Developing a radiology-based teaching approach for gross anatomy in the digital era.

PubMed

Marker, David R; Bansal, Anshuman K; Juluru, Krishna; Magid, Donna

2010-08-01

The purpose of this study was to assess the implementation of a digital anatomy lecture series based largely on annotated, radiographic images and the utility of the Radiological Society of North America-developed Medical Imaging Resource Center (MIRC) for providing an online educational resource. A series of digital teaching images were collected and organized to correspond to lecture and dissection topics. MIRC was used to provide the images in a Web-based educational format for incorporation into anatomy lectures and as a review resource. A survey assessed the impressions of the medical students regarding this educational format. MIRC teaching files were successfully used in our teaching approach. The lectures were interactive with questions to and from the medical student audience regarding the labeled images used in the presentation. Eighty-five of 120 students completed the survey. The majority of students (87%) indicated that the MIRC teaching files were "somewhat useful" to "very useful" when incorporated into the lecture. The students who used the MIRC files were most likely to access the material from home (82%) on an occasional basis (76%). With regard to areas for improvement, 63% of the students reported that they would have benefited from more teaching files, and only 9% of the students indicated that the online files were not user friendly. The combination of electronic radiology resources available in lecture format and on the Internet can provide multiple opportunities for medical students to learn and revisit first-year anatomy. MIRC provides a user-friendly format for presenting radiology education files for medical students. 2010 AUR. Published by Elsevier Inc. All rights reserved.

A guided note taking strategy supports student learning in the large lecture classes

NASA Astrophysics Data System (ADS)

Tanamatayarat, J.; Sujarittham, T.; Wuttiprom, S.; Hefer, E.

2017-09-01

In higher education, lecturing has been found to be the most prevalent teaching format for large classes. Generally, this format tends not to result in effective learning outcomes. Therefore, to support student learning in these large lecture classes, we developed guided notes containing quotations, blank spaces, pictures, and problems. A guided note taking strategy was selected and has been used in our introductory physics course for many years. In this study, we investigated the results of implementing the guided note taking strategy to promote student learning on electrostatics. The samples were three groups of first-year students from two universities: 163 and 224 science students and 147 engineering students. All of the students were enrolled in the introductory physics course in the second semester. To assess the students’ understanding, we administered pre- and post-tests to the students by using the electrostatics test. The questions were selected from the conceptual survey of electricity and magnetism (CSEM) and some leading physics textbooks. The results of the students’ understanding were analyzed by the average normalized gains (). The value of each group was 0.61, 0.55, and 0.54, respectively. Furthermore, the students’ views on learning with the guided note taking strategy were explored by using the five-point rating scale survey. Most students perceived that the strategy helped support their active learning and engagement in the lectures.

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

NASA Astrophysics Data System (ADS)

Skala, Chija; Slater, Timothy F.; Adams, Jeffrey P.

2000-08-01

Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

"Why Did You Blend My Learning?" A Comparison of Student Success in Lecture and Blended Learning Introduction to Sociology Courses

ERIC Educational Resources Information Center

Luna, Yvonne M.; Winters, Stephanie A.

2017-01-01

Introduction to Sociology at a large public university was taught in two separate formats, blended learning and lecture, during the same semester by the first author. While some similarities existed, the distinction was in delivery of course content. Additionally, the blended class had one-third less in-class time that was primarily devoted to…

A randomized trial comparing digital and live lecture formats [ISRCTN40455708.

PubMed

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-11-29

Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting.

A randomized trial comparing digital and live lecture formats [ISRCTN40455708

PubMed Central

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-01-01

Background Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Methods Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. Results There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. Conclusions This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting. PMID:15569389

Student Preferences for Online Lecture Formats: Does Prior Experience Matter?

ERIC Educational Resources Information Center

Drouin, Michelle; Hile, Rachel E.; Vartanian, Lesa R.; Webb, Janae

2013-01-01

We examined undergraduate students' quality ratings of and preferences for different types of online lecture formats. Students preferred richer online lecture formats that included both audio and visual components; however, there were no significant differences between students' ratings of PowerPoint lectures with "audio" of the…

Interactive computer-assisted instruction vs. lecture format in dental education.

PubMed

Howerton, W Bruce; Enrique, Platin R T; Ludlow, John B; Tyndall, Donald A

2004-01-01

The purpose of this study was to compare computer-assisted instruction (CAI) with lecture format using recent hardware and software advances. A pre- and post-test was used to determine student performance and instructional preference. In addition, a post-instruction survey was used to determine student learning preferences. Seventy-five first-year University of North Carolina (UNC) dental students who were registered for the introductory radiology course were asked to participate. All agreed and were randomly placed in one of three groups: interactive CD only, interactive CD and lecture, and lecture only. The content of the multimedia instruction focused on intraoral radiography. A pre- and post-test was administered to determine if there was a significant difference between interactive CD and lecture formats, and an evaluation instrument was used to determine if there was a student learning preference between CAI and lecture format. Analysis of covariance and the sign test were used to determine significance (p<.05). There was no significant difference between pre- and post-test outcomes, indicating that similar learning took place using the interactive CD and/or lecture format. However, students preferred CAI to lecture format.

Using Summative and Formative Assessments to Evaluate EFL Teachers' Teaching Performance

ERIC Educational Resources Information Center

Wei, Wei

2015-01-01

Using classroom observations (formative) and student course experience survey results (summative) to evaluate English lecturers' teaching performances is not new in practice, but surprisingly only a few studies have investigated this issue in a higher education context. This study was conducted in an English department of a large university in…

Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse ("CaLD") Students, and Large Classes

ERIC Educational Resources Information Center

Kariyawasam, Kanchana; Low, Hang Yen

2014-01-01

This paper is largely based on the experience of teaching law to students with non-legal background in business schools, with a focus on internationalisation and the large class lecture format. Business schools often consist of large classes which include a significant proportion of Culturally and Linguistically Diverse (CaLD) students. Teaching a…

Memory for Lectures: How Lecture Format Impacts the Learning Experience

PubMed Central

Varao-Sousa, Trish L.; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235

Memory for Lectures: How Lecture Format Impacts the Learning Experience.

PubMed

Varao-Sousa, Trish L; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

Teaching Free Speech in Advertising Classrooms (Approaches to Teaching Freedom of Expression).

ERIC Educational Resources Information Center

Geske, Joel

1991-01-01

Argues that free expression is an important concept to teach to introductory advertising students. Explains how free expression can be taught through student role playing within a talk show format. Reports research showing student enthusiasm for the method. Concludes that the method can be successful in the large lecture classroom format. (SG)

Lectures based on cardinal symptoms in undergraduate medicine - effects of evaluation-based interventions on teaching large groups

PubMed Central

Kuhnigk, Olaf; Weidtmann, Katja; Anders, Sven; Hüneke, Bernd; Santer, René; Harendza, Sigrid

2011-01-01

Despite critical voices lectures are still an important teaching format in current medical curricula. With the curricular reform at Hamburg Medical Faculty in the year 2004, all subject specific lectures were replaced by cardinal symptom oriented lectures (LSV) in the new clinical curriculum. LSVs are taught throughout all six thematic blocks in years three to five. Since regular student evaluations after each thematic block seemed to demand improvement of the LSVs, this study was carried out using evaluations of individual LSVs by the participating students and by trained auditors (final year students and academic staff). Based on these evaluations feedback containing the individual evaluation data was given in written form to the lecturers combined with information material on planning an LSV using modern didactic techniques. In a second evaluation period, the effects of this intervention were studied. Only small improvements in the LSVs’ quality were noted regarding the level of marks achieved. When individual items were evaluated, especially the didactic quality, significant improvements were noticeable. Overall, on the basis of individual items students ranked the quality of the LSVs significantly higher than trained auditors during the first evaluation period. This effect was no longer seen after the second evaluation period. The inter rater reliability among the auditors was very good. This study shows that regular quality assurance is needed on the structural levels and for staff to accompany the process of embedding teaching formats into curricular concepts. Further investigation is needed to determine the adequate frequency of evaluation and the format of feedback to guarantee sustainable effects of the didactic quality of lectures. PMID:21818230

Clickers and Formative Feedback at University Lectures

ERIC Educational Resources Information Center

Egelandsdal, Kjetil; Krumsvik, Rune Johan

2017-01-01

Lecturing is often criticized for being a monological and student passive way of teaching. However, digital technology such as Student Response Systems (SRS) can be used to reconstruct the traditional lecturing format. During a series of five two-hour lectures in "qualitative methods" for first year psychology students, we used SRS to…

In Defence of the Lecture

ERIC Educational Resources Information Center

Webster, R. Scott

2015-01-01

In response to the lecture format coming under "attack" and being replaced by online materials and smaller tutorials, this paper attempts to offer not only a defence but also to assert that the potential value of the lecture is difficult to replicate through other learning formats. Some of the criticisms against lectures will be…

Improving Student Learning and Views of Physics in a Large Enrollment Introductory Physics Class

ERIC Educational Resources Information Center

Shan, Kathy J.

2013-01-01

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage…

To Click or Not to Click: That's the Question

ERIC Educational Resources Information Center

El-Rady, Johnny

2006-01-01

Classes of 100 students or more are not uncommon in higher education. With such large enrollments, it can be difficult for instructors to integrate active learning components to the traditional lecture format typically adopted in such large classes. To help address this problem, Johnny El-Rady discusses his use of an electronic classroom voting…

A comparison of traditional and engaging lecture methods in a large, professional-level course.

PubMed

Miller, Cynthia J; McNear, Jacquee; Metz, Michael J

2013-12-01

In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings, the literature surrounding use of the learning technique for professional students is inconclusive. The novelty of this study design allowed a direct comparison of engaging physiology lectures versus didactic lecture formats in the same cohort of 120 first-year School of Dentistry DMD students. All students were taught five physiological systems using traditional lecture methods and six physiological systems using engaging lecture methods. The use of engaging lectures led to a statistically significant higher average on unit exams compared with traditional didactic lectures (8.6% higher, P < 0.05). Furthermore, students demonstrated an improved long-term retention of information via higher scores on the comprehensive final exam (22.9% higher in engaging lecture sections, P < 0.05). Many qualitative improvements were also indicated via student surveys and evaluations, including an increased perceived effectiveness of lectures, decrease in distractions during lecture, and increased confidence with the material. The development of engaging lecture activities requires a significant amount of instructor preparation and limits the time available to provide traditional lectures. However, the positive results of this study suggest the need for a restructuring of the physiology curriculum to incorporate more engaging lectures to improve both the qualitative experiences and performance levels of professional students.

The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

PubMed

Mortensen, C J; Nicholson, A M

2015-07-01

Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P < 0.05), with both formats taught by the same instructor. Analysis of ACT scores demonstrated no intellectual capacity differences between the student populations. To evaluate any gains in critical thinking, flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P < 0.01). In the flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P < 0.05): instructor availability to assist students; encouragement of independent, creative, and critical thinking; and amount learned. Overall, the flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches such as the flipped classroom should be considered for many lecture-style courses taught in the animal sciences.

Using Mauna Loa Atmospheric CO2 Data in Large General Education Geoscience Courses

NASA Astrophysics Data System (ADS)

Richardson, R. M.; Kapp, J. L.

2007-12-01

We have been using the Mauna Loa atmospheric CO2 dataset (http://scrippsco2.ucsd.edu/data/in_situ_co2/monthly_mlo.csv) in a large (up to 300) General Education Geoscience course, primarily in small breakout groups (30 students). The exercise is designed to address quantitative literacy including percentages, slopes and linear trends, issues of data completeness and bias, quality of extrapolations, as well as implications for climate change. We are significantly revising the course, which serves 600 students a semester, with help from a curriculum grant. A major goal is to improve student learning by incorporating inquiry based activities in the large lecture setting. Lectures now incorporate several activities throughout a given class period, in which students are asked to use critical thinking skills such as interpreting patterns in data and graphs, analyzing a scientific hypothesis for its coherence with the scientific method, and answering higher order synthesis questions in both verbal and written form. This differs from our past format where class periods were dominated by lecture, with a single short activity done individually about every other lecture. To test the effectiveness of the new course format we will give students the same atmospheric CO2 exercise in the lecture setting that they were given previously in breakout groups. Students will work in small groups in lecture after receiving a short introduction to the exercise by the instructor. They will plot CO2 concentrations, make extrapolations, and interpret patterns in the data. We will compare scores on the exercise with previous semesters. We expect that students will do better having had more experience with interpreting scientific data and practicing higher order thinking skills. We also expect working in small groups will foster better learning through peer teaching and discussion. We will incorporate responses from students who took part in the exercises from current and previous semesters. We administer a greenhouse effect concept inventory both before and after the CO2 exercise and other in-class greenhouse gas activities, and will present those results as well.

A Delicate Balance: Integrating Active Learning into a Large Lecture Course

PubMed Central

Cotner, Sehoya H.; Baepler, Paul M.; Decker, Mark D.

2008-01-01

A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach. PMID:19047423

Cannibalism, Kuru, and Mad Cows: Prion Disease As a "Choose-Your-Own-Experiment" Case Study to Simulate Scientific Inquiry in Large Lectures.

PubMed

Serrano, Antonio; Liebner, Jeffrey; Hines, Justin K

2016-01-01

Despite significant efforts to reform undergraduate science education, students often perform worse on assessments of perceptions of science after introductory courses, demonstrating a need for new educational interventions to reverse this trend. To address this need, we created An Inexplicable Disease, an engaging, active-learning case study that is unusual because it aims to simulate scientific inquiry by allowing students to iteratively investigate the Kuru epidemic of 1957 in a choose-your-own-experiment format in large lectures. The case emphasizes the importance of specialization and communication in science and is broadly applicable to courses of any size and sub-discipline of the life sciences.

Improving the Effectiveness and Efficiency of Teaching Large Classes: Development and Evaluation of a Novel e-Resource in Cancer Biology

ERIC Educational Resources Information Center

Hejmadi, Momna V.

2007-01-01

This paper describes the development and evaluation of a blended learning resource in the biosciences, created by combining online learning with formal face-face lectures and supported by formative assessments. In order to improve the effectiveness and efficiency of teaching large classes with mixed student cohorts, teaching was delivered through…

Introducing student inquiry in large introductory genetics classes.

PubMed Central

Pukkila, Patricia J

2004-01-01

An appreciation of genetic principles depends upon understanding the individual curiosity that sparked particular investigations, the creativity involved in imagining alternative outcomes and designing experiments to eliminate these outcomes, and the clarity of thought necessary to convince one's scientific peers of the validity of the conclusions. At large research universities, students usually begin their study of genetics in large lecture classes. It is widely assumed that the lecture format, coupled with the pressures to be certain that students become familiar with the principal conclusions of genetics investigations, constrains most if not all departures from the formats textbooks used to explain these conclusions. Here I present several examples of mechanisms to introduce meaningful student inquiry in an introductory genetics course and to evaluate student creative effort. Most of the examples involve altered student preparation prior to class and additional in-class activities, while a few depend upon a smaller recitation section, which accompanies the course from which the examples have been drawn. I conclude that large introductory classes are suitable venues to teach students how to identify scientific claims, determine the evidence that is essential to eliminate alternative conclusions, and convince their peers of the validity of their arguments. PMID:15020401

Practical strategies for effective lectures.

PubMed

Lenz, Peter H; McCallister, Jennifer W; Luks, Andrew M; Le, Tao T; Fessler, Henry E

2015-04-01

Lecturing is an essential teaching skill for scientists and health care professionals in pulmonary, critical care, and sleep medicine. However, few medical or scientific educators have received training in contemporary techniques or technology for large audience presentation. Interactive lecturing outperforms traditional, passive-style lecturing in educational outcomes, and is being increasingly incorporated into large group presentations. Evidence-based techniques range from the very simple, such as inserting pauses for audience discussion, to more technologically advanced approaches such as electronic audience response systems. Alternative software platforms such as Prezi can overcome some of the visual limits that the ubiquitous PowerPoint imposes on complex scientific narratives, and newer technology formats can help foster the interactive learning environment. Regardless of the technology, adherence to good principles of instructional design, multimedia learning, visualization of quantitative data, and informational public speaking can improve any lecture. The storyline must be clear, logical, and simplified compared with how it might be prepared for scientific publication. Succinct outline and summary slides can provide a roadmap for the audience. Changes of pace, and summaries or other cognitive breaks inserted every 15-20 minutes can renew attention. Graphics that emphasize clear, digestible data graphs or images over tables, and simple, focused tables over text slides, are more readily absorbed. Text slides should minimize words, using simple fonts in colors that contrast to a plain background. Adherence to these well-established principles and addition of some new approaches and technologies will yield an engaging lecture worth attending.

The International Negotiation Seminars Project. Project ICONS.

ERIC Educational Resources Information Center

Wilkenfeld, Jonathan; Kaufman, Joyce; Starkey, Brigid

This report of a study at the University of Maryland describes an international, interactive, and interdisciplinary project for first- and second-year students, which combines a large lecture format with small-group, seminar-type sessions organized around a computer-assisted simulation model, the International Communication and Negotiation…

Self-Paced Economics Instruction: A Large-Scale Disaggregated Evaluation

ERIC Educational Resources Information Center

Soper, John C.; Thorton, Richard M.

1976-01-01

This paper reports on an evaluation of the Sterling Institute self-paced macroeconomics course at Northern Illinois University. Results show that a completely self-paced teaching format for macroeconomics is inferior to a well-directed, concept-oriented, graduate-student instructed, lecture-discussion taught course. (Author/RM)

Improving Lecture Quality through Training in Public Speaking

ERIC Educational Resources Information Center

Mowbray, Robert; Perry, Laura B.

2015-01-01

Lecturing is a common instructional format but poor lecturing skills can detract from students' learning experiences and outcomes. As lecturing is essentially a form of public communication, training in public speaking may improve lecture quality. Twelve university lecturers in Malaysia participated in a six-week public speaking skills training…

Exploring medical student learning in the large group teaching environment: examining current practice to inform curricular development.

PubMed

Luscombe, Ciara; Montgomery, Julia

2016-07-19

Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time. This research employed a hermeneutic phenomenological approach. Three focus groups, consisting of 19 students in total, were used to explore the experiences of second year medical students in large group teaching sessions. Using generic thematic data analysis, these accounts have been developed into a meaningful account of experience. This study found there to be a well-established learning culture amongst students and with it, expectations as to the format of teaching sessions. Furthermore, there were set perceptions about the student role within the learning environment which had many implications, including the way that innovative teaching methods were received. Student learning was perceived to take place outside the lecture theatre, with a large emphasis placed on creating resources that can be taken away to use in personal study time. Presented here is a constructive review of reasons for student participation, interaction and engagement in large group teaching sessions. Based on this are recommendations constructed with the view to aid educators in engaging students within this setting. Short term, educators can implement strategies that monopolise on the established learning culture of students to encourage engagement with active learning strategies. Long term, it would be beneficial for educators to consider ways to shift the current student learning culture to one that embraces an active learning curriculum.

Web-Based Implementation of Discrete Mathematics

ERIC Educational Resources Information Center

Love, Tanzy; Keinert, Fritz; Shelley, Mack

2006-01-01

The Department of Mathematics at Iowa State University teaches a freshman-level Discrete Mathematics course with total enrollment of about 1,800 students per year. The traditional format includes large lectures, with about 150 students each, taught by faculty and temporary instructors in two class sessions per week and recitation sections, with…

Integrating Study Skills and Problem Solving into Remedial Mathematics

ERIC Educational Resources Information Center

Cornick, Jonathan; Guy, G. Michael; Beckford, Ian

2015-01-01

Students at a large urban community college enrolled in seven classes of an experimental remedial algebra programme, which integrated study skills instruction and collaborative problem solving. A control group of seven classes was taught in a traditional lecture format without study skills instruction. Student performance in the course was…

A Novel Format for Teaching Spanish Grammar: Lessons from the Lecture Hall

ERIC Educational Resources Information Center

Zyzik, Eve

2008-01-01

This article describes a third-year Spanish grammar course that is taught in lecture/discussion format. The course, which enrolls over 150 students each semester, provides explicit instruction during a weekly lecture and opportunities for students to engage in meaningful output and interaction during small group discussion sessions. The goal is to…

Electronic voting to encourage interactive lectures: a randomised trial

PubMed Central

2007-01-01

Background Electronic Voting Systems have been used for education in a variety of disciplines. Outcomes from these studies have been mixed. Because results from these studies have been mixed, we examined whether an EVS system could enhance a lecture's effect on educational outcomes. Methods A cohort of 127 Year 5 medical students at the University of Adelaide was stratified by gender, residency status and academic record then randomised into 2 groups of 64 and 63 students. Each group received consecutive 40-minute lectures on two clinical topics. One group received the EVS for both topics. The other group received traditional teaching only. Evaluation was undertaken with two, 15-question multiple-choice questionnaires (MCQ) assessing knowledge and problem solving and undertaken as a written paper immediately before and after the lectures and repeated online 8–12 weeks later. Standardised institutional student questionnaires were completed for each lecture and independent observers assessed student behaviour during the lectures. Lecturer's opinions were assessed by a questionnaire developed for this study. Results Two-thirds of students randomised to EVS and 59% of students randomised to traditional lectures attended. One-half of the students in the EVS group and 41% in the traditional group completed all questionnaires. There was no difference in MCQ scores between EVS and traditional lectures (p = 0.785). The cervical cancer lectures showed higher student ranking in favour of EVS in all parameters. The breast cancer lectures showed higher ranking in favour of traditional lectures in 5 of 7 parameters (p < 0.001). The observed higher-order lecturer-students interactions were increased in the EVS lecture for one lecturer and reduced for the other. Both lecturers felt that the EVS lectures were difficult to prepare, that they were able to keep to time in the traditional lectures, that the educational value of both lecture styles was similar, and that they were neutral-to-slightly favourably disposed to continue with the EVS technology. The 2 lecturers disagreed regarding the ease of preparation of the traditional lecture, their ability to keep to time in the EVS lecture, and personal satisfaction with the EVS lecture. The lecturers felt that EVS encouraged student participation and helped identify where students were having difficulty. Conclusion In this setting, EVS technology used in large group lectures did not offer significant advantages over the more traditional lecture format. PMID:17655773

Problem-Solving Modules in Large Introductory Biology Lectures Enhance Student Understanding

ERIC Educational Resources Information Center

Cooper, Scott; Hanmer, Deborah; Cerbin, Bill

2006-01-01

We studied the effect of formative assessment and feedback on learning. Students produced phylogenetic trees based upon morphological and molecular data. The trees were projected in class, feedback provided, and the process repeated twice with new data. Assessment revealed that these in-class modules resulted in significant improvement in student…

Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study.

PubMed

Sawatsky, Adam P; Berlacher, Kathryn; Granieri, Rosanne

2014-07-01

The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. We developed an ACTIVE teaching format structured around the following steps: assemble (A) into groups, convey (C) learning objectives, teach (T) background information, inquire (I) through cases and questions, verify (V) understanding, and explain (E) answer choices and educate on the learning points. We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention. We qualitatively assessed participating faculty members' perspectives on the faculty development efforts and the feasibility of teaching using the ACTIVE format. Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P < 0.01), with no increase in stress or decrement in break time. There was an improvement in initial knowledge achievement with the ACTIVE teaching format (overall absolute score increase of 11%, P = 0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture. A structured ACTIVE teaching format improved resident engagement and initial knowledge, and required minimal resources. The ACTIVE teaching format offers an exciting alternative to the standard lecture for resident noon conference and is easy to implement.

Web-streamed didactic instruction on substance use disorders compares favorably with live-lecture format.

PubMed

Karam-Hage, M; Maher, Karam-Hage; Brower, Kirk J; Mullan, Patricia B; Gay, Tamara; Gruppen, Larry D

2013-05-01

Education about substance use disorders in medical schools and, subsequently, physicians' identification of and intervention in these diagnoses lag behind that of most other disabling disorders. To reduce barriers and improve access to education about this major public health concern, medical schools are increasingly adopting web-based instruction on substance use and other psychiatric disorders as part of their curricula; however, it is not well known how a web-streamed lecture compares with a traditional one. The authors hypothesized that both these formats would be equally efficacious in terms of knowledge acquisition and student satisfaction. Authors conducted a prospective study to test this hypothesis among third-year medical students who received web-streamed lecture on substance use/addiction versus those who received a traditional live lecture. Of the 243 students, significantly more students completed the on-line lecture series. Of the 216 students in the final study sample, 130 (60%) were assigned to the web-streamed lecture and 86 (40%) to the live lecture. Within-subject comparisons of pre- and post-lecture scores for the entire cohort indicated a significant improvement in the percentage of correct answers (21.0% difference). Although no differences in improved scores between the two groups were found, students in the live-lecture group reported small, but significantly higher levels of satisfaction. This preliminary work supports the hypothesis that a web-streamed lecture can be at least equally efficacious as a traditional lecture in terms of knowledge acquisition. However, attention needs to be paid to the lower satisfaction levels associated with using the web-streamed format.

PDF Lecture Materials for Online and ``Flipped'' Format Astronomy Courses

NASA Astrophysics Data System (ADS)

Kary, D. M.; Eisberg, J.

2013-04-01

Online astronomy courses typically rely on students reading the textbook and/or a set of text-based lecture notes to replace the “lecture” material. However, many of our students report that this is much less engaging than in-person lectures, especially given the amount of interactive work such as “think-pair-share” problems done in many astronomy classes. Students have similarly criticized direct lecture-capture. To address this, we have developed a set of PowerPoint-style presentations with embedded lecture audio combined with prompts for student interaction including think-pair-share questions. These are formatted PDF packages that can be used on a range of different computers using free software. The presentations are first developed using Microsoft PowerPoint software. Audio recordings of scripted lectures are then synchronized with the presentations and the entire package is converted to PDF using Adobe Presenter. This approach combines the ease of editing that PowerPoint provides along with the platform-independence of PDF. It's easy to add, remove, or edit individual slides as needed, and PowerPoint supports internal links so that think-pair-share questions can be inserted with links to feedback based on the answers selected. Modern PDF files support animated visuals with synchronized audio and they can be read using widely available free software. Using these files students in an online course can get many of the benefits of seeing and hearing the course material presented in an in-person lecture format. Students needing extra help in traditional lecture classes can use these presentations to help review the materials covered in lecture. Finally, the presentations can be used in a “flipped” format in which students work through the presentations outside of class time while spending the “lecture” time on in-class interaction.

Earth System Science Education in a General Education Context: Two Case Studies

NASA Astrophysics Data System (ADS)

Herring, J. A.

2004-12-01

The teaching of Earth System Science (ESS) to non-science majors is examined in a large lecture format class at a state university and in small classes with a significant research component at a liberal arts college. Quantitative and qualitative evaluations of both approaches reveal some of the challenges educators face as they work to advance students' integrated understanding of the Earth system. Student learning on selected concepts in the large lecture format class was poorly or negatively correlated with the amount of class time spent on the topic, even when the time was spent in teacher-student dialogue or in cooperative learning activities. The small class format emphasized student participation in research, which was found to be particularly effective when the class operated as a three-week intensive block and student use of computer models to simulate the dynamics of complex systems, which was found to be more effective when the class was held in a ten-week quarter. This study provides some clarification as to the utility of specific pedagogical frameworks (such as constructivism and experiential education) in the teaching of ESS to a general education audience and emphasizes the importance of carefully defining educational goals (both cognitive and affective) as a part of the curriculum design.

Comparing face-to-face, synchronous, and asynchronous learning: postgraduate dental resident preferences.

PubMed

Kunin, Marc; Julliard, Kell N; Rodriguez, Tobias E

2014-06-01

The Department of Dental Medicine of Lutheran Medical Center has developed an asynchronous online curriculum consisting of prerecorded PowerPoint presentations with audio explanations. The focus of this study was to evaluate if the new asynchronous format satisfied the educational needs of the residents compared to traditional lecture (face-to-face) and synchronous (distance learning) formats. Lectures were delivered to 219 dental residents employing face-to-face and synchronous formats, as well as the new asynchronous format; 169 (77 percent) participated in the study. Outcomes were assessed with pretests, posttests, and individual lecture surveys. Results found the residents preferred face-to-face and asynchronous formats to the synchronous format in terms of effectiveness and clarity of presentations. This preference was directly related to the residents' perception of how well the technology worked in each format. The residents also rated the quality of student-instructor and student-student interactions in the synchronous and asynchronous formats significantly higher after taking the lecture series than they did before taking it. However, they rated the face-to-face format as significantly more conducive to student-instructor and student-student interaction. While the study found technology had a major impact on the efficacy of this curricular model, the results suggest that the asynchronous format can be an effective way to teach a postgraduate course.

Improved Performance of Students Instructed in a Hybrid PBL Format

ERIC Educational Resources Information Center

Lian, Jiqin; He, Fengtian

2013-01-01

As a result of enrollment expansion, increasing numbers of students are entering into medical school in China. This combined with a shortage of teachers, means that the learning environment typically consists of a large classroom setting with traditional lecture-based learning (LBL) as the major mode to teaching and learning. In this article, we…

Virtual Solar System Project: Learning through a Technology-Rich, Inquiry-Based, Participatory Learning Environment.

ERIC Educational Resources Information Center

Barab, Sasha A.; Hay, Kenneth E.; Squire, Kurt; Barnett, Michael; Schmidt, Rae; Karrigan, Kristen; Yamagata-Lynch, Lisa; Johnson, Christine

2000-01-01

Describes an introductory undergraduate astronomy course in which the large-lecture format was moved to one in which students were immersed in a technologically-rich, inquiry-based, participatory learning environment. Finds that virtual reality can be used effectively in regular undergraduate university courses as a tool through which students can…

Modified teaching approach for an enhanced medical physics graduate education experience

PubMed Central

Rutel, IB

2011-01-01

Lecture-based teaching promotes a passive interaction with students. Opportunities to modify this format are available to enhance the overall learning experience for both students and instructors. The description for a discussion-based learning format is presented as it applies to a graduate curriculum with technical (formal mathematical derivation) topics. The presented hybrid method involves several techniques, including problem-based learning, modeling, and online lectures, eliminating didactic lectures. The results from an end-of-course evaluation show that the students appear to prefer the modified format over the more traditional methodology of “lecture only” contact time. These results are motivation for further refinement and continued implementation of the described methodology in the current course and potentially other courses within the department graduate curriculum. PMID:22279505

How Do Students and Lecturers Experience the Interactive Use of Handheld Technology in Large Enrolment Courses?

ERIC Educational Resources Information Center

Van Daele, Tom; Frijns, Carolien; Lievens, Jeroen

2017-01-01

Although constructivist theories have shown learning is accelerated by involvement and meaningful lecturer-student and student-student interaction, these ingredients are mostly absent from large attendance lectures. A number of studies have already focused on more active ways of learning in large lecture classrooms, most often by using student…

Analysis of the Astronomy Diagnostic Test

NASA Astrophysics Data System (ADS)

Brogt, Erik; Sabers, Darrell; Prather, Edward E.; Deming, Grace L.; Hufnagel, Beth; Slater, Timothy F.

