. A one-dimensional manual tracking task and simple instructor-model visual feedback scheme was developed. This feedback was indicated to the operator by changing the color of a guidance element on the primary flight display, similar to how a flight instructor points out elements of a display to a student pilot. Experiments showed that for this low-complexity task, visual feedback did not change subject performance, but did increase the subjects' measured workload. Insights gained from these experiments were applied to a Simplified Aid for EVA Rescue (SAFER) inspection task. The effects of variations of an instructor-model performance-feedback strategy on human performance in a novel SAFER inspection task were investigated. Real-time feedback was found to have a statistically significant effect of improving subject performance and decreasing workload in this complicated four degree of freedom manual control task with two secondary tasks.

Learner Perceptions of Online Peer Pronunciation Feedback through P-Check

ERIC Educational Resources Information Center

Yonesaka, Suzanne M.

2017-01-01

Receiving adequate pronunciation feedback is an ongoing challenge for L2 learners. Although instructors are the most important source of corrective pronunciation feedback (Szpyra, 2014; Timson, 2007), L2 learners can also benefit from peer pronunciation feedback (Lord, 2008; Kim & Yoon, 2014; Roccamo, 2015). This paper examines Japanese…

The Effects of Source, Revision Possibility, and Amount of Feedback on Marketing Students' Impressions of Feedback on an Assignment

ERIC Educational Resources Information Center

Ackerman, David S.; Dommeyer, Curt J.; Gross, Barbara L.

2017-01-01

This study examines how three factors affect students' reactions to critical feedback on an assignment--amount of feedback (none vs. low amount vs. high amount), source of feedback (instructor-provided feedback vs. peer-provided feedback), and the situational context of the feedback (revision of paper is or is not possible). An incomplete 3 × 2 ×…

Responding Effectively to Composition Students: Comparing Student Perceptions of Written and Audio Feedback

ERIC Educational Resources Information Center

Bilbro, J.; Iluzada, C.; Clark, D. E.

2013-01-01

The authors compared student perceptions of audio and written feedback in order to assess what types of students may benefit from receiving audio feedback on their essays rather than written feedback. Many instructors previously have reported the advantages they see in audio feedback, but little quantitative research has been done on how the…

A Review of the Stockton Training Series: Instructor Reports of Current Use and Future Application

ERIC Educational Resources Information Center

Krieger, Kenin M.; Whittingham, Martyn

2005-01-01

For the past decade, the Stockton training series has offered instructors a valuable training tool for use in a variety of clinical settings. Counselor educators were asked to reflect upon the series and its application for beginning leader training. Specifically, surveys were distributed to a wide range of instructors who train group leaders;…

An Examination of Faculty and Student Online Activity: Predictive Relationships of Student Academic Success in a Learning Management System (LMS)

ERIC Educational Resources Information Center

Stamm, Randy Lee

2013-01-01

The purpose of this mixed method research study was to examine relationships in student and instructor activity logs and student performance benchmarks specific to enabling early intervention by the instructor in a Learning Management System (LMS). Instructor feedback was collected through a survey instrument to demonstrate perceived importance of…

Waters Rockets for Teaching Momentum and Energy Concepts

NASA Astrophysics Data System (ADS)

Sizemore, Jim; Parish, R. J.; Hooten, James T.

2012-10-01

Concepts regarding momentum and energy are especially difficult for students to grasp and concrete examples are valuable. We will discuss, and show video, of launching water rockets using standard plastic soda and water bottles and describe the launcher composed of PVC pipe and a bicycle pump. We pose the question to students of the ratio of water to air that achieves the greatest time-of-flight. Immediate feedback is obtained by immediately testing student's hypotheses. After several launches the students understanding of Newton's Third Law and momentum and energy concepts improves. This is an engaging activity, students enjoy watching their instructors become thoroughly drenched, and students are enthusiastic. This enthusiasm, fun, and immediate testing of hypotheses reinforce momentum and energy concepts as will be shown by questionnaire results.

Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course.

PubMed

Banna, Jinan; Grace Lin, Meng-Fen; Stewart, Maria; Fialkowski, Marie K

2015-06-01

Fostering interaction in the online classroom is an important consideration in ensuring that students actively create their own knowledge and reach a high level of achievement in science courses. This study focuses on fostering interaction in an online introductory nutrition course offered in a public institution of higher education in Hawai'i, USA. Interactive features included synchronous discussions and polls in scheduled sessions, and social media tools for sharing of information and resources. Qualitative student feedback was solicited regarding the new course features. Findings indicated that students who attended monthly synchronous sessions valued live interaction with peers and the instructor. Issues identified included technical difficulties during synchronous sessions, lack of participation on the part of fellow students in discussion and inability to attend synchronous sessions due to scheduling conflicts. In addition, few students made use of the opportunity to interact via social media. While students indicated that the interactive components of the course were valuable, several areas in which improvement may be made remain. Future studies may explore potential solutions to issues identified with new features to further promote interaction and foster learning in the course. Recommendations for instructors who are interested in offering online science courses in higher education are provided.

Sources of Instructional Feedback, Job Satisfaction, and Basic Psychological Needs

ERIC Educational Resources Information Center

Wininger, Steven R.; Birkholz, Paige M.

2013-01-01

This study examined college instructors' utilization and perceived value of sources of instructional feedback (institutional student ratings, consultation with an instructional specialist, soliciting feedback from students, self-assessment, self-observation, peer/administrator observation, and peer coaching). We examined relationships between the…

Effects of Differential Feedback on Students' Examination Performance

ERIC Educational Resources Information Center

Lipnevich, Anastasiya A.; Smith, Jeffrey K.

2009-01-01

The effects of feedback on performance and factors associated with it were examined in a large introductory psychology course. The experiment involved college students (N = 464) working on an essay examination under 3 conditions: no feedback, detailed feedback that was perceived by participants to be provided by the course instructor, and detailed…

Finding Value in Surgical Didactics: Longitudinal Resident Feedback From Case-Based and Traditional Lectures in an Orthopaedic Residency.

PubMed

Barnwell, Jonathan C; Halvorson, Jason J; Teasdall, Robert D; Carroll, Eben A

To evaluate orthopedic resident perceptions of a didactic curriculum presented in traditional and case-based formats. Prospective cohort study using anonymous web-based survey after each conference evaluating resident perceptions of faculty participation, didactic delivery, content, and overall conference value. Conferences were structured as primarily case-based or traditional lecture. Logistic analysis was performed to determine factors predictive of rating a conference as valuable time spent. Orthopedic residency training program at single institution over an academic year. Orthopedic residents in postgraduate training year 1 to 5 attending mandatory didactic conference. Cased-based conferences received higher Likert ratings on residents' perception of faculty participation, instructor delivery, and improvement in topic understanding when compared to traditional lecture-based conferences (p < 0.0001 for each factor). Residents also were more likely to rate case-based conferences as valuable time spent (p < 0.0001). In our logistic model, factors associated with a negative likelihood of rating a conference as valuable were lecture format (odds ratio [OR] = 0.155, 95% CI: 0.115-0.208), PGY-2 level presenter (OR = 0.288, 95% CI: 0.169-0.490), and PGY-3 level presenter (OR = 0.433, 95% CI: 0.269-0.696). Timing in the year, surgical subspeciality, and conference identity were not significant predictors of conference value rating. Longitudinal resident feedback demonstrates highly favorable resident perceptions toward case-based formats in didactic sessions. Junior levels residents are not perceived as effective as senior residents and faculty in presenting material in either format. These methods allow for a dynamic approach to identifying strengths and weaknesses in a resident curriculum as a well as a means for more focused and real-time improvements. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Development of Instructor Support Feature Guidelines. Volume 1.

DTIC Science & Technology

1986-05-01

dated) Flight Objectives Pamphlet (8/84) TAC Syllabus (8/84) Gradesheet B-52 Training Program WST Coursebook (not dated) Console Familiarization Course...Wordstar Lesson Plans (1984) Gradesheets Instructor Handbook (3/82) KC-135 Pilot WST Coursebook (1/84) Navigator WST Coursebook (1/84) 2 T-37 Instrument...time aircrew performance measurement and instructor feedback, and post-mission data retrieval and analysis. Various levels of statistical performance

Low-Dose, High-Frequency CPR Training Improves Skill Retention of In-Hospital Pediatric Providers

PubMed Central

Niles, Dana; Meaney, Peter A.; Aplenc, Richard; French, Benjamin; Abella, Benjamin S.; Lengetti, Evelyn L.; Berg, Robert A.; Helfaer, Mark A.; Nadkarni, Vinay

2011-01-01

OBJECTIVE: To investigate the effectiveness of brief bedside cardiopulmonary resuscitation (CPR) training to improve the skill retention of hospital-based pediatric providers. We hypothesized that a low-dose, high-frequency training program (booster training) would improve CPR skill retention. PATIENTS AND METHODS: CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated arrest. Basic life support–certified, hospital-based providers were randomly assigned to 1 of 4 study arms: (1) instructor-only training; (2) automated defibrillator feedback only; (3) instructor training combined with automated feedback; and (4) control (no structured training). Each session (time: 0, 1, 3, and 6 months after training) consisted of a pretraining evaluation (60 seconds), booster training (120 seconds), and a posttraining evaluation (60 seconds). Excellent CPR was defined as chest compression (CC) depth ≥ one-third anterior-posterior chest depth, rate ≥ 90 and ≤120 CC per minute, ≤20% of CCs with incomplete release (>2500 g), and no flow fraction ≤ 0.30. MEASUREMENTS AND MAIN RESULTS: Eighty-nine providers were randomly assigned; 74 (83%) completed all sessions. Retention of CPR skills was 2.3 times (95% confidence interval [CI]: 1.1–4.5; P = .02) more likely after 2 trainings and 2.9 times (95% CI: 1.4–6.2; P = .005) more likely after 3 trainings. The automated defibrillator feedback only group had lower retention rates compared with the instructor-only training group (odds ratio: 0.41 [95% CI: 0.17–0.97]; P = .043). CONCLUSIONS: Brief bedside booster CPR training improves CPR skill retention. Our data reveal that instructor-led training improves retention compared with automated feedback training alone. Future studies should investigate whether bedside training improves CPR quality during actual pediatric arrests. PMID:21646262

The Effect of Intra- Versus Post-Interview Feedback during Simulated Practice Interviews about Child Abuse

ERIC Educational Resources Information Center

Powell, Martine B.; Fisher, Ronald P.; Hughes-Scholes, Carolyn H.

2008-01-01

Objective: This study compared the effectiveness of two types of instructor feedback (relative to no feedback) on investigative interviewers' ability to adhere to open-ended questions in simulated practice interviews about child abuse. Method: In one condition, feedback was provided at the end of each practice interview. In the other, the…

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

ERIC Educational Resources Information Center

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback…

Assessment Feedback Using Screencapture Technology in Political Science

ERIC Educational Resources Information Center

Anson, Ian G.

2015-01-01

This article serves to introduce a new technology for student feedback on written assignments to political scientists. Developed in the field of composition studies, screencapture commentary is a novel technique designed to provide audiovisual responses to student writing. To receive feedback, students watch a recorded video of the instructor's…

Supporting Second Language Writing Using Multimodal Feedback

ERIC Educational Resources Information Center

Elola, Idoia; Oskoz, Ana

2016-01-01

The educational use of computer-based feedback in the classroom is becoming widespread. However, less is known about (1) the extent to which tools influence how instructors provide written and oral comments, and (2) whether receiving oral or written feedback influences the nature of learners' revisions. This case study, which expands existing…

Assessment of surgical competence in North American graduate periodontics programs: a survey of current practices.

PubMed

Ghiabi, Edmond; Taylor, K Lynn

2010-08-01

This cross-sectional study was designed to document the methods utilized by North American graduate periodontics programs in assessing their residents' surgical skills. A survey of clinical skills assessment was mailed to directors of all fifty-eight graduate periodontics programs in Canada and the United States. Thirty-four programs (59 percent) responded. The data collected were analyzed using SPSS version 15.0. The results demonstrate that the most common practice for providing feedback and documenting residents' surgical skills in the programs surveyed was daily one-on-one verbal feedback given by an instructor. The next two most commonly reported methods were a standard checklist developed at program level and a combination of a checklist and verbal comments. The majority of the programs reported that the instructors met collectively once per term to evaluate the residents' progress. The results suggest that graduate periodontics programs provide their residents frequent opportunities for daily practice with verbal feedback from instructors. However, assessment strategies identified in other health professions as beneficial in fostering the integration of clinical skills practices are not employed.

Enhancing Student Performance in First-Semester General Chemistry Using Active Feedback through the World Wide Web

ERIC Educational Resources Information Center

Chambers, Kent A.; Blake, Bob

2007-01-01

The World Wide Web recently launched a new interactive feedback system for the instructors, so that can better understanding about their students and their problems. The feedback, in combination with tailored lectures is expected to enhance student performance in the first semester of general chemistry.

A Study on the Impact of Collective Feedback in the Online Technical and Professional Communication Classroom

ERIC Educational Resources Information Center

Singleton, Meredith

2016-01-01

This dissertation study seeks to determine whether feedback in the online Technical and Professional Communication classroom impacts student performance. This dissertation proposes that online Technical and Professional Communication instructors consider adopt such a feedback methodology in order to engage students with writing practices that…

The Genre of Instructor Feedback in Doctoral Programs: A Corpus Linguistic Analysis

ERIC Educational Resources Information Center

Walters, Kelley Jo; Henry, Patricia; Vinella, Michael; Wells, Steve; Shaw, Melanie; Miller, James

2015-01-01

Providing transparent written feedback to doctoral students is essential to the learning process and preparation for the capstone. The purpose of this study was to conduct a qualitative exploration of faculty feedback on benchmark written assignments across multiple, online doctoral programs. The Corpus for this analysis included 236 doctoral…

Show Me the Way: Future Faculty Prefer Directive Feedback When Trying Active Learning Approaches

ERIC Educational Resources Information Center

Stephens, Jessica D.; Battle, David C.; Gormally, Cara L.; Brickman, Peggy

2017-01-01

Early training opportunities for future faculty, namely graduate students and postdoctoral researchers, can better prepare them to use active learning approaches. We know that instructional feedback supports sustained change and motivates instructors to improve teaching practices. Here, we incorporate feedback as a key component of a pedagogical…

Rethinking the Red Ink: Audio-Feedback in the ESL Writing Classroom.

ERIC Educational Resources Information Center

Johanson, Robert

1999-01-01

This paper describes audio-feedback as a teaching method for English-as-a-Second-Language (ESL) writing classes. Using this method, writing instructors respond to students' compositions by recording their comments onto an audiocassette, then returning the paper and cassette to the students. The first section describes audio-feedback and explains…

uRespond: iPad as Interactive, Personal Response System

ERIC Educational Resources Information Center

Bryfczynski, Samuel P.; Brown, Rebecca; Hester, Josiah; Herrmann, Andrew; Koch, Danielle L.; Cooper, Melanie M.; Grove, Nathaniel P.

2014-01-01

Personal response systems are quickly becoming indispensable formative assessment tools in many college-level chemistry courses. With the use of such devices, students are provided with invaluable insights into the skills perceived by the instructor as important, while concurrently, the instructor can gather feedback as to how well students have…

The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students†

PubMed Central

Marbach-Ad, Gili; Rietschel, Carly H.; Saluja, Neeti; Carleton, Karen L.; Haag, Eric S.

2016-01-01

This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology) is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198) employed three lectures per week. The other section (n = 136) replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students). Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students) showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies. PMID:28101262

The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students.

PubMed

Marbach-Ad, Gili; Rietschel, Carly H; Saluja, Neeti; Carleton, Karen L; Haag, Eric S

2016-12-01

This study describes the implementation and effectiveness of small-group active engagement (GAE) exercises in an introductory biology course (BSCI207) taught in a large auditorium setting. BSCI207 (Principles of Biology III-Organismal Biology) is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section ( n = 198) employed three lectures per week. The other section ( n = 136) replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students). Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students) showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.

Interaction matters: Strategies to promote engaged learning in an online introductory nutrition course

PubMed Central

Banna, Jinan; Grace Lin, Meng-Fen; Stewart, Maria; Fialkowski, Marie K.

2016-01-01

Fostering interaction in the online classroom is an important consideration in ensuring that students actively create their own knowledge and reach a high level of achievement in science courses. This study focuses on fostering interaction in an online introductory nutrition course offered in a public institution of higher education in Hawai‘i, USA. Interactive features included synchronous discussions and polls in scheduled sessions, and social media tools for sharing of information and resources. Qualitative student feedback was solicited regarding the new course features. Findings indicated that students who attended monthly synchronous sessions valued live interaction with peers and the instructor. Issues identified included technical difficulties during synchronous sessions, lack of participation on the part of fellow students in discussion and inability to attend synchronous sessions due to scheduling conflicts. In addition, few students made use of the opportunity to interact via social media. While students indicated that the interactive components of the course were valuable, several areas in which improvement may be made remain. Future studies may explore potential solutions to issues identified with new features to further promote interaction and foster learning in the course. Recommendations for instructors who are interested in offering online science courses in higher education are provided. PMID:27441032

Feedback in clinical education, part I: Characteristics of feedback provided by approved clinical instructors.

PubMed

Nottingham, Sara; Henning, Jolene

2014-01-01

Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Qualitative study. One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. A total of 4 ACIs with various experience levels and 4 second-year ATSs. Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form.

What Belongs on an Instructional Website: A Discussion and Checklist.

ERIC Educational Resources Information Center

O'Sullivan, Mary F.

This document provides a checklist for the development of effective instructional Web sites that promote student learning and enable instructors to enact the principles of good teaching. The information presented is valuable for instructors of online courses and faculty members who utilize instructional sites to supplement face-to-face classroom…

Using Turnitin to Provide Feedback on L2 Writers' Texts

ERIC Educational Resources Information Center

Kostka, Ilka; Maliborska, Veronika

2016-01-01

Second language (L2) writing instructors have varying tools at their disposal for providing feedback on students' writing, including ones that enable them to provide written and audio feedback in electronic form. One tool that has been underexplored is Turnitin, a widely used software program that matches electronic text to a wide range of…

"Listen to This!" Utilizing Audio Recordings to Improve Instructor Feedback on Writing in Mathematics

ERIC Educational Resources Information Center

Weld, Christopher

2014-01-01

Providing audio files in lieu of written remarks on graded assignments is arguably a more effective means of feedback, allowing students to better process and understand the critique and improve their future work. With emerging technologies and software, this audio feedback alternative to the traditional paradigm of providing written comments…

Toward Personal and Emotional Connectivity in Mobile Higher Education through Asynchronous Formative Audio Feedback

ERIC Educational Resources Information Center

Rasi, Päivi; Vuojärvi, Hanna

2018-01-01

This study aims to develop asynchronous formative audio feedback practices for mobile learning in higher education settings. The development was conducted in keeping with the principles of design-based research. The research activities focused on an inter-university online course, within which the use of instructor audio feedback was tested,…

Transformation through Research-Based Reflection: A Self-Study of Written Feedback Practice

ERIC Educational Resources Information Center

Best, Karen

2011-01-01

This study investigates the written feedback the author gave during her first year as a university English as a second language writing instructor. The article investigates the form (questions, commands, comments) and the themes (organization, content, grammar) of feedback, the use of mitigation, and the treatment of grammar errors. It shows how…

Teaching with a Dual-Channel Classroom Feedback System in the Digital Classroom Environment

ERIC Educational Resources Information Center

Yu, Yuan-Chih

2017-01-01

Teaching with a classroom feedback system can benefit both teaching and learning practices of interactivity. In this paper, we propose a dual-channel classroom feedback system integrated with a back-end e-Learning system. The system consists of learning agents running on the students' computers and a teaching agent running on the instructor's…

Error Tendencies in Processing Student Feedback for Instructional Decision Making.

ERIC Educational Resources Information Center

Schermerhorn, John R., Jr.; And Others

1985-01-01

Seeks to assist instructors in recognizing two basic errors that can occur in processing student evaluation data on instructional development efforts; offers a research framework for future investigations of the error tendencies and related issues; and suggests ways in which instructors can confront and manage error tendencies in practice. (MBR)

Preparing and Updating Group Education Plans Using Questionnaire for Computer Related Courses

ERIC Educational Resources Information Center

Sahin, Yasar Guneri; Ercan, Tuncay

2007-01-01

Course syllabuses are usually prepared by the instructors without any feedback observed and assembled from target students. More, even sometimes these syllabuses are used for many years with little alterations by the instructors. This situation affects the education negatively, because many of the students come with different backgrounds and…

Identifying motivators and barriers to student completion of instructor evaluations: A multi-faceted, collaborative approach from four colleges of pharmacy.

PubMed

McAuley, James W; Backo, Jennifer Lynn; Sobota, Kristen Finley; Metzger, Anne H; Ulbrich, Timothy

To identify motivators and barriers to pharmacy student completion of instructor evaluations, and to develop potential strategies to improve the evaluation process. Completed at four Ohio Colleges of Pharmacy, Phase I consisted of a student/faculty survey and Phase II consisted of joint student/faculty focus groups to discuss Phase I data and to problem solve. In Phase I, the top three student-identified and faculty-perceived motivators to completion of evaluations were to (1) make the course better, (2) earn bonus points, and (3) improve the instructor's teaching. The top three student-identified barriers to completion of evaluations were having to (1) evaluate multiple instructors, (2) complete several evaluations around the same time, and (3) complete lengthy evaluations. Phase II focus groups identified a number of potential ways to enhance the motivators and reduce barriers, including but not limited to making sure faculty convey to students that the feedback they provide is useful and to provide examples of how student feedback has been used to improve their teaching/the course. Students and faculty identified motivators and barriers to completing instructor evaluations and were willing to work together to improve the process. Copyright © 2016 Elsevier Inc. All rights reserved.

Developing an understanding of research-based nursing pedagogy among clinical instructors: a qualitative study.

PubMed

Zakari, Nazik M A; Hamadi, Hanadi Y; Salem, Olfat

2014-11-01

Effective instruction is imperative to the learning process of clinical nursing instructors. Faculty members are required to provide high-quality teaching and training by using new ways of teaching pedagogical methods to clinical instructors, which have transformed pedagogies from an exclusive clinical model to a holistic model. The purpose of this study was to explore clinical instructors' use of planning, implementation, feedback loops, and reflection frameworks to apply research-based teaching and to examine the pedagogy used during field experience. Data for the qualitative study were obtained from twenty purposefully sampled clinical teachers (n=20) via lists of questioned instructional practices and discussions, semi-structured interviews, observational notes, field notes, and written reflections. Data were analyzed by using a triangulation method to ensure trustworthiness, credibility, and reliability. Three main themes emerged regarding the use of research-based teaching strategies: the need for learning about research-based pedagogy, support mechanisms to implement innovative teaching strategies, and transitioning from nursing student to nursing clinical instructors. It has been well documented that the nursing profession faces a serious shortage of nursing faculty, impacting the quality of clinical teaching. Developing clinical instructor programs to give students opportunities to select instructor pathways, focusing on knowledge promoting critical thinking and life-long professional development, is essential. Nursing colleges must collaborate by using a partnership model to achieve competency in planning, implementation, feedback loops, and reflection. Applying research-based clinical teaching requires the development of programs that integrate low-fidelity simulation and assisted instruction through the use of computers in Nursing Colleges. Copyright © 2014 Elsevier Ltd. All rights reserved.

The Differential Effects of Elaborate Feedback and Basic Feedback on Student Performance in a Modified, Personalized System of Instruction Course

ERIC Educational Resources Information Center

Chase, Jared A.; Houmanfar, Ramona

2009-01-01

Educators in large-enrollment courses are faced with the challenge of effectively disseminating information to their students to ensure that they learn the content provided. A related issue involves the means by which instructors evaluate student performance. Offering effective forms of performance feedback may be one technique to provide students…

Suddenly, I Was One of Them! Why Writing Consultants Must Learn the Lessons of the Organization.

ERIC Educational Resources Information Center

Kramer, Melinda G.

A college instructor, already experienced as a consultant and trainer in written and oral business communication, became convinced by two students in an executive management training program that gaining an insider's perspective might be exceedingly valuable. A few years later, the instructor got such an opportunity: she became a corporate editor…

Use of Formative Classroom Assessment Techniques in a Project Management Course

ERIC Educational Resources Information Center

Purcell, Bernice M.

2014-01-01

Formative assessment is considered to be an evaluation technique that informs the instructor of the level of student learning, giving evidence when it may be necessary for the instructor to make a change in delivery based upon the results. Several theories of formative assessment exist, all which propound the importance of feedback to the student.…

Active Learning in the Online Environment: The Integration of Student-Generated Audio Files

ERIC Educational Resources Information Center

Bolliger, Doris U.; Armier, David Des, Jr.

2013-01-01

Educators have integrated instructor-produced audio files in a variety of settings and environments for purposes such as content presentation, lecture reviews, student feedback, and so forth. Few instructors, however, require students to produce audio files and share them with peers. The purpose of this study was to obtain empirical data on…

The Process of Curriculum Innovations in the Army

DTIC Science & Technology

2016-08-01

Ten Army courses were included: advanced individual training , noncommissioned officer professional development courses, and an officer basic...course. Course managers, training developers, and instructors completed questionnaires and participated in focus groups. Graduates of one revised course...positively affected by a quick feedback loop between training developers and instructors. The ALM concepts were viewed positively, although some ALM

Uniting Technology and Pedagogy: The Evolution of an Online Teaching Certification Course

ERIC Educational Resources Information Center

Riedinger, Bonnie; Rosenberg, Paul

2006-01-01

Like all learners, new online instructors need hands-on experience, feedback, and ongoing support to become comfortable and proficient in the virtual classroom. It is unrealistic to expect even the most self-motivated, creatively pedagogical, and technically inclined instructor to fly solo after just a few hours of training. With the authors'…

The Voice of Feedback: A Study of Asynchronous Audio Communication in the Online Classroom

ERIC Educational Resources Information Center

Johnson Van Den Elzen, Jolene M.

2011-01-01

The interaction between learners and the instructor in an online learning environment has been shown to contribute to increases in learning through promotion of a cooperative and collaborative environment, which allows students to learn from course materials, the instructor, and each other (Jiang & Ting, 2000; Jung et al., 2002; Kollock, 1998;…

Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

ERIC Educational Resources Information Center

Xu, Xiaoying; Lewis, Jennifer E.; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L.

2017-01-01

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes.…

Using Online Journals and In-Class Note Cards for Reflective and Responsive Teaching and Learning

ERIC Educational Resources Information Center

Slinger-Friedman, Vanessa; Patterson, Lynn M.

2016-01-01

One concern about teaching online or in large, lecturestyle classes is the inability to see students' reactions to course material. These visual cues give instructors feedback on student comprehension, material clarity, and effective delivery modes. Instructors have to see the results of student assignments and exams or end-of-semester evaluations…

The Relationship between Students' Perceived Sense of Connectedness to the Instructor and Satisfaction in Online Courses

ERIC Educational Resources Information Center

LaBarbera, Robin

2013-01-01

While many researchers have sought to identify pedagogical strategies to create a sense of connectedness in online courses, few have investigated e-mail correspondence between student and instructor. The current study addressed this issue and found students' sense of connectedness to be strongly correlated to feedback on assignments, instructor…

Teaching through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-Disaster Environment

ERIC Educational Resources Information Center

Wright, Sarah; Wordsworth, Russell

2013-01-01

The authors describe their experiences of teaching through a series of major earthquakes and the lessons learned regarding sustaining teaching and learning through an ongoing natural disaster. Student feedback data from across the university is analyzed to generate a model of constructive practice for instructors responding to a crisis. The…

Management of a TIFS System: Organizing Tests with Instructional Feedback on Slides.

ERIC Educational Resources Information Center

Brown, F. Dale; Mitchell, Thomas O.

1980-01-01

Presents three components of the tests with instructional feedback on slides system (TIFS), the needs of the three, background on the production of the test item reference card, and the advantage of the system for both instructor and student. (MER)

Developing Resource Guides for Astro 101 Instructors, as a Higher Education Community Collaboration from the NASA Astrophysics SEPOF

NASA Astrophysics Data System (ADS)

Schultz, Gregory R.; Fraknoi, A.; Smith, D.; Manning, J.

2012-01-01

The NASA/SMD-funded Astrophysics SEPOF (Science Education & Public Outreach Forum) has been organizing EPO "community collaborations” as part of its coordination efforts with missions and EPO programs within NASA Astrophysics. One of the community collaborations that emerged has been focusing on higher education, with a particular emphasis on introductory astronomy courses ("Astro 101"), and how NASA EPO programs and materials can help serve the needs of these courses’ instructors. One of the consequent efforts that has begun is the compiling and development of topical Resource Guides for Astro 101 instructors, with the initial subject tackled being cosmology. This is an area in basic astronomy where rapid progress is being made, older textbooks are quickly out of date, and ideas are challenging for many students, and even instructors! We have had informal conversations so far with about a dozen instructors, divided among universities, liberal-arts colleges, and 2-year community colleges. We have also gathered feedback regarding suggested cosmology resources from the EPO community served by the NASA Astrophysics Forum. And we have undertaken an independent search for Astro 101-suitable curriculum materials, from NASA and other sources, and identified a useful set of such materials, in print and on the Web. Results from this investigation will be shared, along with our project's initial Cosmology Resource Guide, and plans for follow-up guides. Feedback is solicited from Astro 101 instructors, resource developers, and EPO professionals.

Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

PubMed Central

Nottingham, Sara; Henning, Jolene

2014-01-01

Context Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). Objective To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Design Qualitative study. Setting One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants A total of 4 ACIs with various experience levels and 4 second-year ATSs. Data Collection and Analysis Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Conclusions Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form. PMID:24143902

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change.

PubMed

Gormally, Cara; Evans, Mara; Brickman, Peggy

2014-01-01

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged. © 2014 M. Evans et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Feedback Effects of Teaching Quality Assessment: Macro and Micro Evidence

ERIC Educational Resources Information Center

Bianchini, Stefano

2014-01-01

This study investigates the feedback effects of teaching quality assessment. Previous literature looked separately at the evolution of individual and aggregate scores to understand whether instructors and university performance depends on its past evaluation. I propose a new quantitative-based methodology, combining statistical distributions and…

Using Quality Management Tools to Enhance Feedback from Student Evaluations

ERIC Educational Resources Information Center

Jensen, John B.; Artz, Nancy

2005-01-01

Statistical tools found in the service quality assessment literature--the "T"[superscript 2] statistic combined with factor analysis--can enhance the feedback instructors receive from student ratings. "T"[superscript 2] examines variability across multiple sets of ratings to isolate individual respondents with aberrant response…

An Analysis of Students' Perceptions of the Value and Efficacy of Instructors' Auditory and Text-Based Feedback Modalities across Multiple Conceptual Levels

ERIC Educational Resources Information Center

Ice, Phil; Swan, Karen; Diaz, Sebastian; Kupczynski, Lori; Swan-Dagen, Allison

2010-01-01

This article used work from the writing assessment literature to develop a framework for assessing the impact and perceived value of written, audio, and combined written and audio feedback strategies across four global and 22 discrete dimensions of feedback. Using a quasi-experimental research design, students at three U.S. universities were…

Factors Influencing Oral Corrective Feedback Provision in the Spanish Foreign Language Classroom: Investigating Instructor Native/Nonnative Speaker Status, SLA Education, & Teaching Experience

ERIC Educational Resources Information Center

Gurzynski-Weiss, Laura

2010-01-01

The role of interactional feedback has been a critical area of second language acquisition (SLA) research for decades and while findings suggest interactional feedback can facilitate SLA, the extent of its influence can vary depending on a number of factors, including the native language of those involved in communication. Although studies have…

INDIVIDUALIZING UNIVERSITY INSTRUCTION, EXPLORING COMPUTER POTENTIAL TO AID COLLEGE TEACHERS BY DIRECTING THE LEARNING PROCESS. INTER-UNIVERSITY PROJECT ONE, PUBLICATIONS SERIES.

ERIC Educational Resources Information Center

FALL, CHARLES R.

THIS DOCUMENT CONCLUDES THAT INSTRUCTION BY COMPUTER-BASED RESOURCE UNITS CAN FACILITATE LEARNING AND PROVIDE THE INSTRUCTOR WITH VALUABLE ASSISTANCE. BY PRE-PLANNING THE TEACHING-LEARNING SITUATION, RESOURCE UNITS CAN FREE THE INSTRUCTOR FOR DECISION-MAKING TASKS. RESOURCE UNITS CAN ALSO PROVIDE APPROPRIATE LEARNING GOALS AND STUDY GUIDES TO EACH…

Towards Effective Group Work Assessment: Even What You Don't See Can Bias You

ERIC Educational Resources Information Center

Gweon, Gahgene; Jun, Soojin; Finger, Susan; Rosé, Carolyn Penstein

2017-01-01

In project-based learning (PBL) courses, which are common in design and technology education, instructors regard both the process and the final product to be important. However, conducting an accurate assessment for process feedback is not an easy task because instructors of PBL courses often have to make judgments based on a limited view of group…

Culture Portfolios Revisited: Feedback from Students and Instructors

ERIC Educational Resources Information Center

Abrams, Zsuzsanna I.; Byrd, David R.; Boovy, Bradley; Mohring, Anja

2006-01-01

Teaching culture in the foreign language (L2) classroom can be a real dilemma for instructors: What culture do we teach? What does it mean to learn about a culture? How can students learn culture? In order to answer these questions, we evaluated the strengths and weaknesses of two types of culture portfolios: a traditional one that used on-line…

Using Systematic Feedback and Reflection to Improve Adventure Education Teaching Skills

ERIC Educational Resources Information Center

Richardson, Rick; Kalvaitis, Darius; Delparte, Donna

2014-01-01

This study examined how adventure educators could use systematic feedback to improve their teaching skills. Evaluative instruments demonstrated a statistically significant improvement in teaching skills when applied at an outdoor education center in Western Canada. Concurrent focus group interviews enabled instructors to reflect on student…

Constructing a Multimedia Mobile Classroom Using a Novel Feedback System

ERIC Educational Resources Information Center

Huang, Wen-Chen; Chen, Ching-Wen; Weng, Richard

2015-01-01

In the conventional classroom, many obstacles hinder interaction between an instructor and students, such as limited class hours, fixed seating, and inadequate time for meetings after class. This work develops a novel multimedia mobile classroom feedback system (MMCFS) that instantly displays students' responses, such as class-related questions or…

AWACS Dialogue Training System (DTS) Evaluation

DTIC Science & Technology

2007-08-01

Dialogue would also be welcome. Human instructors would also have the benefit of providing experienced advice and feedback. Feedback, or the lack of it...converse/start/commit a mission or to KIO when necessary. There was no response to KIO calls when fuel state was at Bingo and to KIO calls for

Instructor Feedback: How Much Do Students Really Want?

ERIC Educational Resources Information Center

Ackerman, David S.; Gross, Barbara L.

2010-01-01

Marketing students expect feedback on papers and assignments; and many professors expend much time and effort providing individualized and substantive comments in response to student work. Doing so is challenging and time consuming when faced with large class sizes, high student-faculty ratios, and communications-intensive courses. Furthermore,…

Biology Question Generation from a Semantic Network

NASA Astrophysics Data System (ADS)

Zhang, Lishan

Science instructors need questions for use in exams, homework assignments, class discussions, reviews, and other instructional activities. Textbooks never have enough questions, so instructors must find them from other sources or generate their own questions. In order to supply instructors with biology questions, a semantic network approach was developed for generating open response biology questions. The generated questions were compared to professional authorized questions. To boost students' learning experience, adaptive selection was built on the generated questions. Bayesian Knowledge Tracing was used as embedded assessment of the student's current competence so that a suitable question could be selected based on the student's previous performance. A between-subjects experiment with 42 participants was performed, where half of the participants studied with adaptive selected questions and the rest studied with mal-adaptive order of questions. Both groups significantly improved their test scores, and the participants in adaptive group registered larger learning gains than participants in the control group. To explore the possibility of generating rich instructional feedback for machine-generated questions, a question-paragraph mapping task was identified. Given a set of questions and a list of paragraphs for a textbook, the goal of the task was to map the related paragraphs to each question. An algorithm was developed whose performance was comparable to human annotators. A multiple-choice question with high quality distractors (incorrect answers) can be pedagogically valuable as well as being much easier to grade than open-response questions. Thus, an algorithm was developed to generate good distractors for multiple-choice questions. The machine-generated multiple-choice questions were compared to human-generated questions in terms of three measures: question difficulty, question discrimination and distractor usefulness. By recruiting 200 participants from Amazon Mechanical Turk, it turned out that the two types of questions performed very closely on all the three measures.

Teachers at Heart: A Case Study Exploration of the Role Transition from Clinical Nurse to Community College Adjunct Clinical Nursing Instructor

ERIC Educational Resources Information Center

Wilson, Deborah S.

2017-01-01

The shortage of nursing faculty is limiting the number of students community colleges are able to enroll (National League for Nursing, 2014). The use of adjunct clinical nursing instructors may help lessen the impact of this shortage, while allowing nurses to gain valuable academic experience. An understanding of the process these nurses go…

Industrially-Situated Project-Based Learning: A Study of Feedback and Diffusion

ERIC Educational Resources Information Center

Gilbuena, Debra M.

2013-01-01

The Virtual Chemical Vapor Deposition (CVD) Process Development Project provides the context for the two areas of the research presented in this dissertation. The first area, generally referred to as feedback in this dissertation, focuses on student learning and the interactions of students and instructors that take place in the project,…

Supporting Graduate Student Writers with VoiceThread

ERIC Educational Resources Information Center

Gonzalez, Michelle; Moore, Noreen S.

2018-01-01

This qualitative case study examined the influence of the use of VoiceThread technology on the feedback process for thesis writing in two online asynchronous graduate courses. The influence on instructor feedback process and graduate student writers' perceptions of the use of VoiceThread were the foci of the study. Master's-level students (n = 18)…

Student Interpretations of Written Comments on Graded Proofs

ERIC Educational Resources Information Center

Byrne, Martha; Hanusch, Sarah; Moore, Robert C.; Fukawa-Connelly, Tim

2018-01-01

Instructors often write feedback on students' proofs even if there is no expectation for the students to revise and resubmit the work. It is not known, however, what students do with that feedback or if they understand the professor's intentions. To this end, we asked eight advanced mathematics undergraduates to respond to professor comments on…

Improving the Quality of Constructive Peer Feedback

ERIC Educational Resources Information Center

Waggoner Denton, Ashley

2018-01-01

This article presents some simple strategies that instructors can use to improve the quality of the feedback students provide each other during a peer review activity. Briefly, I recommend that emphasis be placed solely on the provision of constructive comments, and that in order to qualify as constructive, a comment must: (1) identify a specific…

Student Predisposition to Instructor Feedback and Perceptions of Teaching Presence Predict Motivation toward Online Courses

ERIC Educational Resources Information Center

Cole, Andrew William; Nicolini, Kristine M.; Anderson, Christopher; Bunton, Thomas; Cherney, Maura R.; Fisher, Valerie Cronin; Draeger, Richard, Jr.; Featherston, Michelle; Motel, Laura; Peck, Brittnie; Allen, Mike

2017-01-01

Much research into college student motivation focuses on traditional face-to-face (FtF) classroom settings. Building from previous research in Feedback Intervention Theory (Kluger & DeNisi, 1996) and the Community of Inquiry framework (Anderson, Rourke, Garrison, & Archer, 2001; Garrison, Anderson, & Archer, 1999), this study sought to…

Student and Instructor Responses to Emotional Motivational Feedback Messages in an Online Instructional Environment

ERIC Educational Resources Information Center

Sarsar, Firat

2017-01-01

The purpose of this study was to investigate the effectiveness of Emotional Motivational Feedback Message (EMFEM) in an online learning environment. This exploratory research was conducted using mixed method single case study design. Participants were 15 undergraduate students enrolled in an instructional technology course in a large state…

Faculty-development activity to promote effective communication between instructors and students.

PubMed

Notzer, Netta; Abramovitz, Ruth

2010-06-01

Educators claim that conflicts and teacher-student miscommunications interfere in achieving optimal learning outcomes. Conflicts arise when clinical instructors communicate in a patronising fashion, expressing values that are not those of their medical students. This paper presents our approach of coping with such conflicts. It is based on the notion that language is comprised of developmental levels. The objective is to switch the instructor's lower level of language from an uncontrolled reaction to a high level of efficient communication. During our faculty-development workshops, we piloted sessions consisting of vignettes depicting instructor-student conflicts. The workshop participants were asked to react and discuss questions on their feelings in similar conflicts, and their immediate speech reaction to students. The workshop's facilitator pointed out that there was no one right solution. She singled out the reaction that takes into account the student's personality, avoiding imposing solutions. The feedback on these sessions was very favourable, indicating a high level of satisfaction. The positive feedback is very encouraging. We believe that our workshops amplify the desired effective instructor-student communication, and suggest that the success of this intervention is partly achieved by selecting problematic issues of communication, and adjusting them to the current needs of our faculty members. In order to reproduce our approach, we suggest that other institutions should define their own values and communication code. We recommend them to use the same technique of intervention among a small group in an empowering atmosphere of discussion, using their own situations. © Blackwell Publishing Ltd 2010.

CRM Assessment: Determining the Generalization of Rater Calibration Training. Summary of Research Report: Gold Standards Training

NASA Technical Reports Server (NTRS)

Baker, David P.

2002-01-01

The extent to which pilot instructors are trained to assess crew resource management (CRM) skills accurately during Line-Oriented Flight Training (LOFT) and Line Operational Evaluation (LOE) scenarios is critical. Pilot instructors must make accurate performance ratings to ensure that proper feedback is provided to flight crews and appropriate decisions are made regarding certification to fly the line. Furthermore, the Federal Aviation Administration's (FAA) Advanced Qualification Program (AQP) requires that instructors be trained explicitly to evaluate both technical and CRM performance (i.e., rater training) and also requires that proficiency and standardization of instructors be verified periodically. To address the critical need for effective pilot instructor training, the American Institutes for Research (AIR) reviewed the relevant research on rater training and, based on "best practices" from this research, developed a new strategy for training pilot instructors to assess crew performance. In addition, we explored new statistical techniques for assessing the effectiveness of pilot instructor training. The results of our research are briefly summarized below. This summary is followed by abstracts of articles and book chapters published under this grant.

Industrially-Situated Project-Based Learning: A Study of Feedback and Diffusion

NASA Astrophysics Data System (ADS)

Gilbuena, Debra M.

The Virtual Chemical Vapor Deposition (CVD) Process Development Project provides the context for the two areas of the research presented in this dissertation. The first area, generally referred to as feedback in this dissertation, focuses on student learning and the interactions of students and instructors that take place in the project, specifically focused on characterizing feedback and determining the influence of feedback as student teams progress towards completing the project. The characteristics of feedback found in this project are presented within a situative perspective using the analytical framework of episodes. The characteristics include: a list and categorization of episode themes, the structure and flow of episodes during the coaching session, the sub-structure present within individual episodes, and the types of feedback present. This dissertation shows how these characteristics frame participation in a community of practice and can be used as tools to scaffold instructor feedback in project-based learning. Episodes analysis is also used to investigate how feedback on professional skills can help to enculturate students into a community of practice and influence their fluency with professional skills and engagement in more technical activities. The second area examines the spread of this innovative project from its home institution to other institutions. In this area an analysis of the spread of the Virtual CVD Process Development Project in the high school setting is presented. The project was found to provide versatility for instructors and afford student learning in the areas of motivation, cognition, and epistemological beliefs. These two areas inform each other. As the project is assessed at different institutions, it is continually improved and the sensitivity of different aspects of the project is explored, e.g., the aspects of the project that are crucial to maintain effectiveness are identified. One of these aspects is the feedback that takes place in the project. As the project is further examined at the home institution in depth, more can be learned about the best ways it can be delivered. This information informs scaffolding that then can be provided to faculty at other institutions such that they can attend to crucial aspects of the project in the most efficient, effective manner, improving not only the probability of successful adaptation, but also the likelihood that the project will further diffuse to other institutions.

Instructional Feedback III: How Do Instructor Facework Tactics and Immediacy Cues Interact to Predict Student Perceptions of Being Mentored?

ERIC Educational Resources Information Center

Kerssen-Griep, Jeff; Witt, Paul L.

2015-01-01

Mentoring is a trusting, developmental supervisory relationship whose success largely depends on participants' interpersonal abilities. Feedback interventions with mentees commonly present interactional challenges to maintaining that relationship, yet are integral to any teaching-learning context. In this study we examined whether and how two key,…

The Effect of Effort and Feedback on the Formation of Student Attitudes.

ERIC Educational Resources Information Center

McMillan, James H.

Students in four university classes in educational psychology were used as the target population to study the effect of two factors, degree of effort exerted studying a subject, and written feedback from the instructor, on the cognitive and affective attitudes these students formed toward the subject and their assignments. The students, unaware…

Integrating Feedback into Prospective English Language Teachers' Writing Process via Blogs and Portfolios

ERIC Educational Resources Information Center

Arslan, Recep Sahin

2013-01-01

The purpose of this study is to investigate the effect of blogging and portfolio keeping on a group of pre-service teachers' writing skill in a compulsory writing course at a tertiary level English language teaching (ELT) programme in Turkey. The study specifically looked into to what extent receiving feedback from course instructor and peers…

The Impact of Multimedia Feedback on Student Perceptions: Video Screencast with Audio Compared to Text Based eMail

ERIC Educational Resources Information Center

Perkoski, Robert R.