Seventy undergraduate class sections were examined from the database of Astronomy Diagnostic Test (ADT) results of Deming and Hufnagel to determine if course format correlated with ADT normalized gain scores. Normalized gains were calculated for four different classroom scenarios: lecture, lecture with discussion, lecture with lab, and lecture with both lab and discussion. Statistical analysis shows that there are no significant differences in normalized gain among the self- reported classroom formats. Prerequisites related to mathematics courses did show differences in normalized gain. Of all reported course activities, only the lecture and the readings for the course correlate significantly with the normalized gain. This analysis suggests that the ADT may not have enough sensitivity to measure differences in the effectiveness of different course formats because of the wide range of topics that the ADT addresses with few questions. Different measures of gain and their biases are discussed. We argue that the use of the normalized gain is not always warranted because of its strong bias toward high pretest scores.

Testing The Scale-up Approach To Introductory Astronomy

NASA Astrophysics Data System (ADS)

Kregenow, Julia M.; Keller, L.; Rogers, M.; Romero, D.

2008-09-01

Ithaca College physics department has begun transforming our general education astronomy courses into hands-on, active-learning courses from the previous lecture-based format. We are using the SCALE-UP model (Student Centered Activities for Large Enrollment University Programs) pioneered at North Carolina State University. Expanding on the successes of Studio Physics (developed at RPI), which exchanges traditionally separate lecture/recitation/ laboratory sessions for one dynamic, active-learning environment for approximately 40 students, SCALE-UP extends this model to accommodate 100+ students by using large round tables creating naturally smaller groups of students. Classes meet three times per week with each class blending lecture, hands-on activities, group problem solving, and the use of student polling devices. We are testing whether this mode of teaching astronomy will lead to a better understanding of astronomy and the nature of science. Applying this approach in both the SCALE-UP classroom (90 students) and a traditional lecture classroom (45 students) in spring 2008, we report on our early results and lessons learned after one semester. We also discuss some of our lingering implementation questions and issues, such as: whether to use the same or different instructor in two parallel sections, requiring textbook reading, reading quizzes, on-line homework and activities, how much math to include, development of hands-on activities, and culling the typically overpacked intro astronomy syllabus.

Undergraduate Students' Experiences with Recorded Lectures: Towards a Theory of Acculturation

ERIC Educational Resources Information Center

Cilesiz, Sebnem

2015-01-01

The use of recorded lectures--an instructional format that involves recording live lectures and disseminating these recordings to students by means of various technologies--as substitutes for classroom instruction is a growing phenomenon in higher education. Sustained use of recorded lectures has the potential to significantly alter students'…

Use of Lecture Capture in Higher Education--Lessons from the Trenches

ERIC Educational Resources Information Center

Newton, Genevieve; Tucker, Trent; Dawson, John; Currie, Elliott

2014-01-01

Lecture capture, defined here as the capturing of some or all elements of a live lecture in digital format, is becoming increasingly popular in higher education. Despite this increase in popularity, fewer than 10% of institutes of higher education globally have adopted comprehensive lecture capture systems. So, the majority of instructors wanting…

Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study

PubMed Central

2014-01-01

Background The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. Methods We developed an ACTIVE teaching format structured around the following steps: assemble (A) into groups, convey (C) learning objectives, teach (T) background information, inquire (I) through cases and questions, verify (V) understanding, and explain (E) answer choices and educate on the learning points. We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention. We qualitatively assessed participating faculty members’ perspectives on the faculty development efforts and the feasibility of teaching using the ACTIVE format. Results Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P < 0.01), with no increase in stress or decrement in break time. There was an improvement in initial knowledge achievement with the ACTIVE teaching format (overall absolute score increase of 11%, P = 0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture. Conclusions A structured ACTIVE teaching format improved resident engagement and initial knowledge, and required minimal resources. The ACTIVE teaching format offers an exciting alternative to the standard lecture for resident noon conference and is easy to implement. PMID:24985781

Online Lecture Recordings and Lecture Attendance: Investigating Student Preferences in a Large First Year Psychology Course

ERIC Educational Resources Information Center

Yeung, Alexandra; Raju, Sadhana; Sharma, Manjula D.

2016-01-01

While blended learning has been around for some time, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1,000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1,450 first year psychology students' who indicated…

Digital Assist: A Comparison of Two Note-Taking Methods (Traditional vs. Digital Pen) for Students with Emotional Behavioral Disorders

ERIC Educational Resources Information Center

Rody, Carlotta A.

2013-01-01

High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often…

A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

PubMed

Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

Students Pay Attention! Combating the Vigilance Decrement to Improve Learning during Lectures

ERIC Educational Resources Information Center

Young, Mark S.; Robinson, Stephanie; Alberts, Phil

2009-01-01

Maintaining student concentration in lectures has long been a challenge for lecturers. Pedagogical research consistently finds a drop in attention between 10 and 30 minutes into the lecture, which has been associated with the passive nature of the standard format, and has consequences for learning approaches and outcomes. A similar phenomenon has…

Exploring Tablet PC Lectures: Lecturer Experiences and Student Perceptions in Biomedicine

ERIC Educational Resources Information Center

Choate, Julia; Kotsanas, George; Dawson, Phillip

2014-01-01

Lecturers using tablet PCs with specialised pens can utilise real-time changes in lecture delivery via digital inking. We investigated student perceptions and lecturer experiences of tablet PC lectures in large-enrolment biomedicine subjects. Lecturers used PowerPoint or Classroom Presenter software for lecture preparation and in-lecture pen-based…

Evaluation of a flipped classroom approach to learning introductory epidemiology.

PubMed

Shiau, Stephanie; Kahn, Linda G; Platt, Jonathan; Li, Chihua; Guzman, Jason T; Kornhauser, Zachary G; Keyes, Katherine M; Martins, Silvia S

2018-04-02

Although the flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model. One hundred fifty Masters-level students enrolled in an introductory epidemiology course with a traditional format (in-person lecture and discussion section, at-home assignment; 2015, N = 72) and a flipped classroom format (at-home lecture, in-person discussion section and assignment; 2016, N = 78). Using mixed methods, we compared student characteristics, examination scores, and end-of-course evaluations of the 2016 flipped classroom format and the 2015 traditional format. Data on the flipped classroom format, including pre- and post-course surveys, open-ended questions, self-reports of section leader teaching practices, and classroom observations, were evaluated. There were no statistically significant differences in examination scores or students' assessment of the course between 2015 (traditional) and 2016 (flipped). In 2016, 57.1% (36) of respondents to the end-of-course evaluation found watching video lectures at home to have a positive impact on their time management. Open-ended survey responses indicated a number of strengths of the flipped classroom approach, including the freedom to watch pre-recorded lectures at any time and the ability of section leaders to clarify targeted concepts. Suggestions for improvement focused on ways to increase regular interaction with lecturers. There was no significant difference in students' performance on quantitative assessments comparing the traditional format to the flipped classroom format. The flipped format did allow for greater flexibility and applied learning opportunities at home and during discussion sections.

A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

ERIC Educational Resources Information Center

Adams, Alison E. M.; Randall, Shelby; Traustadóttir, Tinna

2015-01-01

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit…

The Computer-based Lecture

PubMed Central

Wofford, Marcia M; Spickard, Anderson W; Wofford, James L

2001-01-01

Advancing computer technology, cost-containment pressures, and desire to make innovative improvements in medical education argue for moving learning resources to the computer. A reasonable target for such a strategy is the traditional clinical lecture. The purpose of the lecture, the advantages and disadvantages of “live” versus computer-based lectures, and the technical options in computerizing the lecture deserve attention in developing a cost-effective, complementary learning strategy that preserves the teacher-learner relationship. Based on a literature review of the traditional clinical lecture, we build on the strengths of the lecture format and discuss strategies for converting the lecture to a computer-based learning presentation. PMID:11520384

Undergraduate mathematics students' reasons for attending live lectures when recordings are available

NASA Astrophysics Data System (ADS)

Yoon, Caroline; Oates, Greg; Sneddon, Jamie

2014-02-01

With the proliferation of new affordable recording technologies, many universities have begun offering students recordings of live lectures as a part of the course resources. We conducted a survey to investigate why some students choose to attend lectures in person rather than simply watching the recordings online, and how students view the two types of lectures. Students attending live lectures in five large undergraduate mathematics lecture streams were invited to respond to the survey. A significant number of respondents viewed recorded lecture as superfluous to their needs which were met upon attending live lecture. Surprisingly, however, an equally large number of students described compelling reasons for watching both live and recorded lectures. A number of factors were identified as determining students' perceptions of live and recorded lectures as competing or complementary: personal learning styles, study habits, esteem for the lecturer, and the possibility of interaction in the lecture.

Problem-Based Learning in a General Psychology Course.

ERIC Educational Resources Information Center

Willis, Sandra A.

2002-01-01

Describes the adoption of problem-based learning (PBL) techniques in a general psychology course. States that the instructor used a combination of techniques, including think-pair-share, lecture/discussion, and PBL. Notes means and standard deviations for graded components of PBL format versus lecture/discussion format. (Contains 18 references.)…

The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis.

PubMed

Buzzell, Paul R; Chamberlain, Valerie M; Pintauro, Stephen J

2002-12-01

This study examined the effectiveness of a series of Web-based, multimedia tutorials on methods of human body composition analysis. Tutorials were developed around four body composition topics: hydrodensitometry (underwater weighing), dual-energy X-ray absorptiometry, bioelectrical impedance analysis, and total body electrical conductivity. Thirty-two students enrolled in the course were randomly assigned to learn the material through either the Web-based tutorials only ("Computer"), a traditional lecture format ("Lecture"), or lectures supplemented with Web-based tutorials ("Both"). All students were administered a validated pretest before randomization and an identical posttest at the completion of the course. The reliability of the test was 0.84. The mean score changes from pretest to posttest were not significantly different among the groups (65.4 plus minus 17.31, 78.82 plus minus 21.50, and 76 plus minus 21.22 for the Computer, Both, and Lecture groups, respectively). Additionally, a Likert-type assessment found equally positive attitudes toward all three formats. The results indicate that Web-based tutorials are as effective as the traditional lecture format for teaching these topics.

Managing Problem-Based Learning in Large Lecture Sections

ERIC Educational Resources Information Center

Bledsoe, Karen E.

2011-01-01

Problem-based learning can enhance reasoning and concept development among undergraduate college students by presenting content within authentic contexts. However, large lecture sections present problems and barriers to implementing PBL. This article discusses approaches used by the author to infuse PBL into large biology lecture sections, and…

Calling on Students Using Notecards: Engagement and Countering Communication Anxiety in Large Lecture

ERIC Educational Resources Information Center

Broeckelman-Post, Melissa; Johnson, Alexandra; Schweback, J. Reid

2016-01-01

Engaging students, checking for understanding, and encouraging oral participation are ongoing pedagogical challenges in large lecture courses. In this study, the instructor used notecard-facilitated cold-calling as a means of encouraging attendance and participation in a large-lecture biology class.

A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

PubMed Central

Adams, Alison E. M.; Randall, Shelby; Traustadóttir, Tinna

2015-01-01

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered—online for the hybrid section and in person for the traditional section. Analysis of final grades revealed that students in the traditional section did significantly better than those in the hybrid section (p < 0.001). There was a significant main effect of class standing (p < 0.01). When performance in the two sections was compared for each class year separately, the differences were only significant for sophomores (p < 0.001); freshmen, juniors, and seniors did not perform differently in the hybrid versus the traditional section. An anonymous midterm survey suggested factors likely contributing to the overall lower success of students in the hybrid section: some students in the hybrid section did not take lecture notes and/or use the audio component of the online lectures, suggesting minimal interaction with the lecture material for these students. PMID:25713096

Effects of In-Class Hands-On Laboratories in a Large Enrollment, Multiple Section Blended Linear Circuits Course

ERIC Educational Resources Information Center

Ferri, Bonni H.; Ferri, Aldo A.; Majerich, David M.; Madden, Amanda G.

2016-01-01

This paper examines the effects of hands-on learning in an undergraduate circuits class that is taught to non-majors; i.e., students outside of electrical and computing engineering. The course, ECE3710, is taught in a blended format facilitated by the video lectures prepared for two Massive Open Online Courses developed for the Coursera Platform.…

Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University.

PubMed

Caruso, Joseph P; Israel, Natalie; Rowland, Kimberly; Lovelace, Matthew J; Saunders, Mary Jane

2016-03-01

Course-based undergraduate research is known to improve science, technology, engineering, and mathematics student achievement. We tested "The Small World Initiative, a Citizen-Science Project to Crowdsource Novel Antibiotic Discovery" to see if it also improved student performance and the critical thinking of non-science majors in Introductory Biology at Florida Atlantic University (a large, public, minority-dominant institution) in academic year 2014-15. California Critical Thinking Skills Test pre- and posttests were offered to both Small World Initiative (SWI) and control lab students for formative amounts of extra credit. SWI lab students earned significantly higher lecture grades than control lab students, had significantly fewer lecture grades of D+ or lower, and had significantly higher critical thinking posttest total scores than control students. Lastly, more SWI students were engaged while taking critical thinking tests. These results support the hypothesis that utilizing independent course-based undergraduate science research improves student achievement even in nonscience students.

Formative Evaluation of Lectures; An Application of Stake's Evaluation Framework.

ERIC Educational Resources Information Center

Westphal, Walter W.; And Others

The problem of major concern to the Physics Education Evaluation Project (P.E.E.P.) involved the improvement of university physics teaching and learning. The present paper describes instruments and procedures developed for systematic formative evaluation of physics lectures. The data was drawn from two sections of a first year university physics…

Analysis of the Astronomy Diagnostic Test

ERIC Educational Resources Information Center

Brogt, Erik; Sabers, Darrell; Prather, Edward E.; Deming, Grace L.; Hufnagel, Beth; Slater, Timothy F.

2007-01-01

Seventy undergraduate class sections were examined from the database of Astronomy Diagnostic Test (ADT) results of Deming and Hufnagel to determine if course format correlated with ADT normalized gain scores. Normalized gains were calculated for four different classroom scenarios: lecture, lecture with discussion, lecture with lab, and lecture…

Anesthesia machine checkout and room setup: a randomized, single-blind, comparison of two teaching modalities.

PubMed

Spofford, Christina M; Bayman, Emine O; Szeluga, Debra J; From, Robert P

2012-01-01

Novel methods for teaching are needed to enhance the efficiency of academic anesthesia departments as well as provide approaches to learning that are aligned with current trends and advances in technology. A video was produced that taught the key elements of anesthesia machine checkout and room set up. Novice learners were randomly assigned to receive either the new video format or traditional lecture-based format for this topic during their regularly scheduled lecture series. Primary outcome was the difference in written examination score before and after teaching between the two groups. Secondary outcome was the satisfaction score of the trainees in the two groups. Forty-two students assigned to the video group and 36 students assigned to the lecture group completed the study. Students in each group similar interest in anesthesia, pre-test scores, post-test scores, and final exam scores. The median posttest to pretest difference was greater in the video groups (3.5 (3.0-5.0) vs 2.5 (2.0-3.0), for video and lecture groups respectively, p 0.002). Despite improved test scores, students reported higher satisfaction the traditional, lecture-based format (22.0 (18.0-24.0) vs 24.0 (20.0-28.0), for video and lecture groups respectively, p <0.004). Higher pre-test to post-test improvements were observed among students in the video-based teaching group, however students rated traditional, live lectures higher than newer video-based teaching.

Gaining A Geological Perspective Through Active Learning in the Large Lecture Classroom

NASA Astrophysics Data System (ADS)

Kapp, J. L.; Richardson, R. M.; Slater, S. J.

2008-12-01

NATS 101 A Geological Perspective is a general education course taken by non science majors. We offer 600 seats per semester, with four large lecture sections taught by different faculty members. In the past we have offered optional once a week study groups taught by graduate teaching assistants. Students often feel overwhelmed by the science and associated jargon, and many are prone to skipping lectures altogether. Optional study groups are only attended by ~50% of the students. Faculty members find the class to be a lot of work, mainly due to the grading it generates. Activities given in lecture are often short multiple choice or true false assignments, limiting the depth of understanding we can evaluate. Our students often lack math and critical thinking skills, and we spend a lot of time in lecture reintroducing ideas students should have already gotten from the text. In summer 2007 we were funded to redesign the course. Our goals were to 1) cut the cost of running the course, and 2) improve student learning. Under our redesign optional study groups were replaced by once a week mandatory break out sessions where students complete activities that have been introduced in lecture. Break out sessions substitute for one hour of lecture, and are run by undergraduate preceptors and graduate teaching assistants (GTAs). During the lecture period, lectures themselves are brief with a large portion of the class devoted to active learning in small groups. Weekly reading quizzes are submitted via the online course management system. Break out sessions allow students to spend more time interacting with their fellow students, undergraduate preceptors, and GTAs. They get one on one help in break out sessions on assignments designed to enhance the lecture material. The active lecture format means less of their time is devoted to listening passively to a lecture, and more time is spent peer learning an interacting with the instructor. Completing quizzes online allows students more freedom in when and where they complete their work, and we provide instant feedback on their submitted work. The University of Wyoming Cognition in Astronomy, Physics and Earth sciences Research (CAPER) Team, who specialize in project evaluation, are leading the evaluation effort. We are comparing pre-test to post-test gains on the Geoscience Concept Inventory and Attitudes Toward Science surveys before and after the redesign, and inductive analysis of student interviews and reflective writing that describe student perceptions of the modified learning environment. The redesign has cut the cost of the class per student by more than half. This was achieved primarily in two ways: 1) by greatly reducing the number of hours spent by faculty and graduate teaching assistants on preparation, class time, and grading; and 2) reducing the number of graduate teaching assistants required for the class and replacing many of them with undergraduate preceptors. Undergraduate preceptors are not paid, but receive academic credit for their teaching service. The savings from the redesign is used to allow faculty more time to work on institutional priorities.

Online Organic Chemistry

ERIC Educational Resources Information Center

Janowicz, Philip A.

2010-01-01

This is a comprehensive study of the many facets of an entirely online organic chemistry course. Online homework with structure-drawing capabilities was found to be more effective than written homework. Online lecture was found to be just as effective as in-person lecture, and students prefer an online lecture format with shorter Webcasts. Online…

Higher Education as Self-Formation. IOE Inaugural Professorial Lectures

ERIC Educational Resources Information Center

Marginson, Simon

2018-01-01

Higher education can be understood as a process of self-formation or self-cultivation, immersed in complex knowledge, that enables the student to become more capable and more autonomous and self-determining. In this lecture Professor Simon Marginson draws on a sweep of ideas from the fields of education and social science, including the late work…

Multimedia's Effect on College Students' Quantitative Mental Effort Scores and Qualitative Extraneous Cognitive Load Responses in a Food Science and Human Nutrition Course

ERIC Educational Resources Information Center

Andrade, Jeanette; Huang, Wen-Hao David; Bohn, Dawn M.

2014-01-01

Effective use of multimedia (MM) in instructional design is critical for student learning, especially for large lecture introductory courses. This study used a mixed-method approach to explore the effect of food science supporting course materials that utilized different MM formats, designed with Cognitive Theory of Multimedia Learning (CTML)…

Combining the Formative with the Summative: The Development of a Two-Stage Online Test to Encourage Engagement and Provide Personal Feedback in Large Classes

ERIC Educational Resources Information Center

Voelkel, Susanne

2013-01-01

The aim of this action research project was to improve student learning by encouraging more "time on task" and to improve self-assessment and feedback through the introduction of weekly online tests in a Year 2 lecture module in biological sciences. Initially voluntary online tests were offered to students and those who participated…

Powerpoint's Power in the Classroom: Enhancing Students' Self-Efficacy and Attitudes

ERIC Educational Resources Information Center

Susskind, J.E.

2005-01-01

The current study examined the effects of non-interactive computer assisted instruction on students' performance, self-efficacy, motivation, and attitudes. Half the lectures presented to two Introduction to Psychology college classes were taught in a traditional lecture format and half were accompanied by PowerPoint multimedia. Lecture order was…

Blended versus lecture learning: outcomes for staff development.

PubMed

Sherman, Heidi; Comer, Linda; Putnam, Lorene; Freeman, Helen

2012-07-01

Critical care pharmacology education is crucial to safe patient care for nurses orienting to specialized areas. Although traditionally taught as a classroom lecture, it is important to consider effectiveness of alternative methods for education. This study provided experimentally derived evidence regarding effectiveness of blended versus traditional lecture for critical care pharmacology education. Regardless of learner demographics, the findings determined no significant differences in cognitive learning outcomes or learner satisfaction between blended versus lecture formats.

When Talking Less Is More: Exploring Outcomes of "Twitter" Usage in the Large-Lecture Hall

ERIC Educational Resources Information Center

Elavsky, C. Michael; Mislan, Cristina; Elavsky, Steriani

2011-01-01

This article employs a mixed-method approach to examine the outcomes produced by using "Twitter" in a large-lecture course as a means to assess the pedagogical impact and potential of "Twitter's" contribution to large-lecture course dynamics. In doing so, it seeks also to explore the broader relationship between methodologies and outcomes.…

IM-Chem: The Use of Instant Messaging to Improve Student Performance and Personalize Large Lecture General Chemistry Courses

ERIC Educational Resources Information Center

Behmke, Derek A.; Atwood, Charles H.

2012-01-01

Previous research has linked poor student performance with the depersonalized feeling of large lecture courses. Various forms of enhanced communication have been tried that appear to enhance personalization in large courses. For general chemistry classes taught in a 365-seat lecture hall at the University of Georgia, we have attempted to enhance…

Integrating Collaborative Learning Groups in the Large Enrollment Lecture

NASA Astrophysics Data System (ADS)

Adams, J. P.; Brissenden, G.; Lindell Adrian, R.; Slater, T. F.

1998-12-01

Recent reforms for undergraduate education propose that students should work in teams to solve problems that simulate problems that research scientists address. In the context of an innovative large-enrollment course at Montana State University, faculty have developed a series of 15 in-class, collaborative learning group activities that provide students with realistic scenarios to investigate. Focusing on a team approach, the four principle types of activities employed are historical, conceptual, process, and open-ended activities. Examples of these activities include classifying stellar spectra, characterizing galaxies, parallax measurements, estimating stellar radii, and correlating star colors with absolute magnitudes. Summative evaluation results from a combination of attitude surveys, astronomy concept examinations, and focus group interviews strongly suggest that, overall, students are learning more astronomy, believe that the group activities are valuable, enjoy the less-lecture course format, and have significantly higher attendance rates. In addition, class observations of 48 self-formed, collaborative learning groups reveal that female students are more engaged in single-gender learning groups than in mixed gender groups.

Activity-Based Introductory Physics Reform *

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2004-05-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to those of good traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). RealTime Physics promotes interaction among students in a laboratory setting and makes use of powerful real-time data logging tools to teach concepts as well as quantitative relationships. An active learning environment is often difficult to achieve in large lecture sessions and Workshop Physics and Scale-Up largely eliminate lectures in favor of collaborative student activities. Peer Instruction, Just in Time Teaching, and Interactive Lecture Demonstrations (ILDs) make lectures more interactive in complementary ways. This presentation will introduce these reforms and use Interactive Lecture Demonstrations (ILDs) with the audience to illustrate the types of curricula and tools used in the curricula above. ILDs make use real experiments, real-time data logging tools and student interaction to create an active learning environment in large lecture classes. A short video of students involved in interactive lecture demonstrations will be shown. The results of research studies at various institutions to measure the effectiveness of these methods will be presented.

Effects of an Inverted Instructional Delivery Model on Achievement of Ninth-Grade Physical Science Honors Students

ERIC Educational Resources Information Center

Howell, Donna

2013-01-01

This mixed-methods action research study was designed to assess the achievement of ninth-grade Physical Science Honors students by analysis of pre and posttest data. In addition, perceptual data from students, parents, and the researcher were collected to form a complete picture of the flipped lecture format versus the traditional lecture format.…

Students' understanding and perceptions of the content of a lecture

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Zollman, Dean; Rebello, Sanjay

2004-09-01

In spite of advances in physics pedagogy, the lecture is by far the most widely used instructional format. We investigated students' understanding and perceptions of the content delivered during a physics lecture. Students participating in our study responded to a written conceptual survey on sound propagation. Next, they looked for answers to the survey questions in a videotaped lecture by a nationally known teacher. As they viewed the lecture, they indicated instances, if any, in which the survey questions were answered during the lecture. A group of experts (physics instructors) also participated in our study. We discuss students' and experts' responses to the survey questions.

The Effects of Systematic Changes to a Business Course over a Three Year Period

ERIC Educational Resources Information Center

Cobian, William J.; Newberry, C. Robert

2009-01-01

The purpose of this study is to examine the measurable impacts of shortening lectures and increasing engaged learning activities in an undergraduate marketing course. Class pedagogy is progressively changed over six semesters from a lecture-based format to a hybrid of lecture and engaged learning activities. The researchers ask whether these…

Comparing Students' and Experts' Understanding of the Content of a Lecture

ERIC Educational Resources Information Center

Hrepic, Zdeslav; Zollman, Dean A.; Rebello, N. Sanjay

2007-01-01

In spite of advances in physics pedagogy, the lecture is by far the most widely used format of instruction. We investigated students' understanding and perceptions of the content delivered during a physics lecture. A group of experts (physics instructors) also participated in the study as a reference for the comparison. During the study, all…

Comparison of a Stimulus Equivalence Protocol and Traditional Lecture for Teaching Single-Subject Designs

ERIC Educational Resources Information Center

Lovett, Sadie; Rehfeldt, Ruth Anne; Garcia, Yors; Dunning, Johnna

2011-01-01

This study compared the effects of a computer-based stimulus equivalence protocol to a traditional lecture format in teaching single-subject experimental design concepts to undergraduate students. Participants were assigned to either an equivalence or a lecture group, and performance on a paper-and-pencil test that targeted relations among the…

"Can You Hear Me, Hanoi?" Compensatory Mechanisms Employed in Synchronous Net-Based English Language Learning

ERIC Educational Resources Information Center

Cunningham, Una; Fagersten, Kristy Beers; Holmsten, Elin

2010-01-01

At Dalarna University, Sweden, modes of communication are offered at many points of Kenning's continuum with a web-based learning platform, including asynchronous document exchange and collaborative writing tools, e-mail, recorded lectures in various formats, live streamed lectures with the possibility of text questions to the lecturer in real…

Universal Design for Learning in Teaching Large Lecture Classes

ERIC Educational Resources Information Center

Dean, Tereza; Lee-Post, Anita; Hapke, Holly

2017-01-01

To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four…

Authentic Astronomical Discovery in Planetariums: Data-Driven Immersive Lectures

NASA Astrophysics Data System (ADS)

Wyatt, Ryan Jason

2018-01-01

Planetariums are akin to “branch offices” for astronomy in major cities and other locations around the globe. With immersive, fulldome video technology, modern digital planetariums offer the opportunity to integrate authentic astronomical data into both pre-recorded shows and live lectures. At the California Academy of Sciences Morrison Planetarium, we host the monthly Benjamin Dean Astronomy Lecture Series, which features researchers describing their cutting-edge work to well-informed lay audiences. The Academy’s visualization studio and engineering teams work with researchers to visualize their data in both pre-rendered and real-time formats, and these visualizations are integrated into a variety of programs—including lectures! The assets are then made available to any other planetariums with similar software to support their programming. A lecturer can thus give the same immersive presentation to audiences in a variety of planetariums. The Academy has also collaborated with Chicago’s Adler Planetarium to bring Kavli Fulldome Lecture Series to San Francisco, and the two theaters have also linked together in live “domecasts” to share real-time content with audiences in both cities. These lecture series and other, similar projects suggest a bright future for astronomers to bring their research to the public in an immersive and visually compelling format.

Different Patterns of University Students' Integration of Lecture Podcasts, Learning Materials, and Lecture Attendance in a Psychology Course

ERIC Educational Resources Information Center

Luttenberger, Silke; Macher, Daniel; Maidl, Verena; Rominger, Christian; Aydin, Nilüfer; Paechter, Manuela

2018-01-01

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice…

Hospitable Gestures in the University Lecture: Analysing Derrida's Pedagogy

ERIC Educational Resources Information Center

Ruitenberg, Claudia

2014-01-01

Based on archival research, this article analyses the pedagogical gestures in Derrida's (largely unpublished) lectures on hospitality (1995/96), with particular attention to the enactment of hospitality in these gestures. The motivation for this analysis is twofold. First, since the large-group university lecture has been widely critiqued as…

Media Richness and Social Norms in the Choice to Attend Lectures or to Watch Them Online

ERIC Educational Resources Information Center

Bassili, John N.

2008-01-01

Lectures in a large psychology course were taped and posted online where they could be viewed by streaming video. All students in the course had the option to attend lectures or watch them online, a choice that could be exercised on a lecture-by-lecture basis. The proportion of lectures watched online revealed that students chose between…

A Comparison of Traditional and Engaging Lecture Methods in a Large, Professional-Level Course

ERIC Educational Resources Information Center

Miller, Cynthia J.; McNear, Jacquee; Metz, Michael J.

2013-01-01

In engaging lectures, also referred to as broken or interactive lectures, students are given short periods of lecture followed by "breaks" that can consist of 1-min papers, problem sets, brainstorming sessions, or open discussion. While many studies have shown positive effects when engaging lectures are used in undergraduate settings,…

The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship between Perceived Learning Environment and Course Performance in an Undergraduate Non-Major Biology Course

ERIC Educational Resources Information Center

Partin, Matthew L.; Haney, Jodi J.

2012-01-01

In this study, the following questions were addressed in an undergraduate non-major biology course using a large lecture format: Is there a relationship between students' perceptions of their learning environment and course performance, and what roles do motivation and attitudes play in mediating that relationship? The purpose of this study was to…

Incorporating a Modified Problem-Based Learning Exercise in a Traditional Lecture and Lab-Based Dairy Products Course

ERIC Educational Resources Information Center

Liceaga, Andrea M.; Ballard, Tameshia S.; Skura, Brent J.

2011-01-01

A modified problem-based learning (PBL) exercise was implemented in a food science Dairy Products course, which had previously been taught in the traditional lecture and laboratory format only. The first 10 wk of the course consisted of weekly lectures and laboratory exercises. During the remaining 3 wk, students were presented with a case study…

Learn before Lecture: A Strategy that Improves Learning Outcomes in a Large Introductory Biology Class

ERIC Educational Resources Information Center

Moravec, Marin; Williams, Adrienne; Aguilar-Roca, Nancy; O'Dowd, Diane K.

2010-01-01

Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information…

Words That Fascinate the Listener: Predicting Affective Ratings of On-Line Lectures

ERIC Educational Resources Information Center

Weninger, Felix; Staudt, Pascal; Schuller, Björn

2013-01-01

In a large scale study on 843 transcripts of Technology, Entertainment and Design (TED) talks, the authors address the relation between word usage and categorical affective ratings of lectures by a large group of internet users. Users rated the lectures by assigning one or more predefined tags which relate to the affective state evoked in the…

An Observational Study of the Lecture Delivery Style Characteristics of High and Low Rated Lectures.

ERIC Educational Resources Information Center

Albanese, Mark A.; And Others

This study identifies distinguishing differences in lecture delivery styles of lecturers rated by students in a large multi-instructor course: the Introduction to Clinical Medicine Course (ICM). The 20 lowest- and highest-rated lecturers of the 1982 and 1983 ICM courses served as the target group. Non-student raters observing the 1984 lectures…

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning

PubMed Central

Frame, Tracy R.; Cailor, Stephanie M.; Chen, Aleda M.; Kiersma, Mary E.; Sheppard, Lorin

2015-01-01

Objective. To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. Methods. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Results. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. Conclusion. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills. PMID:26089560

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

PubMed

Frame, Tracy R; Cailor, Stephanie M; Gryka, Rebecca J; Chen, Aleda M; Kiersma, Mary E; Sheppard, Lorin

2015-05-25

To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.

Garage Demos: Using Physical Models to Illustrate Dynamic Aspects of Microscopic Biological Processes

PubMed Central

Aguilar-Roca, Nancy

2009-01-01

Colorful PowerPoint presentations with detailed drawings, micrographs, and short animations have become the standard format for illustrating the fundamental features of cell biology in large introductory classes. In this essay, we describe a low-tech tool that can be included in a standard lecture to help students visualize, understand, and remember the dynamic aspects of microscopic cell biological processes. This approach involves use of common objects, including pipe insulation and a garden hose, to illustrate basic processes such as protein folding and cloning, hence the appellation “garage demos.” The demonstrations are short, minimizing displacement of course content, easy to make, and provide an avenue for increasing student–faculty interaction in a large lecture hall. Student feedback over the past 4 years has been overwhelmingly positive. In an anonymous postclass survey in 2007, 90% of the respondents rated garage demos as having been very or somewhat helpful for understanding course concepts. Direct measurements of learning gains on specific concepts illustrated by garage demos are the focus of an ongoing study. PMID:19487500

Students' satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching.

PubMed

Chilkoti, Geetanjali; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar; Sharma, Chhavi Sarabpreet; Shankar, Neelima

2016-11-01

Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students' satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. We conducted a questionnaire-based, cross-sectional survey among 118 1 st -year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students' satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students' satisfaction levels between the two teaching methods. Data were collected and scores regarding the students' satisfaction levels between these two teaching methods were analysed using a two-sided paired t -test. Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method ( P < 0.05). Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.

Interactive Lecture Experiments in Large Introductory Physics Classes

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina M.; Kotlicki, A.; Rieger, G.; Bates, F.; Moll, R.; McPhee, K.; Nashon, S.

2006-12-01

We describe Interactive Lecture Experiments (ILE), which build on Interactive Lecture Demonstrations proposed by Sokoloff and Thornton (2004) and extends it by providing students with the opportunity to analyze experiments demonstrated in the lecture outside of the classroom. Real time experimental data is collected, using Logger Pro combined with the digital video technology. This data is uploaded to the Internet and made available to the students for further analysis. Student learning is assessed in the following lecture using conceptual questions (clickers). The goal of this project is to use ILE to make large lectures more interactive and promote student interest in science, critical thinking and data analysis skills. We report on the systematic study conducted using the Colorado Learning Attitudes about Science Survey, Force Concept Inventory, open-ended physics problems and focus group interviews to determine the impact of ILE on student academic achievement, motivation and attitudes towards physics. Three sections of students (750 students) experienced four ILE experiments. The surveys were administered twice and academic results for students who experienced the ILE for a particular topic were compared to the students, from a different section, who did not complete the ILE for that topic. Additional qualitative data on students’ attitudes was collected using open ended survey questions and interviews. We will present preliminary conclusions about the role of ILEs as an effective pedagogy in large introductory physics courses. Sokoloff, D.R. and R.K. Thornton (2004). Interactive Lecture Demonstrations: Active Learning in Introductory Physics, J.Wiley & Sons, INC. Interactive Lecture Experiments: http://www.physics.ubc.ca/ year1lab/p100/LectureLabs/lectureLabs.html

University Lecturer Publication Output: Qualifications, Time and Confidence Count

ERIC Educational Resources Information Center

Hemmings, Brian; Kay, Russell

2010-01-01

An investigation of factors which differentiate between university lecturers in relation to publication output is reported. The study drew on data from lecturers working full-time at two large Australian universities. Measures of research publication output were used to select two groups of lecturers (N[subscript 1] = 119; N[subscript 2] = 119);…

Comparing Students' and Experts' Understanding of the Content of a Lecture

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Zollman, Dean A.; Sanjay Rebello, N.

2007-06-01

In spite of advances in physics pedagogy, the lecture is by far the most widely used format of instruction. We investigated students' understanding and perceptions of the content delivered during a physics lecture. A group of experts (physics instructors) also participated in the study as a reference for the comparison. During the study, all participants responded to a written conceptual survey on sound propagation. Next, they looked for answers to the survey questions in a videotaped lecture by a nationally known teacher. As they viewed the lecture, they indicated instances, if any, in which the survey questions were answered during the lecture. They also wrote down (and if needed, later explained) the answer, which they perceived was given by the instructor in the video lecture. Students who participated in the study were enrolled in a conceptual physics course and had already covered the topic in class before the study. We discuss and compare students' and experts' responses to the survey questions before and after the lecture.

A tale of two sections: an experiment to compare the effectiveness of a hybrid versus a traditional lecture format in introductory microbiology.

PubMed

Adams, Alison E M; Randall, Shelby; Traustadóttir, Tinna

2015-03-02

Two sections of an introductory microbiology course were taught by one instructor. One was taught through a hybrid format and the other through a traditional format. Students were randomly assigned to the two sections. Both sections were provided with identical lecture materials, in-class worksheets, in-class assessments, and extra credit opportunities; the main difference was in the way the lecture material was delivered-online for the hybrid section and in person for the traditional section. Analysis of final grades revealed that students in the traditional section did significantly better than those in the hybrid section (p<0.001). There was a significant main effect of class standing (p<0.01). When performance in the two sections was compared for each class year separately, the differences were only significant for sophomores (p<0.001); freshmen, juniors, and seniors did not perform differently in the hybrid versus the traditional section. An anonymous midterm survey suggested factors likely contributing to the overall lower success of students in the hybrid section: some students in the hybrid section did not take lecture notes and/or use the audio component of the online lectures, suggesting minimal interaction with the lecture material for these students. © 2015 A. E. M. Adams 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).

Podcasting in the STEM disciplines: the implications of supplementary lecture recording and 'lecture flipping'.

PubMed

Hadjianastasis, Marios; Nightingale, Karl P

2016-02-01

Lecture capture or 'podcasting' technology offers a new and engaging format of learning materials that can be used to increase the flexibility and interactivity of learning and teaching environments. Here we discuss different ways that these recordings can be incorporated into STEM discipline teaching, and the impact this can have on students' learning. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap

ERIC Educational Resources Information Center

Murphy, Cheryl A.; Stewart, John C.

2015-01-01

Blended learning options vary and universities are exploring an assortment of instructional combinations, some involving video lectures as a replacement for face-to-face (f2f) lectures. This methodological study investigates the impact of the provision of lecture choice (online or f2f) on overall student achievement and course engagement. This…

Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-10-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.

Adult Learning Principles and Presentation Pearls

PubMed Central

Palis, Ana G.; Quiros, Peter A.

2014-01-01

Although lectures are one of the most common methods of knowledge transfer in medicine, their effectiveness has been questioned. Passive formats, lack of relevance and disconnection from the student's needs are some of the arguments supporting this apparent lack of efficacy. However, many authors have suggested that applying adult learning principles (i.e., relevance, congruence with student's needs, interactivity, connection to student's previous knowledge and experience) to this method increases learning by lectures and the effectiveness of lectures. This paper presents recommendations for applying adult learning principles during planning, creation and development of lectures to make them more effective. PMID:24791101

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

[THE DISCUSSION CONCERNING THE PLACE OF LECTURES AND COMPULSORY LECTURE ATTENDANCE IN MEDICAL EDUCATION].

PubMed

Reis, Shmuel

2016-04-01

Luder shows that there is a lack of correlation between lecture attendance in medical school and examination performance, and thus draws attention to a discourse concerning the place of lectures and lecture attendance enforcement in 2015 and beyond. The paper addresses 4 questions: First, what is the current place of the traditional lecture in the education of medical students? Second, are there alternatives to this format of teaching? Third, what are the educational consequences of mandating lecture attendance; and fourth, should there be such enforcement? The author discusses these questions and concludes that lectures should be used sparingly, after a careful evaluation that they have an added value over learning away from the classroom. Furthermore, that there are clear guidelines on how to make the traditional lecture enhanced and educationally effective, as well as alternatives such as the "flipped classroom", e-learning and more to lectures. In addition, that lectures frequently drive learning negatively and enforcing attendance in Israel entails serious unintended consequences such as a need to monitor attendance, and a host of disciplinary adverse reactions. Finally, that besides lecture efficiency and economy (when having added value) one reason to consider compulsory attendance, may be when poor attendance negatively influences teachers morale.

Student Perceptions of Effective Use of Tablet PC Recorded Lectures in Undergraduate Mathematics Courses

ERIC Educational Resources Information Center

Yoon, Caroline; Sneddon, Jamie

2011-01-01

Tablet PCs have been increasingly used in undergraduate courses to create recorded lectures that are close copies of the live lectures. Research has shown that students are largely positive about the availability of tablet PC recorded lectures. However, there is some concern that the availability of such faithful recordings may encourage students…

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.

CAPER Team Innovations in Teaching and Learning in ASTRO 101

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Prather, E. E.; Bailey, J. M.; Bardar, E.; Brissenden, G.; Dokter, E. F.; Hudgins, D.; Keller, J.

2006-12-01

The Conceptual Astronomy and Physics Education Research (CAPER) Team, based at the University of Arizona but drawing on the collective expertise of astronomy educators around the world, is conducting scholarly research and developing instructional strategies in an effort to support high-quality astronomy teaching. One avenue of research is focused on creating and validating conceptual inventories that instructors can use to measure the effectiveness of their instructional interventions. We have recently completed new inventories in the topic areas of (1) light and spectra; (2) stars and stellar formation; and (3) planetary atmospheres and the greenhouse effect. In addition, we are using results from research on students’ naive beliefs and reasoning difficulties to development instructional strategies that promote a learner centered classroom. Our research into the effectiveness of two such curriculum projects (Lecture-Tutorials for Introductory Astronomy and Ranking Tasks for Introductory Astronomy) show that these curriculum result in statistically significant gains in student understanding across a broad range of topics, much greater than lecture alone. A third avenue of research centers on improving how ASTRO 101 is taught on a national level. Informed by our continual evaluation and fine tuning of different forms of collaborative group learning and peer instruction teaching strategies, we have developed a multi-day series of workshops that are designed to help faculty better implement innovative teaching strategies that promote a learner-centered teaching environment in the ASTO 101 large lecture course. The workshops are being assessed and iteratively improved through formative evaluation approaches aimed at determining to what extent they have a positive impact on classroom practice.

Mass and Spin Measurement Techniques (for the Large Hadron Collider):. Lectures Given at TASI 2011, Boulder, Colorado

NASA Astrophysics Data System (ADS)

Lester, Christopher G.

2013-12-01

For TASI 2011, I was asked to give a series of lectures on "Mass and Spin Measurement Techniques" with relevance to the Large Hadron Collider. This document provides a written record of those lectures - or more precisely of what I said while giving the lectures - warts and all. It is provided as my contribution to the proceedings primarily for the benefit of those who heard the lectures first hand and may wish to refer back to them. What it is not is a scientific paper or a teaching resource. Though lecture slides may be prepared in advance, what is actually said in a lecture is usually extemporaneous, may be partial, can be influenced by audience reaction, and may not even make sense without a visual record of the concomitant gesticulations of the lecturer. More worryingly, some of the statements made may be down-right false, if the lecturer's tongue is in a twist. Accordingly, these proceedings are provided without warranty of any kind - not least in respect of accuracy or impartiality. The lectures were intended to engage the audience and get them thinking about a number of topics that they had not seen before. They were not expected to be the sort of sombre or well-balanced overview of the field that one might hope to achive in a review. These proceedings are provided to jog the memory of those who saw the lectures first hand, and for little other purpose. Footnotes, where they appear, indicate text/thoughts I have added during the editing process that were not voiced during the lectures themselves. Copies of the lecture slides are inserted at approximately the locations they would have become visible in the lectures.

Addressing the systems-based practice requirement with health policy content and educational technology.

PubMed

Nagler, Alisa; Andolsek, Kathryn; Dossary, Kristin; Schlueter, Joanne; Schulman, Kevin

2010-01-01

Duke University Hospital Office of Graduate Medical Education and Duke University's Fuqua School of Business collaborated to offer a Health Policy lecture series to residents and fellows across the institution, addressing the "Systems-based Practice" competency.During the first year, content was offered in two formats: live lecture and web/podcast. Participants could elect the modality which was most convenient for them. In Year Two, the format was changed so that all content was web/podcast and a quarterly live panel discussion was led by module presenters or content experts. Lecture evaluations, qualitative focus group feedback, and post-test data were analyzed.A total of 77 residents and fellows from 8 (of 12) Duke Graduate Medical Education departments participated. In the first year, post-test results were the same for those who attended the live lectures and those who participated via web/podcast. A greater number of individuals participated in Year Two. Participants from both years expressed the need for health policy content in their training programs. Participants in both years valued a hybrid format for content delivery, recognizing a desire for live interaction with the convenience of accessing web/podcasts at times and locations convenient for them. A positive unintended consequence of the project was participant networking with residents and fellows from other specialties.

Delivering Science to Large Audiences: Experiments in Active Learning and Public Lectures at the University of Michigan

NASA Astrophysics Data System (ADS)

McKay, T.

1999-12-01

The problem of disseminating scientific knowledge to the broader community in an effective and efficient way is always with us. At the University of Michigan we have been addressing this problem in several ways. Every year we teach introductory physics to about 3000 students. We believe that, in addition to a pedagogical responsibility, this is an important opportunity for outreach. We report on a variety of approaches to active learning in large lecture classes which are aimed at aiding student comprehension of conceptual material. These have the side affect of improving their general impression of science. In addition to the traditional classroom, we have also engaged in a broader outreach program through the Saturday Morning Physics lecture series, which through a combination of programming and advertising draws audiences of 250 a week to 15 weeks of lectures on topics of current research. We conclude with some general observations about the relation between the success of these public lectures and our large lecture classes. This work is supported by a CAREER award from the National Science Foundation, the University of Michigan, and the Ted Annis Foundation.

Content Based Lecture Video Retrieval Using Speech and Video Text Information

ERIC Educational Resources Information Center

Yang, Haojin; Meinel, Christoph

2014-01-01

In the last decade e-lecturing has become more and more popular. The amount of lecture video data on the "World Wide Web" (WWW) is growing rapidly. Therefore, a more efficient method for video retrieval in WWW or within large lecture video archives is urgently needed. This paper presents an approach for automated video indexing and video…

Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

ERIC Educational Resources Information Center

Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

2016-01-01

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…

Linus Pauling Memorial Lectures

Science.gov Websites

Institute for Science, Engineering and Public Policy Home About The Institute Format/Policy Pauling Memorial Lectures Science, Engineering and Public Policy 2017-2018 Sabbatical Year Taking a Year Physics to the New Philosophy Terry Bristol Institute for Science, Engineering and Public Policy 7:00pm

Dissociative Conceptual and Quantitative Problem Solving Outcomes across Interactive Engagement and Traditional Format Introductory Physics

ERIC Educational Resources Information Center

McDaniel, Mark A.; Stoen, Siera M.; Frey, Regina F.; Markow, Zachary E.; Hynes, K. Mairin; Zhao, Jiuqing; Cahill, Michael J.

2016-01-01

The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present…

The Use of Freshmen Seminar Programs to Deliver Personalized Feedback

ERIC Educational Resources Information Center

Henslee, Amber M.; Correia, Christopher J.

2009-01-01

The current study tested the effectiveness of delivering personalized feedback to first-semester college freshmen in a group lecture format. Participants enrolled in semester-long courses were randomly assigned to receive either personalized feedback or general information about alcohol. Both lecture conditions were delivered during a standard…

Comparing Individual Instruction & Lecture Formats in Human Anatomy & Physiology.

ERIC Educational Resources Information Center

Schindler, Fred H.

1989-01-01

Provides a description of and information about an individualized program in science at Central Community College. Reports on a study which compares lecture with individualized instruction. Concludes that there were no significant differences between heterogeneous groups, and there are advantages and disadvantages to each method. Diagrams and…

The Flipped Classroom: A Modality for Mixed Asynchronous and Synchronous Learning in a Residency Program

PubMed Central

Young, Timothy P.; Bailey, Caleb J.; Guptill, Mindi; Thorp, Andrea W.; Thomas, Tamara L.

2014-01-01

Introduction A “flipped classroom” educational model exchanges the traditional format of a classroom lecture and homework problem set. We piloted two flipped classroom sessions in our emergency medicine (EM) residency didactic schedule. We aimed to learn about resident and faculty impressions of the sessions, in order to develop them as a regular component of our residency curriculum. Methods We evaluated residents’ impression of the asynchronous video component and synchronous classroom component using four Likert items. We used open-ended questions to inquire about resident and faculty impressions of the advantages and disadvantages of the format. Results For the Likert items evaluating the video lectures, 33/35 residents (94%, 95% CI 80%–99%) responded that the video lecture added to their knowledge about the topic, and 33/35 residents felt that watching the video was a valuable use of their time. For items evaluating the flipped classroom format, 36/38 residents (95%, 95% CI 82%–99%) preferred the format to a traditional lecture on the topic, and 38/38 residents (100%, 95% CI 89%–100%) felt that the small group session was effective in helping them learn about the topic. Most residents preferred to see the format monthly in our curriculum and chose an ideal group size of 5.5 (first session) and 7 (second session). Residents cited the interactivity of the sessions and access to experts as advantages of the format. Faculty felt the ability to assess residents’ understanding of concepts and provide feedback were advantages. Conclusion Our flipped classroom model was positively received by EM residents. Residents preferred a small group size and favored frequent use of the format in our curriculum. The flipped classroom represents one modality that programs may use to incorporate a mixture of asynchronous and interactive synchronous learning and provide additional opportunities to evaluate residents. PMID:25493157

Cosmic strings and superconducting cosmic strings

NASA Technical Reports Server (NTRS)

Copeland, Edmund

1988-01-01

The possible consequences of forming cosmic strings and superconducting cosmic strings in the early universe are discussed. Lecture 1 describes the group theoretic reasons for and the field theoretic reasons why cosmic strings can form in spontaneously broken gauge theories. Lecture 2 discusses the accretion of matter onto string loops, emphasizing the scenario with a cold dark matter dominated universe. In lecture 3 superconducting cosmic strings are discussed, as is a mechanism which leads to the formation of structure from such strings.

Virtual Exploration of Earth's Evolution

NASA Astrophysics Data System (ADS)

Anbar, A. D.; Bruce, G.; Semken, S. C.; Summons, R. E.; Buxner, S.; Horodyskyj, L.; Kotrc, B.; Swann, J.; Klug Boonstra, S. L.; Oliver, C.

2014-12-01

Traditional introductory STEM courses often reinforce misconceptions because the large scale of many classes forces a structured, lecture-centric model of teaching that emphasizes delivery of facts rather than exploration, inquiry, and scientific reasoning. This problem is especially acute in teaching about the co-evolution of Earth and life, where classroom learning and textbook teaching are far removed from the immersive and affective aspects of field-based science, and where the challenges of taking large numbers of students into the field make it difficult to expose them to the complex context of the geologic record. We are exploring the potential of digital technologies and online delivery to address this challenge, using immersive and engaging virtual environments that are more like games than like lectures, grounded in active learning, and deliverable at scale via the internet. The goal is to invert the traditional lecture-centric paradigm by placing lectures at the periphery and inquiry-driven, integrative virtual investigations at the center, and to do so at scale. To this end, we are applying a technology platform we devised, supported by NASA and the NSF, that integrates a variety of digital media in a format that we call an immersive virtual field trip (iVFT). In iVFTs, students engage directly with virtual representations of real field sites, with which they interact non-linearly at a variety of scales via game-like exploration while guided by an adaptive tutoring system. This platform has already been used to develop pilot iVFTs useful in teaching anthropology, archeology, ecology, and geoscience. With support the Howard Hughes Medical Institute, we are now developing and evaluating a coherent suite of ~ 12 iVFTs that span the sweep of life's history on Earth, from the 3.8 Ga metasediments of West Greenland to ancient hominid sites in East Africa. These iVFTs will teach fundamental principles of geology and practices of scientific inquiry, and expose students to the evidence from which evolutionary and paleoenvironmental inferences are derived. In addition to making these iVFT available to the geoscience community for EPO, we will evaluate the comparative effectiveness of iVFT and traditional lecture and lab approaches to achieving geoscience learning objectives.

Incorporating Team-Based Learning Into a Physician Assistant Clinical Pharmacology Course.

PubMed

Nguyen, Timothy; Wong, Elaine; Pham, Antony

2016-03-01

To obtain student perceptions of team-based learning and compare the effectiveness of team-based learning and traditional lecture formats in a clinical pharmacology course for physician assistant (PA) students. Clinical pharmacology is a course offered to PA students in their first year of training at LIU Brooklyn, Brooklyn, NY. In spring 2014, half of the course was offered in a traditional lecture format and the remaining half was offered in a team-based learning format. The team-based learning format had 3 components: (1) prereading assignments, (2) individual readiness assessment tests, and (3) team readiness assessment tests. So that student perceptions of the integration of team-based learning activities into the course could be evaluated, presurveys and postsurveys were administered. The effectiveness of team-based learning was evaluated by comparing overall student performance with student performance in the preceding year. Thirty-three students were enrolled in the course and completed the presurveys and postsurveys. The survey results are presented in Table 1. Comparison of student performance on examinations with performance from the previous year showed similar outcomes. Incorporating a team-based learning pedagogical approach in the PA pharmacology course yielded similar examination results to those of traditional lecture formats. Presurvey and postsurvey questionnaires yielded various student perceptions of team-based learning.

Making large class basic histology lectures more interactive: The use of draw-along mapping techniques and associated educational activities.

PubMed

Kotzé, Sanet Henriët; Mole, Calvin Gerald

2015-01-01

At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would focus students during large class lectures. After each lecture on three basic histology tissues, a guided draw-along mapping session covering the work from the lecture was introduced in the form of a click-advance PowerPoint presentation which was used to demonstrate the unfolding of an "ideal" map. The lecturer simultaneously drew a similar map using an overhead projector allowing the students to draw their own maps on blank sheets of paper along with the lecturer. Students remained attentive during the activity and many participated in answering informal questions posed by the lecturer as the map-making session progressed. After the last session, students completed an anonymous, voluntary questionnaire (response rate of 78%). The majority of students found the draw-along maps useful (94%) and believed that its use should be continued in the future (93%). A significant increase (P < 0.001) was found in the test results of student cohorts who were given the current intervention compared to cohorts from previous years who were given mind maps as handouts only or had no intervention. The use of the draw-along mapping sessions were successful in focusing students during large class lectures while also providing them with a useful tool for their studies. © 2015 American Association of Anatomists.

The use of active learning strategies in the instruction of Reactor Physics concepts

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

Robinson, Michael A.

2000-01-01

Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time requiredmore » for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.« less

Medical students' note-taking in a medical biochemistry course: an initial exploration.

PubMed

Morrison, Elizabeth H; McLaughlin, Calvin; Rucker, Lloyd

2002-04-01

Beginning medical students spend numerous hours every week attending basic science lectures and taking notes. Medical faculty often wonder whether they should give students pre-printed instructors' notes before lectures. Proponents of this strategy argue that provided notes enhance learning by facilitating the accurate transmission of information, while opponents counter that provided notes inhibit students' cognitive processing or even discourage students from attending lectures. Little if any research has directly addressed medical students' note-taking or the value of providing instructors' notes. The educational literature does suggest that taking lecture notes enhances university students' learning. University students perform best on post-lecture testing if they review a combination of provided notes and their own personal notes, particularly if the provided notes follow a 'skeletal' format that encourages active note-taking.

Pleasure and Pain: Teaching Neuroscientific Principles of Hedonism in a Large General Education Undergraduate Course

PubMed Central

Bodnar, Richard J.; Stellar, James R.; Kraft, Tamar T.; Loiacono, Ilyssa; Bajnath, Adesh; Rotella, Francis M.; Barrientos, Alicia; Aghanori, Golshan; Olsson, Kerstin; Coke, Tricia; Huang, Donald; Luger, Zeke; Mousavi, Seyed Ali Reza; Dindyal, Trisha; Naqvi, Naveen; Kim, Jung-Yo

2013-01-01

In a large (250 registrants) general education lecture course, neuroscience principles were taught by two professors as co-instructors, starting with simple brain anatomy, chemistry, and function, proceeding to basic brain circuits of pleasure and pain, and progressing with fellow expert professors covering relevant philosophical, artistic, marketing, and anthropological issues. With this as a base, the course wove between fields of high relevance to psychology and neuroscience, such as food addiction and preferences, drug seeking and craving, analgesic pain-inhibitory systems activated by opiates and stress, neuroeconomics, unconscious decision-making, empathy, and modern neuroscientific techniques (functional magnetic resonance imaging and event-related potentials) presented by the co-instructors and other Psychology professors. With no formal assigned textbook, all lectures were PowerPoint-based, containing links to supplemental public-domain material. PowerPoints were available on Blackboard several days before the lecture. All lectures were also video-recorded and posted that evening. The course had a Facebook page for after-class conversation and one of the co-instructors communicated directly with students on Twitter in real time during lecture to provide momentary clarification and comment. In addition to graduate student Teaching Assistants (TAs), to allow for small group discussion, ten undergraduate students who performed well in a previous class were selected to serve as discussion leaders. The Discussion Leaders met four times at strategic points over the semester with groups of 20–25 current students, and received one credit of Independent Study, thus creating a course within a course. The course grade was based on weighted scores from two multiple-choice exams and a five-page writing assignment in which each student reviewed three unique, but brief original peer-review research articles (one page each) combined with expository writing on the first and last pages. A draft of the first page, collected early in the term, was returned to each student by graduate TAs to provide individual feedback on scientific writing. Overall the course has run three times at ful or near enrollment capacity despite being held at an 8:00 AM time slot. Student-generated teaching evaluations place it well within the normal range, while this format importantly contributes to budget efficiency permitting the teaching of more required small-format courses (e.g., freshman writing). The demographics of the course have changed to one in which the vast majority of the students are now outside the disciplines of neuroscience or psychology and are taking the course to fulfill a General Education requirement. This pattern allows the wide dissemination of basic neuroscientific knowledge to a general college audience. PMID:24319388

Pleasure and pain: teaching neuroscientific principles of hedonism in a large general education undergraduate course.

PubMed

Bodnar, Richard J; Stellar, James R; Kraft, Tamar T; Loiacono, Ilyssa; Bajnath, Adesh; Rotella, Francis M; Barrientos, Alicia; Aghanori, Golshan; Olsson, Kerstin; Coke, Tricia; Huang, Donald; Luger, Zeke; Mousavi, Seyed Ali Reza; Dindyal, Trisha; Naqvi, Naveen; Kim, Jung-Yo

2013-01-01

In a large (250 registrants) general education lecture course, neuroscience principles were taught by two professors as co-instructors, starting with simple brain anatomy, chemistry, and function, proceeding to basic brain circuits of pleasure and pain, and progressing with fellow expert professors covering relevant philosophical, artistic, marketing, and anthropological issues. With this as a base, the course wove between fields of high relevance to psychology and neuroscience, such as food addiction and preferences, drug seeking and craving, analgesic pain-inhibitory systems activated by opiates and stress, neuroeconomics, unconscious decision-making, empathy, and modern neuroscientific techniques (functional magnetic resonance imaging and event-related potentials) presented by the co-instructors and other Psychology professors. With no formal assigned textbook, all lectures were PowerPoint-based, containing links to supplemental public-domain material. PowerPoints were available on Blackboard several days before the lecture. All lectures were also video-recorded and posted that evening. The course had a Facebook page for after-class conversation and one of the co-instructors communicated directly with students on Twitter in real time during lecture to provide momentary clarification and comment. In addition to graduate student Teaching Assistants (TAs), to allow for small group discussion, ten undergraduate students who performed well in a previous class were selected to serve as discussion leaders. The Discussion Leaders met four times at strategic points over the semester with groups of 20-25 current students, and received one credit of Independent Study, thus creating a course within a course. The course grade was based on weighted scores from two multiple-choice exams and a five-page writing assignment in which each student reviewed three unique, but brief original peer-review research articles (one page each) combined with expository writing on the first and last pages. A draft of the first page, collected early in the term, was returned to each student by graduate TAs to provide individual feedback on scientific writing. Overall the course has run three times at ful or near enrollment capacity despite being held at an 8:00 AM time slot. Student-generated teaching evaluations place it well within the normal range, while this format importantly contributes to budget efficiency permitting the teaching of more required small-format courses (e.g., freshman writing). The demographics of the course have changed to one in which the vast majority of the students are now outside the disciplines of neuroscience or psychology and are taking the course to fulfill a General Education requirement. This pattern allows the wide dissemination of basic neuroscientific knowledge to a general college audience.

Course Structure Matters in Initial Teacher Education: Student Teachers' Perceptions of Impacts on Their Learning

ERIC Educational Resources Information Center

Hogg, Linda; Yates, Anne

2013-01-01

This formative evaluation within a graduate initial teacher education program sought to identify student teachers' perceptions of lecturer practice and its influence on their developing practice. Data collected from course and teaching evaluations and focus group interviews suggested that microstructural course elements--lectures, tutorials, and…

Real Scenarios and Complementary Lectures: A Classroom Training Approach to Increase Counselor Awareness, Knowledge, and Skill

ERIC Educational Resources Information Center

Brinson, Jesse A.; Brew, Leah; Denby, Ramona

2008-01-01

The purpose of this article is to describe a classroom approach for training counseling students in the area of cross-cultural competence. The authors describe real scenarios that form the foundation for an intensive classroom discussion and lecture format regarding cultural awareness, knowledge, and skills.

Indexed Captioned Searchable Videos: A Learning Companion for STEM Coursework

ERIC Educational Resources Information Center

Tuna, Tayfun; Subhlok, Jaspal; Barker, Lecia; Shah, Shishir; Johnson, Olin; Hovey, Christopher

2017-01-01

Videos of classroom lectures have proven to be a popular and versatile learning resource. A key shortcoming of the lecture video format is accessing the content of interest hidden in a video. This work meets this challenge with an advanced video framework featuring topical indexing, search, and captioning (ICS videos). Standard optical character…

Cooperative learning of neutron diffusion and transport theories

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

Robinson, Michael A.

1999-04-30

A cooperative group instructional strategy is being used to teach a unit on neutron transport and diffusion theory in a first-year-graduate level, Reactor Theory course that was formerly presented in the traditional lecture/discussion style. Students are divided into groups of two or three for the duration of the unit. Class meetings are divided into traditional lecture/discussion segments punctuated by cooperative group exercises. The group exercises were designed to require the students to elaborate, summarize, or practice the material presented in the lecture/discussion segments. Both positive interdependence and individual accountability are fostered by adjusting individual grades on the unit exam bymore » a factor dependent upon group achievement. Group collaboration was also encouraged on homework assignments by assigning each group a single grade on each assignment. The results of the unit exam have been above average in the two classes in which the cooperative group method was employed. In particular, the problem solving ability of the students has shown particular improvement. Further,the students felt that the cooperative group format was both more educationally effective and more enjoyable than the lecture/discussion format.« less

Does the Flipped Classroom Improve Learning in Graduate Medical Education?