2017-01-01

Computer technology provides a plethora of tools to engage students and make the classroom more interesting. Much research has been conducted on the impact of educational technology regarding instruction but little has been done on students' preferences for the type of instructor feedback (Watts, 2007). Mayer (2005) has developed an integrative,…

Exploratory qualitative case study of lab-type activity interactions in an online graduate geoscience course

NASA Astrophysics Data System (ADS)

Ciavarella, Veronica C.

This exploratory qualitative case study investigated the use of lab-type activities in an online graduate geoscience course. Constructivism is the theoretical framework used to explain how learning happens in lab-type activity, and provided the goals to which successful learning in lab-type activity is compared. This study focused on the learner-instructor, learner-learner, and perceptions of the learner-content interactions that occurred related to lab-type activities in an online graduate geoscience course to determine: if the instructor appeared as a facilitator of the learning process in the interactions over the activities; if students engaged in discussion and reflection about the activities; if students perceived the activities as meaningful and authentic; and if students perceived using higher order thinking and prior knowledge while interacting with the content. Ten graduate students from three offerings of the course participated in this study, as well as the instructor and designer of the course content and lab-type activities. Data were collected through interviews, and observation and analysis of the lab-type activities, instructor feedback to students in their graded activities, and discussion that occurred between the instructor and students and among students about the lab-type activities in discussion forums. The nature of the instructor's interactions in discussion forums, in feedback to students on graded activities, and reported by students' in interviews supported that, in the learner-instructor interactions, the instructor of this course was a facilitator who guided and scaffolded the students towards successfully completing the activities. Students engaged in discussion and reflected on the activities, but most learner-learner interactions in discussion forums about the lab-type activities appeared to occur for the purpose of comparison of results, support, and empathy. Students' success at higher order thinking type questions in lab-type activities and their perceptions reported in interviews of using higher order thinking in their interactions with the lab-type activities supported that the learner-content interactions involved higher order thinking. Students also reported finding the activities realistic, meaningful and authentic, and this increased their interest with the activities, and the activities aided their understanding of the content.

Job analysis and student assessment tool: perfusion education clinical preceptor.

PubMed

Riley, Jeffrey B

2007-09-01

The perfusion education system centers on the cardiac surgery operating room and the perfusionist teacher who serves as a preceptor for the perfusion student. One method to improve the quality of perfusion education is to create a valid method for perfusion students to give feedback to clinical teachers. The preceptor job analysis consisted of a literature review and interviews with preceptors to list their critical tasks, critical incidents, and cognitive and behavioral competencies. Behaviorally anchored rating traits associated with the preceptors' tasks were identified. Students voted to validate the instrument items. The perfusion instructor rating instrument with a 0-4, "very weak" to "very strong" Likert rating scale was used. The five preceptor traits for student evaluation of clinical instruction (SECI) are as follows: The clinical instructor (1) encourages self-learning, (2) encourages clinical reasoning, (3) meets student's learning needs, (4) gives continuous feedback, and (5) represents a good role model. Scores from 430 student-preceptor relationships for 28 students rotating at 24 affiliate institutions with 134 clinical instructors were evaluated. The mean overall good preceptor average (GPA) was 3.45 +/- 0.76 and was skewed to the left, ranging from 0.0 to 4.0 (median = 3.8). Only 21 of the SECI relationships earned a GPA < 2.0. Analyzing the role of the clinical instructor and performing SECI are methods to provide valid information to improve the quality of a perfusion education program.

Using audience response technology in hospital education programs.

PubMed

McRae, Marion E; Elgie-Watson, Jeanne

2010-07-01

An audience response system (ARS) is an interactive teaching tool that permits an instructor to poll an audience, either anonymously or in a tracked manner, in response to questions. The instructor can then display the responses to the audience. An ARS can be used in hospital-based education programs to assess group learning. The instructor receives immediate feedback that allows review of concepts that were not grasped by the majority of students. This article reviews systems currently on the market and offers tips for choosing an ARS for hospital-based use. Survey data of nurses attending in-service education sessions show that participants overwhelmingly favor the use of an ARS and the nonthreatening learning environment that these systems create. Instructor survey data show positive responses regarding the benefits of ARS use in hospital-based education programs.

Simulation Training: Evaluating the Instructor’s Contribution to a Wizard of Oz Simulator in Obstetrics and Gynecology Ultrasound Training

PubMed Central

Tepper, Ronnie

2017-01-01

Background Workplaces today demand graduates who are prepared with field-specific knowledge, advanced social skills, problem-solving skills, and integration capabilities. Meeting these goals with didactic learning (DL) is becoming increasingly difficult. Enhanced training methods that would better prepare tomorrow’s graduates must be more engaging and game-like, such as feedback based e-learning or simulation-based training, while saving time. Empirical evidence regarding the effectiveness of advanced learning methods is lacking. Objective quantitative research comparing advanced training methods with DL is sparse. Objectives This quantitative study assessed the effectiveness of a computerized interactive simulator coupled with an instructor who monitored students’ progress and provided Web-based immediate feedback. Methods A low-cost, globally accessible, telemedicine simulator, developed at the Technion—Israel Institute of Technology, Haifa, Israel—was used. A previous study in the field of interventional cardiology, evaluating the efficacy of the simulator to enhanced learning via knowledge exams, presented promising results of average scores varying from 94% after training and 54% before training (n=20) with P<.001. Two independent experiments involving obstetrics and gynecology (Ob-Gyn) physicians and senior ultrasound sonographers, with 32 subjects, were conducted using a new interactive concept of the WOZ (Wizard of OZ) simulator platform. The contribution of an instructor to learning outcomes was evaluated by comparing students’ knowledge before and after each interactive instructor-led session as well as after fully automated e-learning in the field of Ob-Gyn. Results from objective knowledge tests were analyzed using hypothesis testing and model fitting. Results A significant advantage (P=.01) was found in favor of the WOZ training approach. Content type and training audience were not significant. Conclusions This study evaluated the contribution of an integrated teaching environment using a computerized interactive simulator, with an instructor providing immediate Web-based immediate feedback to trainees. Involvement of an instructor in the simulation-based training process provided better learning outcomes that varied training content and trainee populations did not affect the overall learning gains. PMID:28432039

A pilot study of RN-BSN completion students' preferred instructor online classroom caring behaviors.

PubMed

Mann, Judith C

2014-01-01

Definitions of caring include the global concept of showing concern and empathy of others. This may be especially true in the online classroom in the absence of face to face interactions. This quantitative study focused on RN-BSN completion students' preferred online instructor caring behaviors. Online RN-BSN students (N = 100) were invited to participate in the study. The research question was: What are historically black colleges universities nursing students' preferred instructor caring behaviors in the online classroom? All of the respondents (N = 48) agreed that an instructor can create a caring online learning environment, while the vast majority agreed that the presence of a caring environment influenced their success in the course. As ranked by the respondents the three most important items in creating a caring online learning environment were instructors': 1) attention to detail in organization and clarity, 2) prompt and detailed feedback to assignments, and 3) prompt response to students' questions.

Qualitative Study of a Solution-Focused Training Program for Taiwanese Military Instructors.

PubMed

Pan, Peter Jen Der; Deng, Liang-Yu F; Tsia, Shio-Ling; Jiang, Jye-Ru Karen; Wang, Yu Jen

2016-04-01

This study explored Taiwanese military instructors' perceptions of a training program using a solution-focused approach and its initial application to students with behavior problems. A total of 25 military instructors (16 men, 9 women; M age = 38.6 years, SD = 5.8) and 10 students (three men, seven women; M age = 17.5 years, SD = 0.9) participated in the study through convenience sampling. Grounded theory method was adopted for data analysis. Six prominent categories emerged from the focus group interview, weekly training notes, and the researcher's field notes, including reactions to learning solution-focused approach, strengths and weaknesses of using the solution-focused approach, identification of military instructors role function, initial responses to the techniques of the solution-focused approach, a positive attitude to deal with students' problems, and from assimilation to transformation. In addition, feedback collected from students was grouped into a seventh category. Finally, a modified pattern was developed for military instructors to use when working with students. © The Author(s) 2016.

Research and Teaching: Using Models from the Literature and Iterative Feedback to Teach Students to Construct Effective Data Figures for Poster Presentations

ERIC Educational Resources Information Center

Gray, Christine E.; Contreras-Shannon, Veronica E.

2017-01-01

Analyzing, interpreting, and clearly presenting real data are skills we hope to develop in all students, majors and nonmajors alike. These process skills require lots of practice coupled with targeted feedback from instructors or mentors. Here we present a pedagogy implemented within a course-based research experience that is designed to help…

Incorporating Video Feedback into Self-Management Training to Promote Generalization of Social Initiations by Children with Autism

ERIC Educational Resources Information Center

Deitchman, Carole; Reeve, Sharon A.; Reeve, Kenneth F.; Progar, Patrick R.

2010-01-01

Self-monitoring is a well-studied and widely used self-management skill in which a person observes and records his or her own behavior. Video feedback (VFB) occurs when an instructor videotapes a child's performances and reviews the footage with the child and potentially allows the child to score or evaluate their own behavior. A multiple-probe…

Assisting Movement Training and Execution With Visual and Haptic Feedback.

PubMed

Ewerton, Marco; Rother, David; Weimar, Jakob; Kollegger, Gerrit; Wiemeyer, Josef; Peters, Jan; Maeda, Guilherme

2018-01-01

In the practice of motor skills in general, errors in the execution of movements may go unnoticed when a human instructor is not available. In this case, a computer system or robotic device able to detect movement errors and propose corrections would be of great help. This paper addresses the problem of how to detect such execution errors and how to provide feedback to the human to correct his/her motor skill using a general, principled methodology based on imitation learning. The core idea is to compare the observed skill with a probabilistic model learned from expert demonstrations. The intensity of the feedback is regulated by the likelihood of the model given the observed skill. Based on demonstrations, our system can, for example, detect errors in the writing of characters with multiple strokes. Moreover, by using a haptic device, the Haption Virtuose 6D, we demonstrate a method to generate haptic feedback based on a distribution over trajectories, which could be used as an auxiliary means of communication between an instructor and an apprentice. Additionally, given a performance measurement, the haptic device can help the human discover and perform better movements to solve a given task. In this case, the human first tries a few times to solve the task without assistance. Our framework, in turn, uses a reinforcement learning algorithm to compute haptic feedback, which guides the human toward better solutions.

Promoting response variability and stimulus generalization in martial arts training.

PubMed Central

Harding, Jay W; Wacker, David P; Berg, Wendy K; Rick, Gary; Lee, John F

2004-01-01

The effects of reinforcement and extinction on response variability and stimulus generalization in the punching and kicking techniques of 2 martial arts students were evaluated across drill and sparring conditions. During both conditions, the students were asked to demonstrate different techniques in response to an instructor's punching attack. During baseline, the students received no feedback on their responses in either condition. During the intervention phase, the students received differential reinforcement in the form of instructor feedback for each different punching or kicking technique they performed during a session of the drill condition, but no reinforcement was provided for techniques in the sparring condition. Results showed that both students increased the number of different techniques they performed when reinforcement and extinction procedures were conducted during the drill condition, and that this increase in response variability generalized to the sparring condition. PMID:15293637

Best Practices for Use of Blended Learning

PubMed Central

Porter, Andrea L.; Pitterle, Michael E.

2017-01-01

Objective. To determine instructional best practice recommendations for use of blended learning from the students’ perspective. Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis. Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly. Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance. PMID:28496269

Best Practices for Use of Blended Learning.

PubMed

Margolis, Amanda R; Porter, Andrea L; Pitterle, Michael E

2017-04-01

Objective. To determine instructional best practice recommendations for use of blended learning from the students' perspective. Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis. Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly. Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance.

Peer Instruction Materials for Light and Spectra

NASA Astrophysics Data System (ADS)

Lee, Kevin M.; Siedell, C. M.; Prather, E. E.

2008-05-01

This poster will describe a new set of materials from the ClassAction project focusing on light and spectra. We will identify the concepts covered in the Light and Spectroscopy Concept Inventory (LSCI) which include the electromagnetic spectrum, Doppler shift, Wien's Law, Stefan-Boltzmann Law, and Kirchhoff's Laws. We will then specifically address how these concepts are targeted by the questions and resources of the ClassAction module. ClassAction is a collection of materials designed to enhance the metacognitive skills of college and high school introductory astronomy students by promoting interactive engagement and providing rapid feedback. The main focus is dynamic peer instruction questions that can be projected in the classroom. Instructors have the capability to recast these questions into alternate permutations based on their own preferences and formative feedback from the class. The questions can be easily selected from a FLASH computer database and are accompanied by outlines, graphics, and simulations which the instructor can utilize to provide feedback. These materials are publicly available at http://astro.unl.edu and are funded by NSF grant #0404988.

Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

PubMed Central

Xu, Xiaoying; Lewis, Jennifer E.; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L.

2017-01-01

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts—hydrogen bonding, bond energy, and pKa—were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept. PMID:28188280

Calibrated peer review assignments for the earth sciences

USGS Publications Warehouse

Rudd, J.A.; Wang, V.Z.; Cervato, C.; Ridky, R.W.

2009-01-01

Calibrated Peer Review ??? (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning of geoscience content. For each CPR assignment in this study, students studied web-based and paper resources, wrote an essay, and reviewed seven essays (three from the instructor, three from peers, and their own) on the topic. Although many students expressed negative attitudes and concerns, particularly about the peer review process of this innovative instructional approach, they also recognized the learning potential of completing CPR assignments. Comparing instruction on earthquakes and plate boundaries using a CPR assignment vs. an instructional video lecture and homework essay with extensive instructor feedback, students mastered more content via CPR instruction.

A qualitative case study of instructional support for web-based simulated laboratory exercises in online college chemistry laboratory courses

NASA Astrophysics Data System (ADS)

Schulman, Kathleen M.

This study fills a gap in the research literature regarding the types of instructional support provided by instructors in online introductory chemistry laboratory courses that employ chemistry simulations as laboratory exercises. It also provides information regarding students' perceptions of the effectiveness of that instructional support. A multiple case study methodology was used to carry out the research. Two online introductory chemistry courses were studied at two community colleges. Data for this study was collected using phone interviews with faculty and student participants, surveys completed by students, and direct observation of the instructional designs of instructional support in the online Blackboard web sites and the chemistry simulations used by the participating institutions. The results indicated that the instructors provided multiple types of instructional support that correlated with forms of effective instructional support identified in the research literature, such as timely detailed feedback, detailed instructions for the laboratory experiments, and consistency in the instructional design of lecture and laboratory course materials, including the chemistry lab simulation environment. The students in one of these courses identified the following as the most effective types of instructional support provided: the instructor's feedback, opportunities to apply chemistry knowledge in the chemistry lab exercises, detailed procedures for the simulated laboratory exercises, the organization of the course Blackboard sites and the chemistry lab simulation web sites, and the textbook homework web sites. Students also identified components of instructional support they felt were missing. These included a desire for more interaction with the instructor, more support for the simulated laboratory exercises from the instructor and the developer of the chemistry simulations, and faster help with questions about the laboratory exercises or experimental calculations. Students believed that having this additional instructional support would lead to increased understanding of the laboratory exercises, allowing them to complete them with less difficulty, and giving them increased access to the instructor. Recommendations for the instructors of these two courses include: increased participation in the online course environment, increased emphasis on laboratory safety, and increased emphasis on the differences between simulated and real life chemistry laboratory experiments.

Operating Room of the Future: Advanced Technologies in Safe and Efficient Operating Rooms

DTIC Science & Technology

2008-10-01

fit” or compatibility with different tasks. Ideally, the optimal match between tasks and well-designed display alternatives will be self -apparent...hierarchical display environment. The FARO robot arm is used as an accurate and reliable tracker to control a virtual camera. The virtual camera pose is...in learning outcomes due to self -feedback, improvements in learning outcomes due to instructor feedback and synchronous versus asynchronous

Instructor perceptions of using a mobile-phone-based free classroom response system in first-year statistics undergraduate courses

NASA Astrophysics Data System (ADS)

Dunn, Peter K.; Richardson, Alice; McDonald, Christine; Oprescu, Florin

2012-12-01

Student engagement at first-year level is critical for student achievement, retention and success. One way of increasing student engagement is to use a classroom response system (CRS), the use of which has been associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback to both students and instructors. Traditional CRS rely on special and often costly hardware (clickers), and often special software, requiring IT support. As a result, the costs of implementation and use may be substantial. This study explores the use of a low-cost CRS (VotApedia) from an instructor perspective. The use of VotApedia enabled first-year students to become anonymously engaged in a large-class environment by using their mobile phones to vote on multiple-choice questions posed by instructors during lectures. VotApedia was used at three Australian universities in first-year undergraduate statistics classes. The instructors in the study collected qualitative and quantitative data specifically related to interacting with the VotApedia interface, the in-class delivery, and instructor perceptions of student engagement. This article presents the instructors' perceptions of the advantages and challenges of using VotApedia, the practicalities for consideration by potential adopters and recommendations for the future.

Job Analysis and Student Assessment Tool: Perfusion Education Clinical Preceptor

PubMed Central

Riley, Jeffrey B.

2007-01-01

Abstract: The perfusion education system centers on the cardiac surgery operating room and the perfusionist teacher who serves as a preceptor for the perfusion student. One method to improve the quality of perfusion education is to create a valid method for perfusion students to give feedback to clinical teachers. The preceptor job analysis consisted of a literature review and interviews with preceptors to list their critical tasks, critical incidents, and cognitive and behavioral competencies. Behaviorally anchored rating traits associated with the preceptors’ tasks were identified. Students voted to validate the instrument items. The perfusion instructor rating instrument with a 0–4, “very weak” to “very strong” Likert rating scale was used. The five preceptor traits for student evaluation of clinical instruction (SECI) are as follows: The clinical instructor (1) encourages self-learning, (2) encourages clinical reasoning, (3) meets student’s learning needs, (4) gives continuous feedback, and (5) represents a good role model. Scores from 430 student–preceptor relationships for 28 students rotating at 24 affiliate institutions with 134 clinical instructors were evaluated. The mean overall good preceptor average (GPA) was 3.45 ± 0.76 and was skewed to the left, ranging from 0.0 to 4.0 (median = 3.8). Only 21 of the SECI relationships earned a GPA <2.0. Analyzing the role of the clinical instructor and performing SECI are methods to provide valid information to improve the quality of a perfusion education program. PMID:17972453

"ASTRO 101" Course Materials 2.0: Next Generation Lecture Tutorials and Beyond

NASA Astrophysics Data System (ADS)

Slater, Stephanie; Grazier, Kevin

2015-01-01

Early efforts to create course materials were often local in scale and were based on "gut instinct," and classroom experience and observation. While subsequent efforts were often based on those same instincts and observations of classrooms, they also incorporated the results of many years of education research. These "second generation" course materials, such as lecture tutorials, relied heavily on research indicating that instructors need to actively engage students in the learning process. While imperfect, these curricular innovations, have provided evidence that research-based materials can be constructed, can easily be disseminated to a broad audience, and can provide measureable improvement in student learning across many settings. In order to improve upon this prior work, next generation materials must build upon the strengths of these innovations while engineering in findings from education research, cognitive science, and instructor feedback. A next wave of materials, including a set of next generation lecture tutorials, have been constructed with attention to the body of research on student motivation, and cognitive load; and they are responsive to our body of knowledge on learning difficulties related to specific content in the domain. From instructor feedback, these materials have been constructed to have broader coverage of the materials typically taught in an ASTRO 101 course, to take less class time, and to be more affordable for students. This next generation of lecture tutorials may serve as a template of the ways in which course materials can be reengineered to respond to current instructor and student needs.

Physical examination skills training: Faculty staff vs. patient instructor feedback-A controlled trial.

PubMed

Krautter, Markus; Diefenbacher, Katja; Schultz, Jobst-Hendrik; Maatouk, Imad; Herrmann-Werner, Anne; Koehl-Hackert, Nadja; Herzog, Wolfgang; Nikendei, Christoph

2017-01-01

Standardized patients are widely used in training of medical students, both in teaching and assessment. They also frequently lead complete training sessions delivering physical examination skills without the aid of faculty teaching staff-acting as "patient instructors" (PIs). An important part of this training is their ability to provide detailed structured feedback to students which has a strong impact on their learning success. Yet, to date no study has assessed the quality of physical examination related feedback by PIs. Therefore, we conducted a randomized controlled study comparing feedback of PIs and faculty staff following a physical examination assessed by students and video assessors. 14 PIs and 14 different faculty staff physicians both delivered feedback to 40 medical students that had performed a physical examination on the respective PI while the physicians observed the performance. The physical examination was rated by two independent video assessors to provide an objective performance standard (gold standard). Feedback of PI and physicians was content analyzed by two different independent video assessors based on a provided checklist and compared to the performance standard. Feedback of PIs and physicians was also rated by medical students and video assessors using a questionnaire consisting of 12 items. There was no statistical significant difference concerning overall matching of physician or PI feedback with gold standard ratings by video assessment (p = .219). There was also no statistical difference when focusing only on items that were classified as major key steps (p = .802), mistakes or parts that were left out during physical examination (p = .219) or mistakes in communication items (p = .517). The feedback of physicians was significantly better rated than PI feedback both by students (p = .043) as well as by video assessors (p = .034). In summary, our study demonstrates that trained PIs are able to provide feedback of equal quantitative value to that of faculty staff physicians with regard to a physical examination performed on them. However, both the students and the video raters judged the quality of the feedback given by the physicians to be significantly better than that of the PIs.

Self-assessment through videotaping compared with peer and trainer feedback.

PubMed

Avsar, Ummu Zeynep; Cansever, Zeliha; Acemoglu, Hamit; Avsar, Umit; Khan, Abdul Sattar; Cayir, Yasemin

2015-01-01

To assess and compare three different types of feedback for presentation skills, self, peer and trainer feedback. Cross-sectional study. Faculty of Medicine at Atatürk University, Erzurum, Turkey, from March 2012 to December 2012. Participants were faculty members and instructor nurses. Each participant gave a 10-minute presentation, which was rated by peers, course trainers and the presenter himself/herself using a thirteen-item questionnaire (designed as a 5-point Likert scale). Peers and trainers conducted the assessment during the presentation while the self-assessment was done later by watching a video recording of the presentation. Comparison of the points between the groups was made using the two-way ANOVA. Pearson correlation analysis was conducted to evaluate the relationship between the mean scores of self-assessment, peer and trainer assessment. Ten faculty members, 27 instructor nurses and 4 trainers participated in the study. A total of 775 feedback reports were collected for 37 participants. There was no significant difference between the feedback scores of the evaluators as well as the occupation groups (p > 0.05). There was a strong positive and statistically significant correlation between trainer and peer (r = 0.73, p < 0.001). Consequently, there were no differences in the evaluations of presentation skills between different stakeholders. Trainers should use the video recording method to self-evaluate their presentation skills, and they should invite their peers from time to time to improve their own personal development by using peer review methods.

Effects of Self-Instructional Methods and Above Real Time Training (ARTT) for Maneuvering Tasks on a Flight Simulator

NASA Technical Reports Server (NTRS)

Ali, Syed Firasat; Khan, Javed Khan; Rossi, Marcia J.; Crane, Peter; Heath, Bruce E.; Knighten, Tremaine; Culpepper, Christi

2003-01-01

Personal computer based flight simulators are expanding opportunities for providing low-cost pilot training. One advantage of these devices is the opportunity to incorporate instructional features into training scenarios that might not be cost effective with earlier systems. Research was conducted to evaluate the utility of different instructional features using a coordinated level turn as an aircraft maneuvering task. In study I, a comparison was made between automated computer grades of performance with certified flight instructors grades. Every one of the six student volunteers conducted a flight with level turns at two different bank angles. The automated computer grades were based on prescribed tolerances on bank angle, airspeed and altitude. Two certified flight instructors independently examined the video tapes of heads up and instrument displays of the flights and graded them. The comparison of automated grades with the instructors grades was based on correlations between them. In study II, a 2x2 between subjects factorial design was used to devise and conduct an experiment. Comparison was made between real time training and above real time training and between feedback and no feedback in training. The performance measure to monitor progress in training was based on deviations in bank angle and altitude. The performance measure was developed after completion of the experiment including the training and test flights. It was not envisaged before the experiment. The experiment did not include self- instructions as it was originally planned, although feedback by experimenter to the trainee was included in the study.

Blended Training for Combat Medics

NASA Technical Reports Server (NTRS)

Fowlkes, Jennifer; Dickinson, Sandra; Lazarus, Todd

2010-01-01

Bleeding from extremity wounds is the number one cause of preventable death on the battlefield and current research stresses the importance of training in preparing every Soldier to use tourniquets. HapMed is designed to provide tourniquet application training to combat medics and Soldiers using a blended training solution encompassing information, demonstration, practice, and feedback. The system combines an instrumented manikin arm, PDA, and computer. The manikin arm provides several training options including stand-alone, hands-on skills training in which soldiers can experience the actual torque required to staunch bleeding from an extremity wound and be timed on tourniquet application. This is more realistic than using a block of wood to act as a limb, which is often how training is conducted today. Combining the manikin arm with the PDA allows instructors to provide scenario based training. In a classroom or field setting, an instructor can specify wound variables such as location, casualty size, and whether the wound is a tough bleed. The PDA also allows more detailed feedback to be provided. Finally, combining the manikin arm with game-based technologies, the third component, provides opportunities to build knowledge and to practice battlefield decision making. Not only do soldiers learn how to apply a tourniquet, but when to apply a tourniquet in combat. The purpose of the paper is to describe the learning science underlying the design of HapMed, illustrate the training system and ways it is being expanded to encompass other critical life-saving tasks, and report on feedback received from instructors and trainees at military training and simulation centers.

Effects of Self-Instructional Methods and Above Real Time Training (ARTT) for Maneuvering Tasks on a Flight Simulator

NASA Technical Reports Server (NTRS)

Norlin, Ken (Technical Monitor); Ali, Syed Firasat; Khan, M. Javed; Rossi, Marcia J.; Crane, Peter; Heath, Bruce E.; Knighten, Tremaine; Culpepper, Christi

2003-01-01

Personal computer based flight simulators are expanding opportunities for providing low-cost pilot training. One advantage of these devices is the opportunity to incorporate instructional features into training scenarios that might not be cost effective with earlier systems. Research was conducted to evaluate the utility of different instructional features using a coordinated level turn as an aircraft maneuvering task. In study I, a comparison was made between automated computer grades of performance with certified flight instructors grades. Every one of the six student volunteers conducted a flight with level turns at two different bank angles. The automated computer grades were based on prescribed tolerances on bank angle, airspeed and altitude. Two certified flight instructors independently examined the video tapes of heads up and instrument displays of the flights and graded them. The comparison of automated grades with the instructors grades ms based on correlations between them. In study II, a 2x2 between subjects factorial design was used to devise and conduct an experiment. Comparison was made between real time training and above real time training and between feedback and no feedback in training. The performance measure to monitor progress in training was based on deviations in bank angle and altitude. The performance measure was developed after completion of the experiment including the training and test flights. It was not envisaged before the experiment. The experiment did not include self-instructions as it was originally planned, although feedback by experimenter to the trainee was included in the study.

Fostering Student Introspection through Guided Reflection Forms

NASA Astrophysics Data System (ADS)

Wood, Laura; Matheson, Amanda; Franklin, Scott

2017-01-01

Student self-reflection is an important metacognitive skill to developing expert-like habits of mind. This study focuses on student responses to Guided Reflection Forms (GRFs) and individualized instructor feedback to the submissions. Student and instructor entries were hand-coded by an emergent rubric and, separately, analyzed with LIWC (Linguistic Inquiry and Word Count), a computerized text analysis program that extracts affective sentiment. Sentiment analysis supports the development of a stable basis set (rubric) to describe responses that is robust across both introductory and advanced classes. The analysis also reveals the instructor's use of the ``praise sandwich,'' instinctively embedding critiques and suggestions between specific and general encouragements. The study demonstrates the utility of validated, automated, sentiment analysis as a method by which to analyze large corpuses of written text.

Leveraging Conceptual Frameworks to Improve Students' Mental Organization of Astronomy Understanding

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Lee, K. M.

2006-06-01

Many different types of schematic diagrams are useful in helping students organize and internalize their developing understanding in introductory astronomy courses. These include Venn Diagrams, Flowcharts, Concept Maps, among others, which illustrate the relationships between astronomical objects and dynamic concepts. These conceptual framework diagrams have been incorporated into the NSF-funded ClassAction project. ClassAction is a collection of electronic materials designed to enhance the metacognitive skills of college and university introductory astronomy survey students by promoting interactive engagement and providing rapid feedback in a highly visual setting. The main effort is targeted at creating dynamic think-pair-share questions supported by simulations, animations, and visualizations to be projected in the lecture classroom. The infrastructure allows instructors to recast these questions into alternative forms based on their own pedagogical preferences and feedback from the class. The recourses can be easily selected from a FLASH computer database and are accompanied by outlines, graphics, and numerous simulations which the instructor can use to provide student feedback and, when necessary, remediation. ClassAction materials are publicly available online at URL: http://astro.unl.edu and is funded by NSF Grant #0404988.

Workload Reduction in Online Courses: Getting Some Shuteye

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2005-01-01

Instructors are a key component of any successful facilitated, asynchronous online course. They are tasked with providing the infrastructure for learning; modeling effective participation, collaboration, and learning strategies; monitoring and assessing learning and providing feedback, remediation, and grades; troubleshooting and resolving…

A quiz becomes a multidirectional dialogue with Web-based instructional tools for an anatomical pathology rotation.

PubMed

Fales-Williams, Amanda; Kramer, Travis; Heer, Rex; Danielson, Jared

2005-01-01

Senior veterinary students in the Iowa State University College of Veterinary Medicine (ISU CVM) participate in clinical rotations, among them a two-week necropsy rotation. The students have access to the rotation syllabus on the ISU CVM intranet site. To promote rapid comprehension of necropsy protocol, students completed a pre-exam on the syllabus. This exercise evolved from a paper quiz to an online pre-exam, using course management software to improve use of class time, increase feedback, and shift the focus to acquisition of knowledge. The students were encouraged to work collaboratively on the pre-exam and could make repeated attempts. We predicted that professional students would make multiple attempts at the pre-exam until the desired score was attained. This exercise achieves multiple goals. First, the exam encourages early review of necropsy protocol. Second, use of WebCT allows for instant, automatic, and consistent feedback from the instructor, reducing redundancy while improving the quality of communication between student and instructor and thus using faculty time more efficiently. The instructor can quickly identify and rectify common misunderstandings through this interface. Third, by allowing discussion and repeated attempts, we can ensure that there is less pressure associated with the exam. Statistical analysis of the students' performance supports the prediction that students would repeat the exam until the desired score was achieved. Subjectively, as a result of implementation of an online pre-exam, the instructor has observed students to be more engaged with the material at an earlier point in the rotation.

Evaluation of Instruction Using the Conceptual Survey of Electricity and Magnetism in Mexico

NASA Astrophysics Data System (ADS)

Zavala, Genaro; Alarcon, Hugo

2008-10-01

A modified version of the Conceptual Survey of Electricity and Magnetism (CSEM) is regularly administered to students at the beginning of the semester as a pretest and at the end of the semester as a post-test in a large private university in Mexico. About 500 students each semester, from different engineering majors, take electricity and magnetism in the introductory level, divided into sections of 30-40 students so there are several different instructors, both full-time and part-time. We report on the analysis of the CSEM data using concentration analysis for the purpose of evaluation of instruction. The results showed that students' learning varies with respect to instructor and to CSEM concept area. Students have large learning gains in some concept areas but small learning gains in others. Deeper analysis of a concept area showed that some instructors may tend to strengthen some misconceptions that students have. The analysis can be used to give feedback to instructors for the purpose of improving instruction.

The Art of Giving Online Feedback

ERIC Educational Resources Information Center

Leibold, Nancyruth; Schwarz, Laura Marie

2015-01-01

The cultivation of providing online feedback that is positive, effective, and enhances the learning experience is a valuable educator skill. Acquisition of the art of providing feedback is through education, practice, and faculty development. This article provides information about the best practices for delivering online feedback to learners. An…

Student Facing Dashboards: One Size Fits All?

ERIC Educational Resources Information Center

Teasley, Stephanie D.

2017-01-01

This emerging technology report reviews a new development in educational technology, student-facing dashboards, which provide comparative performance feedback to students calculated by Learning Analytics-based algorithms on data generated from university students' use of educational technology. Instructor- and advisor-facing dashboards emerged as…

Training students with patient actors improves communication: a pilot study.

PubMed

Anderson, Heather A; Young, Jack; Marrelli, Danica; Black, Rudolph; Lambreghts, Kimberly; Twa, Michael D

2014-01-01

Effective patient communication is correlated with better health outcomes and patient satisfaction, but is challenging to train, particularly with difficult clinical scenarios such as loss of sight. In this pilot study, we evaluated the use of simulated patient encounters with actors to train optometric students. Students were recorded during encounters with actors and assigned to an enrichment group performing five interactions with instructor feedback (n = 6) or a no-enrichment group performing two interactions without feedback (n = 4). Student performance on first and last encounters was scored with (1) subjective rating of performance change using a visual analog scale (anchors: much worse/much better), (2) yes/no response: Would you recommend this doctor to a friend/relative?, and (3) average score on questions from the American Board of Internal Medicine (ABIM) assessment of doctor communication skills. Three clinical instructors, masked to student group assignments and the order of patient encounters they viewed, provided scores in addition to self-evaluation by students and patient-actors. Using the visual analog scale, students who received enrichment were rated more improved than the no-enrichment group by masked examiners (+18 vs. -11% p = 0.04) and self-evaluation (+79 vs. +27% p = 0.009), but not by actors (+31 vs. +43%). The proportion of students recommended significantly increased following enrichment for masked examiners (61% vs. 94%; p < 0.001), but not actors (100 vs. 83%). Average ABIM assessment scores were not significantly different by any rating group: masked instructors, actors, or self-ratings. The findings of this study suggest five simulated patient encounters with feedback result in measurable improvement in student-patient communication skills as rated by masked examiners.

NASA Software Engineering Benchmarking Effort

NASA Technical Reports Server (NTRS)

Godfrey, Sally; Rarick, Heather

2012-01-01

Benchmarking was very interesting and provided a wealth of information (1) We did see potential solutions to some of our "top 10" issues (2) We have an assessment of where NASA stands with relation to other aerospace/defense groups We formed new contacts and potential collaborations (1) Several organizations sent us examples of their templates, processes (2) Many of the organizations were interested in future collaboration: sharing of training, metrics, Capability Maturity Model Integration (CMMI) appraisers, instructors, etc. We received feedback from some of our contractors/ partners (1) Desires to participate in our training; provide feedback on procedures (2) Welcomed opportunity to provide feedback on working with NASA

Characterization of Instructor and Student Use of Ubiquitous Presenter, a Presentation System Enabling Spontaneity and Digital Archiving

NASA Astrophysics Data System (ADS)

Price, Edward; Malani, Roshni; Simon, Beth

2007-01-01

Ubiquitous Presenter (UP) is a digital presentation system that allows an instructor with a Tablet PC to spontaneously modify prepared slides, while automatically archiving the inked slides on the web. For two introductory physics classes, we examine the types of slides instructors prepare and the ways in which they add ink to the slides. Modes of usage include: using ink to explicitly link multiple representations; making prepared figures dynamic by animating them with ink; and preparing slides with sparse text or figures, then adding extensive annotations during class. In addition, through an analysis of surveys and of web server logs, we examine student reaction to the system, as well as how often and in what ways students' utilize archived material. In general, students find the system valuable and frequently review the presentations online.

Capturing Rehearsals to Facilitate Reflection

ERIC Educational Resources Information Center

Albayrak, Meltem; Smith, Brian K.

2004-01-01

Many learning environments involve rituals for rehearsal and reflection. Musicians, for instance, spend countless hours practicing scales and adjusting their bodies to increase their skills. But they do more than simply practice: They also play for instructors and others who can provide valuable critiques of their performances. Architectural…

Reciprocal learning with task cards for teaching Basic Life Support (BLS): investigating effectiveness and the effect of instructor expertise on learning outcomes. A randomized controlled trial.

PubMed

Iserbyt, Peter; Mols, Liesbet; Charlier, Nathalie; De Meester, Sophie

2014-01-01

Basic Life Support (BLS) education in secondary schools and universities is often neglected or outsourced because teachers indicate not feeling competent to teach this content. Investigate reciprocal learning with task cards as instructional model for teaching BLS and the effect of instructor expertise in BLS on learning outcomes. There were 175 students (mean age = 18.9 years) randomized across a reciprocal/BLS instructor (RBI) group, a reciprocal/non-BLS instructor (RNI) group, and a traditional/BLS instructor group (TBI). In the RBI and RNI group, students were taught BLS through reciprocal learning with task cards. The instructor in the RBI group was certified in BLS by the European Resuscitation Council. In the TBI, students were taught BLS by a certified instructor according to the Belgian Red Cross instructional model. Student performance was assessed 1 day (intervention) and 3 weeks after intervention (retention). At retention, significantly higher BLS performances were found in the RBI group (M = 78%), p = 0.007, ES = 0.25, and the RNI group (M = 80%), p < 0.001, Effect Size (ES) = .36, compared to the TBI (M = 73%). Significantly more students remembered and performed all BLS skills in the experimental groups at intervention and retention. No differences in BLS performance were found between the reciprocal groups. Ventilation volumes and flow rates were significantly better in the TBI at intervention and retention. Reciprocal learning with task cards is a valuable model for teaching BLS when instructors are not experienced or skilled in BLS. Copyright © 2014 Elsevier Inc. All rights reserved.

Effective feedback strategies for teaching in pediatric and adolescent gynecology.

PubMed

Kaul, Paritosh; Gong, Jennifer; Guiton, Gretchen

2014-08-01

The clinical setting of pediatric and adolescent gynecology poses complex tasks for the physician with its numerous procedures and the communication demands of interacting with an adolescent and/or guardian. Needless to say, teaching within this setting is highly demanding. Regardless of the level of learner or the professional role (e.g., nurse, medical student, resident, physician assistant) represented, clinical teaching requires that the instructor provide feedback in ways that benefit the student. Recent research on feedback suggests a more complex understanding of feedback than in the past. This article highlights key research and its implication for effective feedback by presenting a three part framework; know your learner, understand what is to be learned, and plan for improvement. Copyright © 2014 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.

Darwin, Dogs and DNA: Freshman Writing about Biology.

ERIC Educational Resources Information Center

Grant, Michael C.; Pirrto, John

1994-01-01

Describes a successful interdepartmental program at a major research-oriented university that melds freshman writing with freshman biology. Extensive, repeated feedback on individual student writing projects from two instructors appears to work synergistically so that student learning is significantly enhanced. Particulars derived from five years…

Alternative Model for Administration and Analysis of Research-Based Assessments

ERIC Educational Resources Information Center

Wilcox, Bethany R.; Zwickl, Benjamin M.; Hobbs, Robert D.; Aiken, John M.; Welch, Nathan M.; Lewandowski, H. J.

2016-01-01

Research-based assessments represent a valuable tool for both instructors and researchers interested in improving undergraduate physics education. However, the historical model for disseminating and propagating conceptual and attitudinal assessments developed by the physics education research (PER) community has not resulted in widespread adoption…

Intelligent Web-Based English Instruction in Middle Schools

ERIC Educational Resources Information Center

Jia, Jiyou

2015-01-01

The integration of technology into educational environments has become more prominent over the years. The combination of technology and face-to-face interaction with instructors allows for a thorough, more valuable educational experience. "Intelligent Web-Based English Instruction in Middle Schools" addresses the concerns associated with…

Assessing Online Learning

ERIC Educational Resources Information Center

Comeaux, Patricia, Ed.

2004-01-01

Students in traditional as well as online classrooms need more than grades from their instructors--they also need meaningful feedback to help bridge their academic knowledge and skills with their daily lives. With the increasing number of online learning classrooms, the question of how to consistently assess online learning has become increasingly…

A First-Year Course That Teaches Research Skills

ERIC Educational Resources Information Center

Czarneski, Debra

2013-01-01

In the Fall semester of 2009, I taught a first-year course that focused on skills required to successfully complete undergraduate research. This paper will discuss the Simpson College first-year course requirements, my course goals, the graph theory topics covered, student feedback, and instructor reflection.

A Snapshot of the Calculus Classroom

ERIC Educational Resources Information Center

Weathers, Tony D.; Latterell, Carmen M.

2003-01-01

Essentially a focus group to discuss textbook related issues, a meeting of calculus instructors from a wide variety of environments was convened and sponsored by McGraw Hill to provide feedback on the current state of the calculus classroom. This paper provides a description of the group's discussions.

How to Create Automatically Graded Spreadsheets for Statistics Courses

ERIC Educational Resources Information Center

LoSchiavo, Frank M.

2016-01-01

Instructors often use spreadsheet software (e.g., Microsoft Excel) in their statistics courses so that students can gain experience conducting computerized analyses. Unfortunately, students tend to make several predictable errors when programming spreadsheets. Without immediate feedback, programming errors are likely to go undetected, and as a…

Discovering Your Personality: A Group Exercise in Personal Sensemaking

ERIC Educational Resources Information Center

Anderson, Marc H.

2008-01-01

Personality affects a wide variety of issues in organizational behavior, human resource management, and strategic management. Instructors teaching personality often have students take personality tests and then give them their scores. This passive approach to giving test feedback suffers from several weaknesses dealing with distinct perceptual…

Improving Preceptor Behavior through Formative Feedback in Preceptor Training

ERIC Educational Resources Information Center

Groh, Nancy; Gill, Diane; Henning, Jolene; Stevens, Susan W.; Dondanville, Abbey

2013-01-01

Context: Clinical instructor educators (CIEs) prepare athletic trainers (ATs) to serve as preceptors. Structured performance observation and supervisory conferencing is a well-established method to improve teaching practice that may prove effective for training preceptors. Objective: To explore the impact of a systematic preceptor training program…

Communication: Vary Writing Instruction with Group Writing Format.

ERIC Educational Resources Information Center

Holder, Birdie H.

1979-01-01

If the instructor carefully plans for formation of small groups and the writing sessions, group writing in a business communications course offers such advantages as rapid feedback, peer response, and a variety of evaluative comments. Small group sessions in composing, evaluating, and synthesizing are described. (MF)

Implementation of Peer-Reviewed Homework Assignments

ERIC Educational Resources Information Center

Zare, Richard N.; Cox, Charles T., Jr.; Murphy, Katherine; Bayas, Camille

2017-01-01

In large, introductory courses, instructors and teaching assistants often struggle to provide detailed feedback on student homework in a timely manner. Here we describe a peer-reviewed homework system that provides quick turnaround while offering flexibility in the construction of homework problems. Homework is administered through a cycle, which…

Older driver training using video and global positioning system technology--a randomized controlled trial.

PubMed

Porter, Michelle M

2013-05-01

There is emerging evidence that older driver training programs with on-road instruction are more effective than driver education programs that are conducted only in the classroom. Although most programs have provided this additional in-vehicle training with a driving instructor and a dual-braked vehicle, technology could assist in providing this feedback. It was hypothesized that participants who received video and global positioning system (GPS) feedback (Video group) in addition to classroom education would improve to a greater extent than those who received a classroom-based course alone (Education) or Control participants. Fifty-four participants (32 men and 22 women), 70-89 years old, randomized to one of the three groups, completed the study. All participants underwent pre- and postintervention driving tests, in their own vehicle, on a standardized route, that were recorded with video and GPS equipment. The Video group met with a driving instructor to receive feedback on their driving errors in their preintervention driving test. A blinded assessor scored all driving tests in random order. The Video group significantly reduced their driving errors by 25% (p < .05) following the intervention, whereas the other two groups did not change significantly. Fifty-two percent of participants from the Video group improved their global safety rating, whereas only 5.3% in the Control and 22.2% in the Education groups did. This study suggests that direct driving feedback using video and GPS technology could be an effective and novel means to provide older driver education.

The Affection of Student Ratings of Instruction toward EFL Instructors

ERIC Educational Resources Information Center

Chen, Yingling

2018-01-01

Student ratings of instruction can be a valuable indicator of teaching because the quality measurement of instruction identifies areas where improvement is needed. Student ratings of instruction are expected to evaluate and enhance the teaching strategies. Evaluation of teaching effectiveness has been officially implemented in Taiwanese higher…

The Complete Step-by-Step Guide to Designing and Teaching Online Courses

ERIC Educational Resources Information Center

Thormann, Joan; Zimmerman, Isa Kaftal

2012-01-01

In this valuable resource, experts share deep knowledge including practical "how-to" and preventive trouble-shooting tips. Instructors will learn about course design and development, instructional methods for online teaching, and student engagement and community building techniques. The book contains successful teaching strategies, guidance for…

Kinaesthetic Learning Activities and Learning about Solar Cells

ERIC Educational Resources Information Center

Richards, A. J.; Etkina, Eugenia

2013-01-01

Kinaesthetic learning activities (KLAs) can be a valuable pedagogical tool for physics instructors. They have been shown to increase engagement, encourage participation and improve learning outcomes. This paper details several KLAs developed at Rutgers University for inclusion in an instructional unit about semiconductors, p-n junctions and solar…

Sequenced Peer Revision: Creating Competence and Community

ERIC Educational Resources Information Center

Bowman, Ingrid K.; Robertson, John

2013-01-01

Mastering techniques of self- and peer revision is a valuable tool for all writers, especially US-educated Generation 1.5 students, whose near fluency enables them to dialogue successfully about their writing. Using action research, 2 academic writing instructors systematically trained students to more responsibly and effectively revise their…

Combining Learning and Assessment to Improve Science Education

ERIC Educational Resources Information Center

Linn, Marcia C.; Chiu, Jennifer

2011-01-01

High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed--often during the…

Student Feedback of Career Development Workshops for Program Improvement

NASA Astrophysics Data System (ADS)

LeBeau, J. E.; Pressley, S. N.

2016-12-01

A number of techniques are employed each year to evaluate the effectiveness of and to identify opportunities for improvement in the Laboratory for Atmospheric Research (LAR) REU program at Washington State University. For example, information gathered from pre-/post-surveys and pre-/post-interviews provides information regarding students' perceptions and levels of experience with the scientific process, career and academic goals, and motivation for joining the REU program. Poster session rubrics assess students' abilities to summarize their experiences in a professional setting. Alumni surveys gauge former participants' perceptions of the REU experience. One seemingly simple and highly useful, but often less documented, component of the evaluation process for program improvement is the use of workshop feedback forms. Weekly workshops are designed to provide students with enhanced knowledge and skills in the area of atmospheric chemistry as well as research design skills, academic and career guidance, and presentation skills. According to previous years' evaluation reports, workshops are largely beneficial to students for learning new skills. Yet, students suggest a number of recommendations that may benefit any REU program, such as: providing slides beforehand to provide a framework for the upcoming workshop, having instructors speak in more student-friendly language, covering higher-level topics, and including more hands-on, instructor-guided practice during the workshops. Thus, workshop feedback forms provide meaningful feedback to increase learning outcomes and enhance the REU student experience. This presentation will offer ideas gathered from over five years of workshop feedback forms that, while somewhat specific to workshops offered for the LAR REU, can offer faculty and PIs insight into the student experience, enhancing their ability to improve programming and achieve greater learning outcomes.

Implementing a Student-Designed Green Chemistry Laboratory Project in Organic Chemistry

ERIC Educational Resources Information Center

Graham, Kate J.; Jones, T. Nicholas; Schaller, Chris P.; McIntee, Edward J.

2014-01-01

A multiweek organic chemistry laboratory project is described that emphasizes sustainable practices in experimental design. An emphasis on student-driven development of the project is meant to mirror the independent nature of research. Students propose environmentally friendly modifications of several reactions. With instructor feedback, students…

What's the Payoff?: Assessing the Efficacy of Student Response Systems

ERIC Educational Resources Information Center

Baumann, Zachary D.; Marchetti, Kathleen; Soltoff, Benjamin

2015-01-01

Student response systems, or "clickers," have been presented as a way of solving student engagement problems, particularly in large-enrollment classes. These devices provide real-time feedback to instructors, allowing them to understand what students are thinking and how well they comprehend material. As clickers become more common, it…

The Impact of Feedback as Formative Assessment on Student Performance

ERIC Educational Resources Information Center

Owen, Leanne

2016-01-01

This article provides an evaluation of the redesign of a research methods course intended to enhance students' learning for understanding and transfer. Drawing on principles of formative assessment from the existing academic literature, the instructor introduced a number of increasingly complex low-stakes assignments for students to complete prior…

Effects of Different Student Response Modes on Science Learning

ERIC Educational Resources Information Center

Kho, Lee Sze; Chen, Chwen Jen

2017-01-01

Student response systems (SRSs) are wireless answering devices that enable students to provide simple real-time feedback to instructors. This study aims to evaluate the effects of different SRS interaction modes on elementary school students' science learning. Three interaction modes which include SRS Individual, SRS Collaborative, and Classroom…

Aircrew Training Devices: Utility and Utilization of Advanced Instructional Features (Phase IV--Summary Report).

ERIC Educational Resources Information Center

Polzella, Donald J.; And Others

Modern aircrew training devices (ATDs) are equipped with sophisticated hardware and software capabilities, known as advanced instructional features (AIFs), that permit a simulator instructor to prepare briefings, manage training, vary task difficulty/fidelity, monitor performance, and provide feedback for flight simulation training missions. The…

Calculus Courses' Assessment Data

ERIC Educational Resources Information Center

Pauna, Matti

2017-01-01

In this paper we describe computer-aided assessment methods used in online Calculus courses and the data they produce. The online learning environment collects a lot of time-stamped data about every action a student makes. Assessment data can be harnessed into use as a feedback, predictor, and recommendation facility for students and instructors.…

Response Style Contamination of Student Evaluation Data

ERIC Educational Resources Information Center

Dolnicar, Sara; Grun, Bettina

2009-01-01

Student evaluation surveys provide instructors with feedback regarding development opportunities and they form the basis of promotion and tenure decisions. Student evaluations have been extensively studied, but one dimension hitherto neglected is the actual measurement aspect: which questions to ask, how to ask them, and what answer options to…

Student Pedagogical Teams: Students as Course Consultants Engaged in Process of Teaching and Learning

ERIC Educational Resources Information Center

Hayward, Lorna; Ventura, Susan; Schuldt, Hilary; Donlan, Pamela

2018-01-01

Faculty engage in "pedagogical solitude," in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as "student pedagogical teams" (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this…

Research and Teaching: A New Tool for Measuring Student Behavioral Engagement in Large University Classes

ERIC Educational Resources Information Center

Lane, Erin S.; Harris, Sara E.

2015-01-01

The authors developed a classroom observation protocol for quantitatively measuring student engagement in large university classes. The Behavioral Engagement Related to instruction (BERI) protocol can be used to provide timely feedback to instructors as to how they can improve student engagement in their classrooms.

Learned Helplessness in the Classroom: Some Good News and Some Bad.

ERIC Educational Resources Information Center

Dickens, Wenda J.; Perry, Raymond P.

The effects of amount of exposure to response/outcome independence and teacher expressiveness on student ratings of the instructor, achievement test performance, and attribution items were studied. University students completed an aptitude test that provided contingent or noncontingent feedback and varied in length (short, medium, or long). All…

Automated Assessment in a Programming Tools Course

ERIC Educational Resources Information Center

Fernandez Aleman, J. L.

2011-01-01

Automated assessment systems can be useful for both students and instructors. Ranking and immediate feedback can have a strongly positive effect on student learning. This paper presents an experience using automatic assessment in a programming tools course. The proposal aims at extending the traditional use of an online judging system with a…

Adapted Verbal Feedback, Instructor Interaction and Student Emotions in the Landscape Architecture Studio

ERIC Educational Resources Information Center

Smith, Carl A.; Boyer, Mark E.

2015-01-01

In light of concerns with architectural students' emotional jeopardy during traditional desk and final-jury critiques, the authors pursue alternative approaches intended to provide more supportive and mentoring verbal assessment in landscape architecture studios. In addition to traditional studio-based critiques throughout a semester, we provide…

Exploring the Contribution of Extra Credit in Marketing Education

ERIC Educational Resources Information Center

Elbeck, Matt; DeLong, Deborah

2015-01-01

This study advances the literature on the incidence, attitudes and motivations to complete extra credit assignments. Behavioral feedback from 59 marketing instructors and 43 Principles of Marketing students aligned with reported incidence rates of offering and completing extra credit assignments, respectively. This was followed with open-ended…

Enhancing Computer-Based Lessons for Effective Speech Education.

ERIC Educational Resources Information Center

Hemphill, Michael R.; Standerfer, Christina C.

1987-01-01

Assesses the advantages of computer-based instruction on speech education. Concludes that, while it offers tremendous flexibility to the instructor--especially in dynamic lesson design, feedback, graphics, and artificial intelligence--there is no inherent advantage to the use of computer technology in the classroom, unless the student interacts…

The Impact of Interactive Engagement Methods on Students' Academic Achievement

ERIC Educational Resources Information Center

Tlhoaele, Malefyane; Hofman, Adriaan; Winnips, Koos; Beetsma, Yta

2014-01-01

Interactive engagement (IE) is a process that promotes students' conceptual understanding through activities, combined with immediate feedback from peers and/or instructors. The present study investigates the impact of IE on students' academic performance, using the comprehensive model of educational effectiveness. Engineering students (n?=?158),…

Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques

ERIC Educational Resources Information Center

Brazeal, Kathleen R.; Brown, Tanya L.; Couch, Brian A.

2016-01-01

Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying learning expectations, revealing student thinking to the instructor, providing feedback to the student that promotes learning, facilitating peer…

Comparing Faculty and Student Perspectives of Graduate Teaching Assistants' Teaching

ERIC Educational Resources Information Center

Rodriques, Romola A. Bernard; Bond-Robinson, Janet

2006-01-01

Teaching involves strategic interactions and problem solving based on understanding of the situation, the discipline, and the population of students that one is teaching. The feedback from undergraduate students (UGs) and from faculty and other instructors coaching graduate teaching assistants (GTAs) in teaching provides outside perspectives, and…

Examining Online Learning Patterns with Data Mining Techniques in Peer-Moderated and Teacher-Moderated Courses

ERIC Educational Resources Information Center

Hung, Jui-Long; Crooks, Steven M.

2009-01-01

The student learning process is important in online learning environments. If instructors can "observe" online learning behaviors, they can provide adaptive feedback, adjust instructional strategies, and assist students in establishing patterns of successful learning activities. This study used data mining techniques to examine and…

Flipping the Calculus Classroom: A Cost-Effective Approach

ERIC Educational Resources Information Center

Young, Andrea

2015-01-01

This article discusses a cost-effective approach to flipping the calculus classroom. In particular, the emphasis is on low-cost choices, both monetarily and with regards to faculty time, that make the daunting task of flipping a course manageable for a single instructor. Student feedback and overall impressions are also presented.

Development and evaluation of a computer program to grade student performance on peripheral blood smears

NASA Astrophysics Data System (ADS)

Lehman, Donald Clifford

Today's medical laboratories are dealing with cost containment health care policies and unfilled laboratory positions. Because there may be fewer experienced clinical laboratory scientists, students graduating from clinical laboratory science (CLS) programs are expected by their employers to perform accurately in entry-level positions with minimal training. Information in the CLS field is increasing at a dramatic rate, and instructors are expected to teach more content in the same amount of time with the same resources. With this increase in teaching obligations, instructors could use a tool to facilitate grading. The research question was, "Can computer-assisted assessment evaluate students in an accurate and time efficient way?" A computer program was developed to assess CLS students' ability to evaluate peripheral blood smears. Automated grading permits students to get results quicker and allows the laboratory instructor to devote less time to grading. This computer program could improve instruction by providing more time to students and instructors for other activities. To be valuable, the program should provide the same quality of grading as the instructor. These benefits must outweigh potential problems such as the time necessary to develop and maintain the program, monitoring of student progress by the instructor, and the financial cost of the computer software and hardware. In this study, surveys of students and an interview with the laboratory instructor were performed to provide a formative evaluation of the computer program. In addition, the grading accuracy of the computer program was examined. These results will be used to improve the program for use in future courses.

Beyond the Textbook: Building Relationships between Teachers and Diverse Families

ERIC Educational Resources Information Center

Norris, Katherine E. L.

2011-01-01

For years, instructors have used talks, speak-outs, and panel discussions so that students could hear the perspective of others. Bringing panel discussions into the classroom can provide valuable experience for students. They allow students to hear viewpoints and arguments of others, in contrast to traditional classroom discussions that only allow…

Monitoring Student Progress Using Virtual Appliances: A Case Study

ERIC Educational Resources Information Center

Romero-Zaldivar, Vicente-Arturo; Pardo, Abelardo; Burgos, Daniel; Delgado Kloos, Carlos

2012-01-01

The interactions that students have with each other, with the instructors, and with educational resources are valuable indicators of the effectiveness of a learning experience. The increasing use of information and communication technology allows these interactions to be recorded so that analytic or mining techniques are used to gain a deeper…

Using Holland's Theory To Analyze Labor Market Data.

ERIC Educational Resources Information Center

Reed, Corey

Some career theorists and other professionals have warned about dramatic shifts in the economy and implications for changes needed in career services and theory. This paper proposes that Hollands person-environment model (1997) is a valuable frame of reference for career counselors and instructors to use with clients and students in interpreting…

Establishing Common Course Objectives for Undergraduate Exercise Physiology

ERIC Educational Resources Information Center

Simonson, Shawn R.

2015-01-01

Undergraduate exercise physiology is a ubiquitous course in undergraduate kinesiology/exercise science programs with a broad scope and depth of topics. It is valuable to explore what is taught within this course. The purpose of the present study was to facilitate an understanding of what instructors teach in undergraduate exercise physiology, how…

Using Computer Assisted Instruction in a Reading and Study Skills Course.

ERIC Educational Resources Information Center

Rauch, Margaret

Test wiseness programs and computer assisted study skills instruction (CASSI) were found to be valuable resources for college reading and study skills instructors and students at St. Cloud State University (Minnesota). Two booklets on test wiseness cues were reorganized and used as computer programs to allow the information to be presented outside…

Struggling toward a Transformative Model of Instruction: It's Not so Easy!

ERIC Educational Resources Information Center

Sockman, Beth R.; Sharma, Priya

2008-01-01

This article is about the moving toward a new instruction style--a transformative model of instruction. One university instructor attempts to change her teaching strategies, and she encounters her own belief as obstacles, self-labeled her pedagogical discrepancies. Through peer feedback, reflective journal writing, and readings she uncovers the…

Instructional Strategies to Help Online Students Learn: Feedback from Online Students

ERIC Educational Resources Information Center

Watson, Firm Faith; Castano Bishop, Marianne; Ferdinand-James, Debra

2017-01-01

Increased enrollment in online programs and courses has prompted a plethora of research on instructional strategies that impact online students' learning. Most of these strategies came from instructors, and others were solicited from students. While the literature notes that students who have more university experience tend to provide more…

Accomplished Teaching: Using Video Recorded Micro-Teaching Discourse to Build Candidate Teaching Competencies

ERIC Educational Resources Information Center

Shaw, Denise

2017-01-01

Objectives of this articles are to present the findings of video recorded communication between teacher candidates and peers during simulated micro-teaching. The micro-teaching activity in its entirety combines conventional face-to-face interaction, video micro-teaching, peer and instructor feedback, alongside self-reflection to undergird the…

Choosing a Wiki Platform for Student Projects--Lessons Learned

ERIC Educational Resources Information Center

Malaga, Ross A.

2010-01-01

Wikis offer many benefits, such as two-way flows of information, early and consistent feedback, and greater student group collaboration, in an educational setting. Some researchers have already reported on the use of Wikis in their classes. However, instructors must choose an appropriate Wiki platform in order to receive all of the benefits of…

A Semantic Approach to Intelligent and Personal Tutoring System

ERIC Educational Resources Information Center

Sette, Maria

2017-01-01

Cyberlearning presents numerous challenges such as the lack of personal and assessment-driven learning, how students are often puzzled by the lack of instructor guidance and feedback, the huge volume of diverse learning materials, and the inability to zoom in from the general concepts to the more specific ones, or vice versa. Intelligent tutoring…

Designing Academic Writing Analytics for Civil Law Student Self-Assessment

ERIC Educational Resources Information Center

Knight, Simon; Buckingham Shum, Simon; Ryan, Philippa; Sándor, Ágnes; Wang, Xiaolong

2018-01-01

Research into the teaching and assessment of student writing shows that many students find academic writing a challenge to learn, with legal writing no exception. Improving the availability and quality of timely formative feedback is an important aim. However, the time-consuming nature of assessing writing makes it impractical for instructors to…

Inquiry into Teaching: Using Reflective Teaching to Improve My Practice

ERIC Educational Resources Information Center

Pennington, Sarah E.

2015-01-01

How effective is reflective teaching in increasing the engagement and achievement of pre-service teachers when utilized by a first-year college instructor? This article documents a practitioner inquiry project in which I reflected both on my own observations and student feedback regarding what teaching methods were most beneficial in an…

AWE-Based Corrective Feedback on Developing EFL Learners' Writing Skill

ERIC Educational Resources Information Center

Lu, Zhihong; Li, Xiaowei; Li, Zhenxiao

2015-01-01

The effective design and use of Automated Writing Evaluation (AWE) tools in developing English as a Foreign Language (EFL) learners' writing skill and learner autonomy have remained great challenges for system designers, developers, and EFL instructors compared with that of the pencil-paper writing in the context of regular teacher-fronted…

Appreciative Inquiry: An Experiential Exercise and Course Feedback Tool

ERIC Educational Resources Information Center

Scandura, Terri A.

2017-01-01

The action research method of appreciative inquiry (AI) was employed to develop a teaching tool. This exercise involves students' reflections on a course, noting when they learned the most. The AI process of appreciating, envisioning, dialoging, and innovating is used to help students reflect on how they learn. Instructors of all types of courses…

Computer Grading As an Instructional Tool.

ERIC Educational Resources Information Center

Rottmann, Ray M.; Hudson, H. T.

1983-01-01

Describes computer grading system providing/storing scores and giving feedback to instructors on how students are performing on a day-to-day basis and how they are handling course concepts. Focuses on the hardware and software of this efficient computerized grading package, which can be used with classes of 250 students (or larger). (Author/JN)

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

ERIC Educational Resources Information Center

Gormally, Cara; Evans, Mara; Brickman, Peggy

2014-01-01

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make…

Profcasts and Class Attendance--Does Year in Program Matter?

ERIC Educational Resources Information Center

Holbrook, Jane; Dupont, Christine

2009-01-01

The use of technology to capture the audio and visual elements of lectures, to engage students in course concepts, and to provide feedback to assignments has become a mainstream practice in higher education through podcasting and lecture capturing mechanisms. Instructors can create short podcasts or videos to produce "nuggets" of information for…

Effects of Picture Referencing on PVC Chair, Love Seat, and Settee Assemblies by Students with Mental Retardation.

ERIC Educational Resources Information Center

Martin, James E.; And Others

1992-01-01

This study examined the effects of two indirect corrective feedback procedures (picture and video referencing involving instructor prompting) on the assembly skills of five secondary students with moderate mental retardation. Picture and video referencing conditions were more effective than assembly photographs, sequenced pictures, sequenced…

Bio-Organic Reaction Animations (BioORA): Student Performance, Student Perceptions, and Instructor Feedback

ERIC Educational Resources Information Center

Gunersel, Adalet Baris; Fleming, Steven

2014-01-01

Research shows that computer animations are especially helpful in fields such as chemistry and in this mixed-methods study, we investigate the educational effectiveness of Bio-Organic Reaction Animations (BioORA), a 3-D software, in four undergraduate biochemistry classes at different universities. Statistically significant findings indicate that…

Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations

ERIC Educational Resources Information Center

van der Pal, Jelke; Roos, Christopher; Sewnath, Ghanshaam; Rosheuvel, Christian

2016-01-01

The prospective use of low fidelity simulation and gaming in aviation training is high, and may facilitate individual, personal training needs in usually asynchronous training setting. Without direct feedback from, or intervention by, an instructor, adaptivity of the training environment is in high demand to ensure training sessions maintain an…

Using Isocrates to Teach Technical Communication and Civic Engagement

ERIC Educational Resources Information Center

Brizee, Allen

2015-01-01

Building on work by Dubinsky, Haskins, and Simmons and Grabill, this article explains how a technical communication instructor used Isocrates and informal usability testing to help guide a service-learning project involving the One Laptop Per Child XO-1 notebook. For the project, engineering students received feedback from peers and elementary…

The Effects of Practice-Based Training on Graduate Teaching Assistants' Classroom Practices

ERIC Educational Resources Information Center

Becker, Erin A.; Easlon, Erin J.; Potter, Sarah C.; Guzman-Alvarez, Alberto; Spear, Jensen M.; Facciotti, Marc T.; Igo, Michele M.; Singer, Mitchell; Pagliarulo, Christopher

2017-01-01

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K-12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational…

The effectiveness of immediate feedback during the objective structured clinical examination.

PubMed

Hodder, R V; Rivington, R N; Calcutt, L E; Hart, I R

1989-03-01

Using eight different physical examination or technical stations, 400 examinations were conducted to evaluate the effectiveness of immediate feedback during the Objective Structured Clinical Examination (OSCE). The test group comprised 50 medical students who underwent a standard 4-minute examination followed by 2 minutes of feedback. Immediately following feedback the students repeated an identical 4-minute examination scored by the same examiners. The control group consisted of 50 students from the same class who underwent an identical testing sequence, but instead of receiving feedback, they were instructed to continue their examinations for an additional 2 minutes before repeating the stations. Simple repetition of the task did not significantly improve score (mean increase 2.0%, NS). Extending the testing period from 4 to 6 minutes resulted in a small but significant increase in score (mean 6.7%, P less than 0.001). However, there was a much larger increase in the scores obtained following 2 minutes of immediate feedback compared to pre-feedback performance (mean 26.3%, P less than 0.0001). The majority of students and examiners felt that feedback, as administered in this study, was valuable both as a learning and teaching experience. Short periods of immediate feedback during an OSCE are practical and can improve competency in the performance of criterion-based tasks, at least over the short term. In addition, such feedback provides students with valuable self-assessment that may stimulate further learning.

Formative Assessment Pre-Test to Identify College Students' Prior Knowledge, Misconceptions and Learning Difficulties in Biology

ERIC Educational Resources Information Center

Lazarowitz, Reuven; Lieb, Carl

2006-01-01

A formative assessment pretest was administered to undergraduate students at the beginning of a science course in order to find out their prior knowledge, misconceptions and learning difficulties on the topic of the human respiratory system and energy issues. Those findings could provide their instructors with the valuable information required in…

Valuable Knowledge: Students as Consumers of Critical Thinking in the Community College Classroom

ERIC Educational Resources Information Center

Jensen, Jane McEldowney; Worth, Benjamin

2014-01-01

This ethnographic study examines the negotiation of the value of critical thinking by a group of community college students and their instructor in a required general education literature course. Using a sociological analysis, the authors explore how the students situated themselves as both learners and consumers in the classroom, a social field…

Writing Our Way into Shared Understanding: Collaborative Autobiographical Writing in the Qualitative Methods Class

ERIC Educational Resources Information Center

Lapadat, Judith C.

2009-01-01

From her experience as an instructor, the author finds that it is valuable to engage graduate students in conducting a study within their qualitative methods course. In this article, the author discusses how she used a collaborative autobiographical research approach. Class members generate autobiographical writing to be shared with the group, and…

Nobody Can See Atoms: Science Camps Highlighting Approaches for Making Chemistry Accessible to Blind and Visually Impaired Students

ERIC Educational Resources Information Center

Wedler, Henry B.; Boyes, Lee; Davis, Rebecca L.; Flynn, Dan; Franz, Annaliese; Hamann, Christian S.; Harrison, Jason G.; Lodewyk, Michael W.; Milinkevich, Kristin A.; Shaw, Jared T.; Tantillo, Dean J.; Wang, Selina C.

2014-01-01

Curricula for three chemistry camp experiences for blind and visually impaired (BVI) individuals that incorporated single- and multiday activities and experiments accessible to BVI students are described. Feedback on the camps from students, mentors, and instructors indicates that these events allowed BVI students, who in many cases have been…

2012 Year End Report

DTIC Science & Technology

2012-01-01

introduced 2008 - Virtual classroom introduced - Established the DSTC - Received first eLearning award 2003 - Received initial COE...correspondence courses 2009 - Instructor-led courses transitioned to eLearning curriculum 2005 - First eLearning course launched 2011 - SPēD...Managing Risk” from January 9 through May 4, 2012. This eLearning course also included resident sessions at CDSE. Based on feedback from students

A View from the Inside: Collaborating with Students to Flip the Classroom in Real Time

ERIC Educational Resources Information Center

Zavattaro, Staci M.; Kus, Kristina; Lademann, Jason; Peeple-Briggs, Elizabeth

2018-01-01

This article details decisions made to flip a small, public administration graduate-level course in real time. Interweaving student feedback with instructor notes and reflections gives a unique, personal look into a scenario-based course that changed weekly. We detail this dynamism, highlighting successes and failures in flipping the classroom.…

Comparison of Traditional and ADRI Based Teaching Approaches in an Introductory Programming Course

ERIC Educational Resources Information Center

Malik, Sohail Iqbal; Coldwell-Neilson, Jo

2017-01-01

Aim/Purpose: This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the…

From Bakhtin to See the Co-Construction of EFL Adult Learners' Utterances

ERIC Educational Resources Information Center

Tseng, Chingyi; Huh, Keun

2016-01-01

The purposes of this study were to explore the effect of dialogic activities on EFL students' utterances development by engaging with others, as well as the students' perceptions in the dialogic learning environment. The theoretical framework guiding this inquiry consists of the on-site lecture from the instructor and voice board feedback from the…

Case Study Using Online Homework in Undergraduate Organic Chemistry: Results and Student Attitudes

ERIC Educational Resources Information Center

Parker, Laurie L.; Loudon, G. Marc

2013-01-01

Managing student needs for effective learning in a large-enrollment, introductory organic chemistry course can be a challenging task. Because instructor time is at a premium, it is imperative to find resources that engage the students in active learning and provide them with feedback about their understanding of course content. Appropriately…

Graduate Student Preference for Instructor Feedback in MBA Distance Education

ERIC Educational Resources Information Center

Shepherd, Morgan

2011-01-01

Distance education is an accepted delivery option for education at all levels today. In this environment, education is delivered via one of many course management platforms (CMP), which support a variety of technologies. This provides a great opportunity to apply and test the various facets of Media Richness Theory. This paper describes the result…

North American dental students' perspectives about their clinical education.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William

2006-04-01

Many North American dental schools face the challenge of replacing the majority of their "boomer generation" clinical instructors over the next ten years as this cohort of faculty reaches retirement age. Developing a new cadre of clinical instructors poses a substantial faculty development challenge: what instructional techniques should be integrated into routine educational practice by the dental faculty of the future, and what aspects of the clinical learning environment should be addressed to improve the overall quality of the experience for patients, students, and the new cohort of instructors? To gain insight that might guide faculty development for new clinical instructors and enhance understanding of the learning environment in dental school clinics, this study addressed the following question: what are dental students' perceptions of their learning experiences in the clinical setting? The purpose of the study was to evaluate the effectiveness of the clinical instruction from the perspectives of the actual "consumer" of dental education: the student. This consumers' perspective was provided by 655 junior, senior, and graduate dental students at twenty-one North American dental schools who completed the Clinical Education Instructional Quality Questionnaire (ClinEd IQ) in 2003-04. The ClinED IQ examines four components of students' clinical experiences: 1) clinical learning opportunities, 2) involvement in specific learning activities, 3) interaction with clinical instructors, and 4) personal perceptions about clinical education. With the exception of inconsistent feedback and instruction and lack of continuous contact with the same instructors, juniors, seniors, and graduate students rated their interaction with clinical instructors favorably (mean=4.76 on a 6.00 scale), but provided lower ratings for clinical learning opportunities (mean=4.26 on a 6.00 scale) due to concerns about the efficiency of the dental clinic environment and lack of opportunity to treat patients in a variety of clinical settings. Analysis of more than 1,000 written comments provided by these students indicated four areas of concern: 1) inconsistent and sometimes insensitive (patronizing, rude) feedback from faculty; 2) excessive amounts of noneducational "legwork" such as billing, patient scheduling, phone calling, completing paperwork, and performing other clinic operations tasks; 3) limited access to faculty because of insufficient numbers of instructors on the clinic floor or difficulty locating faculty when they were needed for coaching, work evaluation, and chart signatures; and 4) concerns about the strategies employed to meet procedural requirements that some students saw as ethically questionable. Junior, senior, and graduate dental students at twenty-one North American dental schools perceived that the strongest aspect of their clinical education was their relationship with the faculty, but also reported that the dental school clinic was often an inefficient learning environment that hindered their opportunity to develop clinical competency. Students also sensed that faculty shortages, a growing crisis for dental education, hindered their progress in the clinic and made learning less efficient.

"Thinking like a Neuroscientist": Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course.

PubMed

Köver, Hania; Wirt, Stacey E; Owens, Melinda T; Dosmann, Andrew J

2014-01-01

Learning and practicing scientific inquiry is an essential component of a STEM education, but it is often difficult to teach to novices or those outside of a laboratory setting. To promote scientific thinking in a freshmen introductory neuroscience course without a lab component, we developed a series of learning activities and assignments designed to foster scientific thinking through the use of scientific grant proposals. Students wrote three short grant proposals on topics ranging from molecular to cognitive neuroscience during a 10-week class (one quarter). We made this challenging and advanced task feasible for novice learners through extensive instructional scaffolding, opportunity for practice, and frequent peer and instructor feedback. Student and instructor reports indicate that the assignments were highly intellectually engaging and that they promoted critical thinking, a deeper understanding of neuroscience material, and effective written communication skills. Here we outline the mechanics of the assignment, student and instructor impressions of learning outcomes, and the advantages and disadvantages of implementing this approach.

“Thinking like a Neuroscientist”: Using Scaffolded Grant Proposals to Foster Scientific Thinking in a Freshman Neuroscience Course

PubMed Central

Köver, Hania; Wirt, Stacey E.; Owens, Melinda T.; Dosmann, Andrew J.

2014-01-01

Learning and practicing scientific inquiry is an essential component of a STEM education, but it is often difficult to teach to novices or those outside of a laboratory setting. To promote scientific thinking in a freshmen introductory neuroscience course without a lab component, we developed a series of learning activities and assignments designed to foster scientific thinking through the use of scientific grant proposals. Students wrote three short grant proposals on topics ranging from molecular to cognitive neuroscience during a 10-week class (one quarter). We made this challenging and advanced task feasible for novice learners through extensive instructional scaffolding, opportunity for practice, and frequent peer and instructor feedback. Student and instructor reports indicate that the assignments were highly intellectually engaging and that they promoted critical thinking, a deeper understanding of neuroscience material, and effective written communication skills. Here we outline the mechanics of the assignment, student and instructor impressions of learning outcomes, and the advantages and disadvantages of implementing this approach. PMID:25565917

Radiography student perceptions of clinical stressors.

PubMed

Mason, Starla L

2006-01-01

Technological change and the increasingly rapid pace of life in the United States and globally have contributed to increased levels of stress and burnout experienced by workers and their families. Although studies are available on the levels of workplace stress and burnout affecting radiographers, little to no research has been conducted to assess the stressors encountered by radiography students in the clinical environment. This study was designed to pinpoint the primary sources of stress for radiography students and to determine the most effective measures to alleviate the stress that students experience in the clinical environment. It also sought to identify the clinical activities and practices that enhance learning. A convenience sample of radiography students attending an Association of Collegiate Educators in Radiologic Technology meeting was surveyed. Students were asked to rank their greatest stressors in the clinical environment, the most desired qualities in a clinical instructor and clinical environment, and the clinical practices and activities that best enhance their learning. Descriptive statistics were used to report the results. Data were collected for 82 first-year and second-year students. Students identified 7 primary clinical stressors: fear of making a mistake/repeat, feeling unprepared/inexperienced, intimidation by staff and by instructors, difficult/critical patients, hurtful criticism, too much supervision and negative responses to questions/requests for help. Students indicated that more frequent feedback, availability of the clinical instructor and other staff, assurance that mistakes happen and the opportunity to make mistakes were clinical practices that eased stress. The majority of students cited hands-on learning and repetition as the clinical activities that most reinforced their learning. Summary Radiography students in this survey experience some of the same clinical stressors as radiographers and other allied health workers, although the source of stress may be different. Factors that promote an optimum clinical learning environment for students include instructor availability, opportunities to practice skills and make mistakes, frequent performance feedback and assurance that mistakes happen.

Individual class evaluation and effective teaching characteristics in integrated curricula.

PubMed

Hwang, Jung Eun; Kim, Na Jin; Song, Meiying; Cui, Yinji; Kim, Eun Ju; Park, In Ae; Lee, Hye In; Gong, Hye Jin; Kim, Su Young

2017-12-12

In an integrated curriculum, multiple instructors take part in a course in the form of team teaching. Accordingly, medical schools strive to manage each course run by numerous instructors. As part of the curriculum management, course evaluation is conducted, but a single, retrospective course evaluation does not comprehensively capture student perception of classes by different instructors. This study aimed to demonstrate the need for individual class evaluation, and further to identify teaching characteristics that instructors need to keep in mind when preparing classes. From 2014 to 2015, students at one medical school left comments on evaluation forms after each class. Courses were also assessed after each course. Their comments were categorized by connotation (positive or negative) and by subject. Within each subject category, test scores were compared between positively and negatively mentioned classes. The Mann-Whitney U test was performed to test group differences in scores. The same method was applied to the course evaluation data. Test results for course evaluation showed group difference only in the practice/participation category. However, test results for individual class evaluation showed group differences in six categories: difficulty, main points, attitude, media/contents, interest, and materials. That is, the test scores of classes positively mentioned in six domains were significantly higher than those of negatively mentioned classes. It was proved that individual class evaluation is needed to manage multi-instructor courses in integrated curricula of medical schools. Based on the students' extensive feedback, we identified teaching characteristics statistically related to academic achievement. School authorities can utilize these findings to encourage instructors to develop effective teaching characteristics in class preparation.

The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training.

PubMed

Morgan, Sarah L; Palagi, Patricia M; Fernandes, Pedro L; Koperlainen, Eija; Dimec, Jure; Marek, Diana; Larcombe, Lee; Rustici, Gabriella; Attwood, Teresa K; Via, Allegra

2017-01-01

One of the main goals of the ELIXIR-EXCELERATE project from the European Union's Horizon 2020 programme is to support a pan-European training programme to increase bioinformatics capacity and competency across ELIXIR Nodes. To this end, a Train-the-Trainer (TtT) programme has been developed by the TtT subtask of EXCELERATE's Training Platform, to try to expose bioinformatics instructors to aspects of pedagogy and evidence-based learning principles, to help them better design, develop and deliver high-quality training in future. As a first step towards such a programme, an ELIXIR-EXCELERATE TtT (EE-TtT) pilot was developed, drawing on existing 'instructor training' models, using input both from experienced instructors and from experts in bioinformatics, the cognitive sciences and educational psychology. This manuscript describes the process of defining the pilot programme, illustrates its goals, structure and contents, and discusses its outcomes. From Jan 2016 to Jan 2017, we carried out seven pilot EE-TtT courses (training more than sixty new instructors), collaboratively drafted the training materials, and started establishing a network of trainers and instructors within the ELIXIR community. The EE-TtT pilot represents an essential step towards the development of a sustainable and scalable ELIXIR TtT programme. Indeed, the lessons learned from the pilot, the experience gained, the materials developed, and the analysis of the feedback collected throughout the seven pilot courses have both positioned us to consolidate the programme in the coming years, and contributed to the development of an enthusiastic and expanding ELIXIR community of instructors and trainers.

The ELIXIR-EXCELERATE Train-the-Trainer pilot programme: empower researchers to deliver high-quality training

PubMed Central

Morgan, Sarah L; Koperlainen, Eija; Dimec, Jure; Marek, Diana; Larcombe, Lee; Rustici, Gabriella; Attwood, Teresa K; Via, Allegra

2017-01-01

One of the main goals of the ELIXIR-EXCELERATE project from the European Union’s Horizon 2020 programme is to support a pan-European training programme to increase bioinformatics capacity and competency across ELIXIR Nodes. To this end, a Train-the-Trainer (TtT) programme has been developed by the TtT subtask of EXCELERATE’s Training Platform, to try to expose bioinformatics instructors to aspects of pedagogy and evidence-based learning principles, to help them better design, develop and deliver high-quality training in future. As a first step towards such a programme, an ELIXIR-EXCELERATE TtT (EE-TtT) pilot was developed, drawing on existing ‘instructor training’ models, using input both from experienced instructors and from experts in bioinformatics, the cognitive sciences and educational psychology. This manuscript describes the process of defining the pilot programme, illustrates its goals, structure and contents, and discusses its outcomes. From Jan 2016 to Jan 2017, we carried out seven pilot EE-TtT courses (training more than sixty new instructors), collaboratively drafted the training materials, and started establishing a network of trainers and instructors within the ELIXIR community. The EE-TtT pilot represents an essential step towards the development of a sustainable and scalable ELIXIR TtT programme. Indeed, the lessons learned from the pilot, the experience gained, the materials developed, and the analysis of the feedback collected throughout the seven pilot courses have both positioned us to consolidate the programme in the coming years, and contributed to the development of an enthusiastic and expanding ELIXIR community of instructors and trainers. PMID:28928938

Blended Learning Tools in Geosciences: A New Set of Online Tools to Help Students Master Skills

NASA Astrophysics Data System (ADS)

Cull, S.; Spohrer, J.; Natarajan, S.; Chin, M.

2013-12-01

In most geoscience courses, students are expected to develop specific skills. To master these skills, students need to practice them repeatedly. Unfortunately, few geosciences courses have enough class time to allow students sufficient in-class practice, nor enough instructor attention and time to provide fast feedback. To address this, we have developed an online tool called an Instant Feedback Practice (IFP). IFPs are low-risk, high-frequency exercises that allow students to practice skills repeatedly throughout a semester, both in class and at home. After class, students log onto a course management system (like Moodle or Blackboard), and click on that day's IFP exercise. The exercise might be visually identifying a set of minerals that they're practicing. After answering each question, the IFP tells them if they got it right or wrong. If they got it wrong, they try again until they get it right. There is no penalty - students receive the full score for finishing. The goal is low-stakes practice. By completing dozens of these practices throughout the semester, students have many, many opportunities to practice mineral identification with quick feedback. Students can also complete IFPs during class in groups and teams, with in-lab hand samples or specimens. IFPs can also be used to gauge student skill levels as the semester progresses, as they can be set up to provide the instructor feedback on specific skills or students. When IFPs were developed for and implemented in a majors-level mineralogy class, students reported that in-class and online IFPs were by far the most useful technique they used to master mineral hand sample identification. Final grades in the course were significantly higher than historical norms, supporting students' anecdotal assessment of the impact of IFPs on their learning.

Sources of self-efficacy and coach/instructor behaviors underlying relation-inferred self-efficacy (RISE) in recreational youth sport.

PubMed

Saville, Paul D; Bray, Steven R; Martin Ginis, Kathleen A; Cairney, John; Marinoff-Shupe, Deborah; Pettit, Andrew

2014-04-01

Interpersonal feedback from coaches may be instrumental in the formation of children's self-efficacy to learn or perform sport skills. We report on two studies that explored perceived sources of self-efficacy and relation-inferred self-efficacy (RISE) in one-on-one interviews with sport camp participants (N = 61; ages 7-12) and focus groups with recreational league participants (N = 28; ages 8-12). Participants' responses indicated that prior experiences and socially constructed interactions contributed to the development of self-efficacy and RISE beliefs. Results support Bandura's (1997) theorizing that self-efficacy is developed through processing of experiential feedback as well as Lent and Lopez's (2002) tripartite theory proposing interpersonal feedback from influential others contributes to children's RISE and self-efficacy.

Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses.

PubMed

Xu, Xiaoying; Lewis, Jennifer E; Loertscher, Jennifer; Minderhout, Vicky; Tienson, Heather L

2017-01-01

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts-hydrogen bonding, bond energy, and pK a -were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept. © 2017 X. Xu et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Training hospital providers in basic CPR skills in Botswana: Acquisition, retention and impact of novel training techniques☆

PubMed Central

Meaney, Peter A.; Sutton, Robert M.; Tsima, Billy; Steenhoff, Andrew P.; Shilkofski, Nicole; Boulet, John R.; Davis, Amanda; Kestler, Andrew M.; Church, Kasey K.; Niles, Dana E.; Irving, Sharon Y.; Mazhani, Loeto; Nadkarni, Vinay M.

2013-01-01

Objective Globally, one third of deaths each year are from cardiovascular diseases, yet no strong evidence supports any specific method of CPR instruction in a resource-limited setting. We hypothesized that both existing and novel CPR training programs significantly impact skills of hospital-based healthcare providers (HCP) in Botswana. Methods HCP were prospectively randomized to 3 training groups: instructor led, limited instructor with manikin feedback, or self-directed learning. Data was collected prior to training, immediately after and at 3 and 6 months. Excellent CPR was prospectively defined as having at least 4 of 5 characteristics: depth, rate, release, no flow fraction, and no excessive ventilation. GEE was performed to account for within subject correlation. Results Of 214 HCP trained, 40% resuscitate ≥1/month, 28% had previous formal CPR training, and 65% required additional skills remediation to pass using AHA criteria. Excellent CPR skill acquisition was significant (infant: 32% vs. 71%, p < 0.01; adult 28% vs. 48%, p < 0.01). Infant CPR skill retention was significant at 3 (39% vs. 70%, p < 0.01) and 6 months (38% vs. 67%, p < 0.01), and adult CPR skills were retained to 3 months (34% vs. 51%, p = 0.02). On multivariable analysis, low cognitive score and need for skill remediation, but not instruction method, impacted CPR skill performance. Conclusions HCP in resource-limited settings resuscitate frequently, with little CPR training. Using existing training, HCP acquire and retain skills, yet often require remediation. Novel techniques with increased student: instructor ratio and feedback manikins were not different compared to traditional instruction. PMID:22561463

Rules of engagement-12 tips for successful use of "clickers" in the classroom.

PubMed

Premkumar, Kalyani; Coupal, Cyril

2008-01-01

Student response system or clickers is an electronic application where a receiver in the instructor's computer captures responses to questions from student keypads. Used effectively, clickers can promote learner engagement and serve to improve learning. It can be used in a variety of ways such as to provide feedback to learners and instructor, to start discussions, for peer evaluation, for formative and summative assessment, to build a learning community, and to experiment on human responses. Using our experience in the use of this technology and literature review, we provide twelve tips for successful use of the student response system. We have found these strategies useful and envisage that the application of these tips can help maximize learner engagement and learning.

Reinventing Institutional Space: Remapping the Geography of Labor in English Studies.

ERIC Educational Resources Information Center

Swilky, Jody; Mahala, Dan

Discussions of reform in English studies typically focus on ideology. The focus of this paper puts the spotlight on the intended effects of classroom practice on students, on whatever is integral and valuable about the instructors' work as it appears to them. But there is also a geographical context that makes the work mean differently as it…

Exploring the Communication Preferences of MOOC Learners and the Value of Preference-Based Groups: Is Grouping Enough?

ERIC Educational Resources Information Center

Zhang, Qing; Peck, Kyle L.; Hristova, Adelina; Jablokow, Kathryn W.; Hoffman, Vicki; Park, Eunsung; Bayeck, Rebecca Yvonne

2016-01-01

Approximately 10% of learners complete Massive Open Online Courses (MOOCs); the absence of peer and professor support contributes to retention issues. MOOC leaders often form groups to supplement in-course forums and Q&A sessions, and students participating in groups find them valuable. Instructors want to assist in the formation of groups,…

An Evaluation of the Employee Training and Development Process for Nicolet Area Technical College's Basic Education Program.

ERIC Educational Resources Information Center

Karl, Luis C.

The adult basic education (ABE) program at Nicolet Area Technical College (NATC) evaluated its training and development (T&D) process for new basic education instructors. The study gathered monitoring and screening criteria that addressed valuable components for use in an instrument for validating effectiveness of the ABE program (T&D)…

The Effects of Part-Time Faculty on First Semester Freshmen Retention: A Predictive Model Using Logistic Regression

ERIC Educational Resources Information Center

Jaeger, Audrey J.; Hinz, Derik

2009-01-01

Part-time faculty clearly serve a valuable purpose in higher education; however, their increased use raises concerns for administrators, faculty, and policy makers. Part-time faculty members spend a greater proportion of their overall time teaching, but the initial evidence suggests that these instructors are less available to students and are…

Webinar Software: A Tool for Developing More Effective Lectures (Online or In-Person)

PubMed Central

Mayorga, Eduardo P.; Bekerman, Jesica G.; Palis, Ana G.

2014-01-01

Purpose: To describe the use of online seminars (webinars) to improve learning experience for medical residents and fostering critical thinking. Materials and Methods: Sixty-one online seminars (webinars) for residents were developed from April 2012 to February 2013. Residents attended the lectures in the same room as the presenter or from distant locations. Residents interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and answer the instructor's multiple choice or open-ended questions. The lecture dynamics consisted of: (1) The presentation of a clinical case by an expert on the clinical topic; (2) the instructor asked open-ended and multiple-choice questions about the problem-resolution process; (3) participants responded questions individually; (4) participants received feedback on their answers; (5) a brief conference was given on the learning objectives and the content, also fostering interactive participation; (6) lectures were complemented with work documents. Results: This method allowed for exploration of learning of scientific knowledge and the acquisition of other medical competences (such as patient care, interpersonal and communication skills, and professionalism). The question-and-answer activity and immediate feedback gave attendees the chance to participate actively in the conference, reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning. Conclusions: This modality, which facilitates interaction, active participation, and immediate feedback, could allow learners to acquire knowledge more effectively. PMID:24791102

Comparing Online Learning Perceptions of Adult Students: An Application of the Community of Inquiry Framework

ERIC Educational Resources Information Center

Place, Margaret A.