PubMed

Riddell, Jeff; Jhun, Paul; Fung, Cha-Chi; Comes, James; Sawtelle, Stacy; Tabatabai, Ramin; Joseph, Daniel; Shoenberger, Jan; Chen, Esther; Fee, Christopher; Swadron, Stuart P

2017-08-01

The flipped classroom model for didactic education has recently gained popularity in medical education; however, there is a paucity of performance data showing its effectiveness for knowledge gain in graduate medical education. We assessed whether a flipped classroom module improves knowledge gain compared with a standard lecture. We conducted a randomized crossover study in 3 emergency medicine residency programs. Participants were randomized to receive a 50-minute lecture from an expert educator on one subject and a flipped classroom module on the other. The flipped classroom included a 20-minute at-home video and 30 minutes of in-class case discussion. The 2 subjects addressed were headache and acute low back pain. A pretest, immediate posttest, and 90-day retention test were given for each subject. Of 82 eligible residents, 73 completed both modules. For the low back pain module, mean test scores were not significantly different between the lecture and flipped classroom formats. For the headache module, there were significant differences in performance for a given test date between the flipped classroom and the lecture format. However, differences between groups were less than 1 of 10 examination items, making it difficult to assign educational importance to the differences. In this crossover study comparing a single flipped classroom module with a standard lecture, we found mixed statistical results for performance measured by multiple-choice questions. As the differences were small, the flipped classroom and lecture were essentially equivalent.

Use of Interactive Lecture Demonstrations: A Ten Year Study

ERIC Educational Resources Information Center

Sharma, Manjula D.; Johnston, Ian D.; Johnston, Helen; Varvell, Kevin; Robertson, Gordon; Hopkins, Andrew; Stewart, Chris; Cooper, Ian; Thornton, Ronald

2010-01-01

The widely held constructivist view of learning advocates student engagement via interactivity. Within the physics education research community, several specific interactive strategies have been developed to enhance conceptual understanding. One such strategy, the Interactive Lecture Demonstration (ILD) is designed for large lecture classes and,…

Trends in National Emergency Medicine Conference Didactic Lectures Over a 6-Year Period.

PubMed

Gottlieb, Michael; Riddell, Jeff; Njie, Abdoulie

2017-01-01

National conference didactic lectures have traditionally featured hour-long lecture-based presentations. However, there is evidence that longer lectures can lead to both decreased attention and retention of information. The authors sought to identify trends in lecture duration, lecture types, and number of speakers at four national emergency medicine (EM) conferences over a 6-year period. The authors performed a retrospective analysis of the length, number of speakers, and format of didactic lectures at four different national EM conferences over 6 years. The authors abstracted data from the national academic assemblies for the four largest not-for-profit EM organizations in the United States: American Academy of Emergency Medicine, American College of Emergency Physicians, Council of Emergency Medicine Residency Directors, and Society for Academic Emergency Medicine. There was a significant yearly decrease in the mean lecture lengths for three of the four conferences. There was an increase in the percentage of rapid fire sessions over the preceding 2 years with a corresponding decrease in the percentage of general educational sessions. There was no significant difference in the mean number of speakers per lecture. An analysis of 4210 didactic lecture sessions from the annual meetings of four national EM organizations over a 6-year period showed significant decreases in mean lecture length. These findings can help to guide EM continuing medical education conference planning and research.

The Relative Acceptability of the Multimedia Teaching Format

ERIC Educational Resources Information Center

Cunningham, William H.; And Others

1976-01-01

This research was designed to measure how students enrolled in introductory marketing courses perceived mass section multimedia lecture classes in comparison with other commonly utilized teaching formats. (Author/RK)

Goals and design of public physics lectures: perspectives of high-school students, physics teachers and lecturers

NASA Astrophysics Data System (ADS)

Kapon, S.; Ganiel, U.; Eylon, B.

2009-09-01

Many large scientific projects and scientific centres incorporate some kind of outreach programme. Almost all of these outreach programmes include public scientific lectures delivered by practising scientists. In this article, we examine such lectures from the perspectives of: (i) lecturers (7) who are practising scientists acknowledged to be good public lecturers and (ii) audiences composed of high-school students (169) and high-school physics teachers (80) who attended these lectures. We identify and discuss the main goals as expressed by the lecturers and the audiences, and the correspondence between these goals. We also discuss how the lecturers' goals impact on the design of their lectures and examine how the lecture affects audiences with different attitudes towards (and interests in) physics. Our findings suggest that the goals of the participating lecturers and the expectations of their audiences were highly congruent. Both believe that a good public scientific lecture must successfully communicate state-of-the-art scientific knowledge to the public, while inspiring interest in and appreciation of science. Our findings also suggest that exemplary public scientific lectures incorporate content, structure and explanatory means that explicitly adhere to the lecturers' goals. We identify and list several design principles.

SU-E-E-07: When the Old Ways Are the Best Ways: In Defense of Didactic Training

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

Sensakovic, W

2014-06-01

Purpose: Physics education for residents has taken on a more prominent role due to the new ABR examination format. We present a curriculum for a new radiology residency entering its second year. This curriculum favors an extensive traditional didactic teaching approach. The curriculum is designed to minimize the amount of independent learning that is necessary outside the classroom Methods and Materials: idactic training repeats yearly for all four years of residency and consists of two 1-hour lectures per week and several in-class tests. The impact of physics on clinical practice is introduced gradually throughout the residency using specific clinical cases.more » The extensive time spent with the residents allows lectures to be taught at a deep (almost physicist) level and reduces the necessity of learning base concepts outside of lecture. This frees the resident to use resources (e.g., AAPM/RSNA physics modules) to cement concepts through repetition or to learn a slightly confusing concept from a different teaching perspective. Consistent testing reduces the traditional resident studying technique of physics “cramming.” Results: On average, the first year residents scored in the 98th percentile on the American College of Radiology Diagnostic Radiology In-Service Training Exam (ACR DXIT). Feedback from the new first year residents was very positive and suggestions are constantly solicited and incorporated. For example, based on resident feedback, short-format quizzes each lecture were eliminated and replaced interactive questions during lecture. Residents felt they have advanced rapidly and have a better understanding of radiologic physics, though they have expressed concern that the 1-hour lecture block may not be optimal for learning physics. Conclusion: An extensive, physicist-led series of didactic lectures is effective in the teaching of physics to residents.« less

Team-based learning to improve learning outcomes in a therapeutics course sequence.

PubMed

Bleske, Barry E; Remington, Tami L; Wells, Trisha D; Dorsch, Michael P; Guthrie, Sally K; Stumpf, Janice L; Alaniz, Marissa C; Ellingrod, Vicki L; Tingen, Jeffrey M

2014-02-12

To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence. A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format. One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups. Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.

Comparison of student confidence and perceptions of biochemistry concepts using a team-based learning versus traditional lecture-based format.

PubMed

Gryka, Rebecca; Kiersma, Mary E; Frame, Tracy R; Cailor, Stephanie M; Chen, Aleda M H

To evaluate differences in student confidence and perceptions of biochemistry concepts using a team-based learning (TBL) format versus a traditional lecture-based format at two universities. Two pedagogies (TBL vs lecture-based) were utilized to deliver biochemistry concepts at two universities in a first-professional year, semester-long biochemistry course. A 21-item instrument was created and administered pre-post semester to assess changes in confidence in learning biochemistry concepts using Bandura's Social Cognitive Theory (eight items, 5-point, Likert-type) and changes in student perceptions of biochemistry utilizing the theory of planned behavior (TPB) domains (13 items, 7- point, Likert-type). Wilcoxon signed-rank tests were used to evaluate pre-post changes, and Mann Whitney U tests for differences between universities. All students (N=111) had more confidence in biochemistry concepts post-semester, but TBL students (N=53) were significantly more confident. TBL students also had greater agreement that they are expected to actively engage in science courses post-semester, according to the perceptions of biochemistry subscale. No other differences between lecture and TBL were observed post-semester. Students in a TBL course had greater gains in confidence. Since students often engage in tasks where they feel confident, TBL can be a useful pedagogy to promote student learning. Copyright © 2017 Elsevier Inc. All rights reserved.

XXII SLAC summer institute on particle physics: Proceedings. Particle physics, astrophysics and cosmology

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

Chan, J; DePorcel, L

1996-02-01

The seven-day school portion of the Institute revolved around the question of dark matter: where is it and what is it? Reviews were given of microlensing searches for baryonic dark matter, of dark matter candidates in the form of neutrinos and exotic particles, and of low-noise detection techniques used to search for the latter. The history of the universe, from the Big Bang to the role of dark matter in the formation of large-scale structure, was also covered. Other lecture series described the astrophysics that might be done with x-ray timing experiments and through the detection of gravitational radiation. Asmore » in past years, the lectures each morning were followed by stimulating afternoon discussion sessions, in which students could pursue with the lecturers the topics that most interested them. The Institute concluded with a three-day topical conference covering recent developments in theory and experiment. Highlights from the astrophysical and cosmological arenas included observations of anisotropy in the cosmic microwave background, and of the mysterious gamma-ray bursters. From terrestrial accelerators came tantalizing hints of the top quark and marked improvements in precision electroweak measurements, among many other results. Selected papers are indexed separately for inclusion in the Energy Science and Technology Database.« less

Effects of an Inverted Instructional Delivery Model on Achievement of Ninth-Grade Physical Science Honors Students

NASA Astrophysics Data System (ADS)

Howell, Donna

This mixed-methods action research study was designed to assess the achievement of ninth-grade Physical Science Honors students by analysis of pre and posttest data. In addition, perceptual data from students, parents, and the researcher were collected to form a complete picture of the flipped lecture format versus the traditional lecture format. The researcher utilized a 4MAT learning cycle in two Physical Science Honors classes. One of these classes was traditionally delivered with lecture-type activities taking place inside the classroom and homework-type activities taking place at home; the other inverted, or flipped, delivered with lecture-type activities taking place outside the classroom and homework-type activities taking place inside the classroom. Existing unit pre and posttests for both classes were analyzed for differences in academic achievement. At the completion of the units, the flipped class students and parents were surveyed, and student focus groups were convened to ascertain their perceptions of the flipped classroom delivery model. Statistical analysis of posttest data revealed that there is no significant difference between the traditional lecture delivery format and the flipped delivery format. Analysis of perceptual data revealed six themes that must be considered when deciding to flip the classroom: how to hold students accountable for viewing the at-home videos, accessibility of students to the required technology, technical considerations relating to the video production, comprehension of the material both during and after viewing the videos, pedagogy of the overall flipped method, and preference for the flipped method overall. Findings revealed that students, parents, and the researcher all had a preference for the flipped class format, provided the above issues are addressed. The flipped class format encourages students to become more responsible for their learning, and, in addition, students reported that the hands-on inquiry activities done in class aided them in learning the subject matter. It is recommended, however, that before instructors decide to flip the classroom, they ensure that all students have access to needed technology, that there is a plan in place for ensuring that the students actually view the assigned videos, that they have a way to create the videos and ensure adequate quality, and that some discussion is held in class after each assigned video to ensure comprehension of the material.

Student Evaluation of Audience Response Technology in Large Lecture Classes

ERIC Educational Resources Information Center

MacGeorge, Erina L.; Homan, Scott R.; Dunning, John B., Jr.; Elmore, David; Bodie, Graham D.; Evans, Ed; Khichadia, Sangeetha; Lichti, Steven M.; Feng, Bo; Geddes, Brian

2008-01-01

In the past few years, audience response technology (ART) has been widely adopted on college campuses, and is especially popular among instructors of large lecture classes. Claims regarding ART's benefits to students have received only limited empirical evaluation, and prior studies exhibit methodological limitations. The current study provides a…

Using Group Performances to Demonstrate Concepts in Large Biology Classes

ERIC Educational Resources Information Center

Wellnitz, Todd

2006-01-01

While a voluminous lecture hall can present obstacles to effective teaching and learning, large classrooms containing more than 100 students also present teaching opportunities. The lecture hall offers an excellent arena for demonstrating concepts that lend themselves to demonstrations and something this author refers to as "group performances."…

Overcoming the Drawbacks of the Large Lecture Class.

ERIC Educational Resources Information Center

Geske, Joel

1992-01-01

Techniques developed to improve student participation and student evaluation in a large-group college course in advertising include role playing in talk-show-style discussions of controversial issues, breaks in lectures to play a trivia game, a three-minute writing assignment, teacher movement among students, and changes in testing policies and…

Interpersonal Influences in Large Lecture-Based Classes: A Socioinstructional Perspective

ERIC Educational Resources Information Center

Long, Holly E.; Coldren, Jeffrey T.

2006-01-01

The present research examines whether an interpersonal environment may exist in classrooms that are notoriously impersonal: large lecture-based freshman-level general psychology classes. The artificial categorization of teaching and learning styles, and the limits of those categories, is also addressed. Students evaluated the style of teaching in…

Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students.

PubMed

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-03-01

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group (P < 0.001). Comparison of the scores of topics taught by only the didactic lecture and those using both the didactic lecture and paper breaks showed significant improvement only in the DLPP group (P < 0.001). Data obtained from the final exam showed that in the DLPP group, the mean score of the topics taught by the combination of didactic lecture and paper breaks was significantly higher than those taught by only didactic lecture (P < 0.05). In conclusion, the combination of paper presentation breaks and didactic lectures improves the learning of physiology. Copyright © 2016 The American Physiological Society.

Effects of three types of lecture notes on medical student achievement.

PubMed

Russell, I J; Caris, T N; Harris, G D; Hendricson, W D

1983-08-01

Two parallel studies were conducted with junior medical students to determine what influence the forms of lecture notes would have on learning. The three types of notes given to the students were: a comprehensive manuscript of the lecture containing text, tables, and figures; a partial handout which included some illustrations but required substantial annotation by the students; and a skeleton outline containing no data from the lecture. The students' knowledge about the subject was measured before the lecture, immediately after the lecture, two to four weeks later, and approximately three months later. The students' responses to questionnaires indicated a strong preference for very detained handouts as essential to preparation for examinations. By contract, the students' performances on tests generally were better for those who had received the partial or skeleton handout formats. This was particularly true for information presented during the last quarter of each lecture, when learning efficiency of the skeleton handout group increased while the other two handout groups exhibited learning fatigue. It was concluded that learning by medical students was improved when they recorded notes in class.

The Lecture as Experiential Education: The Cucumber in 17th-Century Flemish Art

ERIC Educational Resources Information Center

Blenkinsop, Sean; Nolan, Carrie; Hunt, Jasper; Stonehouse, Paul; Telford, John

2016-01-01

This article uses an unconventional format to problematize a common dichotomy found in the theory and practice of experiential education. The article comprises the contributions of five authors and begins with one author's description of a potential real-life scenario that provokes the question of whether an art history lecture might be understood…

Is It Worth the Effort? The Impact of Incorporating Synchronous Lectures into an Online Course

ERIC Educational Resources Information Center

Olson, Joann S.; McCracken, Fawn E.

2015-01-01

This study explores student achievement, sense of social community, and sense of learning community (Rovai, 2002) in two sections of an online course taught concurrently by the same instructor. One section was delivered in a fully asynchronous format; the other incorporated weekly synchronous lectures using an Adobe Connect environment. Students…

The effect of the flipped model on achievement in an introductory college physics course

NASA Astrophysics Data System (ADS)

Winter, Joshua Brian

The flipped or inverted classroom model is one in which the time and place for traditional lecture and homework are reversed. Traditional lecture is replaced by online videos assigned as homework. This frees up time in class to be spent with more student centered activities such as discussion based concept questions and group problem solving. While growing in popularity, research on the effectiveness of this format is sparse. In this quasi-experimental study, two sections of an introductory algebra-based college physics course were examined over a five week period. Each section was taught with either the traditional or flipped model and physics knowledge achieved was compared using independent samples t-tests on both the instructor's unit exam and the Mechanics Baseline Test pre/posttest normalized gain. Results indicated that there was no statistically significant difference between the flipped model and the traditional lecture format. Avenues for further research are discussed.

Flip or Flop? Students' Perspectives of a Flipped Lecture in Mathematics

ERIC Educational Resources Information Center

Novak, Julia; Kensington-Miller, Barbara; Evans, Tanya

2017-01-01

This paper describes students' perspectives of a one-off flipped lecture in a large undergraduate mathematics service course. The focus was on calculating matrix determinants and was designed specifically to introduce debate and argumentation into a mathematics lecture. The intention was to promote a deeper learning and understanding through…

Changing the Nature of Lectures Using a Personal Response System

ERIC Educational Resources Information Center

Masikunis, George; Panayiotidis, Andreas; Burke, Linda

2009-01-01

This article describes the use of an Electronic Voting System (EVS) in large group lectures within a business and management undergraduate degree programme, in an attempt to make them more interactive. The intention was to ensure that the introduction of the EVS-style lecture was educationally driven, linked to interactive learning activities in…

Promoting Student-Centered Active Learning in Lectures with a Personal Response System

ERIC Educational Resources Information Center

Gauci, Sally A.; Dantas, Arianne M.; Williams, David A.; Kemm, Robert E.

2009-01-01

We investigated whether an active learning approach, facilitated by a personal response system, would lead to improved student engagement and learning outcomes in large-group physiology lectures for undergraduate science students. We focused on encouraging students' active learning in lectures, whereas previous studies have made more use of…

The Slide-Lecture: An Alternative to Chalkdust?

ERIC Educational Resources Information Center

Wilkins, S. A.

Many instructors teaching large survey courses use the chalkboard to aid their lectures in spite of the waste of class time in writing and erasing, the clutter and confusion that may result, and the messiness of chalkdust. As an alternative, the slide-lecture method has been used for several years at Bossier Community College in teaching…

Predicting Acceptance of Mobile Technology for Aiding Student-Lecturer Interactions: An Empirical Study

ERIC Educational Resources Information Center

Gan, Chin Lay; Balakrishnan, Vimala

2017-01-01

The current study sets out to identify determinants affecting tertiary students' behavioural intentions to use mobile technology in lectures. The study emphasises that the reason for using mobile technology in classrooms with large numbers of students is to facilitate interactions among students and lecturers. The proposed conceptual framework has…

Evaluating the Use of Lecture Capture Using a Revealed Preference Approach

ERIC Educational Resources Information Center

Elliott, Caroline; Neal, David

2016-01-01

This article discusses the introduction of lecture capture technology on a large undergraduate module with diverse student cohorts. The literature has, so far, relied on surveying students to discover their use of the technology or attempted to quantify the impact of watching lecture recordings on assessment performance. Alternatively, the…

The Effectiveness of Lecture-Integrated, Web-Supported Case Studies in Large Group Teaching

ERIC Educational Resources Information Center

Azzawi, May; Dawson, Maureen M.

2007-01-01

The effectiveness of lecture-integrated and web-supported case studies in supporting a large and academically diverse group of undergraduate students was evaluated in the present study. Case studies and resource (web)-based learning were incorporated as two complementary interactive learning strategies into the traditional curriculum. A truncated…

Changing Beliefs about Teaching in Large Undergraduate Mathematics Classes

ERIC Educational Resources Information Center

Kensington-Miller, Barbara; Sneddon, Jamie; Yoon, Caroline; Stewart, Sepideh

2013-01-01

Many lecturers use teacher-centred styles of teaching in large undergraduate mathematics classes, often believing in the effectiveness of such pedagogy. Changing these beliefs about how mathematics should be taught is not a simple process and many academic staff are reluctant to change their ways of lecturing due to tradition and ease. This study…

Towards Responsible Massification: Some Pointers for Supporting Lecturers

ERIC Educational Resources Information Center

Albertyn, Ruth M; Machika, Pauline; Troskie-de Bruin, Christel

2016-01-01

Teaching large classes poses many challenges to lecturers where massification is a reality in higher education. There are implications for both teaching and effective learning in this context. The need for accountability to learners in education provision served as motivation for a study of large classes in the largest faculty of one university…

Multi-Image or Lap-Dissolve Slide Techniques and Visual Images in the Large Lecture Section.

ERIC Educational Resources Information Center

Bodner, George M.; And Others

1984-01-01

Advantages and disadvantages of using multi-image or lap-dissolve (LD) slide techniques in large lecture sections are discussed. Production, use, and evaluation of LD programs are also discussed. Indicates that these programs are an effective way of improving instruction on visually oriented topics. (JN)

Transforming a Large-Lecture Course into an Active, Engaging, and Collaborative Learning Environment

ERIC Educational Resources Information Center

Stoerger, Sharon; Krieger, Denise

2016-01-01

Traditionally, a large lecture hall course follows a teacher-centered approach to instruction. This was the case for the "gateway" course in the undergraduate Information Technology and Informatics (ITI) major in the School of Communication and Information at Rutgers, The State University of New Jersey. This paper describes the journey…

Organic Chemistry YouTube Writing Assignment for Large Lecture Classes

ERIC Educational Resources Information Center

Franz, Annaliese K.

2012-01-01

This work describes efforts to incorporate and evaluate the use of a YouTube writing assignment in large lecture classes to personalize learning and improve conceptual understanding of chemistry through peer- and self-explanation strategies. Although writing assignments can be a method to incorporate peer- and self-explanation strategies, this…

Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course

ERIC Educational Resources Information Center

Russell, Jae-eun; Van Horne, Sam; Ward, Adam S.; Bettis, Arthur, III.; Sipola, Maija; Colombo, Mariana; Rocheford, Mary K.

2016-01-01

This study investigated students' attitudes, engagement, satisfaction, and performance in Introduction to Environmental Science after it was transformed from a typical large lecture to a student-centered learning environment. The instructors of the course collaborated with the Office of Teaching, Learning & Technology and radically redesigned…

Portraiture in the Large Lecture: Storying One Chemistry Professor's Practical Knowledge

NASA Astrophysics Data System (ADS)

Eddleton, Jeannine E.

Practical knowledge, as defined by Freema Elbaz (1983), is a complex, practically oriented set of understandings which teachers use to actively shape and direct their work. The goal of this study is the construction of a social science portrait that illuminates the practical knowledge of a large lecture professor of general chemistry at a public research university in the southeast. This study continues Elbaz's (1981) work on practical knowledge with the incorporation of a qualitative and intentionally interventionist methodology which "blurs the boundaries of aesthetics and empiricism in an effort to capture the complexity, dynamics, and subtlety of human experience and organizational life," (Lawrence-Lightfoot & Davis, 1997). This collection of interviews, observations, writings, and reflections is designed for an eclectic audience with the intent of initiating conversation on the topic of the large lecture and is a purposeful attempt to link research and practice. Social science portraiture is uniquely suited to this intersection of researcher and researched, the perfect combination of methodology and analysis for a project that is both product and praxis. The following research questions guide the study. • Are aspects of Elbaz's practical knowledge identifiable in the research conversations conducted with a large lecture college professor? • Is practical knowledge identifiable during observations of Patricia's large lecture? Freema Elbaz conducted research conversations with Sarah, a high school classroom and writing resource teacher who conducted much of her teaching work one on one with students. Patricia's practice differs significantly from Sarah's with respect to subject matter and to scale.

Large-scale Assessment Yields Evidence of Minimal Use of Reasoning Skills in Traditionally Taught Classes

NASA Astrophysics Data System (ADS)

Thacker, Beth

2017-01-01

Large-scale assessment data from Texas Tech University yielded evidence that most students taught traditionally in large lecture classes with online homework and predominantly multiple choice question exams, when asked to answer free-response (FR) questions, did not support their answers with logical arguments grounded in physics concepts. In addition to a lack of conceptual understanding, incorrect and partially correct answers lacked evidence of the ability to apply even lower level reasoning skills in order to solve a problem. Correct answers, however, did show evidence of at least lower level thinking skills as coded using a rubric based on Bloom's taxonomy. With the introduction of evidence-based instruction into the labs and recitations of the large courses and in a small, completely laboratory-based, hands-on course, the percentage of correct answers with correct explanations increased. The FR format, unlike other assessment formats, allowed assessment of both conceptual understanding and the application of thinking skills, clearly pointing out weaknesses not revealed by other assessment instruments, and providing data on skills beyond conceptual understanding for course and program assessment. Supported by National Institutes of Health (NIH) Challenge grant #1RC1GM090897-01.

The Impact of Active and Context-Based Learning in Introductory Chemistry Courses: An Early Evaluation of the Modular Approach

NASA Astrophysics Data System (ADS)

Gutwill-Wise, Joshua P.

2001-05-01

This study evaluates new materials, "modules", for teaching introductory chemistry courses. The modules, under development by faculty from two NSF-funded consortia, employ real-world contexts and an interactive class format to foster conceptual understanding, scientific thinking, and improved attitudes toward science. The evaluation studies were conducted at two institutions, a small college and a large university. The experimental design at each school compared students in a course section taught with modules to those in a section that used a textbook and lecture format. At both schools, students in the modular section outperformed the control group on conceptual problems in chemistry and on scientific thinking problems. Modular section students at the large university also outperformed their peers on the first midterm exam in the subsequent organic chemistry course. Regarding attitudes, the modular section students were more positive about chemistry and the course than their peers in the control section at the small college. However, at the large school, the opposite attitudinal pattern was found. An analysis of informal focus group data provides insight into the negative attitudes in the modular section of the large course. Possible remedies for the issues raised are discussed.

Impact of teaching and assessment format on electrocardiogram interpretation skills.

PubMed

Raupach, Tobias; Hanneforth, Nathalie; Anders, Sven; Pukrop, Tobias; Th J ten Cate, Olle; Harendza, Sigrid

2010-07-01

Interpretation of the electrocardiogram (ECG) is a core clinical skill that should be developed in undergraduate medical education. This study assessed whether small-group peer teaching is more effective than lectures in enhancing medical students' ECG interpretation skills. In addition, the impact of assessment format on study outcome was analysed. Two consecutive cohorts of Year 4 medical students (n=335) were randomised to receive either traditional ECG lectures or the same amount of small-group, near-peer teaching during a 6-week cardiorespiratory course. Before and after the course, written assessments of ECG interpretation skills were undertaken. Whereas this final assessment yielded a considerable amount of credit points for students in the first cohort, it was merely formative in nature for the second cohort. An unannounced retention test was applied 8 weeks after the end of the cardiovascular course. A significant advantage of near-peer teaching over lectures (effect size 0.33) was noted only in the second cohort, whereas, in the setting of a summative assessment, both teaching formats appeared to be equally effective. A summative instead of a formative assessment doubled the performance increase (Cohen's d 4.9 versus 2.4), mitigating any difference between teaching formats. Within the second cohort, the significant difference between the two teaching formats was maintained in the retention test (p=0.017). However, in both cohorts, a significant decrease in student performance was detected during the 8 weeks following the cardiovascular course. Assessment format appeared to be more powerful than choice of instructional method in enhancing student learning. The effect observed in the second cohort was masked by an overriding incentive generated by the summative assessment in the first cohort. This masking effect should be considered in studies assessing the effectiveness of different teaching methods.

Design and Use of a Proton Pump Inhibitor Case to Integrate Physiology, Pharmacology, and Biochemistry

ERIC Educational Resources Information Center

Lee, Michael W.

2014-01-01

The use of drugs to integrate basic and clinical sciences is frequently used in a lecture format, but the availability of alternative pedagogical approaches that address higher-order learning are not widely available. The use of case studies and case-based projects to reinforce lectures can help link basic and clinical disciplines and promote…

Lectures Replaced by Prescribed Reading with Frequent Assessment: Enhanced Student Performance in Animal Physiology

ERIC Educational Resources Information Center

Chevins, Peter F. D.

2005-01-01

This article describes a study of the effects of partial replacement of lectures with a system of prescribed reading, supported by weekly objective testing in a second year animal physiology module. Formative tests with feedback within 24 hours were followed a week later with summative tests on the same material, utilising a proportion of the same…

How University Students Use Online Lecture Notes in a First-Year Introduction Course

ERIC Educational Resources Information Center

Soiferman, L. Karen; O'Brien Moran, Michael; Podolsky, Tim

2012-01-01

The purpose of this study was to investigate the efficacy of providing students with access to formatted copies of lecture notes based on the PowerPoint slides used by the instructor. The research question was as follows: "Can first-year students taking the ARTS 1110 Introduction to University course be taught how to make better use of online…

Digital Storytelling: Conveying the Essence of a Face-to-Face Lecture in an Online Learning Environment

ERIC Educational Resources Information Center

Baim, Susan A

2015-01-01

As the percentage of university-level courses delivered online continues to increase, instructors who rely on storytelling approaches to convey key concepts in lecture-based coursework will likely face the need to translate their oral storytelling modules into one or more formats that are suitable for use in an online learning environment. While…

A Survey of Beginning Crop Science Courses at 49 U.S. Universities. I. Lecture Format, Teaching Methods, and Topical Content.

ERIC Educational Resources Information Center

Karnok, Keith J.; Connors, Krista L.

1986-01-01

This paper is the first of a two-part series which discusses the findings related to lecture information in beginning crop science courses offered in Land Grant institutions. Survey results revealed considerable differences regarding course organization and teaching methods, but similarities in overall goals and topic areas. (ML)

A Comparative Study of Instructor and Student-Led Learning in a Large Nonmajors Biology Course: Student Performance and Perceptions

ERIC Educational Resources Information Center

Bernot, Melody J.; Metzler, Jennifer

2014-01-01

Traditional lectures have come under increasing criticism as research indicates lectures may be less effective in achieving learning outcomes than other teaching methods. Student engagement and success can potentially be improved by changing traditional lectures to instructional methods using active learning techniques. Active learning refers to…

Student Perceptions of the History Lecture: Does This Delivery Mode Have a Future in the Humanities?

ERIC Educational Resources Information Center

Buchanan, Thomas; Palmer, Edward

2017-01-01

This article reports on a large survey of undergraduate history students, and reveals their attitude toward lecturing, particularly in the discipline of history. We argue that the evidence shows that students like lecturing and believe it aids their learning. In particular students value enthusiasm, organization, and an interesting…

The Gastrointestinal System: A Piece of Cake

ERIC Educational Resources Information Center

Oommen, Vinay; Kanthakumar, Praghalathan

2015-01-01

Physiology teaching often comprises of a large percentage of didactic lectures. A 1-h didactic lecture is often much longer than the average attention span of most students. It is preferable to use different methods to decrease the possible monotony of the didactic lecture. This is even more important when the topic being discussed has a greater…

Video-Out Projection and Lecture Hall Set-Up. Microcomputing Working Paper Series.

ERIC Educational Resources Information Center

Gibson, Chris

This paper details the considerations involved in determining suitable video projection systems for displaying the Apple Macintosh's screen to large groups of people, both in classrooms with approximately 25 people, and in lecture halls with approximately 250. To project the Mac screen to groups in lecture halls, the Electrohome EDP-57 video…

Just Do It: Flipped Lecture, Determinants and Debate

ERIC Educational Resources Information Center

Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya

2016-01-01

This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills,…

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.

A Self-paced Course in Pharmaceutical Mathematics Using Web-based Databases

PubMed Central

Bourne, David W.A.; Davison, A. Machelle

2006-01-01

Objective To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. Design The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Assessment Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Conclusions Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence. PMID:17149445

A self-paced course in pharmaceutical mathematics using web-based databases.

PubMed

Bourne, David W A; Davison, A Machelle

2006-10-15

To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence.

Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

2010-01-01

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all…

The Efficacy of Screencasts to Address the Diverse Academic Needs of Students in a Large Lecture Course

ERIC Educational Resources Information Center

Pinder-Grover, Tershia; Green, Katie R.; Millunchick, Joanna Mirecki

2011-01-01

In large lecture courses, it can be challenging for instructors to address student misconceptions, supplement background knowledge, and identify ways to motivate the various interests of all students during the allotted class time. Instructors can harness instructional technology such as screencasts, recordings that capture audio narration along…

Lecture Capture Podcasts: Differential Student Use and Performance in a Large Introductory Course

ERIC Educational Resources Information Center

Williams, Adrienne E.; Aguilar-Roca, Nancy M.; O'Dowd, Diane K.

2016-01-01

Video "podcast" recordings of lectures are popular with students, but are often associated with a decrease in attendance and little increase in performance. Assessment has generally focused on the class as a whole, potentially masking benefits to different subgroups. In this study, conducted in 2 sections of a large active-learning…

Introducing Backstage--A Digital Backchannel for Large Class Lectures

ERIC Educational Resources Information Center

Pohl, Alexander; Gehlen-Baum, Vera; Bry, Francois

2011-01-01

Purpose: This paper seeks to report on the conception of a novel digital backchannel, Backstage, dedicated to large classes, aiming at empowering not only the audience but also the speaker, at promoting the awareness of both audience and speaker, and at promoting an active participation of students in the lecture. In learning settings with a large…

Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes

ERIC Educational Resources Information Center

Smith, C. Veronica; Cardaciotto, LeeAnn

2011-01-01

Although research suggests that active learning is associated with positive outcomes (e.g., memory, test performance), use of such techniques can be difficult to implement in large lecture-based classes. In the current study, 1,091 students completed out-of-class group exercises to complement course material in an Introductory Psychology class.…

The Lecture: A Teaching Strategy through the Looking Glass

ERIC Educational Resources Information Center

Perrin, Ronald William; Laing, Gregory Kenneth

2014-01-01

This paper explores the viability of the lecture as a teaching strategy for large groups in light of the various elements that influence the choice of method for teaching large groups. The method employed in this paper draws on the Brunswick Lens Model and Foucauldian discourse to evaluate the dominant pedagogical perspective of the past to…

A Simple and Effective Protein Folding Activity Suitable for Large Lectures

ERIC Educational Resources Information Center

White, Brian

2006-01-01

This article describes a simple and inexpensive hands-on simulation of protein folding suitable for use in large lecture classes. This activity uses a minimum of parts, tools, and skill to simulate some of the fundamental principles of protein folding. The major concepts targeted are that proteins begin as linear polypeptides and fold to…

Adding Audio Supported Smartboard Lectures to an Introductory Astronomy Online Laboratory

NASA Astrophysics Data System (ADS)

Lahaise, U. G. L.

2003-12-01

SMART Board(TM) and RealProducer(R) Plus technologies were used to develop a series of narrated pre-lab introductory online lectures. Smartboard slides were created by capturing images from internet pages and power point slides, then annotated and saved as web pages using smartboard technology. Short audio files were recorded using the RealProducer Plus software which were then linked to individual slides. WebCT was used to deliver the online laboratory. Students in an Introductory Astronomy of the Solar System Online laboratory used the lectures to prepare for laboratory exercises. The narrated pre-lab lectures were added to six out of eight suitable laboratory exercises. A survey was given to the students to research their online laboratory experience, in general, and the impact of the narrated smartboard lectures on their learning success, specifically. Data were collected for two accelerated sessions. Results show that students find the online laboratory equally hard or harder than a separate online lecture. The accelerated format created great time pressure which negatively affected their study habits. About half of the students used the narrated pre-lab lectures consistently. Preliminary findings show that lab scores in the accelerated sessions were brought up to the level of full semester courses.

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

NASA Astrophysics Data System (ADS)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

Sand dollar sites orogenesis

NASA Astrophysics Data System (ADS)

Amos, Dee

2013-04-01

The determinology of the humble sand dollars habitat changing from inception to the drastic evolution of the zone to that of present day. Into the cauldron along the southern Californian 'ring of fire' lithosphere are evidence of geosynclinals areas, metasedimentary rock formations and hydrothermal activity. The explanation begins with 'Theia' and the Moon's formation, battles with cometary impacts, glacial ages, epochs with evolutionary bottlenecks and plate tectonics. Fully illustrated the lecture includes localised diagrams and figures with actual subject photographic examples of plutonic, granitic, jade and peridodite. Finally, the origins of the materials used in the lecture are revealed for prosecution by future students and the enjoyment of interested parties in general.

Simulation-based local anaesthesia teaching enhances learning outcomes.

PubMed

Marei, H F; Al-Jandan, B A

2013-02-01

The aim of this study was to evaluate the efficacy of simulation-based local anaesthesia teaching strategies compared to the traditional classroom lecture format on the acquisition of knowledge by students. Two groups of 10 students each were included in our study. Each of the dental students was enrolled in their third year of the programme. None of the students had ever received instructions in local anaesthesia. Group I received a 45-min instructional module that was delivered in the classroom in the traditional PowerPoint lecture format. Group II received a 45-min instructional module in the simulation laboratory as a short tutorial that was followed by an integrated practical demonstration and a hands-on practice session using local anaesthesia simulation phantoms. An identical 15-question multiple-choice test was used to test student knowledge acquisition at the end of the given session. There was a statistically significant difference between the two groups, as the participants in group II had higher score results than those of group I. In contrast to the traditional classroom lecture format, simulation-based local anaesthesia teaching is an effective tool to enhance the acquisition of theoretical knowledge by students. © 2012 John Wiley & Sons A/S.

Evaluating the Use of Facebook to Increase Student Engagement and Understanding in Lecture-Based Classes

ERIC Educational Resources Information Center

Dyson, Benjamin; Vickers, Kristin; Turtle, John; Cowan, Sara; Tassone, Adrianna

2015-01-01

Both lecture delivery and Facebook use are ubiquitous aspects of higher education from staff and student points-of-view, respectively. An attempt was made to integrate the two by setting up a Facebook group and delivering contemporary news stories in preparation for in-lecture discussion in a large-scale (1,200 students across 5 sections)…

An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

ERIC Educational Resources Information Center

Gan, Chin Lay; Balakrishnan, Vimala

2016-01-01

Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of…

Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial.

PubMed

Schreiber, Benjamin E; Fukuta, Junaid; Gordon, Fabiana

2010-10-08

Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire. No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format. We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision.

Investigating how students communicate tree-thinking

NASA Astrophysics Data System (ADS)

Boyce, Carrie Jo

Learning is often an active endeavor that requires students work at building conceptual understandings of complex topics. Personal experiences, ideas, and communication all play large roles in developing knowledge of and understanding complex topics. Sometimes these experiences can promote formation of scientifically inaccurate or incomplete ideas. Representations are tools used to help individuals understand complex topics. In biology, one way that educators help people understand evolutionary histories of organisms is by using representations called phylogenetic trees. In order to understand phylogenetics trees, individuals need to understand the conventions associated with phylogenies. My dissertation, supported by the Tree-Thinking Representational Competence and Word Association frameworks, is a mixed-methods study investigating the changes in students' tree-reading, representational competence and mental association of phylogenetic terminology after participation in varied instruction. Participants included 128 introductory biology majors from a mid-sized southern research university. Participants were enrolled in either Introductory Biology I, where they were not taught phylogenetics, or Introductory Biology II, where they were explicitly taught phylogenetics. I collected data using a pre- and post-assessment consisting of a word association task and tree-thinking diagnostic (n=128). Additionally, I recruited a subset of students from both courses (n=37) to complete a computer simulation designed to teach students about phylogenetic trees. I then conducted semi-structured interviews consisting of a word association exercise with card sort task, a retrospective pre-assessment discussion, a post-assessment discussion, and interview questions. I found that students who received explicit lecture instruction had a significantly higher increase in scores on a tree-thinking diagnostic than students who did not receive lecture instruction. Students who received both explicit lecture instruction and the computer simulation had a higher level of representational competence and were better able to understand abstract-style phylogenetic trees than students who only completed the simulation. Students who received explicit lecture instruction had a slightly more scientific association of phylogenetic terms than students who received did not receive lecture instruction. My findings suggest that technological instruction alone is not as beneficial as lecture instruction.

Any Questions? An Application of Weick's Model of Organizing to Increase Student Involvement in the Large-Lecture Classroom

ERIC Educational Resources Information Center

Ledford, Christy J. W.; Saperstein, Adam K.; Cafferty, Lauren A.; McClintick, Stacey H.; Bernstein, Ethan M.

2015-01-01

Microblogs, with their interactive nature, can engage students in community building and sensemaking. Using Weick's model of organizing as a framework, we integrated the use of micromessaging to increase student engagement in the large-lecture classroom. Students asked significantly more questions and asked a greater diversity of questions…

Using Content-Specific Lyrics to Familiar Tunes in a Large Lecture Setting

ERIC Educational Resources Information Center

McLachlin, Derek T.

2009-01-01

Music can be used in lectures to increase student engagement and help students retain information. In this paper, I describe my use of biochemistry-related lyrics written to the tune of the theme to the television show, The Flintstones, in a large class setting (400-800 students). To determine student perceptions, the class was surveyed several…

Dorm Room Labs for Introductory Large-Lecture Science Classes for Nonscience Majors

ERIC Educational Resources Information Center

Moldwin, Mark B.

2018-01-01

Many large-lecture introductory science courses for nonscience majors do not have a lab component and hence do not provide much opportunity for students to engage in the practice of science. I have developed a new instructional activity called Dorm Room Labs that enables students to conduct hands-on activities as homework (or dorm room work) to…

Seating Location in Large Lectures: Are Seating Preferences or Location Related to Course Performance?

ERIC Educational Resources Information Center

Benedict, Mary Ellen; Hoag, John

2004-01-01

Using data on individuals taking principles of economics courses in large lecture rooms, the authors investigate whether a student's seating preference is related to success in the classroom. They find that individuals who prefer to sit near the front of the room have a higher probability of receiving As, whereas those who prefer the back have a…

Impact of Redesigning a Large-Lecture Introductory Earth Science Course to Increase Student Achievement and Streamline Faculty Workload

ERIC Educational Resources Information Center

Kapp, Jessica L.; Slater, Timothy F.; Slater, Stephanie J.; Lyons, Daniel J.; Manhart, Kelly; Wehunt, Mary D.; Richardson, Randall M.

2011-01-01

A Geological Perspective is a general education survey course for non-science majors at a large southwestern research extensive university. The class has traditionally served 600 students per semester in four 150-student lectures taught by faculty, and accompanied by optional weekly study groups run by graduate teaching assistants. We radically…

The Impact of Laptop-Free Zones on Student Performance and Attitudes in Large Lectures

ERIC Educational Resources Information Center

Aguilar-Roca, Nancy M.; Williams, Adrienne E.; O'Dowd, Diane K.

2012-01-01

The goal of this study was to determine if laptop use in lecture negatively impacts learning outcomes of surrounding students taking notes on paper. Two sections of a large introductory biology course (greater than 400 students/section) were zoned into a laptop-permitted and a laptop-free area. Two sections in which laptop users could sit anywhere…

Smartphone Response System Using Twitter to Enable Effective Interaction and Improve Engagement in Large Classrooms

ERIC Educational Resources Information Center

Kim, Yeongjun; Jeong, Soonmook; Ji, Yongwoon; Lee, Sangeun; Kwon, Key Ho; Jeon, Jae Wook

2015-01-01

This paper proposes a method for seamless interaction between students and their professor using Twitter, one of the typical social network service (SNS) platforms, in large lectures. During the lecture, the professor poses surprise questions in the form of a quiz on an overhead screen at unexpected moments, and students submit their answers…

Instructional analysis of lecture video recordings and its application for quality improvement of medical lectures.

PubMed

Baek, Sunyong; Im, Sun Ju; Lee, Sun Hee; Kam, Beesung; Yune, So Joung; Lee, Sang Soo; Lee, Jung A; Lee, Yuna; Lee, Sang Yeoup

2011-12-01

The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school. The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency. Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students. Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development. Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.

The Application of the Integrative Model to Teach the Formation of American Political Parties

ERIC Educational Resources Information Center

Mitchell, Melissa Buelow

2011-01-01

The Integrative Model of instruction engages students in critical thinking while providing history teachers with an instructional strategy other than a traditional lecture format. The Integrative Model was used to develop an interactive lesson titled "The Formation of American Political Parties: Federalist versus Anti-federalist." This article…

Which Group Teaching Styles Best Promote Information Gain for Adults with Mental Disorders?

ERIC Educational Resources Information Center

Emer, Denise; McLarney, Amber; Goodwin, Melinda; Keller, Peggy

2002-01-01

Group psychoeducation formats were evaluated to determine which promoted the greatest learning and retention of therapeutically relevant information in adult clients with mental disorders. Study 1 compared lecture and interactive formats; Study 2 compared two types of interactive formats. Both studies also measured client satisfaction with the…

Complementary and alternative medicine in the undergraduate medical curriculum: a survey of Korean medical schools.

PubMed

Kim, Do Yeun; Park, Wan Beom; Kang, Hee Cheol; Kim, Mi Jung; Park, Kyu-Hyun; Min, Byung-Il; Suh, Duk-Joon; Lee, Hye Won; Jung, Seung Pil; Chun, Mison; Lee, Soon Nam

2012-09-01

The current status of complementary and alternative medicine (CAM) education in Korean medical schools is still largely unknown, despite a growing need for a CAM component in medical education. The prevalence, scope, and diversity of CAM courses in Korean medical school education were evaluated. Participants included academic or curriculum deans and faculty at each of the 41 Korean medical schools. A mail survey was conducted from 2007 to 2010. Replies were received from all 41 schools. CAM was officially taught at 35 schools (85.4%), and 32 schools (91.4%) provided academic credit for CAM courses. The most common courses were introduction to CAM or integrative medicine (88.6%), traditional Korean medicine (57.1%), homeopathy and naturopathy (31.4%), and acupuncture (28.6%). Educational formats included lectures by professors and lectures and/or demonstrations by practitioners. The value order of core competencies was attitude (40/41), knowledge (32/41), and skill (6/41). Reasons for not initiating a CAM curriculum were a non-evidence-based approach in assessing the efficacy of CAM, insufficiently reliable reference resources, and insufficient time to educate students in CAM. This survey reveals heterogeneity in the content, format, and requirements among CAM courses at Korean medical schools. Korean medical school students should be instructed in CAM with a more consistent educational approach to help patients who participate in or demand CAM.

Modeling Physical Processes at Galactic Scales and Above

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

Gnedin, Nickolay Y.

What should these lectures be? The subject is so broad that many books can be written about it. I decided to prepare these lectures as if I were teaching my own graduate student. Given my research interests, I selected what the student would need to know to be able to discuss science with me and to work on joint research projects. So, the story presented below is both personal and incomplete, but it does cover several subjects that are poorly represented in the existing textbooks (if at all). Some of topics I focus on below are closely connected, others aremore » disjoint, some are just side detours on specific technical questions. There is an overlapping theme, however. Our goal is to follow the cosmic gas from large scales, low densities, (relatively) simple physics to progressively smaller scales, higher densities, closer relation to galaxies, and more complex and uncertain physics. We follow a "yellow brick road" from the gas well beyond any galaxy confines to the actual sites of star formation and stellar feedback. On the way we will stop at some places for a tour and run without looking back through some others. So, the road will be uneven. The organization of the material is as follows: physics of the intergalactic medium, from intergalactic medium to circumgalactic medium, interstellar medium: gas in galaxies, star formation, and stellar feedback.« less

What do "Vertigo" and "Blue Velvet" tell on carbon cycle and climate change?

NASA Astrophysics Data System (ADS)

Vesala, Timo

2017-04-01

I have created a series of three lectures/popular talks based on short excerpts on feature films. The titles of the talks are "Clouds and drops in films", "Is wind beautiful?" and the latest one, "From Vertigo to Blue Velvet - Connotations on movies and climate change". Related to excerpts, during the talks, I am telling on the movie itself - personal thoughts and opinions, status in film history, anecdotes - and on the scientific items - wind, storms, micrometeorology, turbulence, rain, fog, clouds, climate change, greenhouse gases, forests, inland waters, wetlands, energy, aerosols. I stress that the movies do not represent classical catastrophe movies or science fiction but they vary from silent comedies via war films to contemporary art house, from Keaton via Elem Klimov to Béla Tarr. Many of the excerpts are elusive related to the actual scientific point. The total amount of the movie titles is 32. In my presentation I discuss the benefits of this format to popularize science, tell on feedback I have gained and show few illustrative examples. Beside public science events, scientific conferences and summer schools I have presented the latest lecture in "Lens Politica Film & Art Festival, Helsinki" and in "Midnight Sun Film Festival, Sodankylä, Finland". The format utilizing films gives also possibility to express more polemic messages than would be appropriate in a normal scientific, although meant for the public at large, speech.

The Use of Electronic Voting Systems in Lectures within Business and Marketing: A Case Study of Their Impact on Student Learning

ERIC Educational Resources Information Center

Masikunas, George; Panayiotidis, Andreas; Burke, Linda

2007-01-01

This article presents a case study of the impact on student learning of introducing an electronic voting system (EVS) into large-group lectures for first-year undergraduate students undertaking degrees in marketing and business systems. We discuss the potential for using EVS-style interactive lectures in marketing and business programmes. We then…

A Comparison of the Usage of Tablet PC, Lecture Capture, and Online Homework in an Introductory Chemistry Course

ERIC Educational Resources Information Center

Revell, Kevin D.

2014-01-01

Three emerging technologies were used in a large introductory chemistry class: a tablet PC, a lecture capture and replay software program, and an online homework program. At the end of the semester, student usage of the lecture replay and online homework systems was compared to course performance as measured by course grade and by a standardized…

"They [The Lecturers] Have to Get through a Certain Amount in an Hour": First Year Students' Problems with Service Mathematics Lectures

ERIC Educational Resources Information Center

Harris, Diane; Pampaka, Maria

2016-01-01

Drawing on large-scale survey data and interviews with students during their first year at university, and case studies in their institutions, we explore the problems faced by students taking mathematically demanding courses, e.g. physics and engineering. These students are often taught mathematics as a service subject by lecturers of mathematics.…

Flip or flop? Students' perspectives of a flipped lecture in mathematics

NASA Astrophysics Data System (ADS)

Novak, Julia; Kensington-Miller, Barbara; Evans, Tanya

2017-07-01

This paper describes students' perspectives of a one-off flipped lecture in a large undergraduate mathematics service course. The focus was on calculating matrix determinants and was designed specifically to introduce debate and argumentation into a mathematics lecture. The intention was to promote a deeper learning and understanding through engagement with the added hope of instilling some passion for the subject. During the lecture, students were asked to vote with their feet, literally moving around the lecture theatre to form groups according to their shared favourite technique for calculating matrix determinants. Group discussions were then followed by a whole class debate facilitated by the lecturers, before they wrapped up the lecture by resolving the professional disagreements that had come to light during the debate. Following the lecture, data on student perspectives was gathered using both surveys and focus groups. Within this paper, we share the data and reveal the interesting results that emerged from our analysis. Despite remaining unconvinced as to whether flipped lectures are better for learning, students reported greater engagement and increased understanding of the material covered.

For the Love of the Game: Game- Versus Lecture-Based Learning With Generation Z Patients.

PubMed

Adamson, Mary A; Chen, Hengyi; Kackley, Russell; Micheal, Alicia

2018-02-01

The current study evaluated adolescent patients' enjoyment of and knowledge gained from game-based learning compared with an interactive lecture format on the topic of mood disorders. It was hypothesized that game-based learning would be statistically more effective than a lecture in knowledge acquisition and satisfaction scores. A pre-post design was implemented in which a convenience sample of 160 adolescent patients were randomized to either a lecture (n = 80) or game-based (n = 80) group. Both groups completed a pretest/posttest and satisfaction survey. Results showed that both groups had significant improvement in knowledge from pretest compared to posttest. Game-based learning was statistically more effective than the interactive lecture in knowledge achievement and satisfaction scores. This finding supports the contention that game-based learning is an active technique that may be used with patient education. [Journal of Psychosocial Nursing and Mental Health Services, 56(2), 29-36.]. Copyright 2018, SLACK Incorporated.

Lecture Evaluations by Medical Students: Concepts That Correlate With Scores.

PubMed

Jen, Aaron; Webb, Emily M; Ahearn, Bren; Naeger, David M

2016-01-01

The didactic lecture remains one of the most popular teaching formats in medical education; yet, factors that most influence lecturing success in radiology education are unknown. The purpose of this study is to identify patterns of narrative student feedback that are associated with relatively higher and lower evaluation scores. All student evaluations from our core radiology elective during 1 year were compiled. All evaluation comments were tagged, to identify discrete descriptive concepts. Correlation coefficients were calculated, for each tag with mean evaluation scores. Tags that were the most strongly associated with the highest- versus lowest-rated (> or < 1 SD) lectures were identified. A total of 3,262 comments, on 273 lectures, rated by 77 senior medical students, were analyzed. The mean lecture score was 8.96 ± 0.62. Three tags were significantly positively correlated with lecture score: "interactive"; "fun/engaging"; and "practical/important content" (r = 0.39, r = 0.34, and r = 0.32, respectively; all P < .001). More tags (n = 12) were significantly negatively correlated with score; the three tags with the strongest such correlation were: "not interactive"; "poorly structured or unevenly paced"; and "content too detailed or abundant" (r = -0.44, r = -0.39, and r = -0.36, respectively; all P < .001). Analysis of only the highest- and lowest-rated lectures yielded similar results. Several factors were identified that were strongly associated with lecture score. Among the actionable characteristics, interactive lectures with appropriately targeted content (ie, practical/useful) were the most highly rated. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills.

PubMed

Klegeris, Andis; Hurren, Heather

2011-12-01

Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes.

Understanding Stellar Evolution

NASA Astrophysics Data System (ADS)

Lamers, Henny J. G. L. M.; Levesque, Emily M.

2017-12-01

'Understanding Stellar Evolution' is based on a series of graduate-level courses taught at the University of Washington since 2004, and is written for physics and astronomy students and for anyone with a physics background who is interested in stars. It describes the structure and evolution of stars, with emphasis on the basic physical principles and the interplay between the different processes inside stars such as nuclear reactions, energy transport, chemical mixing, pulsation, mass loss, and rotation. Based on these principles, the evolution of low- and high-mass stars is explained from their formation to their death. In addition to homework exercises for each chapter, the text contains a large number of questions that are meant to stimulate the understanding of the physical principles. An extensive set of accompanying lecture slides is available for teachers in both Keynote® and PowerPoint® formats.

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.

Using game format to teach psychopharmacology to medical students.

PubMed

Shiroma, Paulo R; Massa, Alfredo A; Alarcon, Renato D

2011-01-01

Most psychiatric programs provide lectures on basic principles of psychopharmacology. Yet, this traditional approach has been criticized due to excessive information and passive transfer of expert knowledge. An alternative teaching method is the use of "academic games." To investigate medical students' acquisition of knowledge on psychopharmacology, and their perception of a game playing approach compared to traditional lectures. Two senior residents designed, implemented, and executed a randomized pretest-posttest study to teach psychopharmacology, using an academic game and a lecture format, to third-year medical students during a 6-week Psychiatry clerkship. Both didactic interventions were delivered concurrently for five consecutive weeks covering five psychopharmacology modules: antidepressants I (selective serotonin reuptake inhibitors and atypical antidepressants), antidepressants II (monoamine oxidase inhibitors and tricyclic antidepressants), mood stabilizers, antipsychotics, and anti-anxiety agents/sedatives/hypnotics. The game follows similar rules of the famous TV show, "Jeopardy" using a power point grid and a multiple choice question format. Forty-three medical students participated (29 assigned to the game approach, 14 to the traditional lecture approach). None of the demographic variables (age, gender, years after graduation, Graduate Point Averages, and United States Medical Licensing Examination 1) were significantly associated with the pre/posttest score difference between groups. Both groups improved their knowledge on psychotropic drugs [(game group t = 10.86, p < 0.001); control t = 4.82, p < 0.001)] throughout the 6-week Psychiatry rotation. Students in the game group had a better perception of this educational method as measured by perceived enjoyment, increased knowledge of psychopharmacology, and stimulating interest in the subject compared to those in the lecture group (p < 0.05). Teaching psychopharmacology in medical students by using academic games can make the learning experience more enjoyable and motivating; however, future studies with higher quality methodology and design are needed to determine the role of educational games in acquiring new psychopharmacological knowledge.

Combination of didactic lectures and review sessions in endocrinology leads to improvement in student performance as measured by assessments.

PubMed

Qureshi, Ayisha; Cozine, Cassy; Rizvi, Farwa

2013-03-01

There can be no single best way of learning, and each teaching mode has its own merits and demerits. Didactic lectures in and of themselves are insufficient, whereas a problem-based tutorial alone can be as ineffective. This study was conducted to determine if a problem-based review after didactic lectures would lead to better student performance. To compare performance, the same student group was taught three units of endocrinology (growth hormone, thyroid hormone, and diabetes). Students were divided into the following three groups: diabetes didactic lectures only, growth hormone didactic lectures plus review, and thyroid hormone didactic lectures plus review. All three topics were covered in the didactic lectures, but only growth hormone and thyroid hormone topics were covered in the review session. At the end of the course, all students were given formative assessments in the form of multiple-choice questions. A highly significant increase (P < 0.000) in the percentage of correct responses on the questions covering growth hormone (mean: 0.838, SD: 0.158) and thyroid hormone (mean: 0.686, SD: 0.232) compared with diabetes (mean: 0.478, SD: 0.259) was observed. In conclusion, this study provides further evidence that the combination of didactic lectures and an active review session leads to an improvement in student performance.

The use of popular movies during lectures to aid the teaching and learning of undergraduate pharmacology.

PubMed

Ventura, Sab; Onsman, Andrys

2009-07-01

The role of the lecturer has changed to one where they must engage and motivate students to learn the subject material. To investigate whether the use of short movie references to pharmacology during lectures could stimulate learning in undergraduate students. One- to two-min film clips from popular movies containing a reference to the subject being covered were incorporated into Powerpoint presentations and shown at different times during pharmacology lectures. At the end of the lecture series, a student survey was conducted to assess the impact of the movies on student motivation, engagement and learning. Three positive effects were noted. First, students related theory to (simulated) practice by recognising that what they had learnt was actually being used. Second, students were motivated to attend lectures to see what clip would be used. Third, the clips provided a sectioning break, which helped to maintain the engagement of students throughout the lecture as well as the organisation of the lecture by the lecturer. The use of short popular movie references was a novel way to motivate and maintain the interest of large classes of undergraduate students throughout lectures.

Preventing Cancer in the Workplace and Community. Volume I. Cancer, the Worker and the Workplace. A Teacher's Guide.

ERIC Educational Resources Information Center

Li, Virginia C., Ed.; And Others

This first volume of a two-volume set on prevention of cancer in the workplace is a teacher's guide designed to serve as a basis for lecture presentations and class discussions within the context of a formal course setting and structure. The course is organized into nine modules that can be taught using a lecture and discussion format in single…

In-Class Use of Laptop Computers to Enhance Engagement within an Undergraduate Biology Curriculum: Findings and Lessons Learned

ERIC Educational Resources Information Center

Poling, Kirsten; Smit, Julie; Higgs, Dennis

2013-01-01

Laptop computers were provided for use in three biology classes with differing formats (a second year lecture course of 100 students, a third/fourth year lecture course of 50 students, and a second year course with greater than 250 students, in groups of 25 during the laboratory portion of the class) to assess their impact on student learning and…

Understanding Resident Learning Preferences Within an Internal Medicine Noon Conference Lecture Series: A Qualitative Study

PubMed Central

Sawatsky, Adam P.; Zickmund, Susan L.; Berlacher, Kathryn; Lesky, Dan; Granieri, Rosanne

2014-01-01

Background The lecture remains the most common approach for didactic offerings in residency programs despite conflicting evidence about the effectiveness of this format. Objective The purpose of this study was to explore the perspectives of internal medicine residents toward conferences held in the lecture format. Methods The investigators invited internal medicine residents (N  =  144) to participate in focus groups discussing their perspectives about noon conference lectures. The investigators used a semistructured guide to ask about motivations for attendance and effectiveness of noon conferences, transcribed the recordings, coded the discussions, and analyzed the results. Results Seven focus groups with a total of 41 residents were held. This identified 4 major domains: (1) motivations for attendance; (2) appropriate content; (3) effective teaching methods; and (4) perspectives on active participation. Residents' motivations were categorized into external factors, including desire for a break and balance to their workload, and intrinsic attributes, including the learning opportunity, topic, and speaker. Appropriate content was described as clinically relevant, practical, and presenting a balance of evidence. Identified effective teaching methods included shorter teaching sessions focused on high-yield learning points structured around cases and questions. While active participation increases residents' perceived level of stress, the benefits of this format include increased attention and learning. Conclusions This study furthers our knowledge of the learning preferences of internal medicine residents within the changing environment of residency education and can be used in conjunction with principles of adult learning to reform how we deliver core medical knowledge. PMID:24701307

Analysis of traditional versus three-dimensional augmented curriculum on anatomical learning outcome measures.

PubMed

Peterson, Diana Coomes; Mlynarczyk, Gregory S A

2016-11-01

This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods compared student examination performance on material taught using lecture and cadaveric dissection teaching tools alone or lecture and cadaveric dissection augmented with computerized three-dimensional teaching tools. Additional analyses were performed to examine potential correlations between question difficulty and format, previous student performance (i.e., undergraduate grade point average), and a student perception survey. The results indicated that students performed better on material in which three-dimensional (3D) technologies are utilized in conjunction with lecture and dissection methodologies. The improvement in performance was observed across the student population primarily on laboratory examinations. Although, student performance was increased, students did not perceive that the use of the additional 3D technology significantly influenced their learning. The results indicate that the addition of 3D learning tools can influence long-term retention of gross anatomy material and should be considered as a beneficial supplement for anatomy courses. Anat Sci Educ 9: 529-536. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery.

PubMed

Taglieri, Catherine; Schnee, David; Dvorkin Camiel, Lana; Zaiken, Kathy; Mistry, Amee; Nigro, Stefanie; Tataronis, Gary; Patel, Dhiren; Jacobson, Susan; Goldman, Jennifer

2017-05-01

To determine whether team based learning (TBL) is superior to traditional lecture -based learning in confidence and knowledge retention one year later. A survey was administered 17 months after a completion of a required over-the-counter /self-care (OTC) course to two different cohorts of students. The survey assessed confidence and knowledge related to OTC topics. The lecture group had a traditional lecture based classroom experience; the intervention group experienced a TBL format throughout the entire course. One hundred forty-seven students of 283 enrolled (51.9%) in the lecture group and 222 of 305 (72.8%) students in the TBL group participated in the knowledge assessment and survey. Demographic data including student grade point averages (GPA) and confidence were similar in both groups. Mean assessment scores (±SD) on OTC knowledge was significantly higher in the traditional lecture based group versus the TBL group; 62.9±19.3 vs. 54.9±15.7 (p=0.001). Although TBL is thought to improve student engagement and mastery of material, after an initial implementation of TBL, knowledge retention in the long term appears to be lower than lecture based learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Course Format Effects on Learning Outcomes in an Introductory Statistics Course

ERIC Educational Resources Information Center

Sami, Fary

2011-01-01

The purpose of this study was to determine if course format significantly impacted student learning and course completion rates in an introductory statistics course taught at Harford Community College. In addition to the traditional lecture format, the College offers an online, and a hybrid (blend of traditional and online) version of this class.…

Dealing with Behavioral Problems: Rules of Comportment in the Science Lecture.