2017-01-01

The number of courses and entire programs in higher education offered online has grown steadily over the past two decades, and scholars have conducted a number of studies aimed at addressing quality of online education. Gathering feedback from both instructors and students has been one of the main approaches to assessing online learning. The…

Art Instructor's Attitude towards the Art Curriculum for Undergraduate Degree in Tehran Universities

ERIC Educational Resources Information Center

Hedayat, Mina; Goodarzi, Mostafa; Kahn, Sabzali Musa; bin Ramli, Sharulnizam

2013-01-01

The present research aims to investigate lecturer's feedback over the art curriculum in Tehran, the capital of Iran, and introduce the applicability of Discipline-Based Art Education (DBAE), as a new way of teaching art, and its implication of art instruction in studio-based fields of study for undergraduate degree. This study is carried out based…

Mobile-Phone-Based Classroom Response Systems: Students' Perceptions of Engagement and Learning in a Large Undergraduate Course

ERIC Educational Resources Information Center

Dunn, Peter K.; Richardson, Alice; Oprescu, Florin; McDonald, Christine

2013-01-01

Using a Classroom Response System (CRS) has been associated with positive educational outcomes, by fostering student engagement and by allowing immediate feedback to both students and instructors. This study examined a low-cost CRS (VotApedia) in a large first-year class, where students responded to questions using their mobile phones. This study…

Conversing in Marginal Spaces: Developmental Writers' Responses to Teacher Comments

ERIC Educational Resources Information Center

Calhoon-Dillahunt, Carolyn; Forrest, Dodie

2013-01-01

As writing instructors, the authors spend hours "talking back" to their students through written comments on their drafts. But how do student writers receive their comments, and what do they "do" with this feedback? Teachers invest so much time and energy in their responses to papers. How do they know what gets through, what makes sense to their…

Evaluating Web Sources in an EAP Course: Introducing a Multi-Trait Instrument for Feedback and Assessment

ERIC Educational Resources Information Center

Stapleton, Paul; Helms-Park, Rena

2006-01-01

This paper introduces the Website Acceptability Tiered Checklist (WATCH), a preliminary version of a multi-trait scale that could be used by instructors and students to assess the quality of websites chosen as source materials in students' research papers in a Humanities program. The scale includes bands for assessing: (i) the authority and…

Making the Road by Walking: Using Role-Play and Instructor Feedback to Teach Basic Counseling Skills to Singaporean Trainee Educational Psychologists

ERIC Educational Resources Information Center

Kit, Phey Ling; Garces-Bacsal, Rhoda Myra; Burgetova, Kristina

2015-01-01

This study focused on the experiential learning experiences of eight trainee educational psychologists (school psychologists in the United States) from Singapore who participated in three role-play sessions during a two-day Basic Counseling Skills Training Program. Data collected from transcriptions of video-recorded sessions, a focus group…

Focus issue: teaching tools and learning opportunities.

PubMed

Gough, Nancy R

2010-04-27

Science Signaling provides authoring experience for students and resources for educators. Students experience the writing and revision process involved in authoring short commentary articles that are published in the Journal Club section. By publishing peer-reviewed teaching materials, Science Signaling provides instructors with feedback that improves their materials and an outlet to share their tips and techniques and digital resources with other teachers.

The Development of a Project-Based Collaborative Technical Writing Model Founded on Learner Feedback in a Tertiary Aeronautical Engineering Program

ERIC Educational Resources Information Center

Tatzl, Dietmar; Hassler, Wolfgang; Messnarz, Bernd; Fluhr, Holger

2012-01-01

The present article describes and evaluates collaborative interdisciplinary group projects initiated by content lecturers and an English-as-a-Foreign-Language (EFL) instructor for the purpose of teaching technical writing skills in an aeronautical engineering degree program. The proposed technical writing model is assessed against the results of a…

ARI Image Interpretation Research: 1970-1980

DTIC Science & Technology

1980-07-01

28 3. Index marks on data base stereo pair ... .......... .. 41 4. Identification learning curves for three methods used by interpreters of high...it may be impractical in operational units (but not in the school). Team consensus feedback can increase target identification proficiency and...in target identification can be provided with a minimum of instructor participation using operational imagery as the basic instructional material

Instructor Perceptions of Using a Mobile-Phone-Based Free Classroom Response System in First-Year Statistics Undergraduate Courses

ERIC Educational Resources Information Center

Dunn, Peter K.; Richardson, Alice; McDonald, Christine; Oprescu, Florin

2012-01-01

Student engagement at first-year level is critical for student achievement, retention and success. One way of increasing student engagement is to use a classroom response system (CRS), the use of which has been associated with positive educational outcomes by fostering student engagement and by allowing immediate feedback to both students and…

Methodological Challenges in the Analysis of MOOC Data for Exploring the Relationship between Discussion Forum Views and Learning Outcomes

ERIC Educational Resources Information Center

Bergner, Yoav; Kerr, Deirdre; Pritchard, David E.

2015-01-01

Determining how learners use MOOCs effectively is critical to providing feedback to instructors, schools, and policy-makers on this highly scalable technology. However, drawing inferences about student learning outcomes in MOOCs has proven to be quite difficult due to large amounts of missing data (of various kinds) and to the diverse population…

Autogenic Feedback Training Exercise and pilot performance: enhanced functioning under search-and-rescue flying conditions.

PubMed

Cowings, P S; Kellar, M A; Folen, R A; Toscano, W B; Burge, J D

2001-01-01

Studies have shown that autonomous mode behavior is one cause of aircraft fatalities due to pilot error. In such cases, the pilot is in a high state of psychological and physiological arousal and tends to focus on one problem, while ignoring more critical information. This study examined the effect of training in physiological self-recognition and regulation, as a means of improving crew cockpit performance. Seventeen pilots were assigned to the treatment and control groups matched for accumulated flight hours. The treatment group contained 4 pilots from HC-130 Hercules aircraft and 4 HH-65 Dolphin helicopter pilots; the control group contained 3 pilots of HC-130s and 6 helicopter pilots. During an initial flight, physiological data were recorded on each crewmember and an instructor pilot rated individual crew performance. Eight crewmembers were then taught to regulate their own physiological response levels using Autogenic-Feedback Training Exercise (AFTE). The remaining participants received no training. During a second flight, treatment participants showed significant improvement in performance (rated by the same instructor pilot as in pretests) while controls did not improve. The results indicate that AFTE management of high states of physiological arousal may improve pilot performance during emergency flying conditions.

Autogenic Feedback Training Exercise and pilot performance: enhanced functioning under search-and-rescue flying conditions

NASA Technical Reports Server (NTRS)

Cowings, P. S.; Kellar, M. A.; Folen, R. A.; Toscano, W. B.; Burge, J. D.

2001-01-01

Studies have shown that autonomous mode behavior is one cause of aircraft fatalities due to pilot error. In such cases, the pilot is in a high state of psychological and physiological arousal and tends to focus on one problem, while ignoring more critical information. This study examined the effect of training in physiological self-recognition and regulation, as a means of improving crew cockpit performance. Seventeen pilots were assigned to the treatment and control groups matched for accumulated flight hours. The treatment group contained 4 pilots from HC-130 Hercules aircraft and 4 HH-65 Dolphin helicopter pilots; the control group contained 3 pilots of HC-130s and 6 helicopter pilots. During an initial flight, physiological data were recorded on each crewmember and an instructor pilot rated individual crew performance. Eight crewmembers were then taught to regulate their own physiological response levels using Autogenic-Feedback Training Exercise (AFTE). The remaining participants received no training. During a second flight, treatment participants showed significant improvement in performance (rated by the same instructor pilot as in pretests) while controls did not improve. The results indicate that AFTE management of high states of physiological arousal may improve pilot performance during emergency flying conditions.

An Innovative Program to Support Internationally Educated Health Professionals and Their Instructors: Role of the Clinical Practice Facilitator.

PubMed

Daniel, Sylvia; Lee, Annemarie L; Switzer-McIntyre, Sharon; Evans, Cathy

2016-01-01

Internationally educated health professionals immigrating to other countries may experience difficulty in clinical practice, due to linguistic and cultural factors. An important element of bridging is the opportunity for internationally educated health professionals to practice in a clinical environment. To support these health professionals and their clinical instructors, a Clinical Practice Facilitator (CPF) role was created. This study aimed to examine the CPF from internationally educated health professionals and clinical instructors' perspective. A quantitative survey was conducted with two cohorts (2013 and 2015) of internationally educated physical therapists and clinical instructors who were asked about the nature of interaction with CPFs, mentor, and education roles and the benefits and challenges of the role. Thirty-five internationally educated physical therapists and 37 clinical instructors participated and were satisfied with the interaction with CPFs via face-to-face or e-mail communication. There was strong agreement (>80%) that the CPF educator role was to facilitate learner's reflection on clinical practice while the mentor role (>70%) was to answer questions, provide feedback, and investigate clinical concerns and conflicts. There was insufficient time for access to CPFs and resolution of learners' learning needs. There were differences (P = 0.04) in perspective on the benefit of the CPF in assisting with cultural differences. An innovative CPF role provided support encouragement, clinical, and professional advice. There were discordant views regarding the benefits of the CPF role in addressing cultural issues, which requires further examination.

The Student as Teacher: Reflections on Collaborative Learning in a Senior Seminar

PubMed Central

Kurczek, Jake; Johnson, Jacob

2014-01-01

A major influence on education since the 1950’s has been Bloom’s Taxonomy, a classification of learning objectives across multiple domains meant to educate the whole student (Anderson and Krathwohl, 2001). Although it has influenced educational pedagogy in primary education, higher education remains, in antiquity, heavily lecture based; viewing the instructor as an expert who professes their vast knowledge to their students. However, when students serve as instructor, it is difficult to apply this traditional view to the college classroom. Here we discuss the development, pedagogical approach, and experience of a senior level seminar course in which the students and instructor collaboratively explored an emerging field, embodied cognition, which combines research and theory from psychology and neuroscience among other disciplines, in which neither the students nor instructor were an expert. Students provided feedback and evaluations at three time points over the course of the semester, before class started, at midterm and at the end of the semester in order to address the experience and effectiveness of a collaborative seminar experience in which the instructor assumed a role closer to an equal of the students. Student responses revealed both high levels of satisfaction and degrees of perceived learning within the course at both the midterm and final evaluation. The approach of this seminar may be beneficial when applied to other seminars or course formats as students in this course felt as though they were learning more and appreciated being a more equal partner in their own learning process. PMID:24693265

Critical-Service Learning as a Revolutionary Pedagogy: An International Project of Student Agency in Action. Critical Constructions: Studies on Education and Society

ERIC Educational Resources Information Center

Porfilio, Bradley, Ed.; Hickman, Heather, Ed.

2011-01-01

This volume will be a valuable resource to instructors who teach in the fields of teacher education, social studies, educational leadership, social work, social, cultural and philosophical foundations of education, sociology, political science, and global studies as well as their students. Due to the volume's international focus, the authors also…

Actualization of the Onion Model of Reflection in Turkish English Language Instructors' Practices: A Case Study

ERIC Educational Resources Information Center

Ekizer, Feyza Nur; Cephe, Pasa Tevfik

2017-01-01

Teachers spend so much time and energy focused on their students' progress that they often forget to consider their own performances. Self-reflection here is a very valuable tool that helps make the teacher aware of how he/she is teaching, which in turn makes him/her a better teacher. Teaching without reflection is teaching blind-without any…

Evaluation of Highly Realistic Training for Independent Duty Corpsmen Students

DTIC Science & Technology

2015-05-21

training. Comparisons of pretest and posttest survey responses revealed that the training produced significant increases in participants’ levels of...different scenarios in groups of 4–6 students at a time. After each training scenario, instructors debriefed the students, giving them feedback on ...them. Procedures To evaluate the impact of the training, corpsmen participants were asked to complete pretest and posttest surveys. Pretests were

Tests of a Prior Marksmanship Knowledge Predictor Test

DTIC Science & Technology

2014-01-01

shooters based on their anticipated performance. Further research and test development is needed to group Soldiers for BRM training according to...Things get more challenging, however, as the size of the instructional group increases for one simple reason: the instructor feedback that helps one ...might stand to benefit from additional instruction on sight alignment. Expanding this example to larger groups such as a platoon or company, one

Using the Teach Astronomy Website to Enrich Introductory Astronomy Classes

NASA Astrophysics Data System (ADS)

Hardegree-Ullman, K. K.; Impey, C. D.; Patikkal, A.; Austin, C. L.

2013-04-01

This year we implemented Teach Astronomy as a free online resource to be used as a teaching tool for non-science major astronomy courses and for a general audience interested in the subject. The comprehensive astronomy content of the website includes: an introductory text book, encyclopedia articles, images, two to three minute topical video clips, podcasts, and news articles. Teach Astronomy utilizes a novel technology to cluster, display, and navigate search results, called a Wikimap. We will present an overview of how Teach Astronomy works and how instructors can use it as an effective teaching tool in the classroom. Additionally, we will gather feedback from science instructors on how to improve the features and functionality of the website, as well as develop new assignment ideas using Teach Astronomy.

Training hospital providers in basic CPR skills in Botswana: acquisition, retention and impact of novel training techniques.

PubMed

Meaney, Peter A; Sutton, Robert M; Tsima, Billy; Steenhoff, Andrew P; Shilkofski, Nicole; Boulet, John R; Davis, Amanda; Kestler, Andrew M; Church, Kasey K; Niles, Dana E; Irving, Sharon Y; Mazhani, Loeto; Nadkarni, Vinay M

2012-12-01

Globally, one third of deaths each year are from cardiovascular diseases, yet no strong evidence supports any specific method of CPR instruction in a resource-limited setting. We hypothesized that both existing and novel CPR training programs significantly impact skills of hospital-based healthcare providers (HCP) in Botswana. HCP were prospectively randomized to 3 training groups: instructor led, limited instructor with manikin feedback, or self-directed learning. Data was collected prior to training, immediately after and at 3 and 6 months. Excellent CPR was prospectively defined as having at least 4 of 5 characteristics: depth, rate, release, no flow fraction, and no excessive ventilation. GEE was performed to account for within subject correlation. Of 214 HCP trained, 40% resuscitate ≥ 1/month, 28% had previous formal CPR training, and 65% required additional skills remediation to pass using AHA criteria. Excellent CPR skill acquisition was significant (infant: 32% vs. 71%, p<0.01; adult 28% vs. 48%, p<0.01). Infant CPR skill retention was significant at 3 (39% vs. 70%, p<0.01) and 6 months (38% vs. 67%, p<0.01), and adult CPR skills were retained to 3 months (34% vs. 51%, p=0.02). On multivariable analysis, low cognitive score and need for skill remediation, but not instruction method, impacted CPR skill performance. HCP in resource-limited settings resuscitate frequently, with little CPR training. Using existing training, HCP acquire and retain skills, yet often require remediation. Novel techniques with increased student: instructor ratio and feedback manikins were not different compared to traditional instruction. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Piloting case-based instruction in a didactic clinical immunology course.

PubMed

Hoag, Kathleen; Lillie, Janet; Hoppe, Ruth

2005-01-01

To assess (1) the effect of case-based instructional modules on student critical thinking, class attendance, and satisfaction and (2) student opinion of case formats. University-based upper division course in clinical immunology and serology. The course was taught by the same instructor for two consecutive semesters with the intervention introduced in the second semester. Sixty-seven students experienced the intervention and 56 students were in the baseline cohort. Nine cases were interspersed between lectures during the semester. Each case took one 50-minute class in which students worked in groups of five or six. Student performance on five critical thinking multiple-choice examination questions and percent student attendance on case days versus lecture days were analyzed using the Mann-Whitney test. Student ratings on course evaluations were analyzed using t-test comparing semesters with and without intervention. Student opinion of cases was obtained through surveys and a focus group. Student performance on critical thinking exam questions was similar in the two groups. Student attendance was significantly higher on case days (95.6%) versus lecture days (80.3%; p < 0.0001). Only composite ratings for instructor involvement, student-instructor interaction, and course organization were significantly improved in the semester with cases compared to the semester with lecture only (p < 0.0001 for all indices). Although case studies did not significantly improve student performance on critical thinking questions, they still proved to be a valuable instructional method. Student attendance, student-instructor interaction, and instructor involvement in the course were all positively affected by incorporation of case studies. Discussion of cases also helped to uncover student misconceptions of course material.

Refining scientific writing skills with feedback that works for students and instructors

NASA Astrophysics Data System (ADS)

Kiani, Leily S.; Menke, Carrie

2015-10-01

Evaluation of student learning through assessment of communication skills is a generally important component of undergraduate education and particularly so for promotion of interdisciplinary research conducted by future scientists. To better build these skills we aim to quantify the effectiveness of feedback on student writing of technical reports in an upper-division physics lab course. In one implementation, feedback utilization - in the form of observing commented technical reports, attending office hours or emailing rough drafts of their reports was monitored then correlated with improvement in student writing. The improvement in student writing is quantified as the single-student normalized gain. A slight positive relationship was found between the number of times a student utilized feedback and the improvement in student writing. A subsequent study involved correlation of two complimentary assessments of student work. In the first assessment students received consistent feedback throughout the semester on all sections of a technical report in the form of highlighted bullet points in a detailed rubric. In the second assessment method students received varying amounts of feedback for each section of the technical paper throughout the semester with a focus on one section each week and follow-up feedback on previously covered sections. This approach provides focused feedback that can be scalable to larger classes. The number of highlighted bullet points in the rubric clearly decreases as a function of the focused feedback implementation. From this we conclude that student writing improves with the focused feedback method.

Facilitating Improvements in Laboratory Report Writing Skills with Less Grading: A Laboratory Report Peer-Review Process†

PubMed Central

Brigati, Jennifer R.; Swann, Jerilyn M.

2015-01-01

Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading). T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading). While the grading process described here does not lead to statistically significant gains (or reductions) in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings. PMID:25949758

Facilitating improvements in laboratory report writing skills with less grading: a laboratory report peer-review process.

PubMed

Brigati, Jennifer R; Swann, Jerilyn M

2015-05-01

Incorporating peer-review steps in the laboratory report writing process provides benefits to students, but it also can create additional work for laboratory instructors. The laboratory report writing process described here allows the instructor to grade only one lab report for every two to four students, while giving the students the benefits of peer review and prompt feedback on their laboratory reports. Here we present the application of this process to a sophomore level genetics course and a freshman level cellular biology course, including information regarding class time spent on student preparation activities, instructor preparation, prerequisite student knowledge, suggested learning outcomes, procedure, materials, student instructions, faculty instructions, assessment tools, and sample data. T-tests comparing individual and group grading of the introductory cell biology lab reports yielded average scores that were not significantly different from each other (p = 0.13, n = 23 for individual grading, n = 6 for group grading). T-tests also demonstrated that average laboratory report grades of students using the peer-review process were not significantly different from those of students working alone (p = 0.98, n = 9 for individual grading, n = 6 for pair grading). While the grading process described here does not lead to statistically significant gains (or reductions) in student learning, it allows student learning to be maintained while decreasing instructor workload. This reduction in workload could allow the instructor time to pursue other high-impact practices that have been shown to increase student learning. Finally, we suggest possible modifications to the procedure for application in a variety of settings.

Combined mirror visual and auditory feedback therapy for upper limb phantom pain: a case report

PubMed Central

2011-01-01

Introduction Phantom limb sensation and phantom limb pain is a very common issue after amputations. In recent years there has been accumulating data implicating 'mirror visual feedback' or 'mirror therapy' as helpful in the treatment of phantom limb sensation and phantom limb pain. Case presentation We present the case of a 24-year-old Caucasian man, a left upper limb amputee, treated with mirror visual feedback combined with auditory feedback with improved pain relief. Conclusion This case may suggest that auditory feedback might enhance the effectiveness of mirror visual feedback and serve as a valuable addition to the complex multi-sensory processing of body perception in patients who are amputees. PMID:21272334

Standardized patient feedback: making it work across disciplines.

PubMed

Dayer Berenson, Linda; Goodill, Sharon W; Wenger, Sarah

2012-01-01

In health professions education, feedback can be defined as the sharing of information about a student's performance. The most valuable learning occurs when students receive detailed feedback delivered in a way they can utilize it. In clinical simulations, feedback from a standardized patient (SP) offers a unique perspective. This article presents some of the underlying theory and research on feedback delivery with a particular emphasis on the role of non-verbal communication. We explore what feedback students need from SPs, how to provide feedback effectively as well as common challenges to the process. The authors, working from different health care disciplines, collaborated to develop a training workshop for the college's SPs designed to ensure a consistent approach to SP feedback delivery. We describe this workshop and its outcomes.

I Hate/Don't Hate/Still Hate Group Projects! A Tripartite Ethical Framework for Enhancing Student Collaboration

ERIC Educational Resources Information Center

Murray, Jeffrey W.

2017-01-01

Students often say they hate group projects, because they don't want their grade held hostage by someone else's effort (or lack thereof) and/or because they've had the experience previously of having to do other people's work for them. For the instructor, the challenge is to figure out how to provide students with the valuable lessons and learning…

A workshop series using peer-grading to build drug information, writing, critical-thinking, and constructive feedback skills.

PubMed

Davis, Lindsay E

2014-12-15

To utilize a skills-based workshop series to develop pharmacy students' drug information, writing, critical-thinking, and evaluation skills during the final didactic year of training. A workshop series was implemented to focus on written (researched) responses to drug information questions. These workshops used blinded peer-grading to facilitate timely feedback and strengthen assessment skills. Each workshop was aligned to the didactic coursework content to complement and extend learning, while bridging and advancing research, writing, and critical thinking skills. Attainment of knowledge and skills was assessed by rubric-facilitated peer grades, faculty member grading, peer critique, and faculty member-guided discussion of drug information responses. Annual instructor and course evaluations consistently revealed favorable student feedback regarding workshop value. A drug information workshop series using peer-grading as the primary assessment tool was successfully implemented and was well received by pharmacy students.

Peer Assessment Enhances Student Learning: The Results of a Matched Randomized Crossover Experiment in a College Statistics Class.

PubMed

Sun, Dennis L; Harris, Naftali; Walther, Guenther; Baiocchi, Michael

2015-01-01

Feedback has a powerful influence on learning, but it is also expensive to provide. In large classes it may even be impossible for instructors to provide individualized feedback. Peer assessment is one way to provide personalized feedback that scales to large classes. Besides these obvious logistical benefits, it has been conjectured that students also learn from the practice of peer assessment. However, this has never been conclusively demonstrated. Using an online educational platform that we developed, we conducted an in-class matched-set, randomized crossover experiment with high power to detect small effects. We establish that peer assessment causes a small but significant gain in student achievement. Our study also demonstrates the potential of web-based platforms to facilitate the design of high-quality experiments to identify small effects that were previously not detectable.

Using a Research Instrument for Developing Quality at the University

ERIC Educational Resources Information Center

Parpala, Anna; Lindblom-Ylanne, Sari

2012-01-01

The University of Helsinki, along with the other European universities, is facing challenges for enhancing the quality of teaching and developing quality assurance systems with comparable criteria. To tackle these aims the university started to develop a student feedback system with a solid theoretical feedback and valuable practical implications.…

Academic Praise in Conferences: A Key for Motivating Struggling Writers

ERIC Educational Resources Information Center

Hale, Elizabeth

2018-01-01

Conferences provide teachers a valuable context for giving both positive and constructive feedback that is tailored to individual students. Students who struggle with writing, however, are less apt to receive positive feedback on the craft of their writing, which is an important part of literacy development in the elementary and middle grades.…

A virtual computer lab for distance biomedical technology education.

PubMed

Locatis, Craig; Vega, Anibal; Bhagwat, Medha; Liu, Wei-Li; Conde, Jose

2008-03-13

The National Library of Medicine's National Center for Biotechnology Information offers mini-courses which entail applying concepts in biochemistry and genetics to search genomics databases and other information sources. They are highly interactive and involve use of 3D molecular visualization software that can be computationally taxing. Methods were devised to offer the courses at a distance so as to provide as much functionality of a computer lab as possible, the venue where they are normally taught. The methods, which can be employed with varied videoconferencing technology and desktop sharing software, were used to deliver mini-courses at a distance in pilot applications where students could see demonstrations by the instructor and the instructor could observe and interact with students working at their remote desktops. Student ratings of the learning experience and comments to open ended questions were similar to those when the courses are offered face to face. The real time interaction and the instructor's ability to access student desktops from a distance in order to provide individual assistance and feedback were considered invaluable. The technologies and methods mimic much of the functionality of computer labs and may be usefully applied in any context where content changes frequently, training needs to be offered on complex computer applications at a distance in real time, and where it is necessary for the instructor to monitor students as they work.

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

PubMed Central

Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. PMID:26033871

Shadowing emergency medicine residents by medical education specialists to provide feedback on non-medical knowledge-based ACGME sub-competencies.

PubMed

Waterbrook, Anna L; Spear Ellinwood, Karen C; Pritchard, T Gail; Bertels, Karen; Johnson, Ariel C; Min, Alice; Stoneking, Lisa R

2018-01-01

Non-medical knowledge-based sub-competencies (multitasking, professionalism, accountability, patient-centered communication, and team management) are challenging for a supervising emergency medicine (EM) physician to evaluate in real-time on shift while also managing a busy emergency department (ED). This study examines residents' perceptions of having a medical education specialist shadow and evaluate their nonmedical knowledge skills. Medical education specialists shadowed postgraduate year 1 and postgraduate year 2 EM residents during an ED shift once per academic year. In an attempt to increase meaningful feedback to the residents, these specialists evaluated resident performance in selected non-medical knowledge-based Accreditation Council of Graduate Medical Education (ACGME) sub-competencies and provided residents with direct, real-time feedback, followed by a written evaluation sent via email. Evaluations provided specific references to examples of behaviors observed during the shift and connected these back to ACGME competencies and milestones. Twelve residents participated in this shadow experience (six post graduate year 1 and six postgraduate year 2). Two residents emailed the medical education specialists ahead of the scheduled shadow shift requesting specific feedback. When queried, five residents voluntarily requested their feedback to be included in their formal biannual review. Residents received milestone scores and narrative feedback on the non-medical knowledge-based ACGME sub-competencies and indicated the shadow experience and subsequent feedback were valuable. Medical education specialists who observe residents over the course of an entire shift and evaluate non-medical knowledge-based skills are perceived by EM residents to provide meaningful feedback and add valuable information for the biannual review process.

Relationship between learning environment characteristics and academic engagement.

PubMed

Opdenakker, Marie-Christine; Minnaert, Alexander

2011-08-01

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

Optimal feedback scheme and universal time scaling for Hamiltonian parameter estimation.

PubMed

Yuan, Haidong; Fung, Chi-Hang Fred

2015-09-11

Time is a valuable resource and it is expected that a longer time period should lead to better precision in Hamiltonian parameter estimation. However, recent studies in quantum metrology have shown that in certain cases more time may even lead to worse estimations, which puts this intuition into question. In this Letter we show that by including feedback controls this intuition can be restored. By deriving asymptotically optimal feedback controls we quantify the maximal improvement feedback controls can provide in Hamiltonian parameter estimation and show a universal time scaling for the precision limit under the optimal feedback scheme. Our study reveals an intriguing connection between noncommutativity in the dynamics and the gain of feedback controls in Hamiltonian parameter estimation.

“Homework Feedback Is…”: Elementary and Middle School Teachers’ Conceptions of Homework Feedback

PubMed Central

Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Nunes, Ana Rita; Moreira, Tânia; Nunes, Tânia

2018-01-01

This study explored mathematics teachers’ conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers’ feedback provided to students, students’ feedback provided to teachers, and homework self-feedback), being teachers’ monitoring of students’ learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research. PMID:29467687

"Homework Feedback Is…": Elementary and Middle School Teachers' Conceptions of Homework Feedback.

PubMed

Cunha, Jennifer; Rosário, Pedro; Núñez, José Carlos; Nunes, Ana Rita; Moreira, Tânia; Nunes, Tânia

2018-01-01

This study explored mathematics teachers' conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact. Forty-seven teachers from elementary and middle schools participated in six focus groups. Data were analyzed using content analysis. To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Participants conceptualized homework feedback in three directions (i.e., teachers' feedback provided to students, students' feedback provided to teachers, and homework self-feedback), being teachers' monitoring of students' learning the purpose reported by most teachers. Participants also reported the types of homework feedback more frequently used in class (e.g., checking homework completion, checking homework on the board), and their perceived impact on students. Findings provide valuable information to deepen the understanding of the homework feedback process, which may help develop new avenues for future research.

Don't Erase that Whiteboard! Archiving Student Work on a Photo-Sharing Website

NASA Astrophysics Data System (ADS)

Price, Edward; Tsui, Stephen; Hart, Alicia; Saucedo, Lydia

2011-10-01

Students in physics courses often use whiteboards to brainstorm, solve problems, and present results to the rest of the class, particularly in courses involving collaborative small group work and whole class discussions. The whiteboards contain a valuable record of students' collaborative work. Once a whiteboard is erased, however, its contents are lost and no longer accessible to students, instructors, or researchers and curriculum developers. We solve this problem using wireless-enabled digital cameras to create an archive of students' work on the photo-sharing website Flickr.com. This provides a persistent record of class activities that our students use frequently and find valuable. In this paper, we describe how this works in class and how students use the photos.

Darwin, dogs and DNA: Freshman writing about biology

NASA Astrophysics Data System (ADS)

Grant, Michael C.; Piirto, John

1994-12-01

We describe a successful interdepartmental program at a major research-oriented university that melds freshman writing with freshman biology to the significant benefit of both disciplines. Extensive, repeated feedback on individual student writing projects from two instructors, one a humanities professor, one a biology professor, appears to work synergistically so that learning by the students is significantly enhanced. Particulars derived from five years of experience with intensive, student-centered strategy are included.

Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study.

PubMed

Schwind, Jasna K; McCay, Elizabeth; Beanlands, Heather; Schindel Martin, Lori; Martin, Jennifer; Binder, Marni

2017-03-01

Students in higher education are experiencing stress and anxiety, such that it impedes their academic success and personal wellbeing. Brief mindfulness meditation and lovingkindness meditation are two aspects of mindfulness practice that have the potential to decrease students' feelings of anxiety and stress, and increase their sense of wellbeing and capacity for compassion for self and for others. To explore how undergraduate and graduate students experience brief instructor-guided mindfulness practice; specifically, on their feelings of stress and anxiety, and their sense of wellbeing. Qualitative exploratory pilot study. Fifty-two graduate and undergraduate students in different disciplines within a community services faculty of an urban university. Brief (five-minute) instructor-guided mindfulness practices were offered over eight weeks at the beginning and end of classes. Participating students were asked to also engage in individual home practice of five to fifteen-minute mindful breathing four to five times a week and to keep a log of their experiences. At end of term, individual and group feedback (N=13) was elicited from participating students. Six of the seven instructors who guided the mindfulness practices shared their experiences of the mindfulness activities. Students reported an increased sense of calm, and a decreased feeling of anxiety. Lovingkindness meditation was mostly perceived as a positive way to close the class. Their instructors also observed that the brief mindful breathing practice at start of class helped students become more grounded and focused before engaging in the course content. Challenges encountered focused on the need to provide more in-depth information about mindfulness, as it relates to higher education teaching-learning contexts, to both students and participating instructors. Implications for education suggest further research that includes fuller experiential training of participating instructors, as well as provision of a more comprehensive background on mindfulness to students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Comparing Learning Gains: Audio Versus Text-based Instructor Communication in a Blended Online Learning Environment

NASA Astrophysics Data System (ADS)

Shimizu, Dominique

Though blended course audio feedback has been associated with several measures of course satisfaction at the postsecondary and graduate levels compared to text feedback, it may take longer to prepare and positive results are largely unverified in K-12 literature. The purpose of this quantitative study was to investigate the time investment and learning impact of audio communications with 228 secondary students in a blended online learning biology unit at a central Florida public high school. A short, individualized audio message regarding the student's progress was given to each student in the audio group; similar text-based messages were given to each student in the text-based group on the same schedule; a control got no feedback. A pretest and posttest were employed to measure learning gains in the three groups. To compare the learning gains in two types of feedback with each other and to no feedback, a controlled, randomized, experimental design was implemented. In addition, the creation and posting of audio and text feedback communications were timed in order to assess whether audio feedback took longer to produce than text only feedback. While audio feedback communications did take longer to create and post, there was no difference between learning gains as measured by posttest scores when student received audio, text-based, or no feedback. Future studies using a similar randomized, controlled experimental design are recommended to verify these results and test whether the trend holds in a broader range of subjects, over different time frames, and using a variety of assessment types to measure student learning.

Assessing an effective undergraduate module teaching applied bioinformatics to biology students

PubMed Central

2018-01-01

Applied bioinformatics skills are becoming ever more indispensable for biologists, yet incorporation of these skills into the undergraduate biology curriculum is lagging behind, in part due to a lack of instructors willing and able to teach basic bioinformatics in classes that don’t specifically focus on quantitative skill development, such as statistics or computer sciences. To help undergraduate course instructors who themselves did not learn bioinformatics as part of their own education and are hesitant to plunge into teaching big data analysis, a module was developed that is written in plain-enough language, using publicly available computing tools and data, to allow novice instructors to teach next-generation sequence analysis to upper-level undergraduate students. To determine if the module allowed students to develop a better understanding of and appreciation for applied bioinformatics, various tools were developed and employed to assess the impact of the module. This article describes both the module and its assessment. Students found the activity valuable for their education and, in focus group discussions, emphasized that they saw a need for more and earlier instruction of big data analysis as part of the undergraduate biology curriculum. PMID:29324777

Does Reflective Learning with Feedback Improve Dental Students' Self-Perceived Competence in Clinical Preparedness?

PubMed

Ihm, Jung-Joon; Seo, Deog-Gyu

2016-02-01

The value of dental students' self-assessment is often debated. The aim of this study was to explore whether reflective learning with feedback enabled dental students to more accurately assess their self-perceived levels of preparedness on dental competencies. Over 16 weeks, all third- and fourth-year students at a dental school in the Republic of Korea took part in clinical rotations that incorporated reflective learning and feedback. Following this educational intervention, they were asked to assess their perceptions of their clinical competence. The results showed that the students reported feeling most confident about performing periodontal treatment (mean 7.1 on a ten-point scale) and least confident about providing orthodontic care (mean 5.6). The fourth-year students reported feeling more confident on all the competencies than the third-year students. Their self-perceived competence in periodontal treatment and oral medicine significantly predicted the instructors' clinical evaluations. This study offered insights into determining if structured reflective learning with effective feedback helps to increase dental students' self-perceived level of clinical preparedness.

Insights from a refined decomposition of cloud feedbacks

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zelinka, Mark D.; Zhou, Chen; Klein, Stephen A.

Decomposing cloud feedback into components due to changes in several gross cloud properties provides valuable insights into its physical causes. Here we present a refined decomposition that separately considers changes in free tropospheric and low cloud properties, better connecting feedbacks to individual governing processes and avoiding ambiguities present in a commonly used decomposition. It reveals that three net cloud feedback components are robustly nonzero: positive feedbacks from increasing free tropospheric cloud altitude and decreasing low cloud cover and a negative feedback from increasing low cloud optical depth. Low cloud amount feedback is the dominant contributor to spread in net cloudmore » feedback but its anticorrelation with other components damps overall spread. Furthermore, the ensemble mean free tropospheric cloud altitude feedback is roughly 60% as large as the standard cloud altitude feedback because it avoids aliasing in low cloud reductions. Implications for the “null hypothesis” climate sensitivity from well-understood and robustly simulated feedbacks are discussed.« less

Insights from a refined decomposition of cloud feedbacks

DOE PAGES

Zelinka, Mark D.; Zhou, Chen; Klein, Stephen A.

2016-09-05

Decomposing cloud feedback into components due to changes in several gross cloud properties provides valuable insights into its physical causes. Here we present a refined decomposition that separately considers changes in free tropospheric and low cloud properties, better connecting feedbacks to individual governing processes and avoiding ambiguities present in a commonly used decomposition. It reveals that three net cloud feedback components are robustly nonzero: positive feedbacks from increasing free tropospheric cloud altitude and decreasing low cloud cover and a negative feedback from increasing low cloud optical depth. Low cloud amount feedback is the dominant contributor to spread in net cloudmore » feedback but its anticorrelation with other components damps overall spread. Furthermore, the ensemble mean free tropospheric cloud altitude feedback is roughly 60% as large as the standard cloud altitude feedback because it avoids aliasing in low cloud reductions. Implications for the “null hypothesis” climate sensitivity from well-understood and robustly simulated feedbacks are discussed.« less

Creating an Instructor Presence in an Online Course at the Expense of Your TA's Life (A Small Price to Pay)

NASA Astrophysics Data System (ADS)

Miller, Scott; Redman, S.

2009-01-01

Swan and Shih (2005) reported that the perceived presence of an instructor in an online course is influential in determining the satisfaction, if not the performance, of students in the course. To address this issue, we developed a series of 19 videos which not only demonstrate various astronomy concepts, but also provide the students with a voice, face and personality associated with the instructor and teaching assistant. To keep the students' attention throughout the videos, we also included humorous elements which involve the assistant (S. Redman) being injured in every video. These videos were first used during the Spring 2008 semester, when we taught an online course in introductory astronomy to almost 400 non-science majors at Penn State University. In order to assess the educational value of these videos, we presented identical questions to students of both the online course and a traditional face-to-face course which included Active-Collaborative Learning (ACL) taught by one of us (S. Miller), and received feedback from the online students via questionnaires. Students ranked our videos as moderately effective at explaining astronomical concepts as well as creating an instructor presence within the course. Compared to the ACL students, the online students performed equally well on questions related to topics covered in the videos. We also found a positive correlation between the effectiveness of the videos in creating an instructor presence and student attitudes towards the course. We discuss our approach to creating these videos, how they were used within an online course, students’ perception of the effectiveness of the videos, and their impact on student learning. You can find them by Googling "Astronomy 001" at video.google.com. We thank Digital Commons of Penn State for their assistance in producing the videos.

A randomized trial of cardiopulmonary resuscitation training for medical students: voice advisory mannequin compared to guidance provided by an instructor.

PubMed

Díez, Nieves; Rodríguez-Díez, María-Cristina; Nagore, David; Fernández, Secundino; Ferrer, Marta; Beunza, Juan-Jose

2013-08-01

Current European Resuscitation Guidelines 2010 recommend the use of prompt/feedback devices when training for cardiopulmonary resuscitation (CPR). We aimed to assess the quality of CPR training among second-year medical students with a voice advisory mannequin (VAM) compared to guidance provided by an instructor. Forty-three students received a theoretical reminder about CPR followed by a 2-minute pretest on CPR (compressions/ventilations cycle) with Resusci Anne SkillReporter (Laerdal Medical). They were then randomized into a control group (n = 22), trained by an instructor for 4 minutes per student, and an intervention group (n = 21) trained individually with VAM CPR mannequin for 4 minutes. After training, the students performed a 2-minute posttest, with the same method as the pretest. Participants in the intervention group (VAM) performed more correct hand position (73% vs. 37%; P = 0.014) and tended to display better compression rate (124 min vs. 135 min; P = 0.089). In a stratified analyses by sex we found that only among women trained with VAM was there a significant improvement in compression depth before and after training (36 mm vs. 46 mm, P = 0.018) and in the percentage of insufficient compressions before and after training (56% vs. 15%; P = 0.021). In comparison to the traditional training method involving an instructor, training medical students in CPR with VAM improves the quality of chest compressions in hand position and in compression rate applied to mannequins. Only among women was VAM shown to be superior in compression depth training. This technology reduces costs in 14% in our setup and might potentially release instructors' time for other activities.

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

PubMed

Eddy, Sarah L; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. © 2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Shadowing emergency medicine residents by medical education specialists to provide feedback on non-medical knowledge-based ACGME sub-competencies

PubMed Central

Waterbrook, Anna L; Spear Ellinwood, Karen C; Pritchard, T Gail; Bertels, Karen; Johnson, Ariel C; Min, Alice; Stoneking, Lisa R

2018-01-01

Objective Non-medical knowledge-based sub-competencies (multitasking, professionalism, accountability, patient-centered communication, and team management) are challenging for a supervising emergency medicine (EM) physician to evaluate in real-time on shift while also managing a busy emergency department (ED). This study examines residents’ perceptions of having a medical education specialist shadow and evaluate their nonmedical knowledge skills. Methods Medical education specialists shadowed postgraduate year 1 and postgraduate year 2 EM residents during an ED shift once per academic year. In an attempt to increase meaningful feedback to the residents, these specialists evaluated resident performance in selected non-medical knowledge-based Accreditation Council of Graduate Medical Education (ACGME) sub-competencies and provided residents with direct, real-time feedback, followed by a written evaluation sent via email. Evaluations provided specific references to examples of behaviors observed during the shift and connected these back to ACGME competencies and milestones. Results Twelve residents participated in this shadow experience (six post graduate year 1 and six postgraduate year 2). Two residents emailed the medical education specialists ahead of the scheduled shadow shift requesting specific feedback. When queried, five residents voluntarily requested their feedback to be included in their formal biannual review. Residents received milestone scores and narrative feedback on the non-medical knowledge-based ACGME sub-competencies and indicated the shadow experience and subsequent feedback were valuable. Conclusion Medical education specialists who observe residents over the course of an entire shift and evaluate non-medical knowledge-based skills are perceived by EM residents to provide meaningful feedback and add valuable information for the biannual review process. PMID:29765259

The importance of expert feedback during endovascular simulator training.

PubMed

Boyle, Emily; O'Keeffe, Dara A; Naughton, Peter A; Hill, Arnold D K; McDonnell, Ciaran O; Moneley, Daragh

2011-07-01

Complex endovascular skills are difficult to obtain in the clinical environment. Virtual reality (VR) simulator training is a valuable addition to current training curricula, but is there a benefit in the absence of expert trainers? Eighteen endovascular novices performed a renal artery angioplasty/stenting (RAS) on the Vascular Interventional Surgical Trainer simulator. They were randomized into three groups: Group A (n = 6, control), no performance feedback; Group B (n = 6, nonexpert feedback), feedback after every procedure from a nonexpert facilitator; and Group C (n = 6, expert feedback), feedback after every procedure from a consultant vascular surgeon. Each trainee completed RAS six times. Simulator-measured performance metrics included procedural and fluoroscopy time, contrast volume, accuracy of balloon placement, and handling errors. Clinical errors were also measured by blinded video assessment. Data were analyzed using SPSS version 15. A clear learning curve was observed across the six trials. There were no significant differences between the three groups for the general performance metrics, but Group C made fewer errors than Groups A (P = .009) or B (P = .004). Video-based error assessment showed that Groups B and C performed better than Group A (P = .002 and P = .000, respectively). VR simulator training for novices can significantly improve general performance in the absence of expert trainers. Procedure-specific qualitative metrics are improved with expert feedback, but nonexpert facilitators can also enhance the quality of training and may represent a valuable alternative to expert clinical faculty. Copyright © 2011 Society for Vascular Surgery. Published by Mosby, Inc. All rights reserved.

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

NASA Astrophysics Data System (ADS)

Trenholm, Sven; Alcock, Lara; Robinson, Carol

2015-11-01

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning. A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the USA, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. In addition, a novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching. Results show that assessment and feedback practices are varied and complex: in particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer--human interactions (e.g. via computer-assisted assessment systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.

Assessing Postgraduate Student Perceptions and Measures of Learning in a Peer Review Feedback Process

ERIC Educational Resources Information Center

Simpson, Genevieve; Clifton, Julian

2016-01-01

Peer review feedback, developed to assist students with increasing the quality of group reports and developing peer review skills, was added to a master's level Climate Change Policy and Planning unit. A pre- and post-survey was conducted to determine whether students found the process a valuable learning opportunity: 87% of students responding to…

Student Satisfaction Surveys: The Value in Taking an Historical Perspective

ERIC Educational Resources Information Center

Kane, David; Williams, James; Cappuccini-Ansfield, Gillian

2008-01-01

Benchmarking satisfaction over time can be extremely valuable where a consistent feedback cycle is employed. However, the value of benchmarking over a long period of time has not been analysed in depth. What is the value of benchmarking this type of data over time? What does it tell us about a feedback and action cycle? What impact does a study of…

Alternative model for administration and analysis of research-based assessments

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Zwickl, Benjamin M.; Hobbs, Robert D.; Aiken, John M.; Welch, Nathan M.; Lewandowski, H. J.

2016-06-01

Research-based assessments represent a valuable tool for both instructors and researchers interested in improving undergraduate physics education. However, the historical model for disseminating and propagating conceptual and attitudinal assessments developed by the physics education research (PER) community has not resulted in widespread adoption of these assessments within the broader community of physics instructors. Within this historical model, assessment developers create high quality, validated assessments, make them available for a wide range of instructors to use, and provide minimal (if any) support to assist with administration or analysis of the results. Here, we present and discuss an alternative model for assessment dissemination, which is characterized by centralized data collection and analysis. This model provides a greater degree of support for both researchers and instructors in order to more explicitly support adoption of research-based assessments. Specifically, we describe our experiences developing a centralized, automated system for an attitudinal assessment we previously created to examine students' epistemologies and expectations about experimental physics. This system provides a proof of concept that we use to discuss the advantages associated with centralized administration and data collection for research-based assessments in PER. We also discuss the challenges that we encountered while developing, maintaining, and automating this system. Ultimately, we argue that centralized administration and data collection for standardized assessments is a viable and potentially advantageous alternative to the default model characterized by decentralized administration and analysis. Moreover, with the help of online administration and automation, this model can support the long-term sustainability of centralized assessment systems.