ERIC Educational Resources Information Center

Druger, Marvin

2001-01-01

Highlights some ways that instructors of large lecture classes can effectively deal with such issues as inappropriate talking; tardiness; leaving early; sleeping, eating, or drinking during class; listening to music; or simply being discourteous. (SAH)

Reviews in Modern Astronomy: Vol. 15: JENAM 2001: Astronomy with Large Telescopes from Ground and Space

NASA Astrophysics Data System (ADS)

Schielicke, Reinhard E.

2002-11-01

This 15th volume in the annual series on recent developments and scientific progress in astronomy and astrophysics contains fourteen invited reviews presented during the Joint European and National Astronomical Meeting JENAM 2001, held in Munich, Germany. Readers also learn about the lecture on macro- and microscopic views of nearby galaxies given by Keiichi Kodaira, Japan, who was awarded the Karl Schwarzschild medal 2001. Further contributions on the topic provide the latest results on the search for extra-solar planets, formation of stars and galaxies, physics of active galactic nuclei, as well as new telescopes and sensor technologies for various wavelengths.

Formative Evaluation of a Neuroanatomy Course

ERIC Educational Resources Information Center

Sterret, Patrick R.; Littlefield, John H.

1976-01-01

Student cognitive performance data and affective reactions provided the basis for a formative evaluation of this neuroanatomy curriculum for freshmen medical students. The cerebral hempispheres topic area was marked by poor cognitive performance and low ratings in lecture quality. Videotapes designed to augment neurophysiology also received low…

Documenting the conversion from traditional to Studio Physics formats at the Colorado School of Mines: Process and early results

NASA Astrophysics Data System (ADS)

Kohl, Patrick B.; Kuo, H. Vincent; Ruskell, Todd G.

2008-10-01

The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Over the past year we have converted the second semester of our calculus-based introductory physics course (Physics II) to a Studio Physics format, starting from a traditional lecture-based format. In this paper, we document the early stages of this conversion in order to better understand which features succeed and which do not, and in order to develop a model for switching to Studio that keeps the time and resource investment manageable. We describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), solicited student comments, failure rates, and exam scores.

Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial

PubMed Central

2010-01-01

Background Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. Methods We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire. Results No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format. Conclusions We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision. PMID:20932302

Assessment and pedagogy: a case study of two oral hygiene lecturers in South Africa.

PubMed

Vergotine, G

2012-08-01

There is evidence that most South African oral hygiene lecturers lack appropriate qualifications in the field of education. Their teaching skills are based mainly on clinical and practical experience, and this may impact on their understanding of the educational foundations of teaching, learning and assessment. To explore oral hygiene lecturers' knowledge and use of pedagogy and assessment and its alignment. A qualitative descriptive study design was used and case studies of two oral hygiene lecturers, each with qualifications in Education, were analyzed according to three themes: curriculum, pedagogy and assessment. The results showed that both participants had a good understanding of formative assessment (FA) and summative assessment (SA). They made use of FA but in neither case was the application ideal. Both used a range of teaching and assessment strategies but felt accountable to external demands of meeting outcomes. They linked their understanding of pedagogy and assessment to assist in the development of their courses and reported that this alignment had improved the quality of their programmes. This alignment by oral hygiene lecturers can influence curricular and pedagogic strategies. The professional educational development of lecturers in oral hygiene could be influential in improving the profession within the country.

Quit Surfing and Start "Clicking": One Professor's Effort to Combat the Problems of Teaching the U.S. Survey in a Large Lecture Hall

ERIC Educational Resources Information Center

Cole, Stephanie

2010-01-01

Teaching an introductory survey course in a typical lecture hall presents a series of related obstacles. The large number of students, the size of the room, and the fixed nature of the seating tend to maximize the distance between instructor and students. That distance then grants enrolled students enough anonymity to skip class too frequently and…

Comparison of Exams for Active Learning Technologies vs. Traditional Lectures

NASA Astrophysics Data System (ADS)

Hornstra, Andrew; Djordjevic, Branislav; Dworzecka, Maria

2017-01-01

George Mason University has first semester (PHYS-160) and second semester (PHYS-260) physics course which consist of two sections. One is a traditional lecture style format (TRAD) and the other is a newer format which is a take on the ``flipped'' classroom. This newer style is referred to as Active Learning with Technologies (ALT). This course style has been in place for several years and has been studied before within George Mason University for final grade differences. These studies suggested that the ALT sections performed better, but grade weighting consistency, test time, and test content were not strictly controlled. The purpose of this study is to cross-examine the performance of students in these different class formats during Fall 2016 (PHYS-260) and Spring 2015 (PHYS-160) on very nearly identical exams over identical test times while controlling for almost every variable.

Providing online course opportunities for learners who are deaf, hard of hearing, or hearing.

PubMed

Slike, Samuel B; Berman, Pamela D; Kline, Travis; Rebilas, Kathryn; Bosch, Erin

2008-01-01

For more than 20 years, two courses, History, Education, and Guidance of the Deaf/Hard of Hearing and Introduction to Instructional Methods for the Deaf/Hard of Hearing, have been taught at Bloomsburg University of Pennsylvania using a traditional lecture format. A state grant provided funding to explore the use of technology to teach online courses to college-age learners who are deaf, hard of hearing, or hearing. Saba Centra software was used as the online tool for the synchronous presentation of course content, which included PowerPoint lecture material, text chat opportunities, sign language-interpreted video, and other forms of class participation (e.g., signaling for questions raised, responding in a "yes/no" format). The present article covers recent successes and challenges in offering online courses in a "virtual classroom" format to deaf and hard of hearing learners, as well as hearing learners, from a qualitative research perspective.

Comparison of traditional and interactive teaching methods in a UK emergency department.

PubMed

Armstrong, Peter; Elliott, Tim; Ronald, Julie; Paterson, Brodie

2009-12-01

Didactic teaching remains a core component of undergraduate education, but developing computer assisted learning (CAL) packages may provide useful alternatives. We compared the effectiveness of interactive multimedia-based tutorials with traditional, lecture-based models for teaching arterial blood gas interpretation to fourth year medical students. Participants were randomized to complete a tutorial in either lecture or multimedia format containing identical content. Upon completion, students answered five multiple choice questions assessing post-tutorial knowledge, and provided feedback on their allocated learning method. Marks revealed no significant difference between either group. All lecture candidates rated their teaching as good, compared with 89% of the CAL group. All CAL users found multiple choice questions assessment useful, compared with 83% of lecture participants. Both groups highlighted the importance of interaction. CAL complements other teaching methods, but should be seen as an adjunct to, rather than a replacement for, traditional methods, thus offering students a blended learning environment.

An investigation into the factors that encourage learner participation in a large group medical classroom.

PubMed

Moffett, Jennifer; Berezowski, John; Spencer, Dustine; Lanning, Shari

2014-01-01

Effective lectures often incorporate activities that encourage learner participation. A challenge for educators is how to facilitate this in the large group lecture setting. This study investigates the individual student characteristics involved in encouraging (or dissuading) learners to interact, ask questions, and make comments in class. Students enrolled in a Doctor of Veterinary Medicine program at Ross University School of Veterinary Medicine, St Kitts, were invited to complete a questionnaire canvassing their participation in the large group classroom. Data from the questionnaire were analyzed using Excel (Microsoft, Redmond, WA, USA) and the R software environment (http://www.r-project.org/). One hundred and ninety-two students completed the questionnaire (response rate, 85.7%). The results showed statistically significant differences between male and female students when asked to self-report their level of participation (P=0.011) and their confidence to participate (P<0.001) in class. No statistically significant difference was identified between different age groups of students (P=0.594). Student responses reflected that an "aversion to public speaking" acted as the main deterrent to participating during a lecture. Female participants were 3.56 times more likely to report a fear of public speaking than male participants (odds ratio 3.56, 95% confidence interval 1.28-12.33, P=0.01). Students also reported "smaller sizes of class and small group activities" and "other students participating" as factors that made it easier for them to participate during a lecture. In this study, sex likely played a role in learner participation in the large group veterinary classroom. Male students were more likely to participate in class and reported feeling more confident to participate than female students. Female students in this study commonly identified aversion to public speaking as a factor which held them back from participating in the large group lecture setting. These are important findings for veterinary and medical educators aiming to improve learner participation in the classroom. Potential ways of addressing this challenge include addition of small group activities and audience response systems during lectures, and inclusion of training interventions in public speaking at an early stage of veterinary and medical curricula.

An Attitudinal Survey of Undergraduate Neuroscience Students Regarding Their Views on the Relevance of Lectures to their Education

PubMed Central

O’Keeffe, Gerard W.; Sullivan, Aideen M.; McCarthy, Marian M.

2017-01-01

Advances in technology have seen a significant growth in the integration of e-learning into university education. Coupled with this trend are the learning approaches used by “Generation Connected” or GenC students, whose prolific use of digital technology is a defining characteristic. This has resulted in questions being asked as to whether in-class university lecture time is still relevant to university education. Here we conducted a case study with a group of undergraduate neuroscience students to assess their views on the relevance of attending lectures, why they attend or the reasons for non-attendance, and on what makes a good lecture. This is with a view to informing the design of new teaching approaches that may be more beneficial in maximising student engagement, and facilitating learning. The survey instrument was a ten-item questionnaire that collected both qualitative and quantitative data. Over 90% of students were of the view that lectures were beneficial to their learning, while only 4% thought they were an outdated mode of education. Three main themes emerged when students were asked what makes a good lecture: 1. Engagement, 2. Time, and 3. Varied format. We discuss the implications of these findings and suggest how these student views could be woven into the design of teaching approaches to increase the relevance of in-class lecture time in undergraduate neuroscience education. PMID:29371838

An Attitudinal Survey of Undergraduate Neuroscience Students Regarding Their Views on the Relevance of Lectures to their Education.

PubMed

O'Keeffe, Gerard W; Sullivan, Aideen M; McCarthy, Marian M

2017-01-01

Advances in technology have seen a significant growth in the integration of e-learning into university education. Coupled with this trend are the learning approaches used by "Generation Connected" or GenC students, whose prolific use of digital technology is a defining characteristic. This has resulted in questions being asked as to whether in-class university lecture time is still relevant to university education. Here we conducted a case study with a group of undergraduate neuroscience students to assess their views on the relevance of attending lectures, why they attend or the reasons for non-attendance, and on what makes a good lecture. This is with a view to informing the design of new teaching approaches that may be more beneficial in maximising student engagement, and facilitating learning. The survey instrument was a ten-item questionnaire that collected both qualitative and quantitative data. Over 90% of students were of the view that lectures were beneficial to their learning, while only 4% thought they were an outdated mode of education. Three main themes emerged when students were asked what makes a good lecture: 1. Engagement, 2. Time, and 3. Varied format. We discuss the implications of these findings and suggest how these student views could be woven into the design of teaching approaches to increase the relevance of in-class lecture time in undergraduate neuroscience education.

Assessment of learning gains in a flipped biochemistry classroom.

PubMed

Ojennus, Deanna Dahlke

2016-01-01

The flipped classroom has become an increasingly popular pedagogical approach to teaching and learning. In this study, learning gains were assessed in a flipped biochemistry course and compared to gains in a traditional lecture. Although measured learning gains were not significantly different between the two courses, student perception of learning gains did differ and indicates a higher level of satisfaction with the flipped lecture format. © 2015 The International Union of Biochemistry and Molecular Biology.

Mobile technology in clinical teaching.

PubMed

Mackay, B J; Anderson, J; Harding, T

2017-01-01

Technology is having a profound effect on education in the 21st century and nurse educators are being challenged to integrate technological innovation to assist students in their learning. This paper reports a study on the introduction of smart mobile technology to support student learning in the clinical environment. In a climate of collaborative inquiry, clinical lecturers and two researchers from the same department carried out a project in three phases: formation, implementation and analysis. Following the formation phase, six clinical lecturers adopted iPads to support their clinical teaching (implementation phase). At this time they also kept reflective journals. In the analysis phase a thematic analysis of the data from the journals and from a focus group found both enabling and constraining factors influenced the use of iPads by clinical lecturers. The themes categorised as enablers were: resources and technology; and, management and technology support. Those identified as barriers or constraining factors were: clinical staff engagement; and lecturer experience with technology. Student engagement and learning, and connectivity were both enabling and constraining factors. This paper concludes that the use of a mobile device such as an iPad can enhance teaching in clinical settings but that in order for such devices to be successfully integrated into clinical teaching consideration needs to be given to professional development needs, adequate resourcing and technology support. Copyright © 2016 Elsevier Ltd. All rights reserved.

Automated Feedback as a Convergence Tool

ERIC Educational Resources Information Center

Chenoweth, Tim; Corral, Karen; Scott, Kit

2016-01-01

This study evaluates two content delivery options for teaching a programming language to determine whether an asynchronous format can achieve the same learning efficacy as a traditional lecture (face-to-face) format. We use media synchronicity theory as a guide to choose media capabilities to incorporate into an asynchronous tutorial used…

Model Building to Facilitate Understanding of Holliday Junction and Heteroduplex Formation, and Holliday Junction Resolution

ERIC Educational Resources Information Center

Selvarajah, Geeta; Selvarajah, Susila

2016-01-01

Students frequently expressed difficulty in understanding the molecular mechanisms involved in chromosomal recombination. Therefore, we explored alternative methods for presenting the two concepts of the double-strand break model: Holliday junction and heteroduplex formation, and Holliday junction resolution. In addition to a lecture and…

Active learning of introductory optics: real-time physics labs, interactive lecture demonstrations and magic

NASA Astrophysics Data System (ADS)

Sokoloff, David R.

2005-10-01

Widespread physics education research has shown that most introductory physics students have difficulty learning essential optics concepts - even in the best of traditional courses, and that well-designed active learning approaches can remedy this problem. This mini-workshop and the associated poster session will provide direct experience with methods for promoting students' active involvement in the learning process in lecture and laboratory. Participants will have hands-on experience with activities from RealTime Physics labs and Interactive Lecture Demonstrations - a learning strategy for large (and small) lectures, including specially designed Optics Magic Tricks. The poster will provide more details on these highly effective curricula.

The Use of Case Studies in an Undergraduate Biochemistry Course

NASA Astrophysics Data System (ADS)

Cornely, Kathleen

1998-04-01

Most college biochemistry courses are taught in a format in which the professor lectures and the student memorizes. Although this is the best method for conveying large amounts of material, it puts the student in the position of passive learner. The lecture-based format has not been abandoned, but has been supplemented with case study projects assigned to the students upon completion of the intermediary metabolism unit. The case study assignment is modeled on similar exercises carried out in medical school biochemistry courses in the US and around the world. A description of the assignment follows: a group of 4-5 students is given a case study which gives the medical history of a patient with an inherited metabolic disease. The group is asked to provide biochemical explanations for the patient's symptoms and to suggest an effective course of treatment. The evaluation consists of a short paper that the students write as a group. The assignment provides the opportunity for small group interaction within a larger class and emphasizes cooperative-collaborative learning. Students learn by researching the topic on their own and debating it in small group discussions, and in so doing, gain a sense of confidence in themselves and the material they have learned over the course of the semester. Solving a "real-life" problem helps develop analytical and higher-order thinking skills and allows the students to see how biochemical concepts they have learned apply to a clinical situation.

The flipped classroom allows for more class time devoted to critical thinking.

PubMed

DeRuisseau, Lara R

2016-12-01

The flipped classroom was utilized in a two-semester, high-content science course that enrolled between 50 and 80 students at a small liberal arts college. With the flipped model, students watched ~20-min lectures 2 days/wk outside of class. These videos were recorded via screen capture and included a detailed note outline, PowerPoint slides, and review questions. The traditional format included the same materials, except that lectures were delivered in class each week and spanned the entire period. During the flipped course, the instructor reviewed common misconceptions and asked questions requiring higher-order thinking, and five graded case studies were performed each semester. To determine whether assessments included additional higher-order thinking skills in the flipped vs. traditional model, questions across course formats were compared via Blooms Taxonomy. Application-level questions that required prediction of an outcome in a new scenario comprised 38 ± 3 vs. 12 ± 1% of summative assessment questions (<0.01): flipped vs. traditional. Final letter grades in both formats of the course were compared with major GPA. Students in the flipped model performed better than their GPA predicted, as 85.5% earned a higher grade (vs. 42.2% in the traditional classroom) compared with their major GPA. These data demonstrate that assessments transitioned to more application-level compared with factual knowledge-based questions with this particular flipped model, and students performed better in their final letter grade compared with the traditional lecture format. Although the benefits to a flipped classroom are highlighted, student evaluations did suffer. More detailed studies comparing the traditional and flipped formats are warranted. Copyright © 2016 the American Physiological Society.

Student preparation time for traditional lecture versus team-based learning in a pharmacotherapy course.

PubMed

DeJongh, Beth; Lemoine, Nicia; Buckley, Elizabeth; Traynor, Laura

2018-03-01

Determine how much time students spent preparing for traditional lecture versus team-based learning (TBL) for a pharmacotherapy course and determine if time spent in each pedagogy was within stated expectations for the course. Instructors used a combination of traditional lecture and TBL to deliver material. Before each lecture, instructors recorded the amount of time students spent preparing for each method using a one-question clicker-response survey. Instructors delivered 16 hours of TBL, 32 hours of traditional lecture, and eight hours of a mix of TBL and traditional lecture. The median of students completing the survey each week was 89. A large percentage of the class (40.9%) did not prepare for traditional lecture while only 3.4% did not prepare for TBL. About 61% of students spent between 30 min and two hours preparing for a two-hour TBL session and only 10% spent more than three hours preparing. Results of this project show students spend little time preparing for traditional lectures without in-class accountability, which may give students the perception that TBL requires too much preparation time. Copyright © 2017. Published by Elsevier Inc.

Attention span during lectures: 8 seconds, 10 minutes, or more?

PubMed

Bradbury, Neil A

2016-12-01

In the current climate of curriculum reform, the traditional lecture has come under fire for its perceived lack of effectiveness. Indeed, several institutions have reduced their lectures to 15 min in length based upon the "common knowledge" and "consensus" that there is a decline in students' attention 10-15 min into lectures. A review of the literature on this topic reveals many discussions referring to prior studies but scant few primary investigations. Alarmingly, the most often cited source for a rapid decline in student attention during a lecture barely discusses student attention at all. Of the studies that do attempt to measure attention, many suffer from methodological flaws and subjectivity in data collection. Thus, the available primary data do not support the concept of a 10- to 15-min attention limit. Interestingly, the most consistent finding from a literature review is that the greatest variability in student attention arises from differences between teachers and not from the teaching format itself. Certainly, even the most interesting material can be presented in a dull and dry fashion, and it is the job of the instructor to enhance their teaching skills to provide not only rich content but also a satisfying lecture experience for the students. Copyright © 2016 the American Physiological Society.

Effects of team-based learning on fixed prosthodontic education in a Japanese School of Dentistry.

PubMed

Takeuchi, Hisahiro; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Koori, Motoharu; Shigemoto, Shuji; Ueda, Mayu; Nishigawa, Keisuke; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2015-04-01

The aims of this study were to evaluate the quality of team-based learning (TBL) in prosthodontics education for fourth-year dental students at Tokushima University School of Dentistry and to compare this teaching method with traditional lecture-based delivery. Participants in the study were 36 students (22 males and 14 females) who attended the TBL-style fixed prosthodontics course. Ten 60-minute classes were held. The first three were traditional lecture-style classes and were followed by one class introducing the TBL style. The remaining six classes constituted the TBL-format fixed prosthodontics course. The effectiveness of TBL was evaluated through student questionnaires at the end of each class and the results of the term-end examination. The questionnaire revealed high student approval for TBL-style learning, and active group discussion among students during TBL was a key factor in these ratings. In the results of the term-end examination, there were significantly higher scores on the questions that covered TBL-taught material than those covering traditional lecture-taught topics. The results of this study suggest that TBL-style lecture was more effective than traditional-style lecture for teaching fixed prosthodontics and that TBL was a more efficient mode of delivering dental education than traditional lecture-based teaching.

Comparison of Internet versus lecture instructional methods for teaching nursing research.

PubMed

Woo, M A; Kimmick, J V

2000-01-01

Although many higher education programs are using the Internet to teach classes, there are few published reports on the effectiveness of this method on test scores or student satisfaction. The purpose of this study was to compare test and student satisfaction scores of graduate nursing students who take a nursing research course via the Internet with those of students who take the same course via traditional lecture instruction. In addition, student technical support use and Internet student lecture attendance also were examined. A total of 97 students (Internet, 44; lectures, 53) participated. There were no significant differences in test scores and overall course student satisfaction (P > .05). However, the Internet students reported significantly higher (P = .04) stimulation of learning compared with the traditional lecture students. Technical support use by the Internet students was high initially and was related to software problems. Of interest were the large proportion of Internet students (73 percent) who attended at least 3 of the 10 lectures. Use of the Internet to teach graduate-level nursing research can provide comparable learning and student satisfaction to traditional lecture instructional methods.

Bridging the gap in 1(st) year dental material curriculum: A 3 year randomized cross over trial.

PubMed

Gali, Sivaranjani; Shetty, Vibha; Murthy, N S; Marimuthu, P

2015-01-01

Case-oriented small group discussions (COSGDs) can help students to correlate and integrate the basic science of dental materials into clinical application. We used COSGDs along with didactic lectures in dental material curriculum and hypothesized that case-oriented group discussions would be more effective than traditional lecture alone in terms of performance of students, student perception on the above two teaching methodologies and the feasibility in classes of 2010, 2011 and 2012. A total of 170 students were taught using both COSGD and didactic lecture in a randomized controlled crossover trial design. Their performance was assessed through multiple-choice questions (MCQs) as part of the formative assessment, and their perception was assessed through Likert scale questionnaire. The mean difference in the scores between case-oriented group discussions with lecture and didactic lecture showed significant difference only in few topics. Around 94-96% of students perceived COSGD with didactic lecture help them understand theory better; 76-92% of students feel more comfortable asking questions in a group discussion; 89-98% of students feel such discussions motivate them and 91-100% of students agree that discussions make the subject interesting in the respective years of 2010, 2011 and 2012. Effectiveness of COSGD in terms of scores through MCQs is comparable to traditional lecture. However, most of the students perceive COSGD help them understand the theory better; co-relate clinically; more motivating and interesting than a traditional lecture. Feasibility in institution needs more time and resources to conduct COSGD within the dental material curriculum.

Evaluating the Effectiveness of a Personal Response System in the Classroom

ERIC Educational Resources Information Center

Shaffer, Dennis M.; Collura, Michael J.

2009-01-01

We evaluated the effectiveness of the use of an electronic personal response system (or "clickers") during an introductory psychology lecture on perceptual constancy. We graphed and projected student responses to questions during the lecture onto a large-screen display in Microsoft PowerPoint. The distributions of answers corresponded…

Hands-On Science, 680 Hands at a Time: Shrinking the Large Lecture with a Collapsing Can Experiment.

ERIC Educational Resources Information Center

Shipman, Harry L.

2001-01-01

Explains how hands-on science activities can be done in a class designed as a lecture setting. Uses the collapsing can activity to demonstrate the birth of a black hole. Evaluates student responses to the hands-on approach. (YDS)

Embedding Academic Literacy Skills: Towards a Best Practice Model

ERIC Educational Resources Information Center

McWilliams, Robyn; Allan, Quentin

2014-01-01

Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery…

Improving a Lecture-Size Molecular Model Set by Repurposing Used Whiteboard Markers

ERIC Educational Resources Information Center

Dragojlovic, Veljko

2015-01-01

Preparation of an inexpensive model set from whiteboard markers and either HGS molecular model set or atoms made of wood is described. The model set is relatively easy to prepare and is sufficiently large to be suitable as an instructor set for use in lectures.

Incorporating a Rich Media Presentation Format into a Lecture-Based Course Structure

ERIC Educational Resources Information Center

Moss, Nicholas

2005-01-01

The e-syllabus is a set of Web pages in which each course in the curriculum is assigned a "course page" and multiple "session pages." Course pages have a standardized format that provides course objectives, course policies, required or recommended textbooks, grading scales, and faculty listings. A separate session page is…

How Enterprise Education Can Promote Deep Learning to Improve Student Employability

ERIC Educational Resources Information Center

Moon, Rob; Curtis, Vic; Dupernex, Simon

2013-01-01

This paper focuses on identifying the approaches students take to their learning, with particular regard to issues of enterprise, entrepreneurship and innovation when comparing the traditional lecture format to a more applied, practice-based case study format. The notions of deep and surface learning are used to explain student learning. More…

Design, Implementation, and Evaluation of a Flipped Format General Chemistry Course

ERIC Educational Resources Information Center

Weaver, Gabriela C.; SturtevantHannah G.

2015-01-01

Research has consistently shown that active problem-solving in a collaborative environment supports more effective learning than the traditional lecture approach. In this study, a flipped classroom format was implemented and evaluated in the chemistry majors' sequence at Purdue University over a period of three years. What was formerly lecture…

Using Storytelling Strategies to Improve Student Comprehension in Online Classes

ERIC Educational Resources Information Center

Powell, Rasby Marlene; Murray, Ottis

2012-01-01

Previous research shows that presenting class material in story formats can improve student learning in lecture classes. This pilot study of eight sociology classes investigates the efficacy of using storytelling as a means to improve student comprehension in online classes. Our findings show that when material is presented in story format rather…

Formative Assessment, Communication Skills and ICT in Initial Teacher Training

ERIC Educational Resources Information Center

Romero-Martín, M. Rosario; Castejón-Oliva, Francisco-Javier; López-Pastor, Víctor-Manuel; Fraile-Aranda, Antonio

2017-01-01

The purpose of this study is to analyze the perception of students, graduates, and lecturers in relation to systems of formative and shared assessment and to the acquisition of teaching competences regarding communication and the use of Information and Communications Technology (ICT) in initial teacher education (ITE) on degrees in Primary…

Formative and Summative Assessment in Higher Education: Opinions and Practices of Instructors

ERIC Educational Resources Information Center

Yüksel, Hidayet Suha; Gündüz, Nevin

2017-01-01

The purpose of this study is to examine opinions of the instructors working in three different universities in Ankara regarding assessment in education and assessment methods they use in their courses within the summative assessment and formative assessment approaches. The population is formed by instructors lecturing in School of Physical…

Adventures in Exercise Physiology: Enhancing Problem Solving and Assessment

ERIC Educational Resources Information Center

FitzPatrick, Kathleen A.

2004-01-01

I altered the format of an exercise physiology course from traditional lecture to emphasizing daily reading quizzes and group problem-solving activities. I used the SALGains evaluation to compare the two approaches and saw significant improvements in the evaluation ratings of students who were taught using the new format. Narrative responses…

Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures

PubMed Central

Lom, Barbara

2012-01-01

The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader’s theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor’s specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences. PMID:23494568

"I Forgot I Wasn't Saving the World": The Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

ERIC Educational Resources Information Center

Lookadoo, Kathryn L.; Bostwick, Eryn N.; Ralston, Ryan; Elizondo, Francisco Javier; Wilson, Scott; Shaw, Tarren J.; Jensen, Matthew L.

2017-01-01

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A…

A randomized, controlled, single-blind trial of teaching provided by a computer-based multimedia package versus lecture.

PubMed

Williams, C; Aubin, S; Harkin, P; Cottrell, D

2001-09-01

Computer-based teaching may allow effective teaching of important psychiatric knowledge and skills. To investigate the effectiveness and acceptability of computer-based teaching. A single-blind, randomized, controlled study of 166 undergraduate medical students at the University of Leeds, involving an educational intervention of either a structured lecture or a computer-based teaching package (both of equal duration). There was no difference in knowledge between the groups at baseline or immediately after teaching. Both groups made significant gains in knowledge after teaching. Students who attended the lecture rated their subjective knowledge and skills at a statistically significantly higher level than students who had used the computers. Students who had used the computer package scored higher on an objective measure of assessment skills. Students did not perceive the computer package to be as useful as the traditional lecture format, despite finding it easy to use and recommending its use to other students. Medical students rate themselves subjectively as learning less from computer-based as compared with lecture-based teaching. Objective measures suggest equivalence in knowledge acquisition and significantly greater skills acquisition for computer-based teaching.

Students’ Perceptions of ‘Technology-Based’ Lecture Handouts

PubMed Central

Islam, Mohammed Nazrul; Majumder, Md. Anwarul Azim; Ja’afar, Rogayah; Rahman, Sayeeda

2005-01-01

Lecture handouts are widely used instructional tools. Handouts supplement rather than substitute students’ regular reading. It is now a common practice to supply PowerPoint handouts and publish lecture handouts on the web for students’ access. A study was conducted among the first year medical students (n=142) of School of Medical Sciences (SMS), Universiti Sains Malaysia (USM) in order to determine their perceptions and expectations with regards to lecture handouts provided to them. The majority of the students reported that they read the lecture handouts as a reference and found them useful as a guide for future learning. More than half (68%) of the students expressed dissatisfaction with the overall presentation format of the handouts which is mainly technology-related i.e. PowerPoint and photocopying. This study indicated that students’ expectations and experiences were positive towards the use of handouts. They used handouts as a means of supplementing rather than substituting their learning. Much care is needed when educators supply computer-based handouts, as this study shows a number of limitations when students use them. Medical schools should consider publishing web-based handouts with online and other facilities to make it interesting and effective. PMID:22605944

"Pretty Lights" and Maths! Increasing Student Engagement and Enhancing Learning through the Use of Electronic Voting Systems

ERIC Educational Resources Information Center

King, Samuel O.; Robinson, Carol L.

2009-01-01

University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student-lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student-lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have…

Gender Differences in Student Performance in Large Lecture Classrooms Using Personal Response Systems ("Clickers") with Narrative Case Studies

ERIC Educational Resources Information Center

Kang, Hosun; Lundeberg, Mary; Wolter, Bjorn; delMas, Robert; Herreid, Clyde F.

2012-01-01

This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems ("clickers"). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker…

Computer Augmented Lectures (CAL): A New Teaching Technique for Chemistry.

ERIC Educational Resources Information Center

Masten, F. A.; And Others

A new technique described as computer augmented lectures (CAL) is being used at the University of Texas at Austin. It involves the integration of on-line, interactive, time sharing computer terminals and theater size video projectors for large screen display. This paper covers the basic concept, pedagogical techniques, experiments conducted,…

Lecturers' Attitudes on Electronically Supported Pre-Lecturing Material for Intensive Programs: A Case Study

ERIC Educational Resources Information Center

Kozaris, Ioannis; Varella, Evangelia A.

2010-01-01

In 2006 and 2008, two large trans-national residential summer schools on conservation science were organized as intensive programs. Learners were not only second/third cycle students in both exact sciences and humanities, but further practicing restorers; consequently their educational background, and even their way of approaching scientific…

Integrating Community with Collections in Educational Digital Libraries

ERIC Educational Resources Information Center

Akbar, Monika

2013-01-01

Some classes of Internet users have specific information needs and specialized information-seeking behaviors. For example, educators who are designing a course might create a syllabus, recommend books, create lecture slides, and use tools as lecture aid. All of these resources are available online, but are scattered across a large number of…

Digital assist: A comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders

NASA Astrophysics Data System (ADS)

Rody, Carlotta A.