Use of On-Line Math Skills Modules in an Introductory General Education Geoscience Course at a Community College: The Importance of Integration Across Lab & Lecture Sections

NASA Astrophysics Data System (ADS)

Moosavi, S. C.

2011-12-01

The NSF sponsored on-line math skills module series The Math You Need When You Need It (TMYN) was constructed to provide math skill development and support to introductory geoscience course instructors whose students science learning is often hindered by deficiencies in critical math skills. The on-line modules give instructors a mechanism for student-centered, skill-specific math tutorials, practice exercises and assessments outside regular class time. In principle, a student deficient in a skill such as graphing, calculating a best-fit line or manipulating and quantifying a concept such as density can use the appropriate TMYN module to identify their area of weakness, focus on developing the skill using geologically relevant examples, and get feedback reflecting their mastery of the skill in an asynchronous format just as the skill becomes critical to learning in the course. The asynchronous format allows the instructor to remain focused on the geoscience content during class time without diverting all students' attention to skill remediation needed by only a subset of the population. Such a blended approach prevents the progression of the class from being slowed by the need for remediation for some students while simultaneously not leaving those students behind. The challenge to geoscience educators comes in identifying the best strategy for implementing TMYN modules in their classrooms. This presentation contrasts the effectiveness of 2 strategies for implementing TMYN in an introductory Earth System Science class taken as a general education science lab requirement by lower division students at a community college. This course is typical of many such large general education courses in that lab instruction is provided by separate educators from the primary instructor in charge of the lecture, often creating 2 parallel and only dimly connected courses in the experience of many students. In case 1, TMYN was implemented in 3 of 4 lab sections by an adjunct lab instructor while the primary instructor made no mention or use of TMYN in lecture or in the remaining lab section. In case 2, the same instructors each taught independent lecture and lab (2) sections, with TMYN being fully integrated in the course of the first instructor while not mentioned in that of the second. The strengths and weaknesses of each approach both for faculty implementation and student learning are compared with important insights into how such modules should be implemented in lecture/lab courses with separate instructors.

Canine theriogenology for dog enthusiasts: teaching methodology and outcomes in a massive open online course (MOOC).

PubMed

Root Kustritz, Margaret V

2014-01-01

A massive open online course (MOOC) in canine theriogenology was offered for dog owners and breeders and for veterinary professionals as a partnership between the University of Minnesota and Coursera. The six-week course was composed of short video lectures, multiple-choice quizzes with instant feedback to assess understanding, weekly case studies with peer evaluation to promote integration of course materials, and discussion forums to promote participant interaction. Peak enrollment was 8,796 students. The grading policy for completion was strict and was upheld; completion rate for all participants was 7.5%. About 12% of participants achieved a grade of over 90% in the course, with those who had any deficiency mostly missing one quiz or assignment. Ninety-nine individuals were enrolled in a for-cost, credentialed pathway, and 50% of those individuals completed all required course components. Pre- and postcourse surveys were used to demonstrate that learning objectives were met by the participants and to identify that lack of time to commit to study was the biggest impediment to completion. Positive aspects of the course were active engagement by participants from all over the world and the ability of this university and instructor to reach those learners. Negative aspects concerned technical support and negative feedback from some participants who were unable to meet course requirements for reasons beyond the control of the instructor.

Climate forcings and feedbacks

NASA Technical Reports Server (NTRS)

Hansen, James

1993-01-01

Global temperature has increased significantly during the past century. Understanding the causes of observed global temperature change is impossible in the absence of adequate monitoring of changes in global climate forcings and radiative feedbacks. Climate forcings are changes imposed on the planet's energy balance, such as change of incoming sunlight or a human-induced change of surface properties due to deforestation. Radiative feedbacks are radiative changes induced by climate change, such as alteration of cloud properties or the extent of sea ice. Monitoring of global climate forcings and feedbacks, if sufficiently precise and long-term, can provide a very strong constraint on interpretation of observed temperature change. Such monitoring is essential to eliminate uncertainties about the relative importance of various climate change mechanisms including tropospheric sulfate aerosols from burning of coal and oil smoke from slash and burn agriculture, changes of solar irradiance changes of several greenhouse gases, and many other mechanisms. The considerable variability of observed temperature, together with evidence that a substantial portion of this variability is unforced indicates that observations of climate forcings and feedbacks must be continued for decades. Since the climate system responds to the time integral of the forcing, a further requirement is that the observations be carried out continuously. However, precise observations of forcings and feedbacks will also be able to provide valuable conclusions on shorter time scales. For example, knowledge of the climate forcing by increasing CFC's relative to the forcing by changing ozone is important to policymakers, as is information on the forcing by CO2 relative to the forcing by sulfate aerosols. It will also be possible to obtain valuable tests of climate models on short time scales, if there is precise monitoring of all forcings and feedbacks during and after events such as a large volcanic eruption or an El Nino.

Future Directions for The Math You Need, When You Need It: Adaptation and Implementation of Online Student-Centered Tutorials that Remediate Introductory Geoscience-Related Mathematical Skills

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Burn, H.; Baer, E. M.

2009-12-01

Requiring introductory geoscience students to apply mathematical concepts and solve quantitative problems can be an arduous task because these courses tend to attract students with diverse levels of mathematical preparedness. Perhaps more significantly, geoscience instructors grapple with quantitative content because of the difficulties students have transferring their prior mathematical learning to common geological problems. As a result, instructors can choose to eliminate the mathematics, spend valuable class time teaching basic mathematical skills or let students flounder in the hope that they will learn on their own. None of these choices are ideal. Instead, research suggests that introductory geoscience courses are opportune places to increase students’ quantitative abilities but that students need effective support at their own skill level. To provide such support, we developed The Math You Need, When You Need It (TMYN): a set of online geoscience context-rich tutorials that students complete just before they encounter a mathematical or numerical skill in their introductory course. The tutorials are modular; each mathematical topic has a set of pages that students work through toward a final assessment. The 11 modules currently available, including unit conversions, graphing, calculating density, and rearranging equations, touch on quantitative topics that cross a number of geologic contexts. TMYN modules are designed to be stand-alone and flexible - faculty members can choose modules appropriate for their courses and implement them at any time throughout the term. The flexible and adaptable nature of TMYN enables faculty to provide a supportive learning environment that remediates math for those who need it without taking significant classroom time. Since spring 2008, seven instructors at Highline Community College and University of Wisconsin Oshkosh successfully implemented TMYN in six geoscience courses with diverse student audiences. Evaluation of pilot implementations suggests that the flexibility of TYMN is one of its strengths. Specifically, faculty members responded positively to the ability to choose relevant topics and provide students with competence in pertinent mathematical concepts; students liked the supportive, contextual environment and the ability to work at their own pace. And, despite the fact that each implementation varied in the number and type of modules used, the timing of module use, grading stakes, and course size, pre/post test results consistently showed improvement in student skills associated with a given module, suggesting that all implementations were successful. Post-module surveys likewise revealed that both instructors and students found the experience valuable. We present the wide variety of successful implementations with an eye toward exploring future directions for the project, including soliciting new and diverse ways in which other institutions and instructors might adapt and apply TMYN to their own courses.

I. Cognitive and instructional factors relating to students' development of personal models of chemical systems in the general chemistry laboratory II. Solvation in supercritical carbon dioxide/ethanol mixtures studied by molecular dynamics simulation

NASA Astrophysics Data System (ADS)

Anthony, Seth

Part I. Students' participation in inquiry-based chemistry laboratory curricula, and, in particular, engagement with key thinking processes in conjunction with these experiences, is linked with success at the difficult task of "transfer"---applying their knowledge in new contexts to solve unfamiliar types of problems. We investigate factors related to classroom experiences, student metacognition, and instructor feedback that may affect students' engagement in key aspects of the Model-Observe-Reflect-Explain (MORE) laboratory curriculum - production of written molecular-level models of chemical systems, describing changes to those models, and supporting those changes with reference to experimental evidence---and related behaviors. Participation in introductory activities that emphasize reviewing and critiquing of sample models and peers' models are associated with improvement in several of these key aspects. When students' self-assessments of the quality of aspects of their models are solicited, students are generally overconfident in the quality of their models, but these self-ratings are also sensitive to the strictness of grades assigned by their instructor. Furthermore, students who produce higher-quality models are also more accurate in their self-assessments, suggesting the importance of self-evaluation as part of the model-writing process. While the written feedback delivered by instructors did not have significant impacts on student model quality or self-assessments, students' resubmissions of models were significantly improved when students received "reflective" feedback prompting them to self-evaluate the quality of their models. Analysis of several case studies indicates that the content and extent of molecular-level ideas expressed in students' models are linked with the depth of discussion and content of discussion that occurred during the laboratory period, with ideas developed or personally committed to by students during the laboratory period being likely to appear in students' post-laboratory refined models. These discussions during the laboratory period are primarily prompted by factors external to the students or their laboratory groups such as questions posed by the instructor or laboratory materials. Part II. Solvation of polar molecules within non-polar supercritical carbon dioxide is often facilitated by the introduction of polar cosolvents as entrainers, which are believed to preferentially surround solute molecules. Molecular dynamics simulations of supercritical carbon dioxide/ethanol mixtures reveal that ethanol molecules form hydrogen-bonded aggregates of varying sizes and structures, with cyclic tetramers and pentamers being unusually prevalent. The dynamics of ethanol molecules within these mixtures at a range of thermodynamic conditions can largely be explained by differences in size and structure in these aggregates. Simulations that include solute molecules reveal enhancement of the polar cosolvent around hydrogen-bonding sites on the solute molecules, corroborating and helping to explain previously reported experimental trends in solute mobility.

Increasing Realism in Virtual Marksmanship Simulators

DTIC Science & Technology

2012-12-01

M16 5.56 mm service rifle M2 .50-caliber machine gun M240 7.62 mm machine gun M9 9 mm Berretta MPI Mean Point of Impact NHQC Navy Handgun...Corps 14 Concepts in Programs, 2008, p. 214). ISMT has the capability to use a wide variety of weapons, including the .50cal. machinegun ( M2 ), 9...a time. ISMT has the unique capability to “provide immediate feedback to the instructor and trainee on weapon trigger pull, cant position, barrel

Meeting the Challenge of Instructor Shortages: A Blended Teaching and Learning Model for a Neuroscience Course in a Doctor of Physical Therapy Program.

PubMed

Ge, Weiqing

2018-01-01

Physical therapy workforce shortages are expected to increase for all 50 states through 2030. There is a recognized nationwide unprecedented shortage of well-prepared physical therapy instructors. One practical solution can be to share instructors among Doctor of Physical Therapy (DPT) programs using a blended teaching and learning model. The purpose of this project was to evaluate the effectiveness of a blended teaching and learning model for a neuroscience course in a DPT program. Faculty members from two DPT programs collaborated to develop, implement, and evaluate a blended teaching and learning model. The Blackboard Learning Management System (LMS) was available at both institutions and chosen as the learning platform. The design of this research study was retrospective nonexperimental observational. The overall feedback from the students was positive. Most students (91.6%) strongly agreed or agreed that the content of the course was appropriate for learning neuroscience. The students taking this blended course performed slightly better than the students taking the traditional course, though there was no significant difference (p=0.06). The results support the use of a blended teaching and learning model to meet faculty shortage challenges. Future research with a larger sample size is necessary.

A Vision and Change Reform of Introductory Biology Shifts Faculty Perceptions and Use of Active Learning

PubMed Central

Auerbach, Anna Jo; Schussler, Elisabeth

2017-01-01

Increasing faculty use of active-learning (AL) pedagogies in college classrooms is a persistent challenge in biology education. A large research-intensive university implemented changes to its biology majors’ two-course introductory sequence as outlined by the Vision and Change in Undergraduate Biology Education final report. One goal of the curricular reform was to integrate core biological concepts and competencies into the courses using AL pedagogical approaches. The purpose of this study was to observe the instructional practices used by faculty (N = 10) throughout the 3-year process of reform to determine whether the use of AL strategies (including student collaboration) increased, given that it can maximize student learning gains. Instructors participated in yearly interviews to track any change in their perceptions of AL instruction. Instructors increased their average use of AL by 12% (group AL by 8%) of total class time throughout the 3-year study. Interviews revealed that instructors shifted their definitions of AL and talked more about how to assess student learning over the 3 years of the project. Collaboration, feedback, and time may have been important factors in the reform, suggesting that small shifts over time can accumulate into real change in the classroom. PMID:29146663

A novel mentorship programme for residents integrating academic development, clinical teaching and graduate medical education assessment.

PubMed

Bhatia, Kriti; Takayesu, James Kimo; Nadel, Eric S

2016-02-01

Mentorship fosters career development and growth. During residency training, mentorship should support clinical development along with intellectual and academic interests. Reported resident mentoring programmes do not typically include clinical components. We designed a programme that combines academic development with clinical feedback and assessment in a four-year emergency medicine residency programme. Incoming interns were assigned an advisor. At the conclusion of the intern year, residents actively participated in selecting a mentor for the duration of residency. The programme consisted of quarterly meetings, direct clinical observation and specific competency assessment, assistance with lecture preparation, real-time feedback on presentations, simulation coaching sessions, and discussions related to career development. Faculty participation was recognized as a valuable component of the annual review process. Residents were surveyed about the overall programme and individual components. Over 88 % of the respondents said that the programme was valuable and should be continued. Senior residents most valued the quarterly meetings and presentation help and feedback. Junior residents strongly valued the clinical observation and simulation sessions. A comprehensive mentorship programme integrating clinical, professional and academic development provides residents individualized feedback and coaching and is valued by trainees. Individualized assessment of clinical competencies can be conducted through such a programme.

Vibrotactile Feedback for Brain-Computer Interface Operation

PubMed Central

Cincotti, Febo; Kauhanen, Laura; Aloise, Fabio; Palomäki, Tapio; Caporusso, Nicholas; Jylänki, Pasi; Mattia, Donatella; Babiloni, Fabio; Vanacker, Gerolf; Nuttin, Marnix; Marciani, Maria Grazia; Millán, José del R.

2007-01-01

To be correctly mastered, brain-computer interfaces (BCIs) need an uninterrupted flow of feedback to the user. This feedback is usually delivered through the visual channel. Our aim was to explore the benefits of vibrotactile feedback during users' training and control of EEG-based BCI applications. A protocol for delivering vibrotactile feedback, including specific hardware and software arrangements, was specified. In three studies with 33 subjects (including 3 with spinal cord injury), we compared vibrotactile and visual feedback, addressing: (I) the feasibility of subjects' training to master their EEG rhythms using tactile feedback; (II) the compatibility of this form of feedback in presence of a visual distracter; (III) the performance in presence of a complex visual task on the same (visual) or different (tactile) sensory channel. The stimulation protocol we developed supports a general usage of the tactors; preliminary experimentations. All studies indicated that the vibrotactile channel can function as a valuable feedback modality with reliability comparable to the classical visual feedback. Advantages of using a vibrotactile feedback emerged when the visual channel was highly loaded by a complex task. In all experiments, vibrotactile feedback felt, after some training, more natural for both controls and SCI users. PMID:18354734

Pressure and protective factors influencing nursing students' self-esteem: A content analysis study.

PubMed

Valizadeh, Leila; Zamanzadeh, Vahid; Gargari, Rahim Badri; Ghahramanian, Akram; Tabrizi, Faranak Jabbarzadeh; Keogh, Brian

2016-01-01

A review of the literature shows that the range of self-esteem in nursing students ranges from normal to low. It is hypothesized that different contextual factors could affect levels of self-esteem. The main aim of this study was to explore these factors from the viewpoint of Iranian nursing students using a qualitative approach. A qualitative content analysis study. Faculty of Nursing and Midwifery, 2014. Fourteen student nurses and two qualified nurses. This study has been applied to various depths of interpretation. Semi-structured interviews were used to collect the data. Fourteen student nurses and two qualified nurses were interviewed. Two main themes of the "pressure factors" with subthemes: low self-efficacy, sense of triviality, ineffective instructor-student interaction, low self-confidence and "protective factors" with subthemes: knowledge acquisition, mirror of valuability, professional autonomy, religious beliefs, and choosing the nursing field with interest was extracted in this study. Results showed that these themes have interaction with each other like a seesaw, as pressure factors decrease, the effect of protective factors on the self-esteem are increased. Nurse educators not only should try to improve the students' skills and knowledge, but should also try to enhance the protective factors and decrease pressure factors by enhancing the nursing students' feeling of being important, using participatory teaching methods, considering students' feedback, and attempting to improve facilities at the clinics are also recommended. Copyright © 2015. Published by Elsevier Ltd.

Student Perceptions of Online Radiologic Science Courses.

PubMed

Papillion, Erika; Aaron, Laura

2017-03-01

To evaluate student perceptions of the effectiveness of online radiologic science courses by examining various learning activities and course characteristics experienced in the online learning environment. A researcher-designed electronic survey was used to obtain results from students enrolled in the clinical portion of a radiologic science program that offers online courses. The survey consisted of elements associated with demographics, experience, and perceptions related to online radiologic science courses. Surveys were sent to 35 program directors of Joint Review Committee on Education in Radiologic Technology-accredited associate and bachelor's degree programs with requests to share the survey with students. The 38 students who participated in the survey identified 4 course characteristics most important for effective online radiologic science courses: a well-organized course, timely instructor feedback, a variety of learning activities, and informative documents, such as course syllabus, calendar, and rubrics. Learner satisfaction is a successful indicator of engagement in online courses. Descriptive statistical analysis indicated that elements related to the instructor's role is one of the most important components of effectiveness in online radiologic science courses. This role includes providing an organized course with informative documents, a variety of learning activities, and timely feedback and communication. Although online courses should provide many meaningful learning activities that appeal to a wide range of learning styles, the nature of the course affects the types of learning activities used and therefore could decrease the ability to vary learning activities. ©2017 American Society of Radiologic Technologists.

A Multi-Institution Study on the Effectiveness of ClassAction to Promote Student Understanding in Astro 101

NASA Astrophysics Data System (ADS)

Lee, Kevin M.; French, R. S.; Hands, D. R.; Loranz, D. R.; Martino, D.; Rudolph, A. L.; Wysong, J.; Young, T. S.; Prather, E. E.; CATS

2010-01-01

ClassAction is a computer database of materials designed to enhance the conceptual understanding and reasoning abilities of Astro 101 students by promoting interactive engagement and providing rapid feedback. The main focus is dynamic conceptual questions largely based upon graphics that can be projected in the classroom. Instructors have the capability to select, order, and recast these questions into alternate permutations based on their own preferences and student responses. Instructors may also provide feedback through extensive resources including outlines, graphics, and simulations. The Light and Spectroscopy Concept Inventory (LSCI) is a multiple-choice assessment instrument which focuses on the electromagnetic spectrum, Doppler shift, Wien's Law, Stefan-Boltzmann Law, and Kirchhoff's Laws. Illustrative examples of how these concepts are targeted by the questions and resources of the ClassAction module are shown. ClassAction materials covering light and spectra concepts were utilized in multiple classrooms at 6 different institutions and the LSCI was delivered as a pretest and posttest to measure the gains in student understanding. A comparison of the gains achieved in these classes will be made against the national LSCI data. We will report on our investigation into correlations between gain and the extent of ClassAction usage. ClassAction materials are publicly available at http://astro.unl.edu. We would like to thank the NSF for funding under Grant Nos. 0404988 and 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Evaluating an automated haptic simulator designed for veterinary students to learn bovine rectal palpation.

PubMed

Baillie, Sarah; Crossan, Andrew; Brewster, Stephen A; May, Stephen A; Mellor, Dominic J

2010-10-01

Simulators provide a potential solution to some of the challenges faced when teaching internal examinations to medical or veterinary students. A virtual reality simulator, the Haptic Cow, has been developed to teach bovine rectal palpation to veterinary students, and significant training benefits have been demonstrated. However, the training needs to be delivered by an instructor, a requirement that limits availability. This article describes the development and evaluation of an automated version that students could use on their own. An automated version was developed based on a recording of an expert's examination. The performance of two groups of eight students was compared. All students had undergone the traditional training in the course, namely lectures and laboratory practicals, and then group S used the simulator whereas group R had no additional training. The students were set the task of finding the uterus when examining cows. The simulator was then made available to students, and feedback about the "usability" was gathered with a questionnaire. The group whose training had been supplemented with a simulator session were significantly better at finding the uterus. The questionnaire feedback was positive and indicated that students found the simulator easy to use. The automated simulator equipped students with useful skills for examining cows. In addition, a simulator that does not need the presence of an instructor will increase the availability of training for students and be a more sustainable option for institutions.

Action research on the development of a caring curriculum in Taiwan: Part II.

PubMed

Lee-Hsieh, Jane; Kuo, Chien-Lin; Turton, Michael A; Hsu, Chin-Lung; Chu, Hsiu-Chi

2007-12-01

This article presents the development, design, implementation, and evaluation of the third-year course of a caring curriculum being developed for a 5-year associate degree nursing program in Taiwan. The course, titled Application of Caring Concepts, was taught to more than 800 students by 16 instructors recruited from various departments. The instructors attended workshops and seminars on caring and then developed the course materials and teaching strategies. Instructional strategies included role modeling, dialogue, discussions, journaling, simulations, readings, and projects that involved students' applying caring skills outside of the classroom. Students were evaluated by patients in clinical practice using the Caring Behavior Measurement, developed in a previous study, and the course was evaluated by qualitative analysis of student feedback. Student responses to course content and instructional strategies were positive. Patients generally indicated that students always or normally performed caring behaviors. The study showed that with an appropriate curriculum and learning strategies, students can learn caring skills.

Deaf and hard-of-hearing students' experiences in mainstream and separate postsecondary education.

PubMed

Richardson, John T E; Marschark, Marc; Sarchet, Thomastine; Sapere, Patricia

2010-01-01

In order to better understand academic achievement among deaf and hard-of-hearing students in different educational placements, an exploratory study examined the experiences of postsecondary students enrolled in mainstream programs (with hearing students) versus separate programs (without hearing students) at the same institution. The Course Experience Questionnaire, the Revised Approaches to Studying Inventory, and the Classroom Participation Questionnaire were utilized to obtain information concerning their perceptions, participation, and access to information in the classroom. Both groups were concerned with good teaching and the acquisition of generic skills. Both were motivated by the demands of their assessments and by a fear of failure while being alert to both positive and negative affect in their classroom interactions. Overall, students in separate classes were more positive about workload expectations, instructor feedback, and the choices they had in coursework. Students in mainstream classes were more positive about their acquisition of analytic skills (rather than rote memorization) and about their instructors' interest in them, including flexibility in methods of assessment.

"I was able to have a voice without being self-conscious": students' perceptions of audience response systems in the health sciences curriculum.

PubMed

Oakes, Claudia E; Demaio, Daniel N

2013-01-01

Audience Response Systems (ARS or "clickers") are becoming a popular addition to the college classroom. Instructors are using this educational technology to elicit feedback from students, to determine students' knowledge of content before or during lectures, and to increase participation in the classroom. The purpose of this study was to examine first-year allied health students' perceptions of the impact of clickers on participation during an introductory health professions course. At the mid-point of the course, students completed a survey that assessed their perception of classroom participation. During the second half of the course, clickers were introduced to classroom activities. The survey was re-administered at the end of the course; students also had the opportunity to write a narrative comment. Students felt that clickers increased their level of interaction with the instructor and participation of the class as a whole. Clickers may be a practical way to increase student participation in first-year allied health courses.

The laboratory report: A pedagogical tool in college science courses

NASA Astrophysics Data System (ADS)

Ferzli, Miriam

When viewed as a product rather than a process that aids in student learning, the lab report may become rote, busywork for both students and instructors. Students fail to see the purpose of the lab report, and instructors see them as a heavy grading load. If lab reports are taught as part of a process rather than a product that aims to "get the right answer," they may serve as pedagogical tools in college science courses. In response to these issues, an in-depth, web-based tutorial named LabWrite (www.ncsu.edu/labwrite) was developed to help students and instructors (www.ncsu.edu/labwrite/instructors) understand the purpose of the lab report as grounded in the written discourse and processes of science. The objective of this post-test only quasi-experimental study was to examine the role that in-depth instruction such as LabWrite plays in helping students to develop skills characteristic of scientifically literate individuals. Student lab reports from an introductory-level biology course at NC State University were scored for overall understanding of scientific concepts and scientific ways of thinking. The study also looked at students' attitudes toward science and lab report writing, as well as students' perceptions of lab reports in general. Significant statistical findings from this study show that students using LabWrite were able to write lab reports that showed a greater understanding of scientific investigations (p < .003) and scientific ways of thinking (p < .0001) than students receiving traditional lab report writing instruction. LabWrite also helped students develop positive attitudes toward lab reports as compared to non-LabWrite users (p < .01). Students using LabWrite seemed to perceive the lab report as a valuable tool for determining learning objectives, understanding science concepts, revisiting the lab experience, and documenting their learning.

Piloted Flight Simulator Developed for Icing Effects Training

NASA Technical Reports Server (NTRS)

Ratvasky, Thomas P.

2005-01-01

In an effort to expand pilot training methods to avoid icing-related accidents, the NASA Glenn Research Center and Bihrle Applied Research Inc. have developed the Ice Contamination Effects Flight Training Device (ICEFTD). ICEFTD simulates the flight characteristics of the NASA Twin Otter Icing Research Aircraft in a no-ice baseline and in two ice configurations simulating ice-protection-system failures. Key features of the training device are the force feedback in the yoke, the instrument panel and out-the-window graphics, the instructor s workstation, and the portability of the unit.

A Primer on Audience Response Systems: Current Applications and Future Considerations

PubMed Central

Robinson, Evan

2008-01-01

Audience response systems (ARSs) are an increasingly popular tool in higher education for promoting interactivity, gathering feedback, preassessing knowledge, and assessing students' understanding of lecture concepts. Instructors in numerous disciplines are realizing the pedagogical value of these systems. Actual research on ARS usage within pharmacy education is sparse. In this paper, the health professions literature on uses of ARSs is reviewed and a primer on the issues, benefits, and potential uses within pharmacy education is presented. Future areas of educational research on ARS instructional strategies are also suggested. PMID:19002277

Stinger Team Performance During Engagement operations in a chemical Environment: The Effect of Experience

DTIC Science & Technology

1993-06-01

IFF subsystem in size, weight, cabling requirements, and provides the same audio feedback to the gunner. Mie Training Set Guided Missile was the...brought to the HIS site by an instructor who in no way interfered with the test or coached them during the test. The Southwest Asia veterans were brought...and experience group [F((, 14) = 8.04, R<.05]. Mie High Experience Group had a higher kill rate in MrPPO than in MDPP4, whereas this was reversed for

Finding, Fixing, and Finishing the Guideline: The Development of the United States Air Force Surface-to-Air Missile Suppression Force During Operation Rolling Thunder

DTIC Science & Technology

2010-06-11

greatly aided by the mentorship and feedback provided by a diverse team of friends, peers , and instructors that focused me through the research and...internment in a Soviet prison brought about the end of the U-2 over flight program of the Soviet Union. Later, during the Cuban Missile Crisis, Maj Rudolph ...REPORT: Buffalo Hunter, 1970-1972. HQ PACAF, 1973. Heffron Jr., Charles H. PROJECT CHECO REPORT: Air to Air Encounters Over North Vietnam, 1 Jan

Improving Geoscience Learning and Increasing Student Engagement Using Online Interactive Writing Assignments with Calibrated Peer Review.

NASA Astrophysics Data System (ADS)

Harbor, Jon

2014-05-01

Peer review is a hallmark of the publication process for scientific research, yet it is rarely used as a pedagogical approach in university geoscience courses. Learning outcomes for university geoscience courses include content knowledge and critical thinking and analysis skills, and often include written communication of scientific issues or concepts. Because lecture and memorization is not the most effective learning approach for many students, instructors are increasingly exploring teaching approaches that involve active engagement. In this context, writing assignments that engage students in using content, constructing arguments, and critiquing other students' work are highly desirable. However, many of us struggle with extensive writing requirements in our courses because the workload associated with having the instructor provide detailed comments on writing is daunting, especially in large-enrollment courses, and organizing effective peer review by students is very challenging. Calibrated Peer Review (CPR) is a web-based program that involves students in writing and in reviewing each other's writing. It is designed to allow for more involved writing and feedback experiences with much less instructor time. Here we report on the results of a qualitative-methods analysis of narrative survey responses from students using CPR in an introductory geoscience class. In addition to an impact on the students' writing and their understanding of what goes in to effective writing, the results indicate that CPR acted as reinforcement for content learning, and an impetus for gaining a deeper understanding of content material. It allowed students to see how other students explained and analyzed content, and to check their understanding of a topic in relation to other students in the class. Not surprisingly, the instructor reported that students performed far better on exam questions that tested knowledge covered by CPR assignments.

Predicting reading and mathematics from neural activity for feedback learning.

PubMed

Peters, Sabine; Van der Meulen, Mara; Zanolie, Kiki; Crone, Eveline A

2017-01-01

Although many studies use feedback learning paradigms to study the process of learning in laboratory settings, little is known about their relevance for real-world learning settings such as school. In a large developmental sample (N = 228, 8-25 years), we investigated whether performance and neural activity during a feedback learning task predicted reading and mathematics performance 2 years later. The results indicated that feedback learning performance predicted both reading and mathematics performance. Activity during feedback learning in left superior dorsolateral prefrontal cortex (DLPFC) predicted reading performance, whereas activity in presupplementary motor area/anterior cingulate cortex (pre-SMA/ACC) predicted mathematical performance. Moreover, left superior DLPFC and pre-SMA/ACC activity predicted unique variance in reading and mathematics ability over behavioral testing of feedback learning performance alone. These results provide valuable insights into the relationship between laboratory-based learning tasks and learning in school settings, and the value of neural assessments for prediction of school performance over behavioral testing alone. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Training the Developing Brain Part II: Cognitive Considerations for Youth Instruction and Feedback

PubMed Central

Kushner, Adam M.; Kiefer, Adam W.; Lesnick, Samantha; Faigenbaum, Avery D.; Kashikar-Zuck, Susmita; Myer, Gregory D.

2015-01-01

Growing numbers of youth participating in competitive, organized physical activity has led to a concern for the risk of sports related injuries during important periods of human development. Recent studies have demonstrated the ability of Integrative Neuromuscular Training (INT) to enhance athletic performance and to reduce the risk of sports related injuries in youth. Successful implementation of INT necessitates instruction from knowledgeable and qualified instructors who understand the unique physical, cognitive and psychosocial characteristics of youth to provide appropriate training instruction and feedback. Principles of a classical theory of cognitive development provide a useful context for discussion of developmentally appropriate methods and strategies for INT instruction of youth. INT programs that consider these developmentally appropriate approaches will provide a controlled, efficacious environment for youth to improve athletic performance and to reduce risk of sports related injury; thus, promoting a healthy, active lifestyle beyond an individual’s formative years. PMID:25968858

Parallel FEM Simulation of Electromechanics in the Heart

NASA Astrophysics Data System (ADS)

Xia, Henian; Wong, Kwai; Zhao, Xiaopeng

2011-11-01

Cardiovascular disease is the leading cause of death in America. Computer simulation of complicated dynamics of the heart could provide valuable quantitative guidance for diagnosis and treatment of heart problems. In this paper, we present an integrated numerical model which encompasses the interaction of cardiac electrophysiology, electromechanics, and mechanoelectrical feedback. The model is solved by finite element method on a Linux cluster and the Cray XT5 supercomputer, kraken. Dynamical influences between the effects of electromechanics coupling and mechanic-electric feedback are shown.

Hands across the divide: Finding spaces for student-centered pedagogy in the undergraduate science classroom

NASA Astrophysics Data System (ADS)

Spier-Dance, Lesley

This study explored college science students' and instructors' experiences with student-generated and performed analogies. The objectives of the study were to determine whether the use of student-generated analogies could provide students with opportunities to develop robust understanding of difficult science concepts, and to examine students' and instructors' perspectives on the utilization of these analogies. To address my objectives, I carried out a case study at a university-college in British Columbia. I examined the use of analogies in undergraduate biology and chemistry courses. Working with three instructors, I explored the use of student-generated analogies in five courses. I carried out in-depth analyses for one biology case and one chemistry case. Data were collected using semi-structured interviews, classroom observations, researcher journal logs and students' responses to assessment questions. My findings suggest that involvement in the analogy exercise was associated with gains in students' conceptual understanding. Lower-achieving students who participated in the analogy activity exhibited significant gains in understanding of the science concept, but were unable to transfer their knowledge to novel situations. Higher-achieving students who participated in the activity were better able to transfer their knowledge of the analogy-related science topic to novel situations. This research revealed that students exhibited improved understanding when their analogies clearly represented important features of the target science concept. Students actively involved in the analogy activity exhibited gains in conceptual understanding. They perceived that embodied performative aspects of the activity promoted engagement, which motivated their learning. Participation in the analogy activity led to enhanced social interaction and a heightened sense of community within the classroom. The combination of social and performative elements provided motivational learning experiences valued by students and instructors. Instructors also valued the activity because of insights into students' understanding that were revealed. This research provides an example of how a student-centered, embodied learning approach can be brought into the undergraduate science classroom. This is valuable because, if instructors are to change from a transmission mode of instruction to more student-centered approaches, they must re-examine and re-construct their practices. An important step in this process is provision of evidence that change is warranted and fruitful.

Physical examination skills training: Faculty staff vs. patient instructor feedback—A controlled trial

PubMed Central

Diefenbacher, Katja; Schultz, Jobst-Hendrik; Maatouk, Imad; Herrmann-Werner, Anne; Koehl-Hackert, Nadja; Herzog, Wolfgang; Nikendei, Christoph

2017-01-01

Background Standardized patients are widely used in training of medical students, both in teaching and assessment. They also frequently lead complete training sessions delivering physical examination skills without the aid of faculty teaching staff–acting as “patient instructors” (PIs). An important part of this training is their ability to provide detailed structured feedback to students which has a strong impact on their learning success. Yet, to date no study has assessed the quality of physical examination related feedback by PIs. Therefore, we conducted a randomized controlled study comparing feedback of PIs and faculty staff following a physical examination assessed by students and video assessors. Methods 14 PIs and 14 different faculty staff physicians both delivered feedback to 40 medical students that had performed a physical examination on the respective PI while the physicians observed the performance. The physical examination was rated by two independent video assessors to provide an objective performance standard (gold standard). Feedback of PI and physicians was content analyzed by two different independent video assessors based on a provided checklist and compared to the performance standard. Feedback of PIs and physicians was also rated by medical students and video assessors using a questionnaire consisting of 12 items. Results There was no statistical significant difference concerning overall matching of physician or PI feedback with gold standard ratings by video assessment (p = .219). There was also no statistical difference when focusing only on items that were classified as major key steps (p = .802), mistakes or parts that were left out during physical examination (p = .219) or mistakes in communication items (p = .517). The feedback of physicians was significantly better rated than PI feedback both by students (p = .043) as well as by video assessors (p = .034). Conclusions In summary, our study demonstrates that trained PIs are able to provide feedback of equal quantitative value to that of faculty staff physicians with regard to a physical examination performed on them. However, both the students and the video raters judged the quality of the feedback given by the physicians to be significantly better than that of the PIs. PMID:28692703

A memory advantage for past-oriented over future-oriented performance feedback.

PubMed

Nash, Robert A; Winstone, Naomi E; Gregory, Samantha E A; Papps, Emily

2018-03-05

People frequently receive performance feedback that describes how well they achieved in the past, and how they could improve in future. In educational contexts, future-oriented (directive) feedback is often argued to be more valuable to learners than past-oriented (evaluative) feedback; critically, prior research led us to predict that it should also be better remembered. We tested this prediction in six experiments. Subjects read written feedback containing evaluative and directive comments, which supposedly related to essays they had previously written (Experiments 1-2), or to essays another person had written (Experiments 3-6). Subjects then tried to reproduce the feedback from memory after a short delay. In all six experiments, the data strongly revealed the opposite effect to the one we predicted: despite only small differences in wording, evaluative feedback was in fact recalled consistently better than directive feedback. Furthermore, even when adult subjects did recall directive feedback, they frequently misremembered it in an evaluative style. These findings appear at odds with the position that being oriented toward the future is advantageous to memory. They also raise important questions about the possible behavioral effects and generalizability of such biases, in terms of students' academic performance. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

A joint university-government technical editing program

NASA Technical Reports Server (NTRS)

Stohrer, Freda F.; Pinelli, Thomas E.

1978-01-01

The NASA Langley Research Center (LaRC) and Old Dominion University have designed a mutually useful technical editing program. A university team made up of an English instructor and two graduate students - one from English, one from engineering - works with a senior editor from LaRC to prepare technical reports for publication. A round-robin technique gives the university team editorial commentary from both language and technical specialists; the senior editor from LaRC supervises reports through final publication. To date, the system has provided LaRC with a respectable product and university students with valuable on-the-job training.

It's Not the Way I Learned!

NASA Astrophysics Data System (ADS)

Mason, Diana S.

2003-11-01

Computer-enhanced learning as noted by Cole and Todd (5) is “somewhat less effective at the precollege level” (p 1339). Progress is slow due to a number of factors, including instructors who are resistant to change, the complexity of the subject, and the handling of chemistry laboratories. Many of our students politely go through the motions but are not actively engaged with the lesson. Simply listening to chemistry lectures may provide students with little in the way of substantial learning gains, because lectures do not necessarily actively involve students in the activity (9), yet with the incorporation of today’s technology into our curriculum and the flexible, asynchronous environment of online learning with the advantages immediate feedback provides (6) many students will expand their knowledge and skills. Careful monitoring by the instructor and setting of internal deadlines for students involved in online learning are known to encourage higher completion rates than are generally reported (10). We should take advantage of today’s advances, embrace them, and be the ones to change—set the pace and avoid the trap of “it’s not the way I learned to do it!”

Security of social network credentials for accessing course portal: Users' experience

NASA Astrophysics Data System (ADS)

Katuk, Norliza; Fong, Choo Sok; Chun, Koo Lee

2015-12-01

Social login (SL) has recently emerged as a solution for single sign-on (SSO) within the web and mobile environments. It allows users to use their existing social network credentials (SNC) to login to third party web applications without the need to create a new identity in the intended applications' database. Although it has been used by many web application providers, its' applicability in accessing learning materials is not yet fully investigated. Hence, this research aims to explore users' (i.e., instructors' and students') perception and experience on the security of SL for accessing learning contents. A course portal was developed for students at a higher learning institution and it provides two types of user authentications (i) traditional user authentication, and (ii) SL facility. Users comprised instructors and students evaluated the login facility of the course portal through a controlled lab experimental study following the within-subject design. The participants provided their feedback in terms of the security of SL for accessing learning contents. The study revealed that users preferred to use SL over the traditional authentication, however, they concerned on the security of SL and their privacy.

Characterizing Mystery Cell Lines: Student-driven Research Projects in an Undergraduate Neuroscience Laboratory Course.

PubMed

Lemons, Michele L

2012-01-01

Inquiry-based projects promote discovery and retention of key concepts, increase student engagement, and stimulate interest in research. Described here are a series of lab exercises within an undergraduate upper level neuroscience course that train students to design, execute and analyze their own hypothesis-driven research project. Prior to developing their own projects, students learn several research techniques including aseptic cell culture, cell line maintenance, immunocytochemistry and fluorescent microscopy. Working in groups, students choose how to use these techniques to characterize and identify a "mystery" cell line. Each lab group is given a unique cell line with either a neural, astrocyte, or Schwann cell origin. Working together, students plan and execute experiments to determine the cellular origin and other unique characteristics of their mystery cell line. Students generate testable hypotheses, design interpretable experiments, generate and analyze data, and report their findings in both oral and written formats. Students receive instructor and peer feedback throughout the entire project. In summary, these labs train students the process of scientific research. This series of lab exercises received very strong positive feedback from the students. Reflections on student feedback and plans for future improvements are discussed.

Characterizing Mystery Cell Lines: Student-driven Research Projects in an Undergraduate Neuroscience Laboratory Course

PubMed Central

Lemons, Michele L.

2012-01-01

Inquiry-based projects promote discovery and retention of key concepts, increase student engagement, and stimulate interest in research. Described here are a series of lab exercises within an undergraduate upper level neuroscience course that train students to design, execute and analyze their own hypothesis-driven research project. Prior to developing their own projects, students learn several research techniques including aseptic cell culture, cell line maintenance, immunocytochemistry and fluorescent microscopy. Working in groups, students choose how to use these techniques to characterize and identify a “mystery” cell line. Each lab group is given a unique cell line with either a neural, astrocyte, or Schwann cell origin. Working together, students plan and execute experiments to determine the cellular origin and other unique characteristics of their mystery cell line. Students generate testable hypotheses, design interpretable experiments, generate and analyze data, and report their findings in both oral and written formats. Students receive instructor and peer feedback throughout the entire project. In summary, these labs train students the process of scientific research. This series of lab exercises received very strong positive feedback from the students. Reflections on student feedback and plans for future improvements are discussed. PMID:23504583

Rethinking exams and letter grades: how much can teachers delegate to students?

PubMed

Kitchen, Elizabeth; King, Summer H; Robison, Diane F; Sudweeks, Richard R; Bradshaw, William S; Bell, John D

2006-01-01

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive.

Clinical workplace learning: perceived learning value of individual and group feedback in a collectivistic culture.

PubMed

Suhoyo, Yoyo; Schönrock-Adema, Johanna; Emilia, Ova; Kuks, Jan B M; Cohen-Schotanus, Janke

2018-04-19

Feedback is essential for workplace learning. Most papers in this field concern individual feedback. In collectivistic cultures, however, group feedback is common educational practice. This study was conducted to investigate the perceived learning value and characteristics of individual and group feedback in a collectivistic culture. During two weeks, on a daily basis, clerkship students (n = 215) from 12 clinical departments at Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta, Indonesia, recorded individual and group feedback moments by using a structured form: the providers, focus and perceived learning value of feedback. Data were analysed with logistic regression and multilevel techniques. Students reported 2687 group and 1535 individual feedback moments. Group feedback more often focused on history taking, clinical judgment, patient management, patient counselling, and professional behaviour (OR ranging from 1.232, p < .01, to 2.152, p < .001), but less often on physical examination (OR = .836, p < .01). Group feedback less often aimed at correcting performance deficiencies (OR = .523, p < .001) and more often at comparing performance to the standard (OR = 2.447, p < .001) and planning action to improve performance (OR = 1.759, p < .001). Group feedback was perceived as more valuable than individual feedback (M = 4.08 and 3.96, respectively, β group  = .065, SE = .026, p < .01). In collectivistic cultures, group feedback may add to the array of educational measures that optimize student learning. Congruence between culture and type of feedback may be important for the effectiveness of feedback.

Extended score interval in the assessment of basic surgical skills.

PubMed

Acosta, Stefan; Sevonius, Dan; Beckman, Anders

2015-01-01

The Basic Surgical Skills course uses an assessment score interval of 0-3. An extended score interval, 1-6, was proposed by the Swedish steering committee of the course. The aim of this study was to analyze the trainee scores in the current 0-3 scored version compared to a proposed 1-6 scored version. Sixteen participants, seven females and nine males, were evaluated in the current and proposed assessment forms by instructors, observers, and learners themselves during the first and second day. In each assessment form, 17 tasks were assessed. The inter-rater reliability between the current and the proposed score sheets were evaluated with intraclass correlation (ICC) with 95% confidence intervals (CI). The distribution of scores for 'knot tying' at the last time point and 'bowel anastomosis side to side' given by the instructors in the current assessment form showed that the highest score was given in 31 and 62%, respectively. No ceiling effects were found in the proposed assessment form. The overall ICC between the current and proposed score sheets after assessment by the instructors increased from 0.38 (95% CI 0.77-0.78) on Day 1 to 0.83 (95% CI 0.51-0.94) on Day 2. A clear ceiling effect of scores was demonstrated in the current assessment form, questioning its validity. The proposed score sheet provides more accurate scores and seems to be a better feedback instrument for learning technical surgical skills in the Basic Surgical Skills course.

Extended score interval in the assessment of basic surgical skills.

PubMed

Acosta, Stefan; Sevonius, Dan; Beckman, Anders

2015-01-01

Introduction The Basic Surgical Skills course uses an assessment score interval of 0-3. An extended score interval, 1-6, was proposed by the Swedish steering committee of the course. The aim of this study was to analyze the trainee scores in the current 0-3 scored version compared to a proposed 1-6 scored version. Methods Sixteen participants, seven females and nine males, were evaluated in the current and proposed assessment forms by instructors, observers, and learners themselves during the first and second day. In each assessment form, 17 tasks were assessed. The inter-rater reliability between the current and the proposed score sheets were evaluated with intraclass correlation (ICC) with 95% confidence intervals (CI). Results The distribution of scores for 'knot tying' at the last time point and 'bowel anastomosis side to side' given by the instructors in the current assessment form showed that the highest score was given in 31 and 62%, respectively. No ceiling effects were found in the proposed assessment form. The overall ICC between the current and proposed score sheets after assessment by the instructors increased from 0.38 (95% CI 0.77-0.78) on Day 1 to 0.83 (95% CI 0.51-0.94) on Day 2. Discussion A clear ceiling effect of scores was demonstrated in the current assessment form, questioning its validity. The proposed score sheet provides more accurate scores and seems to be a better feedback instrument for learning technical surgical skills in the Basic Surgical Skills course.