High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. The study's data indicated that two students were inclined to take more lecture notes when using the digital pen. Two students took more notes with the regular pen. One student demonstrated no difference in her performance with either pen type. Both female students took more notes per minute, on average, than the three males regardless of pen type. During the review pause, three of the five students only added notes or notations to their notes when using the regular pen. The remaining two students did not add to their notes. Quiz scores differed in favor of the regular pen. All five participants earned higher scores on quizzes given during regular pen sessions. However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.

A course director's perspectives on problem-based learning curricula in biochemistry.

PubMed

Smith, Harold C

2002-12-01

Knowledge of the applications of biochemistry, molecular biology, and genetics in the practice of medicine has been and continues to be a vital part of medical students' and continuing education. The technical background and the rapid expansion of information and new applications have made it an arduous task to learn and teach this material within the already crowded medical school curriculum. Problem-based learning (PBL) formats are rapidly being adopted at all levels of education as not only a major paradigm shift in education but also a solution for the instruction of biochemistry in medical school. Designing an effective biochemistry curriculum with PBL-based or lecture-based formats requires an appreciation for their strengths and weakness. The author's experiences in the Double Helix Curriculum at the University of Rochester School of Medicine and Dentistry (which employs PBL cases and complementing lectures) has shown that students are excited about learning in the PBL environment and explore in depth ways of integrating biochemistry, cell biology, genetics, and molecular biology into the practice of medicine. At the same time, complementary lectures greatly enhance uniformity in the quality and, importantly, the accuracy of the students' learning.

Enhancing critical thinking with case studies and nursing process.

PubMed

Neill, K M; Lachat, M F; Taylor-Panek, S

1997-01-01

Challenged to enhance critical thinking concepts in a sophomore nursing process course, faculty expanded the lecture format to include group explorations of patient case studies. The group format facilitated a higher level of analysis of patient cases and more sophisticated applications of nursing process. This teaching strategy was a positive learning experience for students and faculty.

The Use of Gaming in a Dental Hygiene Review Course.

ERIC Educational Resources Information Center

Peterson, Charlotte A.; Mauriello, Sally M.; Caplan, Daniel J.

2000-01-01

Evaluated the effectiveness of gaming to create an interactive, stimulating learning environment as a review format for the Dental Hygiene National Board examination. Students (n=28) participated in either the gaming or a lecture review format. The gaming group scored higher on the exam on eight of 12 topics as well as on the case-based learning…

Live lectures or online videos: students' resource choices in a first-year university mathematics module

NASA Astrophysics Data System (ADS)

Howard, Emma; Meehan, Maria; Parnell, Andrew

2018-05-01

In Maths for Business, a mathematics module for non-mathematics specialists, students are given the choice of completing the module content via short online videos, live lectures or a combination of both. In this study, we identify students' specific usage patterns with both of these resources and discuss their reasons for the preferences they exhibit. In 2015-2016, we collected quantitative data on each student's resource usage (attendance at live lectures and access of online videos) for the entire class of 522 students and employed model-based clustering which identified four distinct resource usage patterns with lectures and/or videos. We also collected qualitative data on students' perceptions of resource usage through a survey administered at the end of the semester, to which 161 students responded. The 161 survey responses were linked to each cluster and analysed using thematic analysis. Perceived benefits of videos include flexibility of scheduling and pace, and avoidance of large, long lectures. In contrast, the main perceived advantages of lectures are the ability to engage in group tasks, to ask questions, and to learn 'gradually'. Students in the two clusters with high lecture attendance achieved, on average, higher marks in the module.

Musculoskeletal education in physical medicine and rehabilitation residency programs.

PubMed

Smith, Jay; Krabak, Brian J; Malanga, Gerard A; Moutvic, Margaret A

2004-10-01

To characterize current musculoskeletal (MSK) education experiences in physical medicine and rehabilitation residency programs and to identify perceived barriers to providing more extensive MSK education experiences. In addition, to establish utilization patterns for the PASSOR Physical Examination Core Competencies List. Between March and November 2003, all 81 physical medicine and rehabilitation residency program directors were asked to complete an MSK education survey developed by the authors. A total of 69 of 81 program directors (86%) responded after multiple contacts. The most frequently utilized MSK education formats were MSK lecture series, MSK departmental conferences, and physical examination workshops. Potential barriers to expanded MSK education included money, time, and staff number. Given unlimited resources, most residency programs would greatly increase utilization of visiting lecturers, CD-ROMs/DVDs, objective structured clinical examinations, and physical examination videos. Of the 30 program directors who recalled receiving the Core Competencies List, only 40% (12 of 30) have formally integrated the list into their residency training. Barriers to implementation included logistical challenges and lack of direction regarding implementation. Residency program directors indicate a strong interest in expanding resident MSK education through the use of CD-ROMs/DVDs, physical examination videos, objective structured clinical examinations, and visiting lecturer programs. CD-ROMs/DVDs and videos represent particularly attractive educational formats for supplementing resident MSK education due to the advantages of central production, nominal costs, widespread distribution, multimedia capabilities, and accessibility. These educational formats should be considered for targeted educational initiatives to enhance resident MSK education, regardless of residency program size or resources.

Educational Outcomes of Small-Group Discussion Versus Traditional Lecture Format in Dental Students' Learning and Skills Acquisition.

PubMed

Arias, Ana; Scott, Raymond; Peters, Ove A; McClain, Elizabeth; Gluskin, Alan H

2016-04-01

The aim of this prospective quantitative study was to compare the effect of different instructional formats on dental students' skills and knowledge acquisition for access cavity preparation. All first-year dental students were invited to participate in this study conducted during the four consecutive two-week endodontic rotation courses at the University of the Pacific Arthur A. Dugoni School of Dentistry in spring semester 2015. Four alphabetically distributed intact groups of students were randomly allocated to two groups (n=70 each) that participated in either small-group discussion or a traditional lecture on access preparation. The first outcome measure was skill acquisition, measured by the quality of access cavities prepared in extracted teeth at the conclusion of the session. Two blinded raters scored direct observations on a continuous scale. Knowledge, the second outcome measure, was scored with a multiple-choice and open-ended question test at the end of each two-week session. Data were obtained for 134 of the 140 students, for a 96% response rate. The results showed that students in the small-group discussion groups scored significantly higher than those in the lecture groups when skill performance was tested (p=8.9 × 10(-7)). However, no significant differences were found in the acquisition of knowledge between the two groups on the written test. Active student participation was significantly related to improved manual skill acquisition, but the format of the session does not seem to have had a direct influence on acquired knowledge.

Teaching innovation in organic chemistry: An inquiry into what happens when the lecturer stops lecturing

NASA Astrophysics Data System (ADS)

Bauer, Richard Charles

1998-12-01

In this dissertation the author presents findings from a study of an organic chemistry class in which the instructor changed his mode of content delivery. Instead of using a traditional lecture, the professor engaged students in discussions about chemical behavior, required students to complete cooperative learning activities in and out of class, and altered his examination format. The purpose of the research was to investigate the implementation of the changes made in content delivery, describe subsequent classroom interactions, and discuss participant responses to the innovations. Because of the research focus the author used a qualitative methodology to investigate this unique organic chemistry course. The study showed that the instructor's belief system and skills played an important role in overcoming barriers to implementation. Analysis of class transcripts revealed that the class was highly interactive with students freely offering responses to the instructor's questions and sometimes submitting insightful comments. The discussion format of the class also revealed some student misunderstanding that other teaching structures may not have identified. In general the instructor was able to pursue some concepts in more depth than allowed by a typical lecture mode of content delivery. Analysis of class transcripts also showed characteristics of organic chemistry teaching by Prof. Loudon that might be described as exemplary. He focused student attention on molecular structure and the chemical behavioral patterns that emerge from organic compounds that are structurally similar. Student response to Prof. Loudon's teaching style was quite favorable. A common remark from students was that his personal knowledge of them contributed to their class preparation and desire to learn. In general, students appreciated the opportunity to discuss exam questions in their groups before individual exam administration. On the final course evaluation, however, a couple students expressed disdain towards the exam format stating that sometimes fellow group members led them astray. Several also said that the discussion contributed to anxiety instead of making the examination period more relaxed as Prof. Loudon had hoped.

Large Lecture Transformation: Improving Student Engagement and Performance through In-Class Practice in an Electrical Circuits Course

ERIC Educational Resources Information Center

Russell, Jae-Eun; Andersland, Mark S.; Van Horne, Sam; Gikonyo, John; Sloan, Logan

2017-01-01

Post-secondary educators are increasingly experimenting with the possibility of blending or replacing traditional lecture-based instruction with student-centered instruction. Although some studies have been completed, much remains to be learned about when and why student-centered instruction works and the effectiveness of specific approaches. The…

FísicActiva: Applying Active Learning Strategies to a Large Engineering Lecture

ERIC Educational Resources Information Center

Auyuanet, Adriana; Modzelewski, Helena; Loureiro, Silvia; Alessandrini, Daniel; Míguez, Marina

2018-01-01

This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers.…

Use of Lecture Capture in Undergraduate Biological Science Education

ERIC Educational Resources Information Center

Wiese, Candace; Newton, Genevieve

2013-01-01

This study examined the use of lecture capture in students in a large 3rd year undergraduate biological science course at the University of Guelph. Data regarding viewing behaviour, academic performance, and attendance were analyzed in relation to student learning approach (as assessed by the R-SPQ-2F), gender, and year of post-secondary…

Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

ERIC Educational Resources Information Center

Makarem, Suzanne C.

2015-01-01

University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost,…

Impact of Case-Based Lectures on Students' Performance in Vascular Physiology Module

ERIC Educational Resources Information Center

Latif, Rabia

2014-01-01

Lecture-Based Teaching (LBT) remains the predominant form of teaching in healthcare profession education. It is excellent in providing an overview of a particular topic to a large number of students. However, the concern, which has been highlighted time and again, is the monotony and passive nature of this form of information transmission, which…

The Role of Attendance in Lecture Classes: You Can Lead a Horse to Water...

ERIC Educational Resources Information Center

Golding, Jonathan M.

2011-01-01

A review of prior research on the role of attendance policies in large lecture classes (including psychology) is presented. This research showed that although students often did not attend class, various policies were effective in getting students to the classroom. Moreover, some research showed that an attendance policy did not lower instructor…

The Positive Influence of Active Learning in a Lecture Hall: An Analysis of Normalised Gain Scores in Introductory Environmental Engineering

ERIC Educational Resources Information Center

Kinoshita, Timothy J.; Knight, David B.; Gibbes, Badin

2017-01-01

Burgeoning college enrolments and insufficient funding to higher education have expanded the use of large lecture courses. As this trend continues, it is important to ensure that students can still learn in those challenging learning environments. Within education broadly and undergraduate engineering specifically, active learning pedagogies have…

Facilitating Lecture Recall: The Effects of Embedded Imagery-Evoking Phrases.

ERIC Educational Resources Information Center

Thrailkill, Nancy J.; Ormrod, Jeanne Ellis

Three experiments describe the effects of imagery on learning a large and integrated body of information from a college lecture. It was hypothesized that high-imagery phrases would be more easily recalled and would promote recall of abstract verbal phrases in close temporal proximity to them. In experiment 1, 22 undergraduates attended a lecture…

The Role Obligations of Students and Lecturers in Higher Education

ERIC Educational Resources Information Center

Regan, Julie-Anne

2012-01-01

The current discussion of consumerism in higher education focuses largely on what the providers are obliged to do for the consumers, against the background of rising tuition fees. This framework does not always sit comfortably with lecturers in the context of a learning and teaching relationship, as it appears to ignore the reciprocal obligations…

Evaluation of a web-based asynchronous pediatric emergency medicine learning tool for residents and medical students.

PubMed

Burnette, Kreg; Ramundo, Maria; Stevenson, Michelle; Beeson, Michael S

2009-12-01

To examine the effectiveness of an asynchronous learning tool consisting of web-based lectures for trainees covering major topics pertinent to pediatric emergency medicine (PEM) and to assess resident and student evaluation of this mode of education. PEM faculty and fellows created a 21-lecture, web-based curriculum. These 20-minute online lectures used Microsoft PowerPoint with the voice-over feature. A 75-question test was created to assess the effectiveness of the web-based learning model, administered online before and after the rotation in the pediatric emergency department (PED). All fourth-year medical students and residents (across all specialties) rotating through the PED were required to complete 10 of the 21 lectures during their 1-month rotation. The main outcome variable was difference in score between pre- and post-rotation tests of participants who viewed no lectures and those who viewed at least one lecture. Evaluation of the program was assessed by anonymous survey using 5-point discrete visual analog scales. Responses of 4 or 5 were considered positive for analysis. One hundred eleven residents and fourth-year medical students participated in the program. An initial 32 completed testing before implementation of the on-line lectures (March 2007-August 2007), and another five did not complete the on-line lectures after implementation (September 2007-February 2008). Seventy-one completed testing and on-line lectures, and all but three completed at least 10 on-line lectures during their rotation. Fourteen of 111 trainees did not complete the pre- or post-test (including two who viewed the lectures). The mean change in score was a 1% improvement from pre-test to post-test for trainees who viewed no lectures and a 6.2% improvement for those who viewed the lectures (mean difference = 5.2%, 95% confidence interval = 2.5% to 7.9%). In the linear regression model, the estimate of the coefficient was 0.43 (p < 0.001), meaning that, for each lecture viewed, post-test score rose by 0.43%. Sixty-nine of 75 test items (92%) had a point biserial correlation greater than 0.15. Thirty of the 72 trainees who completed the online lectures and testing (42%) returned surveys. All were comfortable using the Internet, and 87% (26/30) found the web-site easy to use. All felt that their educational goals were met, and 100% felt that the format would be useful in other areas of education. Although not a replacement for traditional bedside teaching, the use of web-based lectures as an asynchronous learning tool has a positive effect on medical knowledge test scores. Trainees were able to view online lectures on their own schedules, in the location of their choice. This is helpful in a field with shift work, in which trainees rarely work together, making it difficult to synchronously provide lectures to all trainees. (c) 2009 by the Society for Academic Emergency Medicine.

Applicability of Online Education to Large Undergraduate Engineering Courses

NASA Astrophysics Data System (ADS)

Bir, Devayan Debashis

With the increase in undergraduate engineering enrollment, many universities have chosen to teach introductory engineering courses such as Statics of Engineering and Mechanics of Materials in large classes due to budget limitations. With the overwhelming literature against traditionally taught large classes, this study aims to see the effects of the trending online pedagogy. Online courses are the latest trend in education due to the flexibility they provide to students in terms of schedule and pace of learning with the added advantage of being less expensive for the university over a period. In this research, the effects of online lectures on engineering students' course performances and students' attitudes towards online learning were examined. Specifically, the academic performances of students enrolled in a traditionally taught, lecture format Mechanics of Materials course with the performance of students in an online Mechanics of Materials course in summer 2016 were compared. To see the effect of the two different teaching approaches across student types, students were categorized by gender, enrollment status, nationality, and by the grades students obtained for Statics, one of the prerequisite courses for Mechanics of Materials. Student attitudes towards the online course will help to keep the process of continuously improving the online course, specifically, to provide quality education through the online medium in terms of course content and delivery. The findings of the study show that the online pedagogy negatively affects student academic performance when compared to the traditional face-to-face pedagogy across all categories, except for the high scoring students. Student attitudes reveal that while they enjoyed the flexibility schedule and control over their pace of studying, they faced issues with self-regulation and face-to-face interaction.

Teaching Cell Biology in the Large-Enrollment Classroom: Methods to Promote Analytical Thinking and Assessment of Their Effectiveness

PubMed Central

Kitchen, Elizabeth; Bell, John D.; Reeve, Suzanne; Sudweeks, Richard R.; Bradshaw, William S.

2003-01-01

A large-enrollment, undergraduate cellular biology lecture course is described whose primary goal is to help students acquire skill in the interpretation of experimental data. The premise is that this kind of analytical reasoning is not intuitive for most people and, in the absence of hands-on laboratory experience, will not readily develop unless instructional methods and examinations specifically designed to foster it are employed. Promoting scientific thinking forces changes in the roles of both teacher and student. We describe didactic strategies that include directed practice of data analysis in a workshop format, active learning through verbal and written communication, visualization of abstractions diagrammatically, and the use of ancillary small-group mentoring sessions with faculty. The implications for a teacher in reducing the breadth and depth of coverage, becoming coach instead of lecturer, and helping students to diagnose cognitive weaknesses are discussed. In order to determine the efficacy of these strategies, we have carefully monitored student performance and have demonstrated a large gain in a pre- and posttest comparison of scores on identical problems, improved test scores on several successive midterm examinations when the statistical analysis accounts for the relative difficulty of the problems, and higher scores in comparison to students in a control course whose objective was information transfer, not acquisition of reasoning skills. A novel analytical index (student mobility profile) is described that demonstrates that this improvement was not random, but a systematic outcome of the teaching/learning strategies employed. An assessment of attitudes showed that, in spite of finding it difficult, students endorse this approach to learning, but also favor curricular changes that would introduce an analytical emphasis earlier in their training. PMID:14506506

Utilising database-driven interactive software to enhance independent home-study in a flipped classroom setting: going beyond visualising engineering concepts to ensuring formative assessment

NASA Astrophysics Data System (ADS)

Comerford, Liam; Mannis, Adam; DeAngelis, Marco; Kougioumtzoglou, Ioannis A.; Beer, Michael

2018-07-01

The concept of formative assessment is considered by many to play an important role in enhancing teaching in higher engineering education. In this paper, the concept of the flipped classroom as part of a blended learning curriculum is highlighted as an ideal medium through which formative assessment practices arise. Whilst the advantages of greater interaction between students and lecturers in classes are numerous, there are often clear disadvantages associated with the independent home-study component that complements timetabled sessions in a flipped classroom setting, specifically, the popular method of replacing traditional classroom teaching with video lectures. This leads to a clear lack of assurances that the cited benefits of a flipped classroom approach are echoed in the home-study arena. Over the past three years, the authors have sought to address identified deficiencies in this area of blended learning through the development of database-driven e-learning software with the capability of introducing formative assessment practices to independent home-study. This paper maps out aspects of two specific evolving practices at separate institutions, from which guiding principles of incorporating formative assessment aspects into e-learning software are identified and highlighted in the context of independent home-study as part of a flipped classroom approach.

Interactive instruction in otolaryngology resident education.

PubMed

Schweinfurth, John M

2007-12-01

Today's academic faculty was typically trained under an education system based entirely on didactic lectures. However, if the aim is to teach thinking or change attitudes beyond the simple transmission of factual knowledge, then lectures alone, without active involvement of the students, are not the most effective method of teaching. If the goals of teaching are to arouse and keep students' interest, give facts and details, to make students think critically about the subject, and to prepare for independent studies by demonstration of problem solving and professional reasoning, then only two of these purposes are suited to didactic lectures. The problem then is how to organize lecture material so that individual student's learning needs are better addressed. The education literature suggests that instruction include a variety of activities designed to stimulate individual thought. These activities include small group discussion, working problems during lecture time, questions included in the lecture, and quizzes at the end of lecture, among others. The current study was undertaken to examine the feasibility of using these types of interactive learning techniques in an otolaryngology residency program. Possibilities considered in the current study include standard interactive lecturing, facilitated discussion, brainstorming, small group activities, problem solving, competitive large group exercises, and the use of illustrative cliff hanger and incident cases. The feasibility of these methodologies being effectively incorporated into a residency curriculum is discussed.

Team-Based Learning in a Subsection of a Veterinary Course as Compared to Standard Lectures

ERIC Educational Resources Information Center

Malone, Erin; Spieth, Amie

2012-01-01

Team-Based Learning (TBL) maximizes class time for student practice in complex problems using peer learning in an instructor-guided format. Generally entire courses are structured using the comprehensive guidelines of TBL. We used TBL in a subsection of a veterinary course to determine if it remained effective in this format. One section of the…

Improving Student Achievement and Satisfaction by Adopting a Blended Learning Approach to Inorganic Chemistry

ERIC Educational Resources Information Center

Williams, Neil A.; Bland, Will; Christie, Gillian

2008-01-01

A blended learning approach to the teaching of a level 2 inorganic chemistry module is presented. Lectures were replaced by study packs, which were supported by formative on-line assessment delivered via Blackboard and a programme of 20 workshops. Learning activities written using the Lockwood format were included in the study pack to facilitate…

Metals in Metal Salts: A Copper Mirror Demonstration

ERIC Educational Resources Information Center

Pike, Robert D.

2010-01-01

A simple lecture demonstration is described to show the latent presence of metal atoms in a metal salt. Copper(II) formate tetrahydrate is heated in a round-bottom flask forming a high-quality copper mirror.

Physics of MRI: a primer.

PubMed

Plewes, Donald B; Kucharczyk, Walter

2012-05-01

This article is based on an introductory lecture given for the past many years during the "MR Physics and Techniques for Clinicians" course at the Annual Meeting of the ISMRM. This introduction is not intended to be a comprehensive overview of the field, as the subject of magnetic resonance imaging (MRI) physics is large and complex. Rather, it is intended to lay a conceptual foundation by which magnetic resonance image formation can be understood from an intuitive perspective. The presentation is nonmathematical, relying on simple models that take the reader progressively from the basic spin physics of nuclei, through descriptions of how the magnetic resonance signal is generated and detected in an MRI scanner, the foundations of nuclear magnetic resonance (NMR) relaxation, and a discussion of the Fourier transform and its relation to MR image formation. The article continues with a discussion of how magnetic field gradients are used to facilitate spatial encoding and concludes with a development of basic pulse sequences and the factors defining image contrast. Copyright © 2012 Wiley Periodicals, Inc.

Development of collaborative-creative learning model using virtual laboratory media for instrumental analytical chemistry lectures

NASA Astrophysics Data System (ADS)

Zurweni, Wibawa, Basuki; Erwin, Tuti Nurian

2017-08-01

The framework for teaching and learning in the 21st century was prepared with 4Cs criteria. Learning providing opportunity for the development of students' optimal creative skills is by implementing collaborative learning. Learners are challenged to be able to compete, work independently to bring either individual or group excellence and master the learning material. Virtual laboratory is used for the media of Instrumental Analytical Chemistry (Vis, UV-Vis-AAS etc) lectures through simulations computer application and used as a substitution for the laboratory if the equipment and instruments are not available. This research aims to design and develop collaborative-creative learning model using virtual laboratory media for Instrumental Analytical Chemistry lectures, to know the effectiveness of this design model adapting the Dick & Carey's model and Hannafin & Peck's model. The development steps of this model are: needs analyze, design collaborative-creative learning, virtual laboratory media using macromedia flash, formative evaluation and test of learning model effectiveness. While, the development stages of collaborative-creative learning model are: apperception, exploration, collaboration, creation, evaluation, feedback. Development of collaborative-creative learning model using virtual laboratory media can be used to improve the quality learning in the classroom, overcome the limitation of lab instruments for the real instrumental analysis. Formative test results show that the Collaborative-Creative Learning Model developed meets the requirements. The effectiveness test of students' pretest and posttest proves significant at 95% confidence level, t-test higher than t-table. It can be concluded that this learning model is effective to use for Instrumental Analytical Chemistry lectures.

Motivating students' participation in a computer networks course by means of magic, drama and games.

PubMed

Hilas, Constantinos S; Politis, Anastasios

2014-01-01

The recent economic crisis has forced many universities to cut down expenses by packing students into large lecture groups. The problem with large auditoria is that they discourage dialogue between students and faculty and they burden participation. Adding to this, students in computer science courses usually find the field to be full of theoretical and technical concepts. Lack of understanding leads them to lose interest and / or motivation. Classroom experience shows that the lecturer could employ alternative teaching methods, especially for early-year undergraduate students, in order to grasp their interest and introduce basic concepts. This paper describes some of the approaches that may be used to keep students interested and make them feel comfortable as they comprehend basic concepts in computer networks. The lecturing procedure was enriched with games, magic tricks and dramatic representations. This approach was used experimentally for two semesters and the results were more than encouraging.

The Jeremiah Metzger Lecture. Humanities in medicine: treatment of a deficiency disorder.

PubMed Central

Hook, E. W.

1997-01-01

Al Jonson pointed out that Sir William Osler provided one of the best rationales for Humanities in Medicine (21, 65). In 1919, in one of Sir William's last lectures given just a few months prior to his death, a lecture to the British Classical Society, he discussed how the sciences and the humanities can inform each other. He compared the humanities to thyroid hormone-thyroxine had just been discovered in 1914-"a hormone...," Sir William said, "...which lubricates the wheels of life...Deprive man of the lubricants ... and ... he sinks into dementia..." And so to the Classical Society, Sir William said, "You secrete materials which do for society at large what the thyroid gland does for the individual. The humanities are the hormones..." And Al Jonsen suggested that we in Medicine reaffirm Sir William's metaphor that the humanities are the hormones which will do for medicine what they do for society at large. PMID:9108678

#Learning: The use of back channel technology in multi-campus nursing education.

PubMed

Yates, Karen; Birks, Melanie; Woods, Cindy; Hitchins, Marnie

2015-09-01

This paper reports on the results of a study into the use of microblogging technology (TodaysMeet) in large, multi-site lectures in a nursing program. The aim of this study was to investigate students' use of the technology and their perceptions of its value in stimulating engagement in a complex learning environment. The study demonstrated that students like the anonymity that the technology provided, allowing them to ask questions without fear of appearing less competent than their peers. Many of the respondents commented positively on the opportunity to engage with students and the lecturer at other campuses. While some students appreciated the opportunity to interact and have feedback from peers, others saw this as a negative aspect of the technology. This study suggests that, used appropriately, microblogging can be incorporated into large lectures to promote student participation and engagement and ultimately enhance the learning process. Copyright © 2015 Elsevier Ltd. All rights reserved.

Click it: assessment of classroom response systems in physician assistant education.

PubMed

Graeff, Evelyn C; Vail, Marianne; Maldonado, Ana; Lund, Maha; Galante, Steve; Tataronis, Gary

2011-01-01

The effect that classroom response systems, or clickers, have on knowledge retention and student satisfaction was studied in a physician assistant program. A clicker, a device similar to a remote control, was used by students to answer questions during lectures. This new technology has been marketed to educators as beneficial in keeping students actively involved and increasing their attentiveness in the classroom. To date, the results of studies on knowledge retention with the use of clickers have been mixed. For this pilot study, the students were divided into two groups with a pre- and post-test given in order to evaluate knowledge retention. One group received lectures in a traditional format, while the other group received the lectures incorporating clicker response questions. After the test scores from four lectures were analyzed, the incorporation of clickers did not alter knowledge retention. Retention of knowledge from both groups was similar and no statistical difference was found. However, student satisfaction regarding the use of clickers was positive. Students reported that clickers kept them more actively involved, increased attentiveness, and made lectures more enjoyable. Although the pilot study did not show a greater improvement in knowledge retention with the use of clickers, further research is needed to assess their effectiveness.

E-learning for medical imaging specialists: introducing blended learning in a nuclear medicine specialist course.

PubMed

Haslerud, Torjan; Tulipan, Andreas Julius; Gray, Robert M; Biermann, Martin

2017-07-01

While e-learning has become an important tool in teaching medical students, the training of specialists in medical imaging is still dominated by lecture-based courses. To assess the potential of e-learning in specialist education in medical imaging. An existing lecture-based five-day course in Clinical Nuclear Medicine (NM) was enhanced by e-learning resources and activities, including practical exercises. An anonymized survey was conducted after participants had completed and passed the multiple choice electronic course examination. Twelve out of 15 course participants (80%) responded. Overall satisfaction with the new course format was high, but 25% of the respondents wanted more interactive elements such as discussions and practical exercises. The importance of lecture handouts and supplementary online material such as selected original articles and professional guidelines was affirmed by all the respondents (92% fully, 8% partially), while 75% fully and 25% partially agreed that the lectures had been interesting and relevant. E-learning represents a hitherto unrealized potential in the education of medical specialists. It may expedite training of medical specialists while at the same time containing costs.

Longitudinal follow-up comparison of educational interventions: multimedia textbook, traditional lecture, and printed textbook.

PubMed

D'Alessandro, D M; Kreiter, C D; Erkonen, W E; Winter, R J; Knapp, H R

1997-11-01

The goal of this prospective, interinstitutional study was to compare the long-term instructional effectiveness of a pediatric multimedia textbook (MMTB) to that of a standard lecture and a printed textbook. A randomized cohort of 89 3rd-year medical students from two institutions were initially evaluated from June 1992 to June 1993 and reevaluated in May 1994. Students were randomly assigned to one of four instructional groups: computer-aided instruction by means of MMTBs (n = 21), traditional lecture (n = 23), printed textbook (n = 19), and a control group (n = 26). After instruction, all groups were tested by means of a multiple choice test at the end of their pediatric clerkship; they were given this same test 11-22 months later. The long-term instructional effectiveness of the MMTB, printed textbook, and lecture were the same as that in the control group, as determined by analysis of variance of mean test scores. The educational advantage of MMTBs observed immediately after instruction was not detected 1 year later. Because attrition reduced statistical power, further research is necessary to determine how educational fading affects these instructional formats.

Making Large Class Basic Histology Lectures More Interactive: The Use of Draw-Along Mapping Techniques and Associated Educational Activities

ERIC Educational Resources Information Center

Kotzé, Sanet Henriët; Mole, Calvin Gerald

2015-01-01

At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would…

Case Study: Mini-Case Studies: Small Infusions of Active Learning for Large-Lecture Courses

ERIC Educational Resources Information Center

Carloye, Lisa

2017-01-01

In this article, the author introduces the usage of case studies to be an excellent method for engaging students through stories. The author notes she developed a series of mini-case studies that can be implemented, with a little advance preparation, within a 10- to 15-minute window during lecture. What makes them "mini" case studies?…

The Big Five, Learning Goals, Exam Preparedness, and Preference for Flipped Classroom Teaching: Evidence from a Large Psychology Undergraduate Cohort

ERIC Educational Resources Information Center

Lyons, Minna; Limniou, Maria; Schermbrucker, Ian; Hands, Caroline; Downes, John J.

2017-01-01

Previous research has found that the flipped classroom (i.e., learning prior to the lecture, and using the lecture time for consolidating knowledge) increases students' deep learning, and has an association with improved grades. However, not all students benefit equally from flipping the classroom, and there may be important individual differences…

How Curriculum and Classroom Achievement Predict Teacher Time on Lecture- and Inquiry-Based Mathematics Activities

ERIC Educational Resources Information Center

Kaufman, Julia H.; Rita Karam; Pane, John F.; Junker, Brian W.