Medical students' preferences in radiology education a comparison between the Socratic and didactic methods utilizing powerpoint features in radiology education.

PubMed

Zou, Lily; King, Alexander; Soman, Salil; Lischuk, Andrew; Schneider, Benjamin; Walor, David; Bramwit, Mark; Amorosa, Judith K

2011-02-01

The Socratic method has long been a traditional teaching method in medicine and law. It is currently accepted as the standard of teaching in clinical wards, while the didactic teaching method is widely used during the first 2 years of medical school. There are arguments in support of both styles of teaching. After attending a radiology conference demonstrating different teaching methods, third-year and fourth-year medical students were invited to participate in an online anonymous survey. Of the 74 students who responded, 72% preferred to learn radiology in an active context. They preferred being given adequate time to find abnormalities on images, with feedback afterward from instructors, and they thought the best approach was a volunteer-based system of answering questions using the Socratic method in the small group. They desired to be asked questions in a way that was constructive and not belittling, to realize their knowledge deficits and to have daily pressure to come prepared. The respondents thought that pimping was an effective teaching tool, supporting previous studies. When teaching radiology, instructors should use the Socratic method to a greater extent. Combining Socratic teaching with gentle questioning by an instructor through the use of PowerPoint is a preferred method among medical students. This information is useful to improve medical education in the future, especially in radiology education. Copyright © 2011 AUR. Published by Elsevier Inc. All rights reserved.

Resources from the NASA SMD Astrophysics Forum: Addressing the needs of the higher education community (Invited)

NASA Astrophysics Data System (ADS)

Meinke, B. K.; Schultz, G. R.; Smith, D.; Bianchi, L.; Blair, W. P.; Fraknoi, A.

2013-12-01

Four NASA Science Mission Directorate (SMD) Science Education and Public Outreach Forums organize individual SMD-funded E/PO projects and their teams into a coordinated effort. The Forums assist scientists and educators with becoming involved in SMD E/PO and make SMD E/PO resources and expertise accessible to the science and education communities. The Astrophysics Forum and the Astrophysics E/PO community have focused efforts to support and engage the higher education community on enhancing awareness of the resources available to them. To ensure Astrophysics higher education efforts are grounded in audience needs, we held informal conversations with instructors of introductory astronomy courses, convened sessions with higher education faculty and E/PO professionals at conferences, and examined existing literature and findings of the SMD Higher Education Working Group. This work indicates that most Astronomy 101 instructors are not specialists in areas of astrophysics where rapid progress is being made, older textbooks are out of date, and ideas are challenging for students. Instructors are seeking resources and training that support them in effectively teaching the latest science and are in need both basic material and information on new results. In this session, we will discuss our efforts to address these expressed needs, namely through Resource Guides and Slide Sets, and how these are applicable to topics in Heliophysics and Planetary Science. We have collaborated with the Astrophysics E/PO community, researchers, and Astronomy 101 instructors to create two Resource Guides on the topics of cosmology and exoplanets. These fields are ripe with scientific developments that college instructors have told us they find challenging to stay current. Each guide includes a wide variety of sources of background information, links to animations/simulations, classroom activities, and references on teaching each topic. Feedback from Astronomy 101 instructors indicated that the Cosmology Resource Guide is very useful for them and their teaching and that they are very likely to recommend the resource to another instructor. The two guides are available through the ASP website: http://www.astrosociety.org/education/astronomy-resource-guides/ To complement the resource guides, we are developing a series of slide sets to help Astronomy 101 instructors incorporate new discoveries in their classrooms. The 'Astro 101 slide sets' are 5-7 slide presentations on a new development or discovery from a NASA SMD Astrophysics mission relevant to an Astronomy 101 topic. We intend for these slide sets to help Astronomy 101 instructors include new, unfamiliar developments (discoveries not yet in their textbooks) into the 'big-picture' context of the course. With their modular design and non-technical language, the slide sets may also serve audiences beyond Astro101 instruction and are adaptable to different needs. An example on exoplanets will be highlighted in this session. The Astrophysics Forum is supported by NASA under Cooperative Agreement NNX09AQ11A issued by the NASA Science Mission Directorate, and is a partnership between the Space Telescope Science Institute, the Adler Planetarium, the Astronomical Society of the Pacific, and Johns Hopkins University.

Peer teaching experience of the first year medical students from Turkey.

PubMed

Cansever, Zeliha; Avsar, Zeynep; Cayir, Yasemin; Acemoglu, Hamit

2015-02-01

To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively. Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.

Sustaining professional development gains after the NSF-CCLI grant ends

NASA Astrophysics Data System (ADS)

Grove, K.; Dekens, P. S.; Dempsey, D. P.

2012-12-01

At San Francisco State University we aimed to transform our freshman-level courses in geology, oceanography, and meteorology using funding from a NSF-CCLI grant—"Creating an academic community to foster curiosity and discovery in introductory Geoscience classes" (2010-2012). In addition to creating a new laboratory space and new laboratory materials, we focused on the professional development of graduate teaching assistants (GTAs) and other departmental instructors. Previously, GTAs were given little support to gain teaching skills and present interesting labs, and there was little communication among the various instructors of the introductory courses. We aimed to change the tenor of the department by infusing discussions about effective teaching practices into the daily academic lives of faculty and GTAs and by creating institutional structures to ensure that innovations continued beyond the life of the NSF grant. We entitled this function of the department a Teaching and Learning Community (TLC). An essential element of the TLC, and the institutionalization of project activities, was to create a new graduate seminar course—"Our Dynamic Classroom"—that is offered every semester. This course was created to provide a mechanism for instructors to meet each week to discuss aspects of teaching pedagogy and to share classroom experiences. Each week a GTA or faculty member leads the discussion. Typical weekly topics include: what is inquiry-based learning, understanding students' misconceptions, teaching quantitative skills, what is the affective domain, improving students' writing skills. In response to participant feedback, the course now focuses more on the needs of specific instructors teaching specific courses. For example, in Spring 2012, seminar participants identified several issues GTAs were encountering, such as students failing to read instructions for labs before executing them, and some members of small collaborative groups not actively participating. Participants read literature about managing small groups and discussed possible techniques to address the problem. Each GTA picked one technique, practiced applying it in subsequent lab sessions, and reported on the results, which were frequently positive. Other professional development activities of the TLC are: (1) providing lecture instructors with an extra teaching unit to meet each week with GTAs teaching the lab and to coordinate teaching approaches; (2) providing faculty teaching units for teaching "Our Dynamic Classroom"; (3) organizing occasional workshops around specific topics, such as scoring the Critical thinking Assessment Test (CAT) and how to teach about the nature of science; (4) including talks about teaching and learning in the department's speaker series. All of these activities have had a positive impact, particularly for GTAs and part-time instructors, who feel much better supported by the department and more confident in their abilities to be effective instructors. Regular faculty have also noticed changes in the department, such as hearing and participating in frequent hallway discussions about teaching pedagogy. With these changes, we anticipate a continuing higher level of attention to teaching effectiveness that benefits both instructors and our students.

Providing rapid feedback to residents on their teaching skills: an educational strategy for contemporary trainees.

PubMed

Katz-Sidlow, Rachel J; Baer, Tamar G; Gershel, Jeffrey C

2016-03-20

The objective of this study was to assess the attitudes of contemporary residents toward receiving rapid feedback on their teaching skills from their medical student learners. Participants consisted of 20 residents in their second post-graduate training year. These residents facilitated 44 teaching sessions with medical students within our Resident-as-Teacher program. Structured, written feedback from students was returned to the resident within 3 days following each session. Residents completed a short survey about the utility of the feedback, whether they would make a change to future teaching sessions based on the feedback, and what specifically they might change. The survey utilized a 4-point scale ("Not helpful/likely=1" to "Very helpful/likely=4"), and allowed for one free-text response. Free-text responses were hand-coded and underwent qualitative analysis to identify themes. There were 182 student feedback encounters resulting from 44 teaching sessions. The survey response rate was 73% (32/44). Ninety-four percent of residents rated the rapid feedback as "very helpful," and 91% would "very likely" make a change to subsequent sessions based on student feedback. Residents' proposed changes included modifications to session content and/or their personal teaching style. Residents found that rapid feedback received from medical student learners was highly valuable to them in their roles as teachers. A rapid feedback strategy may facilitate an optimal educational environment for contemporary trainees.

Learning Science Process Through Data Exploration and Writing

NASA Astrophysics Data System (ADS)

Prothero, W. A.

2007-12-01

One of the most effective ways of teaching science process is to have students take part in the same activities that practicing scientists engage in. These activities include studying the current research in the field, discussing ideas with colleagues, formulating a research problem, making a proposal defining the problem and plan of attack, presenting and writing about the results of the study, and critically reviewing the work of others. An inquiry curriculum can use these activities to guide the scaffolding of assignments and learning experiences that help students learn science process. At UCSB, students in a large general education oceanography class use real Earth data to study plate tectonics, the Indian Monsoon, climate change, and the health of the world fisheries. The end product for each subject has been a science paper based on Earth data. Over a period of approximately 15 years, the scaffolding of activities to prepare each student for the written assignments has been modified and improved, in response to student feedback and their success with the assignments. I have found that the following resources and sequence of activities help the oceanography students write good science papers. 1. Lecture: motivation and the opportunity for feedback and questions. 2. Textbook: background information. It is also possible to get the information from the internet, but unless the scope of reading is strictly defined, students don't know when to stop reading and become unhappy. 3. Online assignments: automatically graded assignments that force the student to keep up with reading. 4. Questions of the day: in-class handouts, with diagrams that the students either complete, or answer questions about. They are handed in and tallied, but not graded. They also inform the instructor of misconceptions. 5. Thought questions: student answers are posted on a threaded discussion list, and are due prior to lecture. The answers provide instructor feedback and guide the lecture. Students see their peers' answers only after entering their own. They can then improve their own answer ("Just In Time Teaching"). 6. Laboratory section activities: these introduce students to the course software, especially the data browsers, and the meaning of the data for the next writing assignment. For each meeting, a group inquiry activity results in a short class presentation by each group. This informs the teaching assistant (who teaches the lab section) of student understanding of the material, helps students become comfortable with the software, and supports students helping each other. 7. Written assignments. The assignments each require an approximately 1100-1600 word paper that includes abstract, introduction, data, interpretation, summary, and references. Images are captured from the data browser and included in the paper. The writing technology has evolved from papers handed in and graded by hand, to fully online hand-in and grading, to calibrated peer review, which was incorporated in the 2005 course. Calibrated peer review has the advantage that students see and evaluate their peers' papers. About 20% of the papers are graded by the instructor, resulting in a much lower instructor grading workload. Also, I suspect that a greater number of very short writing assignments in response to thought questions or min- inquiries might be an effective modification. The new "Learning With Data Workshop" will support many of the inquiry activities described here.

Standardization of exhaled breath condensate (EBC) collection using a feedback regulated breathing pattern

EPA Science Inventory

Collection of exhaled breath condensate (EBC) fluid by cooling of expired breath is a potentially valuable approach for the detection of biomarkers associated with disease or exposure to xenobiotics. EBC is generally collected using unregulated breathing patterns, perceived to el...

Indirect human impacts turn off reciprocal feedbacks and decrease ecosystem resilience.

PubMed

Bertness, Mark D; Brisson, Caitlin P; Crotty, Sinead M

2015-05-01

Creek bank salt marsh die-off is a conservation problem in New England, driven by predator depletion, which releases herbivores from consumer control. Many marshes, however, have begun to recover from die-off. We examined the hypothesis that the loss of the foundation species Spartina alterniflora has decreased facilitator populations, weakening reciprocal positive plant/animal feedbacks, resilience, and slowing recovery. Field surveys and experiments revealed that loss of Spartina leads to decreased biodiversity, and increased mortality and decreased growth of the ribbed mussel Geukensia demissa, a key facilitator of Spartina. Experimental addition of Geukensia facilitators to creek banks accelerated Spartina recovery, showing that their loss limits recovery and the reciprocal feedbacks that drive community resilience. Reciprocal positive feedbacks involving foundation species, often lost to human impacts, may be a common, but generally overlooked mechanism of ecosystem resilience, making their reestablishment a valuable restoration tool.

"It's Just Not the Culture": A Qualitative Study Exploring Residents' Perceptions of the Impact of Institutional Culture on Feedback.

PubMed

Ramani, Subha; Post, Sarah E; Könings, Karen; Mann, Karen; Katz, Joel T; van der Vleuten, Cees

2017-01-01

Phenomenon: Competency-based medical education requires ongoing performance-based feedback for professional growth. In several studies, medical trainees report that the quality of faculty feedback is inadequate. Sociocultural barriers to feedback exchanges are further amplified in graduate and postgraduate medical education settings, where trainees serve as frontline providers of patient care. Factors that affect institutional feedback culture, enhance feedback seeking, acceptance, and bidirectional feedback warrant further exploration in these settings. Using a constructivist grounded theory approach, we sought to examine residents' perspectives on institutional factors that affect the quality of feedback, factors that influence receptivity to feedback, and quality and impact of faculty feedback. Four focus group discussions were conducted, with two investigators present at each. One facilitated the discussion, and the other observed the interactions and took field notes. We audiotaped and transcribed the discussions, and performed a thematic analysis. Measures to ensure rigor included thick descriptions, independent coding by two investigators, and attention to reflexivity. We identified five key themes, dominated by resident perceptions regarding the influence of institutional feedback culture. The theme labels are taken from direct participant quotes: (a) the cultural norm lacks clear expectations and messages around feedback, (b) the prevailing culture of niceness does not facilitate honest feedback, (c) bidirectional feedback is not part of the culture, (d) faculty-resident relationships impact credibility and receptivity to feedback, and (e) there is a need to establish a culture of longitudinal professional growth. Insights: Institutional culture could play a key role in influencing the quality, credibility, and acceptability of feedback. A polite culture promotes a positive learning environment but can be a barrier to honest feedback. Feedback initiatives focusing solely on techniques of feedback giving may not enhance meaningful feedback. Further research on factors that promote feedback seeking, receptivity to constructive feedback, and bidirectional feedback would provide valuable insights.

How Do Learning Outcomes, Assessments and Student Engagement in a Fully Online Geoscience Laboratory Compare to Those Of The Original Hands-on Exercise?

NASA Astrophysics Data System (ADS)

Jones, F. M.

2015-12-01

In a third year geoscience elective for BSc majors, we adapted several active f2f learning strategies for an equivalent fully online version of the course. In particular, we converted a hands-on laboratory including analysis and interpretation of hand-specimens, sketching results and peer-to-peer discussion of scientific implications. This study compares learning outcomes in both formats and describes resources that make engaging, effective and efficient learning experiences for large classes in an asynchronous online environment. Our two hypotheses are: 1) a hands-on geology lab exercise can be converted for efficient fully online use without sacrificing feedback and assessment opportunities; 2) students find either the f2f or DE versions equally effective and enjoyable as learning experiences. Key components are an authentic context, interactive resources including sketching, strategies that enable efficient assessment and feedback on solo and group work, and asynchronous yet productive interaction with peers. Students in the f2f class handle real rock and fossil specimens, work with peers in the lab and classroom, and deliver most results including annotated figures on paper. DE students complete identical tasks using interactive high resolution figures and videos of specimens. Solo work is first delivered for automated assessment and feedback, then students engage asynchronously in small groups to improve results and discuss implications. Chronostratigraphy and other interpretations are sketched on prepared template images using a simple open-source sketching app that ensures equal access and consistent results that are efficient to assess by peers and instructors. Learning outcomes based on subsequent quizzes, sketches, and lab results (paper for f2f students and automated data entry for DE students), show that f2f and online students demonstrate knowledge and scientific interpretations of comparable quality. Effective engagement and group work are demonstrated for f2f students using video and survey data, and for DE students using learning management system tracking data and similar survey data. Finally, these initiatives are shown to be scalable to classes of many students by comparing the time required for instructors to run and grade the lab in both settings.

Undergraduate and Teaching Assistants' Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development

NASA Astrophysics Data System (ADS)

Kardohely, Andrew

The American economy hinges on the health and production of science, technology engineering and mathematics workforce (STEM). Although this sector of the American workforce represents a substantially fewer jobs the STEM workforce fuels job growth and sustainability in the other sectors of the American workforce. Unfortunately, over the next decade the U.S. will face an additional deficit of over a million STEM professionals, thus the need is here now to fill this deficit. STEM education should, therefore, dedicated to producing graduates. One strategy to produce more STEM graduates is through retention of student in STEM majors. Retention or persistence is highly related to student sense of belonging in academic environments. This study investigates graduate teaching assistants (GTAs) perceptions of their classrooms and the implications of those perceptions on professional development. Furthermore, correlations between classroom community and student desire to persist, as measured by Rovai's Classroom Community Index (CCI) were established (P=0.0311). The interactions are described and results are discussed. Using a framework of teaching for community, and a qualitative analytic case study with memo writing about codes and themes methodology supported several themes including passion to teach and dedication to student learning, innovation in teaching practices based on evidence, an intrinsic desire to seek a diverse set of feedback, and instructors can foster community in the classroom. Using the same methodology one emergent theme, a tacit rather than explicit understanding of reading the classroom, was also present in the current study. Based on the results and using a lens for professional development, strategies and suggestions are made regarding strategies to enhance instructors' use of feedback and professional development.

Real Students and Virtual Field Trips

NASA Astrophysics Data System (ADS)

de Paor, D. G.; Whitmeyer, S. J.; Bailey, J. E.; Schott, R. C.; Treves, R.; Scientific Team Of Www. Digitalplanet. Org

2010-12-01

Field trips have always been one of the major attractions of geoscience education, distinguishing courses in geology, geography, oceanography, etc., from laboratory-bound sciences such as nuclear physics or biochemistry. However, traditional field trips have been limited to regions with educationally useful exposures and to student populations with the necessary free time and financial resources. Two-year or commuter colleges serving worker-students cannot realistically insist on completion of field assignments and even well-endowed universities cannot take students to more than a handful of the best available field localities. Many instructors have attempted to bring the field into the classroom with the aid of technology. So-called Virtual Field Trips (VFTs) cannot replace the real experience for those that experience it but they are much better than nothing at all. We have been working to create transformative improvements in VFTs using four concepts: (i) self-drive virtual vehicles that students use to navigate the virtual globe under their own control; (ii) GigaPan outcrops that reveal successively more details views of key locations; (iii) virtual specimens scanned from real rocks, minerals, and fossils; and (iv) embedded assessment via logging of student actions. Students are represented by avatars of their own choosing and travel either together in a virtual field vehicle, or separately. When they approach virtual outcrops, virtual specimens become collectable and can be examined using Javascript controls that change magnification and orientation. These instructional resources are being made available via a new server under the domain name www.DigitalPlanet.org. The server will log student progress and provide immediate feedback. We aim to disseminate these resources widely and welcome feedback from instructors and students.

Development and utilization of a web-based application as a robust radiology teaching tool (radstax) for medical student anatomy teaching.

PubMed

Colucci, Philip G; Kostandy, Petro; Shrauner, William R; Arleo, Elizabeth; Fuortes, Michele; Griffin, Andrew S; Huang, Yun-Han; Juluru, Krishna; Tsiouris, Apostolos John

2015-02-01

Rationale and Objectives: The primary role of radiology in the preclinical setting is the use of imaging to improve students' understanding of anatomy. Many currently available Web-based anatomy programs include either suboptimal or overwhelming levels of detail for medical students.Our objective was to develop a user-friendly software program that anatomy instructors can completely tailor to match the desired level of detail for their curriculum, meets the unique needs of the first- and the second-year medical students, and is compatible with most Internet browsers and tablets.Materials and Methods: RadStax is a Web-based application developed using free, open-source, ubiquitous software. RadStax was first introduced as an interactive resource for independent study and later incorporated into lectures. First- and second-year medical students were surveyed for quantitative feedback regarding their experience.Results: RadStax was successfully introduced into our medical school curriculum. It allows the creation of learning modules with labeled multiplanar (MPR) image sets, basic anatomic information, and a self-assessment feature. The program received overwhelmingly positive feedback from students. Of 115 students surveyed, 87.0% found it highly effective as a study tool and 85.2% reported high user satisfaction with the program.Conclusions: RadStax is a novel application for instructors wishing to create an atlas of labeled MPR radiologic studies tailored to meet the specific needs their curriculum. Simple and focused, it provides an interactive experience for students similar to the practice of radiologists.This program is a robust anatomy teaching tool that effectively aids in educating the preclinical medical student.

Development and Utilization of a Web-Based Application as a Robust Radiology Teaching Tool (RadStax) for Medical Student Anatomy Teaching

PubMed Central

Colucci, Philip G.; Kostandy, Petro; Shrauner, William R.; Arleo, Elizabeth; Fuortes, Michele; Griffin, Andrew S.; Huang, Yun-Han; Juluru, Krishna; Tsiouris, Apostolos John

2016-01-01

Rationale and Objectives The primary role of radiology in the preclinical setting is the use of imaging to improve students’ understanding of anatomy. Many currently available Web-based anatomy programs include either suboptimal or overwhelming levels of detail for medical students. Our objective was to develop a user-friendly software program that anatomy instructors can completely tailor to match the desired level of detail for their curriculum, meets the unique needs of the first- and the second-year medical students, and is compatible with most Internet browsers and tablets. Materials and Methods RadStax is a Web-based application developed using free, open-source, ubiquitous software. RadStax was first introduced as an interactive resource for independent study and later incorporated into lectures. First- and second-year medical students were surveyed for quantitative feedback regarding their experience. Results RadStax was successfully introduced into our medical school curriculum. It allows the creation of learning modules with labeled multiplanar (MPR) image sets, basic anatomic information, and a self-assessment feature. The program received overwhelmingly positive feedback from students. Of 115 students surveyed, 87.0% found it highly effective as a study tool and 85.2% reported high user satisfaction with the program. Conclusions RadStax is a novel application for instructors wishing to create an atlas of labeled MPR radiologic studies tailored to meet the specific needs their curriculum. Simple and focused, it provides an interactive experience for students similar to the practice of radiologists. This program is a robust anatomy teaching tool that effectively aids in educating the preclinical medical student. PMID:25964956

Do Student Evaluations of University Reflect Inaccurate Beliefs or Actual Experience? A Relative Rank Model

PubMed Central

Brown, Gordon D A; Wood, Alex M; Ogden, Ruth S; Maltby, John

2015-01-01

It was shown that student satisfaction ratings are influenced by context in ways that have important theoretical and practical implications. Using questions from the UK's National Student Survey, the study examined whether and how students' expressed satisfaction with issues such as feedback promptness and instructor enthusiasm depends on the context of comparison (such as possibly inaccurate beliefs about the feedback promptness or enthusiasm experienced at other universities) that is evoked. Experiment 1 found strong effects of experimentally provided comparison context—for example, satisfaction with a given feedback time depended on the time's relative position within a context. Experiment 2 used a novel distribution-elicitation methodology to determine the prior beliefs of individual students about what happens in universities other than their own. It found that these beliefs vary widely and that students' satisfaction was predicted by how they believed their experience ranked within the distribution of others' experiences. A third study found that relative judgement principles also predicted students' intention to complain. An extended model was developed to show that purely rank-based principles of judgement can account for findings previously attributed to range effects. It was concluded that satisfaction ratings and quality of provision are different quantities, particularly when the implicit context of comparison includes beliefs about provision at other universities. Quality and satisfaction should be assessed separately, with objective measures (such as actual times to feedback), rather than subjective ratings (such as satisfaction with feedback promptness), being used to measure quality wherever practicable. © 2014 The Authors. Journal of Behavioral Decision Making published by John Wiley & Sons Ltd. PMID:25620847

Illustrating performance indicators and course characteristics to support students' self-regulated learning in CS1

NASA Astrophysics Data System (ADS)

Ott, Claudia; Robins, Anthony; Haden, Patricia; Shephard, Kerry

2015-04-01

In higher education, quality feedback for students is regarded as one of the main contributors to improve student learning. Feedback to support students' development into self-regulated learners, who set their own goals, self-monitor their actual performance according to these goals, and adjust learning strategies if necessary, is seen as an important aspect of contemporary feedback practice. However, only those students who are aware of the course demands and the impact of certain study behaviors on their final achievement are in a position to self-regulate their learning on an informed basis. Learning analytics is an emerging field primarily concerned with using predictive models to inform educational instructors or learners about projected study outcomes. In a scoping study, over 200 students of an introductory programming course (CS1) were supplied with information revealing performance indicators for different stages on the course and projecting final performance for various achievement levels. The study was set out to explore the impact of this type of feedback in the confined context of a CS1 course as well as to learn about students' attitudes toward diagnostic course data in general. The results from the study suggest that students valued the information, but, despite high engagement with the information, students' study behavior and learning outcome remained rather unaffected for the aspects investigated. Given these multi-layered results, we suggest further exploration on the provision of feedback based on diagnostic course data - a vital step toward more transparency for students to foster their active role in the learning process.

Variability of exhaled breath condensate (EBC) volume and pH using a feedback regulated breathing pattern

EPA Science Inventory

Exhaled breath condensate (EBC) is a valuable biological medium for non-invasively measuring biomarkers with the potential to reflect organ systems responses to environmental and dietary exposures and disease processes. Collection of EBC has typically been with spontaneous breat...

Modulation of ventral striatal activity by cognitive effort

PubMed Central

Dobryakova, Ekaterina; Jessup, Ryan K; Tricomi, Elizabeth

2016-01-01

Effort discounting theory suggests that the value of a reward should be lower if it was effortful to obtain, whereas contrast theory suggests that the contrast between the costly effort and the reward makes the reward seem more valuable. To test these alternative hypotheses, we used functional magnetic resonance imaging (fMRI) as participants engaged in feedback-based learning that required low or high cognitive effort to obtain positive feedback, while the objective amount of information provided by feedback remained constant. In the low effort condition, a single image was presented with four response options. In the high effort condition, two images were presented, each with two response options, and correct feedback was presented only when participants responded correctly to both of the images. Accuracy was significantly lower for the high effort condition, and all participants reported that the high effort condition was more difficult. A region of the ventral striatum selected for sensitivity to feedback value also showed increased activation to feedback presentation associated with the high effort condition relative to the low effort condition, when controlling for activation from corresponding control conditions where feedback was random. These results suggest that increased cognitive effort produces corresponding increases in positive feedback-related ventral striatum activity, in line with the predictions made by contrast theory. The accomplishment of obtaining a hard-earned intrinsic reward, such as positive feedback, may be particularly likely to promote reward-related brain activity. PMID:27989778

Students' and residents' perceptions regarding technology in medical training.

PubMed

Briscoe, Gregory W; Fore Arcand, Lisa G; Lin, Terence; Johnson, Joel; Rai, Aanmol; Kollins, Kevin

2006-01-01

This pilot study provides firsthand feedback from medical students and residents in training regarding their perceptions of technology in medicine. The authors distributed an e-mail invitation to an anonymous Web-based survey to medical students and residents in two different U.S. training institutions. Respondents unanimously expressed that technology skills were important in medical training and felt it most important to learn about electronic medical records and accessing scientific information on the Internet. At the point of patient care, trainees' preferred reference sources were the Internet and PDA, in that order. Most clinical trainees felt PDAs were critical in patient care and met their clinical needs, and they were most likely to use them for medication reference. The majority of trainees preferred printed media over digital media for initial learning, but the converse for referencing. Instructor-led small groups were viewed as the best environment in which to receive instruction. Trainees in medical education are technologically savvy and provide invaluable feedback regarding initiation, development and refinement of technological systems in medical training.

National and State Writing Tests: The Writing Process Betrayed

ERIC Educational Resources Information Center

Schuster, Edgar H.

2004-01-01

State academic standards broadly support the writing process, including the planning (prewriting), drafting, revising, editing, and publishing (sharing) stages. There is also widespread recognition that a valuable part of the process is conferencing, either between teacher and student, student and student (often referred to as peer feedback), or…

Expedition 54 plaque hanging ceremony

NASA Image and Video Library

2018-04-26

NASA astronauts Joe Acaba and Mark Vande Hei Acaba visited Marshall April 11 for their honorary Expedition 54 plaque hanging ceremony and to provide valuable feedback of their on-orbit science investigations with the Payload Operations and Integration Center team. Astronauts Mark Vande Hei (L) and Astronaut Joe Acaba sign autographs for Kassandra Stephens

Expedition 54 plaque hanging ceremony

NASA Image and Video Library

2018-04-26

NASA astronauts Joe Acaba and Mark Vande Hei Acaba visited Marshall April 11 for their honorary Expedition 54 plaque hanging ceremony and to provide valuable feedback of their on-orbit science investigations with the Payload Operations and Integration Center team. Astronauts Mark Vande Hei (L) and Astronaut Joe Acaba sign autographs for Lori Meggs.

Expedition 54 plaque hanging ceremony

NASA Image and Video Library

2018-04-26

NASA astronauts Joe Acaba and Mark Vande Hei Acaba visited Marshall April 11 for their honorary Expedition 54 plaque hanging ceremony and to provide valuable feedback of their on-orbit science investigations with the Payload Operations and Integration Center team. Payload Operations Director Phillipia Simmons with Astronauts Joe Acaba (L) and Mark Vande Hei

Expedition 54 plaque hanging ceremony

NASA Image and Video Library

2018-04-26

NASA astronauts Joe Acaba and Mark Vande Hei Acaba visited Marshall April 11 for their honorary Expedition 54 plaque hanging ceremony and to provide valuable feedback of their on-orbit science investigations with the Payload Operations and Integration Center team. Astronauts Mark Vande Hei (L) and Astronaut Joe Acaba sign autographs for Samantha Gurley.

Assessing Learning Gains in Political Science

ERIC Educational Resources Information Center

Axelrod, Robert

1976-01-01

Discusses the systematic assessment of student learning gains by means of pretest and posttest comparisons. This type of assessment is found to be a time consuming procedure but can be a valuable guide to teaching effectiveness when studied in conjunction with a questionnaire which provides feedback about students' opinions. (DB)

The Interpretation of Student Performance on Evaluative Tests.

ERIC Educational Resources Information Center

Aikenhead, Glen S.

Reported is a study on the use of quantitative data in evaluating a science course for the purpose of introducing an alternative form of information presentation capable of supplying qualitative feedback valuable to students, teachers, and curriculum developers. Fifty-five teachers, randomly selected during the 1967-68 Project Physics (PP)…

Intensifying the Group Member's Experience Using the Group Log.

ERIC Educational Resources Information Center

Valine, Warren J.

1983-01-01

Presents the use of a group log in which members analyze the content and process of each session using a suggested format. The log promotes dialogue between the leader and each group member and involves members more fully in the group process. Feedback indicates the log is valuable. (JAC)

A Proposed Conceptual Framework and Investigation of Upward Feedback Receptivity in Medical Education.

PubMed

Kost, Amanda; Combs, Heidi; Smith, Sherilyn; Klein, Eileen; Kritek, Patricia; Robins, Lynne; Cianciolo, Anna T; Butani, Lavjay; Gigante, Joseph; Ramani, Subha

2015-01-01

WGEA 2015 CONFERENCE ABSTRACT (EDITED). Faculty Perceptions of Receiving Feedback From Third-Year Clerkship Students. Amanda Kost, Heidi Combs, Sherilyn Smith, Eileen Klein, Patricia Kritek, and Lynne Robins. PHENOMENON: In addition to giving feedback to 3rd-year clerkship students, some clerkship instructors receive feedback, requested or spontaneous, from students prior to the clerkship's end. The concept of bidirectional feedback is appealing as a means of fostering a culture of respectful communication and improvement. However, little is known about how teachers perceive this feedback in practice or how it impacts the learning environment. We performed 24 semistructured 30-minute interviews with 3 to 7 attending physician faculty members each in Pediatrics, Internal Medicine, Family Medicine, Surgery, Psychiatry, and Obstetrics and Gynecology who taught in 3rd-year required clerkships during the 2012-2013 academic year. Questions probed teachers' experience with and attitudes toward receiving student feedback. Prompts were used to elicit stories and obtain participant demographics. Interviews were audio-recorded, transcribed, and entered into Dedoose for qualitative analysis. Researchers read transcripts holistically for meaning, designed a coding template, and then independently coded each transcript. A constant comparative approach and regular meetings were used to ensure consistent coding between research team members. Participants ranged in age from 37 to 74, with 5 to 35 years of teaching experience. Seventy-one percent were male, and 83% identified as White. In our preliminary analysis, our informants reported a range of experience in receiving student feedback prior to the end of a clerkship, varying from no experience to having developed mechanisms to regularly request specific feedback about their programs. Most expressed openness to actively soliciting and receiving student feedback on their teaching during the clerkship although many questioned whether this process was feasible. Actual responses to receiving student feedback were mixed. Some reported having received feedback that motivated change, and others rejected the feedback they received on the grounds that it lacked validity or was inappropriate. Others expressed uncertainty about how they would react to student feedback. Faculty expressed a preference for receiving feedback about behaviors and items that were within their control. INSIGHTS: These findings suggest there is opportunity to pilot implementation of a structured student feedback mechanism, separate from teacher evaluations, in selected 3rd-year clerkships. Materials should developed to help faculty solicit, understand, and respond to student feedback and to help students frame and provide the kinds of feedback to teachers that will lead to suggested improvements. Both these endeavors have the potential to improve the clinical learning environment during 3rd-year clerkships through the cultivation of respectful communication and the encouragement of improvement in teaching efforts.

Computerized visual feedback: an adjunct to robotic-assisted gait training.

PubMed

Banz, Raphael; Bolliger, Marc; Colombo, Gery; Dietz, Volker; Lünenburger, Lars

2008-10-01

Robotic devices for walking rehabilitation allow new possibilities for providing performance-related information to patients during gait training. Based on motor learning principles, augmented feedback during robotic-assisted gait training might improve the rehabilitation process used to regain walking function. This report presents a method to provide visual feedback implemented in a driven gait orthosis (DGO). The purpose of the study was to compare the immediate effect on motor output in subjects during robotic-assisted gait training when they used computerized visual feedback and when they followed verbal instructions of a physical therapist. Twelve people with neurological gait disorders due to incomplete spinal cord injury participated. Subjects were instructed to walk within the DGO in 2 different conditions. They were asked to increase their motor output by following the instructions of a therapist and by observing visual feedback. In addition, the subjects' opinions about using visual feedback were investigated by a questionnaire. Computerized visual feedback and verbal instructions by the therapist were observed to result in a similar change in motor output in subjects when walking within the DGO. Subjects reported that they were more motivated and concentrated on their movements when using computerized visual feedback compared with when no form of feedback was provided. Computerized visual feedback is a valuable adjunct to robotic-assisted gait training. It represents a relevant tool to increase patients' motor output, involvement, and motivation during gait training, similar to verbal instructions by a therapist.

Feedback using an ePortfolio for medicine long cases: quality not quantity.

PubMed

Bleasel, Jane; Burgess, Annette; Weeks, Ruth; Haq, Inam

2016-10-21

The evidence for the positive impact of an electronic Portfolio (ePortfolio) on feedback in medicine is mixed. An ePortfolio for medical long cases in a Graduate Medical Program was developed. The purpose of this study was to explore the perceptions of medical students and faculty of the impact of the ePortfolio on the feedback process. In total, 130 Year 3 medical students, and six faculty participated in the study. This is a mixed methods study, using a combination of both quantitative and qualitative approaches. Quantitative methods were used to quantify the number of long cases performed. Qualitative methods were used to explore the relationship between quantity and quality of feedback, and provide a rich understanding of both students' and faculty's experience and perceptions of the ePortfolio. Students received a variable quantity of feedback at each of the three studied clinical schools, with an average of between 4 - 5.4 feedback episodes per student. Feedback that was constructive, specific and timely and delivered by a senior academic was important. Quantity was not an essential factor, with two episodes of detailed feedback reported to be adequate. The barriers to the use of the ePortfolio were technical aspects of the platform that interfered with student engagement. Feedback using the ePortfolio for medical long cases is a valuable tool providing a senior clinician delivers detailed, constructive and personalized feedback in a timely fashion. The ePortfolio system needs to be user-friendly to engage students.

Providing rapid feedback to residents on their teaching skills: an educational strategy for contemporary trainees

PubMed Central

Baer, Tamar G.; Gershel, Jeffrey C.

2016-01-01

Objectives The objective of this study was to assess the attitudes of contemporary residents toward receiving rapid feedback on their teaching skills from their medical student learners. Methods Participants consisted of 20 residents in their second post-graduate training year. These residents facilitated 44 teaching sessions with medical students within our Resident-as-Teacher program. Structured, written feedback from students was returned to the resident within 3 days following each session. Residents completed a short survey about the utility of the feedback, whether they would make a change to future teaching sessions based on the feedback, and what specifically they might change. The survey utilized a 4-point scale (“Not helpful/likely=1” to “Very helpful/likely=4”), and allowed for one free-text response. Free-text responses were hand-coded and underwent qualitative analysis to identify themes.   Results There were 182 student feedback encounters resulting from 44 teaching sessions. The survey response rate was 73% (32/44). Ninety-four percent of residents rated the rapid feedback as “very helpful,” and 91% would “very likely” make a change to subsequent sessions based on student feedback. Residents’ proposed changes included modifications to session content and/or their personal teaching style.    Conclusions Residents found that rapid feedback received from medical student learners was highly valuable to them in their roles as teachers. A rapid feedback strategy may facilitate an optimal educational environment for contemporary trainees. PMID:26995390

The storybook method: research feedback with young participants.

PubMed

Anderson, Kate; Balandin, Susan

2011-12-01

Children are valuable informants for social research; however, their participation presents additional ethical and practical challenges. Of these challenges, feedback to verify the researchers' interpretations drawn from children's data, and the dissemination of project findings to young participants, have proven difficult to overcome. In this paper, we outline the Storybook method, an approach to feedback in research with young children. In the example study, illustrations, interactive pop-ups, and third-person disclosure were used to aid children aged 7-9 years to overcome the power imbalance in interviews with adults. The Storybook method facilitated active participation in the validation process. Potential modifications of the method for use with older populations, including adults with intellectual disabilities, complex communication needs, and those requiring alternate access to written texts, are also explored.

What makes a good LOFT scenario? Issues in advancing current knowledge of scenario design. [Line Oriented Flight Training

NASA Technical Reports Server (NTRS)

Gregorich, Steven E.

1991-01-01

An effort is made to ascertain which combinations of technical demands and crew coordination should be incorporated in training scenarios in order to maximize the effectiveness of training for crew members. Such high-fidelity simulation, which has come to be known as 'line-oriented flight training' or LOFT, involves the practice of both technical and crew coordination skills in a realistic setting, in conjunction with periodic reviews of performance via videotaped feedback. Attention is given to the integration of appropriate information, the measurement of objective task demands, the character of information from LOFT students, and the leeway allowed LOFT instructors.

Implementing a writing course in an online RN-BSN program.

PubMed

Stevens, Carol J; D'Angelo, Barbara; Rennell, Nathalie; Muzyka, Diann; Pannabecker, Virginia; Maid, Barry

2014-01-01

Scholarly writing is an essential skill for nurses to communicate new research and evidence. Written communication directly relates to patient safety and quality of care. However, few online RN-BSN programs integrate writing instruction into their curricula. Nurses traditionally learn how to write from instructor feedback and often not until midway into their baccalaureate education. Innovative strategies are needed to help nurses apply critical thinking skills to writing. The authors discuss a collaborative project between nursing faculty and technical communication faculty to develop and implement a writing course that is 1 of the 1st courses the students take in the online RN-BSN program.

Increasing Sense of Community in Higher Education Nutrition Courses Using Technology.

PubMed

Haar, Mindy

2018-01-01

Sense of community is integral across education formats and can affect achievement, interactivity, and retention. Factors shown to engage students and foster sense of community include the instructor focusing and directing discussions, encouraging open expression of opinions, responding to communications and feedback in a timely way, and giving the opportunity to build relationships. Technology has tremendous potential to enhance these activities at all levels of higher education. This article presents ways in which several technologies are used to enhance student experience in undergraduate and graduate nutrition course work across delivery formats. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Care and Feeding of a Paperless, Calculus-based Physics Course

NASA Astrophysics Data System (ADS)

Moore, Christopher; Fuller, Robert; Plano-Clark, Vicki L.; Dunbar, Steven R.

1997-04-01

Technology is playing an increasing role in our lives at home, at work, and in the classroom. We have begun a calculus-based introductory physics course to integrate mathematics and multimedia with the traditional physics content. This course relies on the use of technology to teach physics. We formulated the following rule for the conduct of the course: ''No paper is transferred between instructional staff and students that contains course information or assignments for grading.'' Implementing and maintaining this physics course within the context of the instructor goals will be discussed. Preliminary results of feedback from the students and an evaluation team will be presented.

Developing effective feedback on quality of anaesthetic care: what are its most valuable characteristics from a clinical perspective?

PubMed

D'Lima, Danielle M; Moore, Joanna; Bottle, Alex; Brett, Stephen J; Arnold, Glenn M; Benn, Jonathan

2015-01-01

Research suggests that better feedback from quality and safety indicators leads to enhanced capability of clinicians and departments to improve care and change behaviour. The aim of the current study was to investigate the characteristics of feedback perceived by clinicians to be of most value. Data were collected using a survey designed as part of a wider evaluation of a data feedback initiative in anaesthesia. Eighty-nine consultant anaesthetists from two English NHS acute Trusts completed the survey. Multiple linear regression with hierarchical variable entry was used to investigate which characteristics of feedback predict its perceived usefulness for monitoring variation and improving care. The final model demonstrated that the relevance of the quality indicators to the specific service area (β=0.64, p=0.01) and the credibility of the data as coming from a trustworthy, unbiased source (β=0.55, p=0.01) were the significant predictors, having controlled for all other covariates. For clinicians to engage with effective quality monitoring and feedback, the perceived local relevance of indicators and trust in the credibility of the resulting data are paramount. © The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

Cross-disciplinary thermoregulation and sweat analysis laboratory experiences for undergraduate Chemistry and Exercise Science students.

PubMed

Mulligan, Gregory; Taylor, Nichole; Glen, Mary; Tomlin, Dona; Gaul, Catherine A

2011-06-01

Cross-disciplinary (CD) learning experiences benefit student understanding of concepts and curriculum by offering opportunities to explore topics from the perspectives of alternate fields of study. This report involves a qualitative evaluation of CD health sciences undergraduate laboratory experiences in which concepts and students from two distinct disciplines [chemistry (CHEM) and exercise physiology (EPHE)] combined to study exercise thermoregulation and sweat analysis. Twenty-eight senior BSc Kinesiology (EPHE) students and 42 senior BSc CHEM students participated as part of their mutually exclusive, respective courses. The effectiveness of this laboratory environment was evaluated qualitatively using written comments collected from all students as well as from formal focus groups conducted after the CD laboratory with a representative cohort from each class (n = 16 CHEM students and 9 EPHE students). An open coding strategy was used to analyze the data from written feedback and focus group transcripts. Coding topics were generated and used to develop five themes found to be consistent for both groups of students. These themes reflected the common student perceptions that the CD experience was valuable and that students enjoyed being able to apply academic concepts to practical situations as well as the opportunity to interact with students from another discipline of study. However, students also reported some challenges throughout this experience that stemmed from the combination of laboratory groups from different disciplines with limited modification to the design of the original, pre-CD, learning environments. The results indicate that this laboratory created an effective learning opportunity that fostered student interest and enthusiasm for learning. The findings also provide information that could inform subsequent design and implementation of similar CD experiences to enhance engagement of all students and improve instructor efficacy.

Service-Learning in Communities of Elders (SLICE): Development and Evaluation of an Introductory Geriatrics Course for Medical Students.

PubMed

Laks, Jordana; Wilson, Lindsay A; Khandelwal, Christine; Footman, Eleni; Jamison, Margaret; Roberts, Ellen

2016-01-01

Medical students have limited exposure to Geriatrics in their traditional training. Service-learning offers students the opportunity to engage with older adult communities and become more comfortable interacting with this population. A preclinical elective course was developed to expand medical students' experiences in Geriatrics through service-learning. In this course, students conducted needs assessments in diverse older adult communities, created health education projects to address community-identified needs, and reflected on their experiences through written assignments and presentations. The course instructor presented lectures on special topics in Geriatrics, including ageism and health literacy. The curriculum aimed to familiarize students with older adults' needs in a variety of settings. Over 3 years, 74 students participated in the service-learning course. Students were assigned to older adult community sites, where they conducted needs assessments and designed and implemented original educational projects targeting community concerns. Program evaluation methods included a validated survey assessing students' attitudes toward older adults, course evaluations, review of student assignments and projects, and feedback from older adult participants and site coordinators. Students gained hands-on experience working with older adults and designing appropriate health education projects. Analysis of attitude surveys demonstrated students' increased interest in Geriatrics as a career. Both students and older adult participants described enjoyable, valuable experiences gained from service-learning activities. Students appreciated the combination of community and classroom learning about Geriatrics. Service-learning was most constructive at sites with responsive coordinators, engaged older adults, and a need for health education resources. The course challenged students to assess health needs in communities that included cognitively impaired elders and to design educational projects tailored to older adults.

Experts by experience; the views of service user educators providing feedback on medical students' work based assessments.

PubMed

Muir, Delia; Laxton, Julie Clare

2012-02-01

Assessment tools were designed to provide health and social care students with multi-sourced, interprofessional feedback in practice. This includes feedback from service users. Third year medical students at the University of Leeds were given accesses to 4 assessment tools whilst in practice. Completed assessments were then sent to the university where service users and carers worked with university tutors to give further feedback and comment on the overall development of students. Three service users then took part in a focus group and one provided written feedback. Four key themes were identified from the focus group: • Preparation and support • The design of the tools • The process of using the tools in practice • Feedback. We found that the project provided both challenges and rewards for all involved. The service user educators involved were able to bring a different and valuable perspective to formative feedback. The combination of their personal and professional experiences, along with the preparation they had received, helped bridge the gap between service users in practice and university based tutors. The findings from this study went on to inform a review of the assessment tools and revised versions are now being used. Copyright © 2011 Elsevier Ltd. All rights reserved.

Neurofeedback as a nonpharmacological treatment for adults with attention-deficit/hyperactivity disorder (ADHD): study protocol for a randomized controlled trial.

PubMed

Mayer, Kerstin; Wyckoff, Sarah Nicole; Fallgatter, Andreas J; Ehlis, Ann-Christine; Strehl, Ute

2015-04-18

Neurofeedback has been applied effectively in various areas, especially in the treatment of children with attention-deficit/hyperactivity disorder (ADHD). This study protocol is designed to investigate the effect of slow cortical potential (SCP) feedback and a new form of neurofeedback using near-infrared spectroscopy (NIRS) on symptomatology and neurophysiological parameters in an adult ADHD population. A comparison of SCP and NIRS feedback therapy methods has not been previously conducted and may yield valuable findings about alternative treatments for adult ADHD. The outcome of both neurofeedback techniques will be assessed over 30 treatment sessions and after a 6-month follow-up period, and then will be compared to a nonspecific biofeedback treatment. Furthermore, to investigate if treatment effects in this proof-of-principle study can be predicted by specific neurophysiological baseline parameters, regression models will be applied. Finally, a comparison with healthy controls will be conducted to evaluate deviant pretraining neurophysiological parameters, stability of assessment measures, and treatment outcome. To date, an investigation and comparison of SCP and NIRS feedback training to an active control has not been conducted; therefore, we hope to gain valuable insights in effects and differences of these types of treatment for ADHD in adults. This study is registered with the German Registry of Clinical Trials: DRKS00006767 , date of registration: 8 October 2014.

Utilization of the seven principles for good practice in undergraduate education in general chemistry by community college instructors

NASA Astrophysics Data System (ADS)

Panther Bishoff, Jennifer

In recent years, higher education has undergone many changes. The advent of assessment, accountability, and a newfound focus on teaching have required faculty to examine how they are teaching. Administrators and faculty are beginning to recognize that learning is not a "one size fits all" enterprise. To this end, Chickering and Gamson developed an inventory that examined faculty utilization of the Seven Principles of Good Practice in Undergraduate Education. The seven principles included by the authors included faculty-student interaction, cooperative learning, active learning, giving prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents and ways of learning. It was determined by Chickering and Gamson, as well as many other researchers, that these seven principles were hallmarks of successful undergraduate education. Community colleges are important institutions to study, as many students begin their higher education at two-year colleges. Most students are also required to take one or more science classes for their general education requirements; therefore, many students must take at least one general chemistry course. Both community colleges and chemistry are rarely studied in literature, which makes this study important. Community college general chemistry instructors were surveyed using an online version of Chickering and Gamson's Faculty Inventory for the Seven Principles of Good Practice in Undergraduate Education. Responses were analyzed, and it was discovered that not only did instructors utilize the principles to a different extent, but there were also differences between genders as well as between the specific actions related to each principle.

Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

PubMed Central

Sabel, Jaime L.; Dauer, Joseph T.; Forbes, Cory T.

2017-01-01

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts. PMID:28645893

Teaching medical students to recognise their strengths and limitations in leadership, teamwork and communication by military led tutorials.

PubMed

Clark, James; Hall, T Falconer; O'Mahony, K

2013-12-01

The General Medical Council has stipulated that greater importance must be placed on undergraduate students developing their ability to lead and work effectively as part of a team. Wales Universities' Officer Training Corps have attempted to meet this requirement through a third year interactive tutorial which aims to encourage students to recognise their strengths and limitations in the six outcomes of leadership, teamwork, accountability, management, feedback and communication. 16 tutorial groups of 10-15 students were each led by one officer who divided the tutorial group into three teams. The teams worked on complex planning exercises with an intrateam constructive feedback discussion to raise students' awareness of their strengths and limitations as individuals during the task, as perceived by others. The student perception was that all six learning outcomes were achieved by the session. 163 students returned feedback questionnaires and learning outcomes 1-4 were felt to have been addressed effectively or very effectively by 90%, 91%, 90% and 86% respondents, respectively. The fifth and sixth outcomes were less well achieved with only 66% and 64% respondents agreeing that the outcomes were achieved effectively or very effectively. Students commended the instructor's demonstration of leadership and the novel teaching method but improvements could be made in reinforcing why these skills are important.

Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?

PubMed Central

Kitchen, Elizabeth; King, Summer H.; Robison, Diane F.; Sudweeks, Richard R.; Bradshaw, William S.

2006-01-01

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive. PMID:17012219

Characterizing Student Perceptions of and Buy-In toward Common Formative Assessment Techniques

PubMed Central

Brazeal, Kathleen R.; Brown, Tanya L.; Couch, Brian A.

2016-01-01

Formative assessments (FAs) can occur as preclass assignments, in-class activities, or postclass homework. FAs aim to promote student learning by accomplishing key objectives, including clarifying learning expectations, revealing student thinking to the instructor, providing feedback to the student that promotes learning, facilitating peer interactions, and activating student ownership of learning. While FAs have gained prominence within the education community, we have limited knowledge regarding student perceptions of these activities. We used a mixed-methods approach to determine whether students recognize and value the role of FAs in their learning and how students perceive course activities to align with five key FA objectives. To address these questions, we administered a midsemester survey in seven introductory biology course sections that were using multiple FA techniques. Overall, responses to both open-ended and closed-ended questions revealed that the majority of students held positive perceptions of FAs and perceived FAs to facilitate their learning in a variety of ways. Students consistently considered FA activities to have accomplished particular objectives, but there was greater variation among FAs in how students perceived the achievement of other objectives. We further discuss potential sources of student resistance and implications of these results for instructor practice. PMID:27909023

Meeting students halfway: Increasing self-efficacy and promoting knowledge change in astronomy

NASA Astrophysics Data System (ADS)

Bailey, Janelle M.; Lombardi, Doug; Cordova, Jacqueline R.; Sinatra, Gale M.

2017-12-01

Two motivational factors—self-efficacy and interest—may be especially relevant to deepening students' understanding of astronomy. We examined the relationship between students' self-efficacy for, interest in learning about, and changes in their knowledge of stars, as measured by the Star Properties Concept Inventory (SPCI). Approximately 700 undergraduate students taking introductory astronomy responded to surveys at the start and end of their semester-long course. A sequential multiple regression analysis showed that self-efficacy post explains an appreciable percentage of variance in SPCI posttest scores, more than twice the percentage explained by all the pretest variables (SPCI, self-efficacy, and interest) combined. Knowledge and self-efficacy improved significantly over instruction; interest did not. Follow-up analyses revealed that instructors whose classes increased in self-efficacy also had the greatest increases in knowledge scores. Interviews with these instructors suggest they provide their students with more opportunities for mastery experiences with elaborated, performance-related feedback, as well as strong positive verbal persuasion and vicarious experiences through peer instruction. Through increased understanding of the relationship between motivational constructs (e.g., self-efficacy, interest) and knowledge, we can both improve our models and better inform instruction.

Assessing Quantitative Learning With The Math You Need When You Need It

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Baer, E. M.; Burn, H.

2008-12-01

We present new data from a pilot project using the The Math You Need, When You Need It (TMYN) web resources in conjunction with several introductory geoscience courses. TMYN is a series of NSF-supported, NAGT-sponsored, web-based modular resources designed to help students learn (or relearn) mathematical skills essential for success in introductory geoscience courses. TMYN presents mathematical topics that are relevant to introductory geoscience based on a survey of more than 75 geoscience faculty members. To date, modules include unit conversions, many aspects of graphing, density calculations, rearranging equations and other simple mathematical concepts commonly used in the geosciences. The modular nature of the resources make it simple to select the units that are appropriate for a given course. In the fall of 2008, nine TMYN modules were tested in three courses taught at Highline Community College (Geology 101) and University of Wisconsin Oshkosh (Physical and Environmental Geology). Over 300 students participated in the study by taking pre- and post-tests and completing modules relevant to their course. Feedback about the use of these modules has been mixed. Initial results confirm anecdotal evidence that students initially have difficulty applying mathematical concepts to geologic problems. Furthermore, pre- test results indicate that, although instructors assume that students can perform simple mathematical manipulations, many students arrive in courses without the skills to apply mathematical concepts in problem solving situations. TMYN resources effectively provide support for learning quantitative problem solving and a mechanism for students to engage in self-teaching. Although we have seen mixed results due to a range of instructor engagement with the material, TMYN can have significant effect on students who are math phobic or "can't do math" because they can work at their own pace to overcome affective obstacles such as fear and dislike of mathematics. TMYN is most effective when instructors make explicit connections between material in the modules and course content. Instructors who participated in the study in Fall 2008 reacted positively to the use of TMYN in introductory geoscience courses because the resources require minimal class and prep time. Furthermore, when instructors can hold students responsible for the quantitative concepts covered with TMYN, they feel more comfortable including quantitative information without significant loss of geologic content.

Understanding Surgical Resident and Fellow Perspectives on Their Operative Performance Feedback Needs: A Qualitative Study.

PubMed

Bello, Ricardo J; Sarmiento, Samuel; Meyer, Meredith L; Rosson, Gedge D; Cooney, Damon S; Lifchez, Scott D; Cooney, Carisa M

2018-04-20

Operative performance feedback is essential for surgical training. We aimed to understand surgical trainees' views on their operative performance feedback needs and to characterize feedback to elucidate factors affecting its value from the resident perspective. Using a qualitative research approach, 2 research fellows conducted semistructured, one-on-one interviews with surgical trainees. We analyzed recurring themes generated during interviews related to feedback characteristics, as well as the extent to which performance rating tools can help meet trainees' operative feedback needs. Departments or divisions of general or plastic surgery at 9 US academic institutions. Surgical residents and clinical fellows in general or plastic surgery. We conducted 30 interviews with 9 junior residents, 14 senior residents, and 7 clinical fellows. Eighteen (60%) participants were in plastic and 12 (40%) were in general surgery. Twenty-four participants (80%) reported feedback as very or extremely important during surgical training. All trainees stated that verbal, face-to-face feedback is the most valuable, especially if occurring during (92%) or immediately after (65%) cases. Of those trainees using performance rating tools (74%), most (57%) expressed positive views about them but wanted the tools to complement and not replace verbal feedback in surgical education. Trainees value feedback more if received within 1 week or the case. Verbal, face-to-face feedback is very or extremely important to surgical trainees. Residents and fellows prefer to receive feedback during or immediately after a case and continue to value feedback if received within 1 week of the event. Performance rating tools can be useful for providing formative feedback and documentation but should not replace verbal, face-to-face feedback. Considering trainee views on feedback may help reduce perceived gaps in feedback demand-versus-supply in surgical training, which may be essential to overcoming current challenges in surgical education. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Using Popular Nonfiction in Organic Chemistry: Teaching More than Content

ERIC Educational Resources Information Center

Amaral, Katie E.; Shibley, Ivan A., Jr.

2010-01-01

Assigning a popular nonfiction book as a supplemental text in organic chemistry can help students learn valuable skills. An analysis of student feedback on assignments related to a nonfiction book in two different organic courses revealed that students applied the information from the book, improved their communication skills, and were more…

An Examination of Final Evaluation Methods Used in Master's Level Counseling Programs.

ERIC Educational Resources Information Center

Carney, Jamie S.; Cobia, Debra C.; Shannon, David M.

1998-01-01

Reports the findings of a national study examining methods used for final evaluation in master's level counseling programs. Suggests that as faculty review their policies and procedures with regard to student evaluation, these data may provide valuable information concerning methods selection, content, and delivery of feedback to students.…

Web-Based Walk-Throughs

ERIC Educational Resources Information Center

Granada, Janet; Vriesenga, Michael

2008-01-01

Walk-through classroom observations are an effective way for principals to learn about and shape instruction and culture in their schools. But many principals don't use walk-throughs to their potential because of the time it takes to store, process, analyze, and give feedback. To facilitate the use of this valuable observation tool, the Kentucky…

Does Providing Feedback to Student Reflections Impact the Development of Their Leadership Competence?

ERIC Educational Resources Information Center

Stedman, Nicole L. P.; Rutherford, Tracy A.; Roberts, T. Grady

2006-01-01

Internship experience is a valuable component of an undergraduate degree. This is especially true in leadership education programs, where leadership development may take place in a variety of contexts. Theory purports reflection enhances a learners' experience through a linkage of education, work, and personal development (Kolb, 1984). It is not…

Using Technology to Facilitate Effective Assessment for Learning and Feedback in Higher Education

ERIC Educational Resources Information Center

Deeley, Susan J.

2018-01-01

The aims of this paper are to examine and critically evaluate a selection of different technological methods that were specifically chosen for their alignment with, and potential to enhance, extant assessment for learning practice. The underpinning perspectives are that: (a) both formative and summative assessment are valuable opportunities for…

Student Voices Speak Quality Assurance: Continual Improvement in Online Social Work Education

ERIC Educational Resources Information Center

Secret, Mary; Bentley, Kia J.; Kadolph, Jessie C.

2016-01-01

As social work education expands instruction through the rise of distance education, educators seek new ways to improve quality in online courses. Quality assurance standards and student feedback offer valuable insights to ensure satisfying and effective online learning experiences. An examination of these two assessment approaches concurrently in…

Seeing Is Believing: The Benefits of Peer Observation

ERIC Educational Resources Information Center

Hendry, Graham D.; Oliver, Gary R.

2012-01-01

Peer observation of teaching is seen as a supportive and developmental process for improving the quality of teaching in universities. Evidence is emerging that the process of observing is just as if not more valuable than being observed and given feedback. In this study lecturers completing a Foundations program in university learning and teaching…

An Unexpected Benefit of Formative Student Evaluations

ERIC Educational Resources Information Center

Aultman, Lori Price

2006-01-01

The issue of student evaluations of faculty has been a source of debate in higher education for many years (Arden 2002; McKeachie 1979; Ory 2001; Trout 2000). Nevertheless, this author believes that student evaluations can be a valuable source of feedback for improving the quality of instruction. Therefore, she decided to initiate the practice of…

Satellite orbit and data sampling requirements

NASA Technical Reports Server (NTRS)

Rossow, William

1993-01-01

Climate forcings and feedbacks vary over a wide range of time and space scales. The operation of non-linear feedbacks can couple variations at widely separated time and space scales and cause climatological phenomena to be intermittent. Consequently, monitoring of global, decadal changes in climate requires global observations that cover the whole range of space-time scales and are continuous over several decades. The sampling of smaller space-time scales must have sufficient statistical accuracy to measure the small changes in the forcings and feedbacks anticipated in the next few decades, while continuity of measurements is crucial for unambiguous interpretation of climate change. Shorter records of monthly and regional (500-1000 km) measurements with similar accuracies can also provide valuable information about climate processes, when 'natural experiments' such as large volcanic eruptions or El Ninos occur. In this section existing satellite datasets and climate model simulations are used to test the satellite orbits and sampling required to achieve accurate measurements of changes in forcings and feedbacks at monthly frequency and 1000 km (regional) scale.

Air medical referring customer satisfaction: a valuable insight.

PubMed

Fultz, J H; Coyle, C B; Reynolds, P W

1998-01-01

To remain competitive and survive, air medical programs must have a mechanism for obtaining customer feedback, especially when alternate transport options are available. The goal of this survey was to examine the air medical service's performance as perceived by customers requesting the transport. Surveys were mailed to 400 referring customers who had contact with the flight crew during the transition of patient care. The survey consisted of 16 statements evaluating the service by using a 4-point Likert scale, three demographic questions, one statement evaluating overall satisfaction, and two open-ended questions for comments or suggestions. Two hundred forty-four surveys were returned for a 61% responses rate. Results indicated referring customers are satisfied with the service provided Written comments and suggestions were divided into two categories, positive comments and suggestions for improvement. Three common themes were identified within the suggestions for improvement: crew rapport, communications, and operations. Suggested improvements were evaluated, and selected strategies were incorporated into program operation. Customer feedback furnishes valuable insight into their needs and perception of a service. Comments and suggestions for improvement can promote critical inquiry into service operation and provide a catalyst for improvement.

Impact of Feedback on Three Phases of Performance Monitoring

PubMed Central

Appelgren, Alva; Penny, William; Bengtsson, Sara L

2013-01-01

We investigated if certain phases of performance monitoring show differential sensitivity to external feedback and thus rely on distinct mechanisms. The phases of interest were: the error phase (FE), the phase of the correct response after errors (FEC), and the phase of correct responses following corrects (FCC). We tested accuracy and reaction time (RT) on 12 conditions of a continuous-choice-response task; the 2-back task. External feedback was either presented or not in FE and FEC, and delivered on 0%, 20%, or 100% of FCC trials. The FCC20 was matched to FE and FEC in the number of sounds received so that we could investigate when external feedback was most valuable to the participants. We found that external feedback led to a reduction in accuracy when presented on all the correct responses. Moreover, RT was significantly reduced for FCC100, which in turn correlated with the accuracy reduction. Interestingly, the correct response after an error was particularly sensitive to external feedback since accuracy was reduced when external feedback was presented during this phase but not for FCC20. Notably, error-monitoring was not influenced by feedback-type. The results are in line with models suggesting that the internal error-monitoring system is sufficient in cognitively demanding tasks where performance is ∼ 80%, as well as theories stipulating that external feedback directs attention away from the task. Our data highlight the first correct response after an error as particularly sensitive to external feedback, suggesting that important consolidation of response strategy takes place here. PMID:24217138

Personalized Feedback on Staff Dose in Fluoroscopy-Guided Interventions: A New Era in Radiation Dose Monitoring.

PubMed

Sailer, Anna M; Vergoossen, Laura; Paulis, Leonie; van Zwam, Willem H; Das, Marco; Wildberger, Joachim E; Jeukens, Cécile R L P N

2017-11-01

Radiation safety and protection are a key component of fluoroscopy-guided interventions. We hypothesize that providing weekly personal dose feedback will increase radiation awareness and ultimately will lead to optimized behavior. Therefore, we designed and implemented a personalized feedback of procedure and personal doses for medical staff involved in fluoroscopy-guided interventions. Medical staff (physicians and technicians, n = 27) involved in fluoroscopy-guided interventions were equipped with electronic personal dose meters (PDMs). Procedure dose data including the dose area product and effective doses from PDMs were prospectively monitored for each consecutive procedure over an 8-month period (n = 1082). A personalized feedback form was designed displaying for each staff individually the personal dose per procedure, as well as relative and cumulative doses. This study consisted of two phases: (1) 1-5th months: Staff did not receive feedback (n = 701) and (2) 6-8th months: Staff received weekly individual dose feedback (n = 381). An anonymous evaluation was performed on the feedback and occupational dose. Personalized feedback was scored valuable by 76% of the staff and increased radiation dose awareness for 71%. 57 and 52% reported an increased feeling of occupational safety and changing their behavior because of personalized feedback, respectively. For technicians, the normalized dose was significantly lower in the feedback phase compared to the prefeedback phase: [median (IQR) normalized dose (phase 1) 0.12 (0.04-0.50) µSv/Gy cm 2 versus (phase 2) 0.08 (0.02-0.24) µSv/Gy cm 2 , p = 0.002]. Personalized dose feedback increases radiation awareness and safety and can be provided to staff involved in fluoroscopy-guided interventions.

Attainment and retention of force moderation following laparoscopic resection training with visual force feedback.

PubMed

Hernandez, Rafael; Onar-Thomas, Arzu; Travascio, Francesco; Asfour, Shihab

2017-11-01

Laparoscopic training with visual force feedback can lead to immediate improvements in force moderation. However, the long-term retention of this kind of learning and its potential decay are yet unclear. A laparoscopic resection task and force sensing apparatus were designed to assess the benefits of visual force feedback training. Twenty-two male university students with no previous experience in laparoscopy underwent relevant FLS proficiency training. Participants were randomly assigned to either a control or treatment group. Both groups trained on the task for 2 weeks as follows: initial baseline, sixteen training trials, and post-test immediately after. The treatment group had visual force feedback during training, whereas the control group did not. Participants then performed four weekly test trials to assess long-term retention of training. Outcomes recorded were maximum pulling and pushing forces, completion time, and rated task difficulty. Extreme maximum pulling force values were tapered throughout both the training and retention periods. Average maximum pushing forces were significantly lowered towards the end of training and during retention period. No significant decay of applied force learning was found during the 4-week retention period. Completion time and rated task difficulty were higher during training, but results indicate that the difference eventually fades during the retention period. Significant differences in aptitude across participants were found. Visual force feedback training improves on certain aspects of force moderation in a laparoscopic resection task. Results suggest that with enough training there is no significant decay of learning within the first month of the retention period. It is essential to account for differences in aptitude between individuals in this type of longitudinal research. This study shows how an inexpensive force measuring system can be used with an FLS Trainer System after some retrofitting. Surgical instructors can develop their own tasks and adjust force feedback levels accordingly.

Neuromimetic Event-Based Detection for Closed-Loop Tactile Feedback Control of Upper Limb Prostheses

PubMed Central

Osborn, Luke; Kaliki, Rahul; Soares, Alcimar; Thakor, Nitish

2016-01-01

Upper limb amputees lack the valuable tactile sensing that helps provide context about the surrounding environment. Here we utilize tactile information to provide active touch feedback to a prosthetic hand. First, we developed fingertip tactile sensors for producing biomimetic spiking responses for monitoring contact, release, and slip of an object grasped by a prosthetic hand. We convert the sensor output into pulses, mimicking the rapid and slowly adapting spiking responses of receptor afferents found in the human body. Second, we designed and implemented two neuromimetic event-based algorithms, Compliant Grasping and Slip Prevention, on a prosthesis to create a local closed-loop tactile feedback control system (i.e. tactile information is sent to the prosthesis). Grasping experiments were designed to assess the benefit of this biologically inspired neuromimetic tactile feedback to a prosthesis. Results from able-bodied and amputee subjects show the average number of objects that broke or slipped during grasping decreased by over 50% and the average time to complete a grasping task decreased by at least 10% for most trials when comparing neuromimetic tactile feedback with no feedback on a prosthesis. Our neuromimetic method of closed-loop tactile sensing is a novel approach to improving the function of upper limb prostheses. PMID:27777640

Best Practices for Administering Concept Inventories

NASA Astrophysics Data System (ADS)

Madsen, Adrian; McKagan, Sarah B.; Sayre, Eleanor C.

2017-12-01

There is a plethora of concept inventories available for faculty to use, but it is not always clear exactly why you would use these tests, or how you should administer them and interpret the results. These research-based tests about physics and astronomy concepts are valuable because they allow for standardized comparisons among institutions, instructors, or over time. In order for these comparisons to be meaningful, you should use best practices for administering the tests. In interviews with 24 physics faculty, we have identified common questions that faculty members have about concept inventories. We have written this article to address common questions from these interviews and provide a summary of best practices for administering concept inventories.

Labatorials in introductory physics courses

NASA Astrophysics Data System (ADS)

Sobhanzadeh, Mandana; Kalman, Calvin S.; Thompson, R. I.

2017-11-01

Traditional lab sections in introductory physics courses at Mount Royal University were replaced by a new style of lab called ‘labatorials’ developed by the Physics Education Development Group at the University of Calgary. Using labatorials in introductory physics courses has lowered student anxiety and strengthened student engagement in lab sessions. Labatorials provide instant feedback to the students and instructors. Interviews with students who had completed Introductory Physics labatorials as well as the anonymous comments left by them showed that labatorials have improved student satisfaction. Students improved their understanding of concepts compared to students who had taken traditional labs in earlier years. Moreover a combination of labatorials and reflective writing can promote positive change in students’ epistemological beliefs.

Practical Team-Based Learning from Planning to Implementation

PubMed Central

Bell, Edward; Eng, Marty; Fuentes, David G.; Helms, Kristen L.; Maki, Erik D.; Vyas, Deepti

2015-01-01

Team-based learning (TBL) helps instructors develop an active teaching approach for the classroom through group work. The TBL infrastructure engages students in the learning process through the Readiness Assessment Process, problem-solving through team discussions, and peer feedback to ensure accountability. This manuscript describes the benefits and barriers of TBL, and the tools necessary for developing, implementing, and critically evaluating the technique within coursework in a user-friendly method. Specifically, the manuscript describes the processes underpinning effective TBL development, preparation, implementation, assessment, and evaluation, as well as practical techniques and advice from authors’ classroom experiences. The paper also highlights published articles in the area of TBL in education, with a focus on pharmacy education. PMID:26889061

Cultivating Sustainable and Authentic Service-Learning Partnerships in the Environmental Sciences

NASA Astrophysics Data System (ADS)

Ivanochko, Tara; Grain, Kari

2017-04-01

The two-term, community service-learning capstone course for Environmental Sciences at the University of British Columbia, Canada, aims to support both community and students using authentic science practice in service of the community. During the course development, we implemented a routine process for student and community feedback, instructor reflection and course revision. Drawing on data from 23 interviews and 9 focus groups collected over three years, findings from this study highlight ways that community partnerships can be sustained while students have an authentic science experience. Based on data collected from community partners, we highlight the key processes, challenges, successes, and practical considerations in the creation and sustainability of a scientifically robust service-learning course.

What's the Value of VAM (Value-Added Modeling)?

ERIC Educational Resources Information Center

Scherrer, Jimmy

2012-01-01

The use of value-added modeling (VAM) in school accountability is expanding, but deciding how to embrace VAM is difficult. Various experts say it's too unreliable, causes more harm than good, and has a big margin for error. Others assert VAM is imperfect but useful, and provides valuable feedback. A closer look at the models, and their use,…

Assessing the Readability of College Textbooks in Public Speaking: Attending to Entry Level Instruction

ERIC Educational Resources Information Center

Schneider, David E.

2011-01-01

More research is needed that examines textbooks intended for the entry level college classroom. This study offers valuable information to academics that adopt a public speaking textbook for instruction as well as objective feedback to the collective authors. Readability levels of 22 nationally published textbooks, based on McGlaughlin's (1969)…

Expedition 54 plaque hanging ceremony

NASA Image and Video Library

2018-04-26

NASA astronauts Joe Acaba and Mark Vande Hei Acaba visited Marshall April 11 for their honorary Expedition 54 plaque hanging ceremony and to provide valuable feedback of their on-orbit science investigations with the Payload Operations and Integration Center team. Chris Buckley is awarded privilege of hanging Mission 54 placque, shown here with Astronaut Mark Vande Hei (L) and Astronaut Joe Acaba

You've Been Evaluated. Now What?: Use Results to Pump up Professional Learning's Potential

ERIC Educational Resources Information Center

Hirsh, Stephanie

2013-01-01

This school year, countless teachers are participating in new evaluation systems. Individual teachers working on their own examining evaluation feedback will have valuable information to inform individual improvement. However, teacher evaluations have the potential to achieve more, and to do it more quickly, when they are part of a comprehensive…

Building expertise in glaciology through intense international summer schools

NASA Astrophysics Data System (ADS)

Hock, R.

2016-12-01

As the field of glaciology grows in response to recent rapid glacier changes and their potential socio-environmental consequences, the need for well-trained scientists possessing a high level expertise in physical glaciology has increased. Opportunities necessary to cultivate these efforts have not kept pace with the need for increased proficiency in this field. To our knowledge there is no academic degree in glaciology anywhere, but glaciology education, if offered at all, is generally restricted to one or a few individual classes. Glaciology graduate students tend to come from a wide range of background education and often pursue their degree at institutes without any glaciology classes. To cater to this demand we have organized four intense 11-day International Summer Schools in Glaciology which have provided an opportunity for a total of 119 students from around the world to obtain a comprehensive insight into a wide range of topics in glaciology and a more holistic view beyond the scope of their graduate thesis topic. The summer schools were held bi-annually (2010 - 2016) in the tiny village of McCarthy in central Alaska in the immediate vicinity of easily accessible glaciers. The unique setting facilitated close interaction among all participants. The courses included daily lectures, computational exercises, a poster-session and two glacier excursions. In addition, students worked in small teams on a glaciology computer project mentored by one of the 7-9 instructors from several US and foreign institutions, and presented their results in a `mini' student conference at the end of the course. All instructors were required to stay for the entire period. Thus the courses provided a valuable platform for international networking between students and instructors and among the students themselves, thereby fostering future collaborations. This was generally perceived as a major asset of our summer schools.

Frankfurt microsurgery course: the first 175 trainees.

PubMed

Perez-Abadia, G; Janko, M; Pindur, L; Sauerbier, M; Barker, J H; Joshua, I; Marzi, I; Frank, J

2017-06-01

Microsurgery courses, taught external to surgical training programs, are essential for acquiring the high level of technical skill required for clinical proficiency. The Frankfurt microsurgery course is a 5-day, intensive course that teaches arterial and venous anastomosis using end-to-end, end-to-side, one-way-up, continuous-suture, and vessel graft techniques. During the course, the instructor records the level of skill (in-course data) achieved by each trainee by assessing anastomosis completion and patency. Demographic information is also collected. Post-course trainees are invited to complete an online survey (post-course data) to get their opinions of the courses' effectiveness. The in-course "skill achievement" and post-course "course effectiveness" data are presented below. In-course data: 94.8 and 59.9% of participants completed patent end-to-end arterial and venous anastomoses, respectively, while 85.4% performed a patent end-to-side anastomosis. 96.1 and 57.1% of participants who attempted arterial and venous anastomoses using the one-way-up technique were successful, as were 90.9% of those attempting continuous-suture technique. Patent venous grafts were performed by 54.7% of participants. All respondents indicated significant improvement of their microsurgical skills after taking the course. 66.7% of respondents considered the full-time presence of the instructor to be the most valuable aspect of the course. All respondents would highly recommend the course to colleagues. The microcourse significantly increased trainees' clinical microsurgery skills, confidence, and the number of clinical cases they perform. Of all the anastomosis techniques taught, venous anastomosis and grafting were the most difficult to learn. The presence of a full-time experienced instructor was most important.

Minimizing Barriers in Learning for On-Call Radiology Residents-End-to-End Web-Based Resident Feedback System.

PubMed

Choi, Hailey H; Clark, Jennifer; Jay, Ann K; Filice, Ross W

2018-02-01

Feedback is an essential part of medical training, where trainees are provided with information regarding their performance and further directions for improvement. In diagnostic radiology, feedback entails a detailed review of the differences between the residents' preliminary interpretation and the attendings' final interpretation of imaging studies. While the on-call experience of independently interpreting complex cases is important to resident education, the more traditional synchronous "read-out" or joint review is impossible due to multiple constraints. Without an efficient method to compare reports, grade discrepancies, convey salient teaching points, and view images, valuable lessons in image interpretation and report construction are lost. We developed a streamlined web-based system, including report comparison and image viewing, to minimize barriers in asynchronous communication between attending radiologists and on-call residents. Our system provides real-time, end-to-end delivery of case-specific and user-specific feedback in a streamlined, easy-to-view format. We assessed quality improvement subjectively through surveys and objectively through participation metrics. Our web-based feedback system improved user satisfaction for both attending and resident radiologists, and increased attending participation, particularly with regards to cases where substantive discrepancies were identified.

Utility of an app-based system to improve feedback following workplace-based assessment.

PubMed

Lefroy, Janet; Roberts, Nicola; Molyneux, Adrian; Bartlett, Maggie; Gay, Simon; McKinley, Robert

2017-05-31

To determine whether an app-based software system to support production and storage of assessment feedback summaries makes workplace-based assessment easier for clinical tutors and enhances the educational impact on medical students. We monitored our workplace assessor app's usage by Year 3 to 5 medical students in 2014-15 and conducted focus groups with Year 4 medical students and interviews with clinical tutors who had used the apps. Analysis was by constant comparison using a framework based on elements of van der Vleuten's utility index. The app may enhance the content of feedback for students. Using a screen may be distracting if the app is used during feedback discussions.    Educational impact was reduced by students' perceptions that an easy-to-produce feedback summary is less valuable than one requiring more tutor time and effort. Tutors' typing, dictation skills and their familiarity with mobile devices varied. This influenced their willingness to use the assessment and feedback mobile app rather than the equivalent web app. Electronic feedback summaries had more real and perceived uses than anticipated both for tutors and students including perceptions that they were for the school rather than the student. Electronic workplace-based assessment systems can be acceptable to tutors and can make giving detailed written feedback more practical but can interrupt the social interaction required for the feedback conversation. Tutor training and flexible systems will be required to minimise unwanted consequences. The educational impact on both tutors and students of providing pre-formulated advice within the app is worth further study.

Utility of an app-based system to improve feedback following workplace-based assessment

PubMed Central

Roberts, Nicola; Molyneux, Adrian; Bartlett, Maggie; Gay, Simon; McKinley, Robert

2017-01-01

Objectives To determine whether an app-based software system to support production and storage of assessment feedback summaries makes workplace-based assessment easier for clinical tutors and enhances the educational impact on medical students. Methods We monitored our workplace assessor app’s usage by Year 3 to 5 medical students in 2014-15 and conducted focus groups with Year 4 medical students and interviews with clinical tutors who had used the apps. Analysis was by constant comparison using a framework based on elements of van der Vleuten’s utility index. Results The app may enhance the content of feedback for students. Using a screen may be distracting if the app is used during feedback discussions.    Educational impact was reduced by students’ perceptions that an easy-to-produce feedback summary is less valuable than one requiring more tutor time and effort. Tutors’ typing, dictation skills and their familiarity with mobile devices varied. This influenced their willingness to use the assessment and feedback mobile app rather than the equivalent web app. Electronic feedback summaries had more real and perceived uses than anticipated both for tutors and students including perceptions that they were for the school rather than the student. Conclusions Electronic workplace-based assessment systems can be acceptable to tutors and can make giving detailed written feedback more practical but can interrupt the social interaction required for the feedback conversation. Tutor training and flexible systems will be required to minimise unwanted consequences. The educational impact on both tutors and students of providing pre-formulated advice within the app is worth further study.  PMID:28578320

The MovieClassroom: An Internet Based Application for Students and Instructors to Create Captioned Animations.

NASA Astrophysics Data System (ADS)

Urbano, L.

2005-12-01

We have developed and tested an internet based application that facilitates the creation of animations for use in lectures and permits movie production by students in laboratory classes. Animation have been found to be extremely useful educational aids in the geosciences, particularly relating to topics requiring comprehension of geospatial relationships. With this program, instructors are able to assemble and caption animations using an online video clip catalogue and present these movies through a standard internet browser. Captioning increases student comprehension by increasing the multimodality of information delivery. For student use, we developed an exercise for introductory, undergraduate, laboratory class sections that was informed by learning pedagogy, particularly as related to game-based learning. Students were asked to assemble video clips and captions into a coherent movie to explain geospatial concepts, with questions such as "Explain why we have seasons?" The affinity of students to digital technology, particularly computer games and digital media, makes this type of exercise particularly captivating to the typical undergraduate. The opportunity to select and arrange video clips (and add background music) into a unique production offers students a greater degree of ownership of the learning process and allows unique non-linear pathways for accomplishing learning objectives. Use in a laboratory section permitted rapid feedback from the instructor. The application was created using open-sourced software and the database populated with video clips and music contributed by faculty and students under a non-commercial-use license. This tool has the potential to permit the wider dissemination of scientific research results given the increasing use animations for scientific visualization, because it eases the creation of multiple presentations targeted to various audiences and allows user participation in the creation of multimedia.

Planetary boundaries and environmental citizenship: enhancing environmental science through the Princeton University Science and Engineering Education Initiative

NASA Astrophysics Data System (ADS)

Riihimaki, C. A.; Caylor, K. K.; Wilcove, D. S.

2014-12-01

Introductory courses in environmental science are challenging to teach effectively because instructors need to balance the breadth of content coverage with the depth needed to solve complex, interdisciplinary environmental problems. For three years, the Council on Science and Technology at Princeton University has been collaborating with faculty to enhance the introductory environmental science course as part of the Science and Engineering Education Initiative, which aims to ensure that all students, regardless of discipline, graduate with an appreciation for and literacy in science and engineering. Our primary aim in the course is to foster improved environmental citizenship by helping students develop a mechanistic understanding of our individual, societal, and global role as agents of environmental change; an ability to predict or forecast the potential impact that decisions may have on the future structure and function of Earth systems; and a sense of responsibility that leads to informed action and decision-making related to environmental issues. Toward those ends, we have 1) reframed the course curriculum to focus on the central theme of "planetary boundaries" (Rockstrom et al., 2009), including their scientific evidence and policy implications, 2) developed hands-on laboratory exercises that give students authentic research experiences, and 3) modified the assessment to ensure that the students have consistent and clear indications of their mastery of the material. Student feedback through course surveys has been positive, although challenges remain, including coordination across a large teaching staff (two lead instructors for lecture and three TAs for discussion sections, plus a lead lab instructor and one lab TA), optimizing learning activities across the course structure (lecture, precept, and an optional lab), and engaging students that have diverse academic interests.

Nursing student and professor perceptions and assessments of the achievement of practicum competencies: A mixed method approach.

PubMed

Fuentes-Pumarola, Concepció; Ballester-Ferrando, David; Gelabert-Vilella, Sandra; Bosch-Farré, Cristina; Malagón-Aguilera, M Carme; Rascón-Hernán, Carolina; Bonmatí-Tomàs, Anna; Fernandez-Peña, Rosario

2016-10-01

Within the context of the European Higher Education Area's requirement of competency-based assessments, the objective of the present study was to evaluate the Nursing Degree Practicum experience at the University of Girona (Spain) and ascertain student and faculty perceptions of the degree of competency achieved as a result of the practicum. This cross-sectional, descriptive, study combined quantitative analysis of a questionnaire and qualitative analysis of focus group comments. In the quantitative part of the study, 163 fourth-year nursing students completed the questionnaire; the qualitative analysis was derived from a focus group of 5 students and 5 professors. On the questionnaire, overall practicum evaluation was 8.39 on a 10-point Likert scale; scores evaluating the nurse mentor/instructor and nursing professor were 8.43 and 7.98, respectively. The geriatrics practicum experience received the lowest overall score (7.81), while the surgical practicum received the lowest score on the adequacy of knowledge acquired in the classroom in previous courses (5.54). The best scores were earned by the mental health and intensive/emergency care practicum experiences (a mean of 9.05 and 8.70, respectively). Students and professors in the focus group agreed that the practicum met the Nursing degree program's competency goals, highlighting practical activity as the best methodology to evaluate competencies. Participants highlighted the importance of reflective practice and the role of the nurse mentor/instructor in student learning, and indicated that it is essential for the university and the health care centers where students take practicum courses to maintain a strong relationship and good communication. Finally, feedback from the nurse mentor/instructor and Nursing professor was very important to students, both to motivate them and to help them learn. Copyright © 2016 Elsevier Ltd. All rights reserved.

DPS Discovery Slide Sets for the Introductory Astronomy Instructor

NASA Astrophysics Data System (ADS)

Meinke, Bonnie K.; Jackson, Brian; Buxner, Sanlyn; Horst, Sarah; Brain, David; Schneider, Nicholas M.

2016-10-01

The DPS actively supports the E/PO needs of the society's membership, including those at the front of the college classroom. The DPS Discovery Slide Sets are an opportunity for instructors to put the latest planetary science into their lectures and for scientists to get their exciting results to college students.In an effort to keep the astronomy classroom apprised of the fast moving field of planetary science, the Division for Planetary Sciences (DPS) has developed "DPS Discoveries", which are 3-slide presentations that can be incorporated into college lectures. The slide sets are targeted at the Introductory Astronomy undergraduate level. Each slide set consists of three slides which cover a description of the discovery, a discussion of the underlying science, and a presentation of the big picture implications of the discovery, with a fourth slide that includes links to associated press releases, images, and primary sources. Topics span all subdisciplines of planetary science, and 26 sets are available in Farsi and Spanish. We intend for these slide sets to help Astronomy 101 instructors include new developments (not yet in their textbooks) into the broader context of the course. If you need supplemental material for your classroom, please checkout the archived collection: http://dps.aas.org/education/dpsdiscMore slide sets are now in development and will be available soon! In the meantime, we seek input, feedback, and help from the DPS membership to add fresh slide sets to the series and to connect the college classroom to YOUR science. It's easy to get involved - we'll provide a content template, tips and tricks for a great slide set, and pedagogy reviews. Talk to a coauthor to find out how you can disseminate your science or get involved in E/PO with your contributions.

Automating Individualized Formative Feedback in Large Classes Based on a Directed Concept Graph

PubMed Central

Schaffer, Henry E.; Young, Karen R.; Ligon, Emily W.; Chapman, Diane D.

2017-01-01

Student learning outcomes within courses form the basis for course completion and time-to-graduation statistics, which are of great importance in education, particularly higher education. Budget pressures have led to large classes in which student-to-instructor interaction is very limited. Most of the current efforts to improve student progress in large classes, such as “learning analytics,” (LA) focus on the aspects of student behavior that are found in the logs of Learning Management Systems (LMS), for example, frequency of signing in, time spent on each page, and grades. These are important, but are distant from providing help to the student making insufficient progress in a course. We describe a computer analytical methodology which includes a dissection of the concepts in the course, expressed as a directed graph, that are applied to test questions, and uses performance on these questions to provide formative feedback to each student in any course format: face-to-face, blended, flipped, or online. Each student receives individualized assistance in a scalable and affordable manner. It works with any class delivery technology, textbook, and learning management system. PMID:28293202

Teaching Counseling Microskills to Audiology Students: Recommendations from Professional Counseling Educators.

PubMed

Beck, Kelly; Kulzer, Jamie

2018-02-01

To provide the highest quality services, audiologists incorporate counseling into their professional practice. This article, written by professional counselors, highlights the distinction between services provided by professional counselors (i.e., psychotherapy) and counseling microskills used by all health and rehabilitation professionals. Effective application of counseling microskills facilitates a strong therapeutic alliance, which research shows contributes to positive therapeutic outcomes. Counseling microskills should be taught early in graduate programs, because they serve as the foundation for the therapeutic alliance and allow for more effective application of other therapeutic interventions. The four most critical counseling microskills for audiologists are active listening, nonverbal communication, silence, and empathy. These skills should be taught using experiential learning activities (i.e., classroom role-play and use of simulated patients) that incorporate practice, repetition, and feedback. Students should be evaluated on their ability to perform counseling microskills using a detailed grading rubric. Instructors should deliver feedback on these skills with care to reduce potential negative reactions. Ultimately, effectively teaching counseling microskills in graduate programs can improve students' ability to facilitate the therapeutic alliance and facilitate better health outcomes for patients.

How to get students to love (or not hate) MATLAB and programming

NASA Astrophysics Data System (ADS)

Reckinger, Shanon; Reckinger, Scott

2014-11-01

An effective programming course geared toward engineering students requires the utilization of modern teaching philosophies. A newly designed course that focuses on programming in MATLAB involves flipping the classroom and integrating various active teaching techniques. Vital aspects of the new course design include: lengthening in-class contact hours, Process-Oriented Guided Inquiry Learning (POGIL) method worksheets (self-guided instruction), student created video content posted on YouTube, clicker questions (used in class to practice reading and debugging code), programming exams that don't require computers, integrating oral exams into the classroom, fostering an environment for formal and informal peer learning, and designing in a broader theme to tie together assignments. However, possibly the most important piece to this programming course puzzle: the instructor needs to be able to find programming mistakes very fast and then lead individuals and groups through the steps to find their mistakes themselves. The effectiveness of the new course design is demonstrated through pre- and post- concept exam results and student evaluation feedback. Students reported that the course was challenging and required a lot of effort, but left largely positive feedback.

14 CFR 61.189 - Flight instructor records.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight instructor records. 61.189 Section...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.189 Flight instructor records. (a) A flight instructor...

14 CFR 61.189 - Flight instructor records.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight instructor records. 61.189 Section...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.189 Flight instructor records. (a) A flight instructor...

Sonification of optical coherence tomography data and images

PubMed Central

Ahmad, Adeel; Adie, Steven G.; Wang, Morgan; Boppart, Stephen A.

2010-01-01

Sonification is the process of representing data as non-speech audio signals. In this manuscript, we describe the auditory presentation of OCT data and images. OCT acquisition rates frequently exceed our ability to visually analyze image-based data, and multi-sensory input may therefore facilitate rapid interpretation. This conversion will be especially valuable in time-sensitive surgical or diagnostic procedures. In these scenarios, auditory feedback can complement visual data without requiring the surgeon to constantly monitor the screen, or provide additional feedback in non-imaging procedures such as guided needle biopsies which use only axial-scan data. In this paper we present techniques to translate OCT data and images into sound based on the spatial and spatial frequency properties of the OCT data. Results obtained from parameter-mapped sonification of human adipose and tumor tissues are presented, indicating that audio feedback of OCT data may be useful for the interpretation of OCT images. PMID:20588846

Biogeomorphic feedback between plant growth and flooding causes alternative stable states in an experimental floodplain

NASA Astrophysics Data System (ADS)

Wang, Chen; Wang, Qiao; Meire, Dieter; Ma, Wandong; Wu, Chuanqing; Meng, Zhen; Van de Koppel, Johan; Troch, Peter; Verhoeven, Ronny; De Mulder, Tom; Temmerman, Stijn

2016-07-01

It is important to understand the mechanisms of vegetation establishment on bare substrate in a disturbance-driven ecosystem because of many valuable ecosystem services. This study tested for empirical indications of local alternative stable states controlled by biogeomorphic feedbacks using flume experiments with alfalfa: (1) single flood experiments different in flood intensity and plant growth, (2) long-term evolution experiments with repeated flooding and seeding. We observed: (1) a combination of thresholds in plant growth and flooding magnitude for upgrowing seedlings to survive; (2) bimodality in vegetation biomass after floods indicating the existence of two alternative states, either densely vegetated or bare; (3) facilitation of vegetation establishment by the spatial pattern formation of channels and sand bars. In conclusion, empirical indicators were demonstrated for local alternative stable states in a disturbance-driven ecosystem associated with biogeomorphic feedbacks, which could contribute to the protection and restoration of vegetation in such ecosystems.

Peer review in design: Understanding the impact of collaboration on the review process and student perception

NASA Astrophysics Data System (ADS)

Mandala, Mahender Arjun

A cornerstone of design and design education is frequent situated feedback. With increasing class sizes, and shrinking financial and human resources, providing rich feedback to students becomes increasingly difficult. In the field of writing, web-based peer review--the process of utilizing equal status learners within a class to provide feedback to each other on their work using networked computing systems--has been shown to be a reliable and valid source of feedback in addition to improving student learning. Designers communicate in myriad ways, using the many languages of design and combining visual and descriptive information. This complex discourse of design intent makes peer reviews by design students ambiguous and often not helpful to the receivers of this feedback. Furthermore, engaging students in the review process itself is often difficult. Teams can complement individual diversity and may assist novice designers collectively resolve complex task. However, teams often incur production losses and may be impacted by individual biases. In the current work, we look at utilizing a collaborative team of reviewers, working collectively and synchronously, in generating web based peer reviews in a sophomore engineering design class. Students participated in a cross-over design, conducting peer reviews as individuals and collaborative teams in parallel sequences. Raters coded the feedback generated on the basis of their appropriateness and accuracy. Self-report surveys and passive observation of teams conducting reviews captured student opinion on the process, its value, and the contrasting experience they had conducting team and individual reviews. We found team reviews generated better quality feedback in comparison to individual reviews. Furthermore, students preferred conducting reviews in teams, finding the process 'fun' and engaging. We observed several learning benefits of using collaboration in reviewing including improved understanding of the assessment criteria, roles, expectations, and increased team reflection. These results provide insight into how to improve the review process for instructors and researchers, and forms a basis for future research work in this area. With respect to facilitating peer review process in design based classrooms, we also present recommendations for creating effective review system design and implementation in classroom supported by research and practical experience.

The Effects of Practice-Based Training on Graduate Teaching Assistants’ Classroom Practices

PubMed Central

Becker, Erin A.; Easlon, Erin J.; Potter, Sarah C.; Guzman-Alvarez, Alberto; Spear, Jensen M.; Facciotti, Marc T.; Igo, Michele M.; Singer, Mitchell; Pagliarulo, Christopher

2017-01-01

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K–12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices. PMID:29146664

Toys are me: children's extension of self to objects.

PubMed

Diesendruck, Gil; Perez, Reut

2015-01-01

Adults tend to believe that objects can function as extensions of people's selves. This belief has been demonstrated in that changes to people's sense of self affect their attachment to personally valuable objects, and vice-versa. Here we tested the development of this belief. In Study 1 we found that manipulating 5-year-olds' self-worth via positive or negative feedback on performance, affected their willingness to part with personally valuable objects, but had no effect vis-à-vis non-valuable objects. In Study 2 we found that 9-, but not 5-year-olds were more willing to give a personally valuable object to someone morally repulsive after the object had been cleaned of all remnants of the child's self, than before. Study 2b showed an analogous effect in 5-year-olds' willingness to receive an object from someone morally repulsive. These findings intimate that the extension of self to objects via contagion may derive not only from cultural values such as consumerism, materialism, or individualism, but also from basic human needs. Copyright © 2014 Elsevier B.V. All rights reserved.

Infusing Diversity and Equity Into Clinical Teaching: Training the Trainers.

PubMed

Wilson-Mitchell, Karline; Handa, Manavi

2016-11-01

Clinical instructors in health care disciplines are charged with engaging students in experiential learning wherein respect and cultural sensitivity is applied. This article reports on the results of 3 diversity workshops conducted for clinical preceptors and field instructors from various disciplines. The workshops were developed in response to students' growing concerns that their academic learning experiences were negatively affected by dissatisfying management of differences between students, faculty, and preceptors with respect to ethno-racial group membership, socioeconomic level, and degree of privilege and power. The workshops included a didactic session that presented basic principles of social and health equity followed by small-group reflection about various ethical and moral dilemmas that were presented in clinical education scenarios. Examples of discrimination on a variety of levels were addressed in these workshops, including race, ethnicity, immigration status, sexual orientation, religion, body size and appearance, ability, age, socioeconomic class, religious faith, and gender. The group exercises and discussion from these sessions provided valuable insight and approaches to difficult but common areas of discomfiture encountered in the clinical teaching setting. This article presents the findings from participants of these diversity workshops in order to encourage the application of equity principles into clinical teaching in midwifery and other health care education contexts. © 2016 by the American College of Nurse-Midwives.

Clinical Needs Finding: Developing the Virtual Experience, A Case Study

PubMed Central

Mittal, Vaishali; Thompson, Megan; Altman, Stuart M; Taylor, Peter; Summers, Alexander; Goodwin, Kelsey; Louie, Angelique Y

2013-01-01

We describe an innovative program at the University of California, Davis for students to engage in clinical needs finding. Using a team-based approach, students participated in clinical rotations to observe firsthand the needs of clinicians at the university affiliated medical center. The teams were asked to develop documentary-style videos to capture key experiences that would allow future viewers to use the videos as “virtual” clinical rotations. This was conceived as a strategy to allow students in prohibitively large classes, or students in programs at institutions without associated medical or veterinary school programs, to experience clinical rotations and perform needs assessments. The students' perspectives on the experience as well as instructor analysis of best practices for this type of activity are presented and discussed. We found that the internship experience was valuable to the students participating, by not only introducing the practice of needs finding but for increasing the students' confidence in the practice of engineering design and their ability to work independently. The videos produced were of such high quality that instructors from other institutions have requested copies for instructional use. Virtual clinical rotations through video experiences may provide a reasonable substitute for students who do not have the ability to participate in rotations in person. PMID:23483373

Using targeted active-learning exercises and diagnostic question clusters to improve students' understanding of carbon cycling in ecosystems.

PubMed

Maskiewicz, April Cordero; Griscom, Heather Peckham; Welch, Nicole Turrill

2012-01-01

In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and organic carbon-containing compounds in biological systems. These results helped us identify specific active-learning exercises that would be responsive to students' existing knowledge. The effects of the active-learning interventions were then examined through analysis of students' pre- and postinstruction responses on the DQCs. The biology and non-biology majors participating in this study attended a range of institutions and the instructors varied in their use of active learning; one lecture-only comparison class was included. Changes in pre- to postinstruction scores on the DQCs showed that an instructor's teaching method had a highly significant effect on student reasoning following course instruction, especially for questions pertaining to cellular-level, carbon-transforming processes. We conclude that using targeted in-class activities had a beneficial effect on student learning regardless of major or class size, and argue that using diagnostic questions to identify effective learning activities is a valuable strategy for promoting learning, as gains from lecture-only classes were minimal.

Building mental models by dissecting physical models.

PubMed

Srivastava, Anveshna

2016-01-01

When students build physical models from prefabricated components to learn about model systems, there is an implicit trade-off between the physical degrees of freedom in building the model and the intensity of instructor supervision needed. Models that are too flexible, permitting multiple possible constructions require greater supervision to ensure focused learning; models that are too constrained require less supervision, but can be constructed mechanically, with little to no conceptual engagement. We propose "model-dissection" as an alternative to "model-building," whereby instructors could make efficient use of supervisory resources, while simultaneously promoting focused learning. We report empirical results from a study conducted with biology undergraduate students, where we demonstrate that asking them to "dissect" out specific conceptual structures from an already built 3D physical model leads to a significant improvement in performance than asking them to build the 3D model from simpler components. Using questionnaires to measure understanding both before and after model-based interventions for two cohorts of students, we find that both the "builders" and the "dissectors" improve in the post-test, but it is the latter group who show statistically significant improvement. These results, in addition to the intrinsic time-efficiency of "model dissection," suggest that it could be a valuable pedagogical tool. © 2015 The International Union of Biochemistry and Molecular Biology.

10 Years of Student Questions about the Radiation Belts

NASA Astrophysics Data System (ADS)

Gross, N. A.; Hughes, W. J.; Wiltberger, M. J.

2016-12-01

The NSF funded CISM Space Weather Summer School is targeted to graduate students just starting in space physics and provides a comprehensive conceptual background to the field. Insights from this summer school can provide valuable information to graduate instructors and graduate student mentors. During the school, students are invited to submit questions at the end of the lecture component each day. The lecturers then take the time to respond to these questions. We have collected over 3000 student questions over the last 10 years. The radiation belts, solar energetic particles, and the operational impacts of high energy particles are among the topics covered during the summer school, and these topics consistently generate a share of the questions following those lectures. The collection includes questions about: the structure and variability of the radiation belts, the distinction between solar energetic particles (SEPs) and the radiation belts, the distinction between the ring current and the radiation belts, the impact radiation belt particles and SEPs have on the magnetosphere, the risks high energy particles pose to spacecraft and humans, their impact on operations, regulations for human exposure, and others. The presentation will catalog the questions asked by students and provide insight into students prior conceptions and misunderstandings about this topic. We hope this work informs instructors who teach these topics.

Using Targeted Active-Learning Exercises and Diagnostic Question Clusters to Improve Students' Understanding of Carbon Cycling in Ecosystems

PubMed Central

Maskiewicz, April Cordero; Griscom, Heather Peckham; Welch, Nicole Turrill

2012-01-01

In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and organic carbon-containing compounds in biological systems. These results helped us identify specific active-learning exercises that would be responsive to students' existing knowledge. The effects of the active-learning interventions were then examined through analysis of students' pre- and postinstruction responses on the DQCs. The biology and non–biology majors participating in this study attended a range of institutions and the instructors varied in their use of active learning; one lecture-only comparison class was included. Changes in pre- to postinstruction scores on the DQCs showed that an instructor's teaching method had a highly significant effect on student reasoning following course instruction, especially for questions pertaining to cellular-level, carbon-transforming processes. We conclude that using targeted in-class activities had a beneficial effect on student learning regardless of major or class size, and argue that using diagnostic questions to identify effective learning activities is a valuable strategy for promoting learning, as gains from lecture-only classes were minimal. PMID:22383618

Experiences and Engagement with the Design Features and Strategies of an Internet-Delivered Treatment Programme for Generalised Anxiety Disorder: A Service-Based Evaluation

ERIC Educational Resources Information Center

Walsh, Amy; Richards, Derek

2017-01-01

Background: Outcome research has highlighted the efficacy of internet-based cognitive behavioural therapy (iCBT). Some process research has examined users experiences of iCBT. Understanding the user experience provides valuable feedback to developers of internet-delivered interventions. Aim: The present study aimed to evaluate user's experiences…

Ensuring quality Website redesign: the University of Maryland's experience.

PubMed

Fuller, D M; Hinegardner, P G

2001-10-01

The Web Redesign Committee at the Health Sciences and Human Services Library (HS/HSL) of the University of Maryland was formed to evaluate its site and oversee the site's redesign. The committee's goal was to design a site that would be functional, be usable, and provide the library with a more current image. Based on a literature review and discussions with colleagues, a usability study was conducted to gain a better understanding of how the Website was used. Volunteers from across the campus participated in the study. A Web-based survey was also used to gather feedback. To complement user input, library staff were asked to review the existing site. A prototype site was developed incorporating suggestions obtained from the evaluation mechanisms. The usability study was particularly useful because it identified problem areas, including terminology, which would have been overlooked by library staff. A second usability study was conducted to refine the prototype. The new site was launched in the spring of 2000. The usability studies were valuable mechanisms in designing the site. Users felt invested in the project, and the committee received valuable feedback. This process led to an improved Website and higher visibility for the library on campus.

14 CFR 61.193 - Flight instructor privileges.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight instructor privileges. 61.193... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.193 Flight instructor privileges. A person who...

14 CFR 61.193 - Flight instructor privileges.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight instructor privileges. 61.193... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.193 Flight instructor privileges. A person who...

Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses

PubMed Central

Beck, Christopher W.; Blumer, Lawrence S.

2016-01-01

Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts. PMID:27810867

Using Crickets to Introduce Neurophysiology to Early Undergraduate Students

PubMed Central

Dagda, Ruben K.; Thalhauser, Rachael M.; Dagda, Raul; Marzullo, Timothy C.; Gage, Gregory J.

2013-01-01

Anatomy and physiology instructors often face the daunting task of teaching the principles of neurophysiology as part of a laboratory course with very limited resources. Teaching neurophysiology can be a difficult undertaking as sophisticated electrophysiology and data acquisition equipment is often financially out-of-reach for two-year institutions, and for many preparations, instructors need to be highly skilled in electrophysiology techniques when teaching hands-on laboratories. In the absence of appropriate laboratory tools, many undergraduate students have difficulty understanding concepts related to neurophysiology. The cricket can serve as a reliable invertebrate model to teach the basic concepts of neurophysiology in the educational laboratory. In this manuscript, we describe a series of hands-on, demonstrative, technologically simple, and affordable laboratory activities that will help undergraduate students gain an understanding of the principles of neurophysiology. By using the cerci ganglion and leg preparation, students can quantify extracellular neural activity in response to sensory stimulation, understand the principles of rate coding and somatotopy, perform electrical microstimulation to understand the threshold of sensory stimulation, and do pharmacological manipulation of neuronal activity. We describe the utility of these laboratory activities, provide a convenient protocol for quantifying extracellular recordings, and discuss feedback provided by undergraduate students with regards to the quality of the educational experience after performing the lab activities. PMID:24319394

Tested Tools You Can Use: Evaluating Earth System Science Courses

NASA Astrophysics Data System (ADS)

Lee, S. P.; Prakash, A.; Reider, D.; Baker, D.

2006-12-01

Earth System Science Education for the 21st Century (ESSE 21) has created a public access on-line evaluation resource available at http://esse21.usra.edu/evaltoolkit in collaboration with the ESSE 21 institutions, PIs, and evaluators. The purpose of the ESSE toolkit is to offer examples of how evaluation and assessment are/have been used in Earth System Science courses and programs. Our goal is to help instructors recognize different types of assessment and evaluation tools and uses that have proved useful in these courses and provide models for designing assessments in new courses. We have included actual examples of evaluations used by ESSE institution faculty in their own courses. This is not a comprehensive toolkit on educational evaluation and assessment, but it does provide several examples of evaluations that have been used successfully in Earth System Science courses and links to many good web resources on course evaluation. We have provided examples of assessments that are designed to collect information from students before, during and after courses. Some, presented in different formats, are designed to assess what students learn, others are designed to provide course instructors with information they can use to revise their courses. These assessments range from content tests to portfolios, from feedback forms to interviews, and from concept maps to attitude surveys.

Integrating Technical Communication in the Mechanical Engineering Curriculum

NASA Astrophysics Data System (ADS)

Norberg, Seth; Ashcraft, Timothy; van Poppel, Bret

2017-11-01

Technical communication is essential to engineering practice, but these skills can be challenging to teach and assess in the classroom. Instructors in the Mechanical Engineering (ME) program at the United States Military Academy are developing new learning exercises to prepare students for success in their capstone design course and beyond. In this paper we highlight the recent successes and lessons learned from two courses: junior-level Thermal-Fluid Systems and the senior-level ME Seminar. Both courses support the newly implemented West Point Writing Program (WPWP), an institutional, writing-across-the-curriculum program. The junior course incorporates four hands-on experiments, which provide an abundance of data for students to analyze, assess, and present. In the senior course the majority of the content that students present is from their ongoing capstone design projects. Between the two courses, students craft essays, lab reports, short summaries, posters, quad charts, and technical presentations. Both courses include peer evaluation, revision exercises, and timed (on demand) writing assignments. The junior course includes assignments co-authored by a group as well as an individual report. An overview of both courses' assignments with course-end feedback from the students and the faculty is provided. Strengths and weaknesses are identified and recommendations for instructors seeking to implement similar technical communications assignments in their own courses are presented.

Creation and Assessment of an Active e-Learning Introductory Geology Course

NASA Astrophysics Data System (ADS)

Sit, Stefany M.; Brudzinski, Michael R.

2017-12-01

The recent emphasis in higher education on both student engagement and online learning encouraged the authors to develop an active e-learning environment for an introductory geohazards course, which enrolls 70+ undergraduate students per semester. Instructors focused on replicating the achievements and addressing the challenges within an already established face-to-face student-centered class (Brudzinski and Sikorski 2010; Sit 2013). Through the use of a learning management system (LMS) and other available technologies, a wide range of course components were developed including online homework assignments with automatic grading and tailored feedback, video tutorials of software programs like Google Earth and Microsoft Excel, and more realistic scientific investigations using authentic and freely available data downloaded from the internet. The different course components designed to engage students and improve overall student learning and development were evaluated using student surveys and instructor reflection. Each component can be used independently and intertwined into a face-to-face course. Results suggest that significant opportunities are available in an online environment including the potential for improved student performance and new datasets for educational research. Specifically, results from pre and post-semester Geoscience Concept Inventory (GCI) testing in an active e-learning course show enhanced student learning gains compared to face-to-face lecture-based and student-centered courses.

14 CFR 61.191 - Additional flight instructor ratings.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Additional flight instructor ratings. 61... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.191 Additional flight instructor ratings. (a) A...

14 CFR 61.191 - Additional flight instructor ratings.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Additional flight instructor ratings. 61... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.191 Additional flight instructor ratings. (a) A...

Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?

PubMed

Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke

2017-04-05

Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context. We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression. A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p < 0.01), compared their performance to a standard (β = 0.159, p < 0.01), explained or demonstrated the correct performance (β = 0.324, p < 0.001) and prepared an action plan with the student (β =0.496, p < 0.001). Appraisal of good performance did not influence the perceived learning value of feedback. No gender differences were found for perceived learning value. In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ju, Melody; Berman, Abigail T.; Hwang, Wei-Ting

Purpose: There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Methods and Materials: Two case scenarios were developed to challenge residents in the delivery of “bad news” to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiationmore » oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Results: Overall resident performance ratings were “good” to “excellent,” with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. Conclusions: The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills.« less

Assessing interpersonal and communication skills in radiation oncology residents: a pilot standardized patient program.

PubMed

Ju, Melody; Berman, Abigail T; Hwang, Wei-Ting; Lamarra, Denise; Baffic, Cordelia; Suneja, Gita; Vapiwala, Neha

2014-04-01

There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Two case scenarios were developed to challenge residents in the delivery of "bad news" to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiation oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Overall resident performance ratings were "good" to "excellent," with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills. Copyright © 2014 Elsevier Inc. All rights reserved.

Brain-computer interface users speak up: the Virtual Users' Forum at the 2013 International Brain-Computer Interface Meeting.

PubMed

Peters, Betts; Bieker, Gregory; Heckman, Susan M; Huggins, Jane E; Wolf, Catherine; Zeitlin, Debra; Fried-Oken, Melanie

2015-03-01

More than 300 researchers gathered at the 2013 International Brain-Computer Interface (BCI) Meeting to discuss current practice and future goals for BCI research and development. The authors organized the Virtual Users' Forum at the meeting to provide the BCI community with feedback from users. We report on the Virtual Users' Forum, including initial results from ongoing research being conducted by 2 BCI groups. Online surveys and in-person interviews were used to solicit feedback from people with disabilities who are expert and novice BCI users. For the Virtual Users' Forum, their responses were organized into 4 major themes: current (non-BCI) communication methods, experiences with BCI research, challenges of current BCIs, and future BCI developments. Two authors with severe disabilities gave presentations during the Virtual Users' Forum, and their comments are integrated with the other results. While participants' hopes for BCIs of the future remain high, their comments about available systems mirror those made by consumers about conventional assistive technology. They reflect concerns about reliability (eg, typing accuracy/speed), utility (eg, applications and the desire for real-time interactions), ease of use (eg, portability and system setup), and support (eg, technical support and caregiver training). People with disabilities, as target users of BCI systems, can provide valuable feedback and input on the development of BCI as an assistive technology. To this end, participatory action research should be considered as a valuable methodology for future BCI research. Copyright © 2015 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

A student guide to proofreading and writing in science.

PubMed

Hyatt, Jon-Philippe K; Bienenstock, Elisa Jayne; Tilan, Jason U

2017-09-01

Scientific writing requires a distinct style and tone, whether the writing is intended for an undergraduate assignment or publication in a peer-reviewed journal. From the first to the final draft, scientific writing is an iterative process requiring practice, substantial feedback from peers and instructors, and comprehensive proofreading on the part of the writer. Teaching writing or proofreading is not common in university settings. Here, we present a collection of common undergraduate student writing mistakes and put forth suggestions for corrections as a first step toward proofreading and enhancing readability in subsequent draft versions. Additionally, we propose specific strategies pertaining to word choice, structure, and approach to make products more fluid and focused for an appropriate target audience. Copyright © 2017 the American Physiological Society.

RSNA Diagnosis Live: A Novel Web-based Audience Response Tool to Promote Evidence-based Learning.

PubMed

Awan, Omer A; Shaikh, Faiq; Kalbfleisch, Brian; Siegel, Eliot L; Chang, Paul

2017-01-01

Audience response systems have become more commonplace in radiology residency programs in the last 10 years, as a means to engage learners and promote improved learning and retention. A variety of systems are currently in use. RSNA Diagnosis Live™ provides unique features that are innovative, particularly for radiology resident education. One specific example is the ability to annotate questions with subspecialty tags, which allows resident performance to be tracked over time. In addition, deficiencies in learning can be monitored for each trainee and analytics can be provided, allowing documentation of resident performance improvement. Finally, automated feedback is given not only to the instructor, but also to the trainee. Online supplemental material is available for this article. © RSNA, 2017.

Student perceptions of digital versus traditional slide use in undergraduate education.

PubMed

Solberg, Brooke L

2012-01-01

Digitized slides provide a number of intriguing benefits for educators. Before their implementation, however, educators should consider student opinion related to their use. This mixed-methods study directly compared Medical Laboratory Science (MLS) student perceptions of learning experiences in both digital and traditional slide laboratory settings. Results suggested that the majority of students preferred learning with digital slides, and numerous reasons for this preference were identified. Survey responses indicated that students using digital slides tended to view their performances, instructor feedback, and their learning environment more positively than students using traditional slides. Apprehensions about digital slide use were also detected from students preferring traditional slides. These findings provide a guide on how best to exploit both digital and traditional slides in an educational setting.

Cooperative Learning in Industrial-sized Biology Classes

PubMed Central

Chang, Shu-Mei; Brickman, Marguerite

2007-01-01

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed. PMID:17548878

Cooperative learning in industrial-sized biology classes.

PubMed

Armstrong, Norris; Chang, Shu-Mei; Brickman, Marguerite

2007-01-01

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

The research contributions of predominantly North American Family Medicine educators to medical learner feedback: a descriptive analysis following a scoping review.

PubMed

Hayes, Victoria; Bing-You, Robert; Varaklis, Kalli; Trowbridge, Robert; Kemp, Heather; McKelvy, Dina

2018-05-01

In 2016, we performed a scoping review as a means of mapping what is known in the literature about feedback to medical learners. In this descriptive analysis, we explore a subset of the results to assess the contributions of predominantly North American family medicine educators to the feedback literature. Nineteen articles extracted from our original scoping review plus six articles identified from an additional search of the journal Family Medicine are described in-depth. The proportion of articles involving family medicine educators identified in our scoping review is small (n=19/650, 3%) and the total remains low (25) after including additional articles (n=6) from a Family Medicine search. They encompass a broad range of feedback methods and content areas. They primarily originated in the United States (n=19) and Canada (n=3) within Family Medicine Departments (n=20) and encompass a variety of scientific and educational research methodologies. The contributions of predominantly North American Family Medicine educators to the literature on feedback to learners are sparse in number and employ a variety of focus areas and methodological approaches. More studies are needed to assess for areas of education research where family physicians could make valuable contributions.

Identification of Vibrotactile Patterns Encoding Obstacle Distance Information.

PubMed

Kim, Yeongmi; Harders, Matthias; Gassert, Roger

2015-01-01

Delivering distance information of nearby obstacles from sensors embedded in a white cane-in addition to the intrinsic mechanical feedback from the cane-can aid the visually impaired in ambulating independently. Haptics is a common modality for conveying such information to cane users, typically in the form of vibrotactile signals. In this context, we investigated the effect of tactile rendering methods, tactile feedback configurations and directions of tactile flow on the identification of obstacle distance. Three tactile rendering methods with temporal variation only, spatio-temporal variation and spatial/temporal/intensity variation were investigated for two vibration feedback configurations. Results showed a significant interaction between tactile rendering method and feedback configuration. Spatio-temporal variation generally resulted in high correct identification rates for both feedback configurations. In the case of the four-finger vibration, tactile rendering with spatial/temporal/intensity variation also resulted in high distance identification rate. Further, participants expressed their preference for the four-finger vibration over the single-finger vibration in a survey. Both preferred rendering methods with spatio-temporal variation and spatial/temporal/intensity variation for the four-finger vibration could convey obstacle distance information with low workload. Overall, the presented findings provide valuable insights and guidance for the design of haptic displays for electronic travel aids for the visually impaired.

The Group Objective Structured Clinical Experience: building communication skills in the clinical reasoning context.

PubMed

Konopasek, Lyuba; Kelly, Kevin V; Bylund, Carma L; Wenderoth, Suzanne; Storey-Johnson, Carol

2014-07-01

Students are rarely taught communication skills in the context of clinical reasoning training. The purpose of this project was to combine the teaching of communication skills using SPs with clinical reasoning exercises in a Group Objective Structured Clinical Experience (GOSCE) to study feasibility of the approach, the effect on learners' self-efficacy and attitude toward learning communication skills, and the effect of providing multiple sources of immediate, collaborative feedback. GOSCE sessions were piloted in Pediatrics and Medicine clerkships with students assessing their own performance and receiving formative feedback on communication skills from peers, standardized patients (SPs), and faculty. The sessions were evaluated using a retrospective pre/post-training questionnaire rating changes in self-efficacy and attitudes, and the value of the feedback. Results indicate a positive impact on attitudes toward learning communication skills and self-efficacy regarding communication in the clinical setting. Also, learners considered feedback by peers, SPs, and faculty valuable in each GOSCE. The GOSCE is an efficient and learner-centered method to attend to multiple goals of teaching communication skills, clinical reasoning, self-assessment, and giving feedback in a formative setting. The GOSCE is a low-resource, feasible strategy for experiential learning in communication skills and clinical reasoning. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2014 CFR

2014-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2014 CFR

2014-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2012 CFR

2012-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2013 CFR

2013-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2013 CFR

2013-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2012 CFR

2012-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2010 CFR

2010-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2011 CFR

2011-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2011 CFR

2011-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

Aviation Instructor's Handbook.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC.

This handbook is designed for ground instructors, flight instructors, and aviation maintenance instructors, providing beginning instructors the foundation to understand and apply fundamentals of instruction. The handbook also provides aviation instructors with up-to-date information on learning and teaching, and how to relate this information to…

Historical framework to explain long-term coupled human and natural system feedbacks: application to a multiple-ownership forest landscape in the northern Great Lakes region, USA

Treesearch

Michelle M. Steen-Adams; Nancy Langston; Mark D. O. Adams; David J. Mladenoff

2015-01-01

Current and future human and forest landscape conditions are influenced by the cumulative, unfolding history of socialecological interactions. Examining past system responses, especially unintended consequences, can reveal valuable insights that promote learning and adaptation in forest policy and management. Temporal couplings are complex, however; they can be...

A Principled Approach to Managing Routing in Large ISP Networks

DTIC Science & Technology

2009-06-01

giving me valuable feedback on my work . v I owe a special thank you to Ioannis Avramopoulos, Eric Keller, Brian Biskeborn and Michael Schapira for their...Future Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 5.3.1 Using Morpheus and VROOM to Handle Traffic Engineering . . . . . . . 124...when working at maximum capacity [17]. We argue that, with VROOM , the variations in daily traffic volume can be exploited to reduce power consumption

Using real-time ultrasound imaging as adjunct teaching tools to enhance physical therapist students' ability and confidence to perform traction of the knee joint.

PubMed

Markowski, Alycia; Watkins, Maureen K; Burnett, Todd; Ho, Melissa; Ling, Michael

2018-04-01

Often, physical therapy students struggle with the skill and the confidence to perform manual techniques for musculoskeletal examination. Current teaching methods lack concurrent objective feedback. Real-time ultrasound imaging (RTUI) has the advantage of generating visualization of anatomical structures in real-time in an efficient and safe manner. We hypothesize that the use of RTUI to augment teaching with concurrent objective visual feedback will result in students' improved ability to create a change in joint space when performing a manual knee traction and higher confidence scores. Eighty-six students were randomly allocated to a control or an experimental group. All participants received baseline instructions on how to perform knee traction. The control group received standardized lab instruction (visual, video, and instructor/partner feedback). The experimental group received standardized lab instruction augmented with RTUI feedback. Pre-data and post-data collection consisted of measuring participants' ability to create changes in joint space when performing knee traction, a confidence survey evaluating perceived ability and a reflection paper. Joint space changes between groups were compared using a paired t-test. Surveys were analyzed with descriptive statistics and compared using Wilcoxon Rank Sum and for the reflection papers, themes were identified and descriptive statistics reported. Although there were no statistically significant differences between the control and the experimental group, overall scores improved. Qualitative data suggests students found the use of ultrasound imaging beneficial and would like more exposure. This novel approach to teaching knee traction with RTUI has potential and may be a basis for further studies. Copyright © 2018 Elsevier Ltd. All rights reserved.

Instructors Who Resist "College Lite": The Neutralizing Effect of Instructor Immediacy on Students' Course-Workload Violations and Perceptions of Instructor Credibility and Affective Learning

ERIC Educational Resources Information Center

Mottet, Timothy P.; Parker-Raley, Jessica; Beebe, Steven A.; Cunningham, Cory

2007-01-01

The purpose of this study was to investigate the effects of an instructor's nonverbal immediacy behaviors and course-workload demands on student perceptions of instructor credibility and student higher-order affective learning. H1 and H2 predicted that an instructor's nonverbal immediacy behaviors would neutralize the instructor's violations of…

Using Technological Advances to Improve Surgery Curriculum: Experience With a Mobile Application.

PubMed

Green, Courtney A; Kim, Edward H; O'Sullivan, Patricia S; Chern, Hueylan

2018-01-31

Our previous home-video basic surgical skills curriculum required substantial faculty time and resources, and was limited by delayed feedback and technical difficulties. Consequently, we integrated that curriculum with a mobile application platform. Our purpose is to describe this application and learner satisfaction. The mobile platform incorporates a patented pedagogical design based on Ericsson's deliberate practice and Bandura's social learning theory. Instructors built step-wise skills modules. During the challenge phase, learners watched a video of surgical tasks completed by experts and uploaded a video of themselves performing the same task. In the Peer Review phase, they used a grading rubric to provide feedback. In the Recap stage, learners received individual feedback and could review their own videos. Two groups of learners, graduating medical students and matriculating surgical residents, participated in this independent learning platform, along with 2 to 4 laboratory sessions, and completed a survey about their experience. Survey responses were summarized descriptively and comments analyzed using content analysis. Fifty learners submitted videos of assigned tasks and completed peer reviews. Learners reported positive experiences specifically for the Peer Review Stage, structured home practice, ease of mobile access to submit and review videos, and ongoing immediate feedback. Over half of the learners reported spending at least 10 to 30 minute practicing skills before recording their videos and over 80% rerecorded at least 2 times before submission. Content analysis revealed learners engaged with the educational concepts designed into the platform. Learners easily used and were satisfied with a mobile-technology teaching platform that maintained the fundamental content, educational theories, and organizational structure of our previously effective surgical skills curriculum. Prior challenges were directly addressed through the mobile application's ease of use, support of deliberate practice, and improved timeliness of feedback. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2014 CFR

2014-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors... section and § 121.414: (1) A flight instructor (airplane) is a person who is qualified to instruct in an...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2012 CFR

2012-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2013 CFR

2013-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2011 CFR

2011-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2010 CFR

2010-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

Feedback from incident reporting: information and action to improve patient safety.

PubMed

Benn, J; Koutantji, M; Wallace, L; Spurgeon, P; Rejman, M; Healey, A; Vincent, C

2009-02-01

Effective feedback from incident reporting systems in healthcare is essential if organisations are to learn from failures in the delivery of care. Despite the wide-scale development and implementation of incident reporting in healthcare, studies in the UK suggest that information concerning system vulnerabilities could be better applied to improve operational safety within organisations. In this article, the findings and implications of research to identify forms of effective feedback from incident reporting are discussed, to promote best practices in this area. The research comprised a mixed methods review to investigate mechanisms of effective feedback for healthcare, drawing upon experience within established reporting programmes in high-risk industry and transport domains. Systematic searches of published literature were undertaken, and 23 case studies describing incident reporting programmes with feedback were identified for analysis from the international healthcare literature. Semistructured interviews were undertaken with 19 subject matter experts across a range of domains, including: civil aviation, maritime, energy, rail, offshore production and healthcare. In analysis, qualitative information from several sources was synthesised into practical requirements for developing effective feedback in healthcare. Both action and information feedback mechanisms were identified, serving safety awareness, improvement and motivational functions. The provision of actionable feedback that visibly improved systems was highlighted as important in promoting future reporting. Fifteen requirements for the design of effective feedback systems were identified, concerning: the role of leadership, the credibility and content of information, effective dissemination channels, the capacity for rapid action and the need for feedback at all levels of the organisation, among others. Above all, the safety-feedback cycle must be closed by ensuring that reporting, analysis and investigation result in timely corrective actions that effectively address vulnerabilities in existing work systems. Limited research evidence exists concerning the issue of effective forms of safety feedback within healthcare. Much valuable operational knowledge resides in safety management communities within high-risk industries. Multiple means of feeding back recommended actions and safety information may be usefully employed to promote safety awareness, improve clinical processes and promote future reporting. Further work is needed to establish best practices for feedback systems in healthcare that effectively close the safety loop.

Validation of a Statistical Methodology for Extracting Vegetation Feedbacks: Focus on North African Ecosystems in the Community Earth System Model

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yu, Yan; Notaro, Michael; Wang, Fuyao

Generalized equilibrium feedback assessment (GEFA) is a potentially valuable multivariate statistical tool for extracting vegetation feedbacks to the atmosphere in either observations or coupled Earth system models. The reliability of GEFA at capturing the terrestrial impacts on regional climate is demonstrated in this paper using the National Center for Atmospheric Research Community Earth System Model (CESM), with focus on North Africa. The feedback is assessed statistically by applying GEFA to output from a fully coupled control run. To reduce the sampling error caused by short data records, the traditional or full GEFA is refined through stepwise GEFA by dropping unimportantmore » forcings. Two ensembles of dynamical experiments are developed for the Sahel or West African monsoon region against which GEFA-based vegetation feedbacks are evaluated. In these dynamical experiments, regional leaf area index (LAI) is modified either alone or in conjunction with soil moisture, with the latter runs motivated by strong regional soil moisture–LAI coupling. Stepwise GEFA boasts higher consistency between statistically and dynamically assessed atmospheric responses to land surface anomalies than full GEFA, especially with short data records. GEFA-based atmospheric responses are more consistent with the coupled soil moisture–LAI experiments, indicating that GEFA is assessing the combined impacts of coupled vegetation and soil moisture. Finally, both the statistical and dynamical assessments reveal a negative vegetation–rainfall feedback in the Sahel associated with an atmospheric stability mechanism in CESM versus a weaker positive feedback in the West African monsoon region associated with a moisture recycling mechanism in CESM.« less

Validation of a Statistical Methodology for Extracting Vegetation Feedbacks: Focus on North African Ecosystems in the Community Earth System Model

DOE PAGES

Yu, Yan; Notaro, Michael; Wang, Fuyao; ...

2018-02-05

Generalized equilibrium feedback assessment (GEFA) is a potentially valuable multivariate statistical tool for extracting vegetation feedbacks to the atmosphere in either observations or coupled Earth system models. The reliability of GEFA at capturing the terrestrial impacts on regional climate is demonstrated in this paper using the National Center for Atmospheric Research Community Earth System Model (CESM), with focus on North Africa. The feedback is assessed statistically by applying GEFA to output from a fully coupled control run. To reduce the sampling error caused by short data records, the traditional or full GEFA is refined through stepwise GEFA by dropping unimportantmore » forcings. Two ensembles of dynamical experiments are developed for the Sahel or West African monsoon region against which GEFA-based vegetation feedbacks are evaluated. In these dynamical experiments, regional leaf area index (LAI) is modified either alone or in conjunction with soil moisture, with the latter runs motivated by strong regional soil moisture–LAI coupling. Stepwise GEFA boasts higher consistency between statistically and dynamically assessed atmospheric responses to land surface anomalies than full GEFA, especially with short data records. GEFA-based atmospheric responses are more consistent with the coupled soil moisture–LAI experiments, indicating that GEFA is assessing the combined impacts of coupled vegetation and soil moisture. Finally, both the statistical and dynamical assessments reveal a negative vegetation–rainfall feedback in the Sahel associated with an atmospheric stability mechanism in CESM versus a weaker positive feedback in the West African monsoon region associated with a moisture recycling mechanism in CESM.« less

Land market feedbacks can undermine biodiversity conservation.

PubMed

Armsworth, Paul R; Daily, Gretchen C; Kareiva, Peter; Sanchirico, James N

2006-04-04

The full or partial purchase of land has become a cornerstone of efforts to conserve biodiversity in countries with strong private property rights. Methods used to target areas for acquisition typically ignore land market dynamics. We show how conservation purchases affect land prices and generate feedbacks that can undermine conservation goals, either by displacing development toward biologically valuable areas or by accelerating its pace. The impact of these market feedbacks on the effectiveness of conservation depends on the ecological value of land outside nature reserves. Traditional, noneconomic approaches to site prioritization should perform adequately in places where land outside reserves supports little biodiversity. However, these approaches will perform poorly in locations where the countryside surrounding reserves is important for species' persistence. Conservation investments can sometimes even be counterproductive, condemning more species than they save. Conservation is most likely to be compromised in the absence of accurate information on species distributions, which provides a strong argument for improving inventories of biodiversity. Accounting for land market dynamics in conservation planning is crucial for making smart investment decisions.

Frame-of-Reference Training: Establishing Reliable Assessment of Teaching Effectiveness.

PubMed

Newman, Lori R; Brodsky, Dara; Jones, Richard N; Schwartzstein, Richard M; Atkins, Katharyn Meredith; Roberts, David H

2016-01-01

Frame-of-reference (FOR) training has been used successfully to teach faculty how to produce accurate and reliable workplace-based ratings when assessing a performance. We engaged 21 Harvard Medical School faculty members in our pilot and implementation studies to determine the effectiveness of using FOR training to assess health professionals' teaching performances. All faculty were novices at rating their peers' teaching effectiveness. Before FOR training, we asked participants to evaluate a recorded lecture using a criterion-based peer assessment of medical lecturing instrument. At the start of training, we discussed the instrument and emphasized its precise behavioral standards. During training, participants practiced rating lectures and received immediate feedback on how well they categorized and scored performances as compared with expert-derived scores of the same lectures. At the conclusion of the training, we asked participants to rate a post-training recorded lecture to determine agreement with the experts' scores. Participants and experts had greater rating agreement for the post-training lecture compared with the pretraining lecture. Through this investigation, we determined that FOR training is a feasible method to teach faculty how to accurately and reliably assess medical lectures. Medical school instructors and continuing education presenters should have the opportunity to be observed and receive feedback from trained peer observers. Our results show that it is possible to use FOR rater training to teach peer observers how to accurately rate medical lectures. The process is time efficient and offers the prospect for assessment and feedback beyond traditional learner evaluation of instruction.

From Communication Skills to Skillful Communication: A Longitudinal Integrated Curriculum for Critical Care Medicine Fellows.

PubMed

Roze des Ordons, Amanda L; Doig, Christopher J; Couillard, Philippe; Lord, Jason

2017-04-01

Communication with patients and families in critical care medicine (CCM) can be complex and challenging. A longitudinal curricular model integrating multiple techniques within classroom and clinical milieus may facilitate skillful communication across diverse settings. In 2014-2015, the authors developed and implemented a curriculum for CCM fellows at the Cumming School of Medicine, University of Calgary, to promote the longitudinal development of skillful communication. A departmental needs assessment informed curriculum development. Five 4-hour classroom sessions were developed: basic communication principles, family meetings about goals and transitions of care, discussing patient safety incidents, addressing conflict, and offering organ donation. Teaching methods-including instructor-led presentations incorporating a consistent framework for approaching challenging conversations, simulation and clinical practice, and feedback from peers, trained facilitators, family members, and clinicians-supported integration of skills into the clinical setting and longitudinal development of skillful communication. Seven fellows participated during the first year of the curriculum. CCM fellows engaged enthusiastically in the program, commented that the framework provided was helpful, and highly valued the opportunity to practice challenging communication scenarios, learn from observing their peers, and receive immediate feedback. More detailed accounts of fellows', patients', and family members' experiences will be obtained to guide curricular development. The curriculum will be expanded to involve other members of the multidisciplinary intensive care unit team, and faculty education initiatives will be offered to enhance the quality of the feedback provided. The impact of the curriculum on initial skill development, retention, and progression will be assessed.

Design and Real-World Evaluation of Eyes-Free Yoga: An Exergame for Blind and Low-Vision Exercise

PubMed Central

Rector, Kyle; Vilardaga, Roger; Lansky, Leo; Lu, Kellie; Bennett, Cynthia L.; Ladner, Richard E.; Kientz, Julie A.

2017-01-01

People who are blind or low vision may have a harder time participating in exercise due to inaccessibility or lack of encouragement. To address this, we developed Eyes-Free Yoga using the Microsoft Kinect that acts as a yoga instructor and has personalized auditory feedback based on skeletal tracking. We conducted two different studies on two different versions of Eyes-Free Yoga: (1) a controlled study with 16 people who are blind or low vision to evaluate the feasibility of a proof-of-concept and (2) an 8-week in-home deployment study with 4 people who are blind or low vision, with a fully functioning exergame containing four full workouts and motivational techniques. We found that participants preferred the personalized feedback for yoga postures during the laboratory study. Therefore, the personalized feedback was used as a means to build the core components of the system used in the deployment study and was included in both study conditions. From the deployment study, we found that the participants practiced Yoga consistently throughout the 8-week period (Average hours = 17; Average days of practice = 24), almost reaching the American Heart Association recommended exercise guidelines. On average, motivational techniques increased participant’s user experience and their frequency and exercise time. The findings of this work have implications for eyes-free exergame design, including engaging domain experts, piloting with inexperienced users, using musical metaphors, and designing for in-home use cases. PMID:29104712

Autogenic-feedback training improves pilot performance during emergency flying conditions

NASA Technical Reports Server (NTRS)

Kellar, Michael A.; Folen, Raymond A.; Cowings, Patricia S.; Toscano, William B.; Hisert, Glen L.

1994-01-01

Studies have shown that autonomous mode behavior is one cause of aircraft fatalities due to pilot error. In such cases, the pilot is in a high state of psychological and physiological arousal and tends to focus on one problem, while ignoring more critical information. This study examined the effect of training in physiological self-recognition and regulation, as a means of improving crew cockpit performance. Seventeen pilots were assigned to the treatment and control groups matched for accumulated flight hours. The treatment group comprised three pilots of HC-130 Hercules aircraft and four HH-65 Dolphin helicopter pilots; the control group comprised three pilots of HC-130's and six Dolphin helicopter pilots. During an initial flight, physiological data were recorded for each crew member and individual crew performance was rated by an instructor pilot. Eight crewmembers were then taught to regulate their own physiological response levels using Autogenic-Feedback Training (AFT). The remaining subjects received no training. During a second flight, treatment subjects showed significant improvement in performance, while controls did not improve. The results indicate that AFT management of high states of physiological arousal may improve pilot performance during emergency flying conditions.