2012-01-01

This study drew on data from a large, randomized trial of Cognitive Tutor Algebra (CTA) in high-poverty settings to investigate how mathematics curricula and classroom achievement related to teacher reports of time spent on inquiry-based and lecture-based mathematics activities. We found that teachers using the CTA curriculum reported more time on…

A Comparison of Online and Face-to-Face Approaches to Teaching Introduction to American Government

ERIC Educational Resources Information Center

Bolsen, Toby; Evans, Michael; Fleming, Anna McCaghren

2016-01-01

This article reports results from a large study comparing four different approaches to teaching Introduction to American Government: (1) traditional, a paper textbook with 100% face-to-face lecture-style teaching; (2) breakout, a paper textbook with 50% face-to-face lecture-style teaching and 50% face-to-face small-group breakout discussion…

A Comparative Analysis of Student Engagement, Learning, and Satisfaction in Lecture Hall and Online Learning Settings

ERIC Educational Resources Information Center

Rabe-Hemp, Cara; Woollen, Susan; Humiston, Gail Sears

2009-01-01

The current study involves a comparison of student levels of engagement, ability to learn autonomously, and interaction with peers and faculty in two different learning settings: a large lecture hall and online. Results suggest that learning mechanism drives the styles of learning and teaching practiced in traditional and online learning settings.…

Massification and the Large Lecture Theatre: From Panic to Excitement

ERIC Educational Resources Information Center

Arvanitakis, James

2014-01-01

In this article I examine the role of the contemporary university in light of the mass increase in class sizes that has occurred on an international scale. While we may look nostalgically back to a time when lectures numbered a few hundred students and tutorials had as few as ten, massification at undergraduate level is an inescapable fact of…

The Effectiveness of School-Type Classes Compared to the Traditional Lecture/Tutorial Method for Teaching Quantitative Methods to Business Students.

ERIC Educational Resources Information Center

Goldfinch, Judy

1996-01-01

A study compared the effectiveness of two methods (medium-size class instruction and large lectures with tutorial sessions) for teaching mathematics and statistics to first-year business students. Students and teachers overwhelmingly preferred the medium-size class method, which produced higher exam scores but had no significant effect on…

Lecture-Room Interference Demo Using a Glass Plate and a Laser Beam Focused on It

ERIC Educational Resources Information Center

Ageev, Leonid A.; Yegorenkov, Vladimir D.

2010-01-01

We describe a simple case of non-localized interference produced with a glass plate and a laser beam focused on it. The proposed setup for observing interference is compact when semiconductor lasers are employed, and it is well suited for demonstration and comparison of interference in reflected and transmitted light in a large lecture-room. This…

Factors Influencing Pharmacy Students' Attendance Decisions in Large Lectures

PubMed Central

Helms, Kristen L.; McDonough, Sharon K.; Breland, Michelle L.

2009-01-01

Objectives To identify reasons for pharmacy student attendance and absenteeism in large lectures and to determine whether certain student characteristics affect student absenteeism. Methods Pharmacy students' reasons to attend and not attend 3 large lecture courses were identified. Using a Web-based survey instrument, second-year pharmacy students were asked to rate to what degree various reasons affected their decision to attend or not attend classes for 3 courses. Bivariate analyses were used to assess the relationships between student characteristics and degree of absenteeism. Results Ninety-eight students (75%) completed the survey instrument. The degree of student absenteeism differed among the 3 courses. Most student demographic characteristics examined were not related to the degree of absenteeism. Different reasons to attend and not to attend class were identified for each of the 3 courses, suggesting that attendance decisions were complex. Conclusions Respondents wanted to take their own notes and the instructor highlighted what was important to know were the top 2 common reasons for pharmacy students to attend classes. Better understanding of factors influencing student absenteeism may help pharmacy educators design effective interventions to facilitate student attendance. PMID:19777098

Using Online Lectures to Make Time for Active Learning

PubMed Central

Prunuske, Amy J.; Batzli, Janet; Howell, Evelyn; Miller, Sarah

2012-01-01

To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students’ understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material. PMID:22714412

Improving Education and Public Outreach Through Astronomy Education Research

NASA Astrophysics Data System (ADS)

Slater, Timothy F.

2005-04-01

Following in the footsteps of physics education research, the relatively new field of astronomy education research is already making dramatic improvements to the teaching and learning of astronomy. Whereas physics education research has focused predominantly on the introductory physics course, astronomy education is working on developing instruments and models to understand widely ranging domains that span K-12, undergraduate majors and non-majors, and even into the realms of public outreach. As one example, the repeated call for a more student-centered approach to teaching due to the ineffectiveness of lecture has been gaining prominence in the astronomy teaching community. At the beginning of a large-enrollment introductory astronomy survey course, we administered 68-multiple choice items as a pretest to 81 students. At the end of each lecture we administered the specific items related to that particular day's lecture a second time as a posttest. The pretest was 30% correct and the test, when given after lecture alone showed 52% correct. These results illustrate that instructor-centered strategies are largely ineffective at promoting meaningful conceptual gains. Alternatively, when using curriculum materials created from a basis of astronomy education research, we find that the posttest average score grows beyond 70%. Each 15-minute Lecture-Tutorial poses a carefully crafted sequence of conceptually challenging, Socratic-dialogue driven questions, along with graphs and data tables, all designed to encourage students to reason critically about difficult concepts in astronomy. A significant effort was focused on carefully evaluating changes in students' conceptual understanding and attitudes toward learning astronomy. The quantitative and qualitative results strongly suggest that the Lecture-Tutorials help students make significant conceptual gains.

Effect of differing PowerPoint slide design on multiple-choice test scores for assessment of knowledge and retention in a theriogenology course.

PubMed

Root Kustritz, Margaret V

2014-01-01

Third-year veterinary students in a required theriogenology diagnostics course were allowed to self-select attendance at a lecture in either the evening or the next morning. One group was presented with PowerPoint slides in a traditional format (T group), and the other group was presented with PowerPoint slides in the assertion-evidence format (A-E group), which uses a single sentence and a highly relevant graphic on each slide to ensure attention is drawn to the most important points in the presentation. Students took a multiple-choice pre-test, attended lecture, and then completed a take-home assignment. All students then completed an online multiple-choice post-test and, one month later, a different online multiple-choice test to evaluate retention. Groups did not differ on pre-test, assignment, or post-test scores, and both groups showed significant gains from pre-test to post-test and from pre-test to retention test. However, the T group showed significant decline from post-test to retention test, while the A-E group did not. Short-term differences between slide designs were most likely unaffected due to required coursework immediately after lecture, but retention of material was superior with the assertion-evidence slide design.

Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students.

PubMed

Vana, Kimberly D; Silva, Graciela E; Muzyka, Diann; Hirani, Lorraine M

2011-06-01

It has been proposed that students' use of an audience response system, commonly called clickers, may promote comprehension and retention of didactic material. Whether this method actually improves students' grades, however, is still not determined. The purpose of this study was to evaluate whether a lecture format utilizing multiple-choice PowerPoint slides and an audience response system was more effective than a lecture format using only multiple-choice PowerPoint slides in the comprehension and retention of pharmacological knowledge in baccalaureate nursing students. The study also assessed whether the additional use of clickers positively affected students' satisfaction with their learning. Results from 78 students who attended lecture classes with multiple-choice PowerPoint slides plus clickers were compared with those of 55 students who utilized multiple-choice PowerPoint slides only. Test scores between these two groups were not significantly different. A satisfaction questionnaire showed that 72.2% of the control students did not desire the opportunity to use clickers. Of the group utilizing the clickers, 92.3% recommend the use of this system in future courses. The use of multiple-choice PowerPoint slides and an audience response system did not seem to improve the students' comprehension or retention of pharmacological knowledge as compared with those who used solely multiple-choice PowerPoint slides.

The effect of teaching medical ethics on medical students' moral reasoning.

PubMed

Self, D J; Wolinsky, F D; Baldwin, D C

1989-12-01

A study assessed the effect of incorporating medical ethics into the medical curriculum and the relative effects of two methods of implementing that curriculum, namely, lecture and case-study discussions. Results indicate a statistically significant increase (p less than or equal to .0001) in the level of moral reasoning of students exposed to the medical ethics course, regardless of format. Moreover, the unadjusted posttest scores indicated that the case-study method was significantly (p less than or equal to .03) more effective than the lecture method in increasing students' level of moral reasoning. When adjustment were made for the pretest scores, however, this difference was not statistically significant (p less than or equal to .18). Regression analysis by linear panel techniques revealed that age, gender, undergraduate grade-point average, and scores on the Medical College Admission Test were not related to the changes in moral-reasoning scores. All of the variance that could be explained was due to the students' being in one of the two experimental groups. In comparison with the control group, the change associated with each experimental format was statistically significant (lecture, p less than or equal to .004; case study, p less than or equal to .0001). Various explanations for these findings and their implications are given.

Chronicling a successful secondary implementation of Studio Physics

NASA Astrophysics Data System (ADS)

Kohl, Patrick B.; Vincent Kuo, H.

2012-09-01

The Colorado School of Mines (CSM) has taught its first-semester calculus-based introductory physics course (Physics I) using a hybrid lecture/Studio Physics format since the spring of 1997. Starting in the fall of 2007, we have been converting the second semester of our calculus-based introductory physics course (Physics II) to a hybrid lecture/Studio Physics format, beginning from a traditional lecture/lab/recitation course. In this paper, we document the stages of this transformation, highlighting what has worked and what has not, and the challenges and benefits associated with the switch to Studio Physics. A major goal in this study is to develop a method for secondary implementations of Studio physics that keeps the time and resource investments manageable. We describe the history of Studio at CSM and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), exam scores, failure rates, and a variety of qualitative observations. Results suggest that Studio has increased student performance and satisfaction despite an aggressive expansion of class sizes in the past few years. Gains have been concentrated mostly in problem-solving skills and exam performance (as opposed to conceptual survey gains), in contrast to what has sometimes been seen in other studies.

Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students--a randomised control trial.

PubMed

Robson, Nicholas; Popat, Hashmat; Richmond, Stephen; Farnell, Damian J J

2015-01-01

To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Randomised control study. School of Dentistry, Cardiff University. Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2-3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8-4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P = 0.15). The effect of gender at baseline (P = 0.49), post-lecture (P = 0.73) and increase in MCQ score split by group (P = 0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging.

Effectiveness of an audience response system on orthodontic knowledge retention of undergraduate dental students – a randomised control trial

PubMed Central

Robson, Nicholas; Popat, Hashmat; Richmond, Stephen; Farnell, Damian J. J.

2015-01-01

Objective:: To determine the effect of an audience response system (ARS) on knowledge retention of dental students and to gauge student perceptions of using the ARS. Design:: Randomised control study. Setting:: School of Dentistry, Cardiff University. Participants:: Seventy four second-year dental students were stratified by gender and randomised anonymously to one of two groups. Methods:: One group received a lecture on orthodontic terminology and diagnosis in a traditional didactic format and the other received the same lecture integrated with ARS slides. Students completed an assessment of multiple-choice questions (MCQs) scored out of 20, before and immediately after the lecture. Students were also asked to complete a self-reported questionnaire on their perceptions of ARS. Results:: Both groups had statistically significant increases in MCQ scores post-lecture (ARS mean increase 3.6 SD2.0, 95% CI 2.2–3.5 and Didactic mean increase 2.9 SD2.3, 95% CI 2.8–4.3). A mixed-design analysis of variance showed that ARS led to an improved MCQ score (by 0.8 or 25%) compared to the didactic group, although this effect was not significant (P = 0.15). The effect of gender at baseline (P = 0.49), post-lecture (P = 0.73) and increase in MCQ score split by group (P = 0.46) was also not significant. Students reported that the ARS was easy to use, helped them engage with the lecture and encouraged them to work harder. Conclusion:: The ARS did not lead to a significant increase in short-term orthodontic knowledge recall of students compared with didactic teaching. However, the use of ARS within orthodontic teaching could make lectures more interactive and engaging. PMID:26282015

Low-cost nonlinear optics experiment for undergraduate instructional laboratory and lecture demonstration

NASA Astrophysics Data System (ADS)

Turchiello, Rozane de F.; Pereira, Luiz A. A.; Gómez, Sergio L.

2017-07-01

This paper presents a simple and affordable experiment on the thermal lens effect, suitable for an undergraduate educational laboratory or as a tabletop demonstration in a lecture on nonlinear optics. Such an experiment exploits the formation of a lens in an absorbing medium illuminated by a laser beam with a Gaussian intensity profile. As an absorber, we use a commercial soy sauce, which exhibits a strong thermal lensing effect. Additionally, we show how to measure the radius of a Gaussian beam using the knife-edge method, and how to estimate the focal length of the induced thermal lens.

Development of a Sex Education Syllabus for Health Science at American River College. Emergence of Higher Education in America.

ERIC Educational Resources Information Center

Rasler, Michael L.

This practicum paper discusses the development, evaluation, and revision of a student sex education syllabus at American River College (California). The syllabus is intended to provide an alternative learning format to the traditional lecture format. After a review of the literature, it was decided to use a fill-in or sentence completion format…

Comparison between flipped classroom and team-based learning in fixed prosthodontic education.

PubMed

Nishigawa, Keisuke; Omoto, Katsuhiro; Hayama, Rika; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Shigemoto, Shuji; Ueda, Mayu; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2017-04-01

We previously investigated the effects of team-based learning (TBL) on fixed prosthodontic education and reported that TBL could have higher efficiency with high student satisfaction than traditional lecture. In the current report, we introduced flipped classroom to the fixed prosthodontic education and compared their effectiveness based on the final examination score in addition to TBL. Participants were 41 students from Tokushima University School of Dentistry who attended a fixed prosthodontics course. The first six classes adopted the flipped classroom style while the latter eight classes adopted TBL. To evaluate the relationship between learning styles and their effectiveness, we compared results from the term-end examination between the curriculum covered by flipped classroom and TBL-style classes. To draw comparisons, a referential examination with the same questions was conducted to eight faculty members who had not attended any of these classes. Term-end examination results showed that TBL classes had slightly higher scores than flipped classroom classes. Referential examination results also showed higher scores for the same curriculum and no significant interaction was found between class formats and the term-end and referential examination scores. Analysis revealed no noticeable difference in the effectiveness of the class formats. Our previous study reported that TBL had higher efficiency than traditional style lecture. In the current study, there was no statistical difference in the examination score between flipped classroom and TBL. Therefore, we conclude that both styles are highly effective than traditional style lecture and constitute valid formats for clinical dental education. Copyright © 2016 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

Efficacy and Efficiency of Webcast Orientations Versus Live Resident Orientations: Results of a 2-Year Survey

PubMed Central

Andolsek, Kathryn M.; Murphy, Gwen; Pinheiro, Sandro; Petrusa, Emil; Tuck, Tammy; Weinerth, John

2010-01-01

Background Beginning a graduate medical education training program is associated with a steep learning curve for incoming residents. Objective To compare the efficacy and efficiency of live versus webcast formats for Institutional Orientation. Methods This 2-year non-blinded study, with a nonrandomized cohort, compares outcomes for trainees oriented Summer 2005 in a ‘‘live-lecture’’ format with trainees oriented Summer 2006 using a webcast format. Outcomes include posttest success, the time required, presentation quality and utility, and cost. Results In 2005, 249 trainees attended the live orientation. Of the 211 who completed the posttest; 132 (63%) passed it within 3 attempts. Of the 241 trainees in 2006, 236 completed the posttest. Of these, 215 (91%) passed it within 3 attempts. Compared to the live-lecture cohort, the webcast cohort rated the posttest as more difficult. Despite performing better, significantly fewer trainees in the webcast cohort rated the posttest as “appropriate” (χ2 =  5 28.57, df 5 1, P , .001). There were no significant differences between the 2 groups on their perceptions of quality and utility of the presentations. While the first year cost of the webcast exceeded that of live lectures, the amortized cost was nearly identical to the live-lecture costs. Discussion As corroborated by resident comments, the web-based approach was more effective because it provided trainees flexibility regarding when to study, options on how to view the material, and opportunities to review it if needed for mastery. We plan to continue using the webcast strategy, revising the content as needed. PMID:21975900

USGS Training in Afghanistan: Modern Earthquake Hazards Assessments

NASA Astrophysics Data System (ADS)

Medlin, J. D.; Garthwaite, M.; Holzer, T.; McGarr, A.; Bohannon, R.; Bergen, K.; Vincent, T.

2007-05-01

Afghanistan is located in a tectonically active region where ongoing deformation has generated rugged mountainous terrain, and where large earthquakes occur frequently. These earthquakes can present a significant hazard, not only from strong ground shaking, but also from liquefaction and extensive land sliding. The magnitude 6.1 earthquake of March 25, 2002 highlighted the vulnerability of Afghanistan to such hazards, and resulted in over 1000 fatalities. The USGS has provided the first of a series of Earth Science training courses to the Afghan Geological Survey (AGS). This course was concerned with modern earthquake hazard assessments, and is an integral part of a larger USGS effort to provide a comprehensive seismic-hazard assessment for Afghanistan. Funding for these courses is provided by the US Agency for International Development Afghanistan Reconstruction Program. The particular focus of this training course, held December 2-6, 2006 in Kabul, was on providing a background in the seismological and geological methods relevant to preparing for future earthquakes. Topics included identifying active faults, modern tectonic theory, geotechnical measurements of near-surface materials, and strong-motion seismology. With this background, participants may now be expected to educate other members of the community and be actively involved in earthquake hazard assessments themselves. The December, 2006, training course was taught by four lecturers, with all lectures and slides being presented in English and translated into Dari. Copies of the lectures were provided to the students in both hardcopy and digital formats. Class participants included many of the section leaders from within the AGS who have backgrounds in geology, geophysics, and engineering. Two additional training sessions are planned for 2007, the first entitled "Modern Concepts in Geology and Mineral Resource Assessments," and the second entitled "Applied Geophysics for Mineral Resource Assessments."

Medical students' evaluation of physiology learning environments in two Nigerian medical schools.

PubMed

Anyaehie, U S B; Nwobodo, E; Oze, G; Nwagha, U I; Orizu, I; Okeke, T; Anyanwu, G E

2011-06-01

The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomings, and prescriptions for improvements. The results confirm declining interest in didactic lectures and practical sessions with preferences for peer-tutored discussion classes, which were considered more interactive and interesting. This study recommends more emphasis on student-centered learning with alternatives to passive lecture formats and repetitive cookbook practical sessions. The institutionalization of student feedback processes in Nigerian medical schools is also highly recommended.

Use of tangential visual symbols to increase the long-term learning process: applications of linkage in teaching pharmacological principles of addiction.

PubMed

Giannini, A J; Giannini, J N; Condon, M

2000-07-01

Medieval and Renaissance teaching techniques using linkage between course content and tangentially related visual symbols were applied to the teaching of the pharmacological principles of addiction. Forty medical students randomly divided into two blinded groups viewed a lecture. One lecture was supplemented by symbolic slides, and the second was not. Students who viewed symbolic slides had significantly higher scores in a written 15-question multiple-choice test 30 days after the lecture. These results were consistent with learning and semiotic models. These models hypothesize a linkage between conceptual content and perception of visual symbols that thereby increases conceptual retention. Recent neurochemical research supports the existence of a linkage between two chemically distinct memory systems. Simultaneous stimulation of both chemical systems by teaching formats similar to those employed in the study can augment neurochemical signaling in the neocortex.

Increasing faculty participation in resident education and providing cost-effective self-assessment module credit to faculty through resident-generated didactics.

PubMed

Kim, Hyun; Malatesta, Theresa M; Anné, Pramila R; McAna, John; Bar-Ad, Voichita; Dicker, Adam P; Den, Robert B

Board certified radiation oncologists and medical physicists are required to earn self-assessment module (SAM) continuing medical education (CME) credit, which may require travel costs or usage fees. Data indicate that faculty participation in resident teaching activities is beneficial to resident education. Our hypothesis was that providing the opportunity to earn SAM credit in resident didactics would increase faculty participation in and improve resident education. SAM applications, comprising CME certified category 1 resident didactic lectures and faculty-generated questions with respective answers, rationales, and references, were submitted to the American Board of Radiology for formal review. Surveys were distributed to assess main academic campus physician, affiliate campus physician, physicist, and radiation oncology resident impressions regarding the quality of the lectures. Survey responses were designed in Likert-scale format. Sign-test was performed with P < .05 considered statistically different from neutral. First submission SAM approval was obtained for 9 of 9 lectures to date. A total of 52 SAM credits have been awarded to 4 physicists and 7 attending physicians. Main academic campus physician and affiliate campus physician attendance increased from 20% and 0%, respectively, over the 12 months preceding CME/SAM lectures, to 55.6% and 20%, respectively. Survey results indicated that the change to SAM lectures increased the quality of resident lectures (P = .001), attending physician participation in resident education (P < .0001), physicist involvement in medical resident education (P = .0006), and faculty motivation to attend resident didactics (P = .004). Residents reported an increased amount of time required to prepare lectures (P = .008). We are the first department, to our knowledge, to offer SAM credit to clinical faculty for participation in resident-generated didactics. Offering SAM credit at resident lectures is a cost-effective alternative to purchasing SAM resources, increases faculty attendance, and may improve the quality of radiation oncology resident education. Copyright © 2016 American Society for Radiation Oncology. Published by Elsevier Inc. All rights reserved.

The effectiveness of computer-generated 3D animations in inquiry chemistry laboratory

NASA Astrophysics Data System (ADS)

Theall, Rachel Morgan

It has been shown that students need a molecular-level understanding of substances in order to comprehend chemistry. For solid structures, atomic-level understanding requires students to learn additional and different concepts than for other states of matter. To aid understanding, animations were created to model unit cell structures and depict the properties of unit cells. In order to determine if these animations are helpful to students, they were tested during a laboratory exercise in which students had previously been using model kits and images from textbooks to learn about solid structures. Students evaluated in this study were from two lecture sections of general chemistry, one that routinely used animations during lecture and one that used a more traditional lecture format that did not include animations or models. Twelve laboratory sections of these lectures, taught by six different instructors each teaching two sections, were chosen for participation. One section for each instructor was given the animations as an optional tool for completing the laboratory assignment, which consisted of questions about unit cells and crystal structures. The results of the study indicate that students who looked at the animations performed significantly better on the assignment. For the control group, students who routinely viewed multiple representations of chemistry in lecture performed significantly better on the lab assignment than students in the lecture section where chemistry concepts were only presented on the chalkboard and overhead projector. Students in the traditional lecture section also had significantly less appreciation for the model kits used in the laboratory than students in the other lecture section. Observations of students in the lab combined with statistical results led to the revision of the solid structures investigation. Additional animations were created and inserted into the module that covered areas where students indicated more help was needed. Movies of "real life" chemistry were also incorporated into the module to help students relate the investigation to prior knowledge.

Integrating Prevention into Obstetrics/Gynecology.

ERIC Educational Resources Information Center

Carey, J. Christopher

2000-01-01

Discusses formats to teach preventive medicine in obstetrics and gynecology (including learning objectives, lectures/seminars, and rounds/office practice) and evaluation methods (oral examinations, computerized question banks, objective structured clinical examinations). Offers examples from specific programs at American medical schools, including…

The Pedagogical Value of the Lecture Method: The Case of a Non-Formal Education Programme in Ghana

ERIC Educational Resources Information Center

Addae, David; Quan-Baffour, Kofi

2018-01-01

Adult learning rests on the foundation of learner experience and involvement in the teaching and learning process. The methods employed in facilitating adult learning have to a large extent sought to place the learner at the centre of the entire teaching and learning encounter. The lecture method is one of the many methods used to facilitate…

Using a Simple, Free Voice-over-Internet Protocol Service to Add Interest to Lectures and Enhance Student Engagement

ERIC Educational Resources Information Center

Beaton, Susan J.; Forster, Peter M.

2013-01-01

A large proportion of students in higher education report feeling bored during lectures, for example, Mann and Robinson (2009) put this figure at 60 per cent. This short article reviews our experiences of using a simple, free Voice-over-Internet Protocol (VoIP) service, Skype, to enhance the interest and engagement of students by holding a…

"MyWallMate": An Investigation into the Use of Mobile Technology in Enhancing Student Engagement

ERIC Educational Resources Information Center

Dobbins, Chelsea; Denton, Philip

2017-01-01

This paper is a report of an investigation in which mobile technologies were used during large lecture-type sessions in tandem with the Textwall™ software. This online program is able to receive and present messages from students' devices that the lecturer may then share. It also can be used to collect student votes on multiple-choice questions,…

(R)evolution in American Higher Education. David Dodds Henry Lecture (14th, Chicago, Illinois, December 4, 1992).

ERIC Educational Resources Information Center

Langenberg, Donald N.

In this lecture, one of a series given annually at the University of Illinois at Chicago (UIC), the chancellor of the University of Maryland System said that a revolution is underway in American higher education. This revolution is tied to major transformations in society at large to which higher education must respond. The most pressing symptom…

Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning. NBER Working Paper No. 16089

ERIC Educational Resources Information Center

Figlio, David N.; Rush, Mark; Yin, Lu

2010-01-01

This paper presents the first experimental evidence on the effects of live versus internet media of instruction. Students in a large introductory microeconomics course at a major research university were randomly assigned to live lectures versus watching these same lectures in an internet setting, where all other factors (e.g., instruction,…

Pedagogic discourse in introductory classes: Multi-dimensional analysis of textbooks and lectures in biology and macroeconomics

NASA Astrophysics Data System (ADS)

Carkin, Susan

The broad goal of this study is to represent the linguistic variation of textbooks and lectures, the primary input for student learning---and sometimes the sole input in the large introductory classes which characterize General Education at many state universities. Computer techniques are used to analyze a corpus of textbooks and lectures from first-year university classes in macroeconomics and biology. These spoken and written variants are compared to each other as well as to benchmark texts from other multi-dimensional studies in order to examine their patterns, relations, and functions. A corpus consisting of 147,000 words was created from macroeconomics and biology lectures at a medium-large state university and from a set of nationally "best-selling" textbooks used in these same introductory survey courses. The corpus was analyzed using multi-dimensional methodology (Biber, 1988). The analysis consists of both empirical and qualitative phases. Quantitative analyses are undertaken on the linguistic features, their patterns of co-occurrence, and on the contextual elements of classrooms and textbooks. The contextual analysis is used to functionally interpret the statistical patterns of co-occurrence along five dimensions of textual variation, demonstrating patterns of difference and similarity with reference to text excerpts. Results of the analysis suggest that academic discourse is far from monolithic. Pedagogic discourse in introductory classes varies by modality and discipline, but not always in the directions expected. In the present study the most abstract texts were biology lectures---more abstract than written genres of academic prose and more abstract than introductory textbooks. Academic lectures in both disciplines, monologues which carry a heavy informational load, were extremely interactive, more like conversation than academic prose. A third finding suggests that introductory survey textbooks differ from those used in upper division classes by being relatively less marked for information density, abstraction, and non-overt argumentation. In addition to the findings mentioned here, numerous other relationships among the texts exhibit complex patterns of variation related to a number of situational variables. Pedagogical implications are discussed in relation to General Education courses, differing student populations, and the reading and listening demands which students encounter in large introductory classes in the university.

Novel educational approach for medical students: improved retention rates using interactive medical software compared with traditional lecture-based format.

PubMed

Subramanian, Anuradha; Timberlake, Matthew; Mittakanti, Harsha; Lara, Michael; Brandt, Mary L

2012-01-01

Mannequin and computer-based simulators are useful for the practice of patient management, physical procedures, and competency. However, they are ineffective in teaching clinical medicine. StepStone Interactive Medical Software (SS) is a web-based medical learning modality that provides the user with a highly focused set of evaluative and interventional tasks to treat memorable virtual patients in a visual case-based format. To determine whether the SS learning modality is superior to traditional lecture format in medical student learning and retention. After Institutional Review Board (IRB) approval was obtained and the consents were signed, 30 third-year medical students were assigned randomly to 2 groups of 15 students each: The control group received two 30-minute PowerPoint lectures (Microsoft Corporation, Redmond, Washington) about torsades de pointes (TdP) and pulseless electrical activity (PEA), and the SS group was given 1 hour to review 2 SS cases teaching TdP and PEA. A preintervention test was given to assess their baseline knowledge. An immediate postintervention test was given to both groups. Twenty-two days later, a long-term retention test was administered. The results were analyzed using a Student t test for continuous variables. The mean scores for the preintervention test in the control and SS groups were 44.9 ± 3% and 44.1 ± 2%, respectively (p = 0.41). The mean scores for the postintervention test in the control and SS groups were 61.7 ± 2% and 86.7 ± 2%, respectively (p < 0.001). Improvement from baseline knowledge was calculated, and the mean improvement was 16.8 ± 3% in the control group and 42.5 ± 2% in the SS group (p < 0.001). The long-term retention test revealed the mean scores of 55.8 ± 3% in the control group and 70.1 ± 3% in the SS group (p < 0.001). Long-term improvement from baseline knowledge was calculated and the control group improved by 10.9 ± 4%, whereas the SS group improved by 26 ± 3% (p = 0.002). The SS learning modality demonstrated a significant improvement in student learning retention compared to traditional didactic lecture format. SS is an effective web-based medical education tool. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Simulated Crisis in Obstetric Anesthesia: Design and Evaluation of a Distance Education Presentation

PubMed Central

Murray, W. Bosseau; Schneider, Art; Underberg, Karin; Henry, Jody; Foster, Pat; Vaduva, Sorin; Venable, J. Clark; Shindel, Michelle

2001-01-01

Patient simulators are useful tools for training residents and all levels of medical personnel. Simulator usefulness, in small group sessions, is limited by the costs of training large numbers of people. We present an interrupted methodology designed to involve a large group at a location remote from the simulator. The goal was to enable the remote participants to take part in decision making while under time pressure. Two volunteers were chosen as hands-on participants while eighteen remaining anesthesiology residents observed from a lecture room via a closed circuit audio/video feed. A series of five crises in obstetric anesthesia was presented. After each crisis the simulation was paused and the observers were given three minutes to formulate a differential diagnosis and plan to be carried out. At the end of the session facilitators led a debriefing session with all participants. Surveys completed after the simulation indicated that most residents felt personally involved in the simulation, despite being physically removed from it. Surveys also showed that residents believed they learned more from this format than they would have from a lecture. Residents recalled an average of 3.4 crises two days after the session. This paper presents a model for distance education using a simulator and shows that residents believed remote, interrupted, interactive simulator training is valuable. The interrupted nature and involvement of remotely located peers differentiate this methodology from a passive viewing of a remote session. Further study is warranted to quantify the effectiveness of group and/or distance training with a simulator. PMID:27175412

PREFACE: Proceedings of the 7th Edoardo Amaldi Conference on Gravitational Waves (Amaldi7), Sydney Convention and Exhibition Centre, Darling Harbour, Sydney, Australia, 8 14 July 2007

NASA Astrophysics Data System (ADS)

Scott, Susan M.; McClelland, David E.

2008-07-01

At GR17 in Dublin in 2004, it was decided to hold GR18 in Sydney in 2007. Every six years, the GR conference (held every three years) and Amaldi meeting (held every two years) occur in the same year around July. This was to be the case in 2007. By mutual agreement of the International Society on General Relativity and Gravitation (ISGRG), which oversees the GR conferences and The Gravitational Wave International Committee (GWIC), which oversees the Amaldi meetings, it was decided to hold these two important conferences concurrently, for the first time, at the same venue, namely Sydney. At a time when the gravitational wave community was beginning to explore the possibility of searches to probe various aspects of the theory, the vision was to bring that community together with the community of gravitational theorists in order to better appreciate the work being done by both parties and to explore possibilities for future research using the mutual expertise. The logistics of running two such large meetings concurrently were considerable. The format agreed upon by the ISGRG and GWIC was the following: common plenary sessions in the mornings from Monday to Friday; six parallel GR workshop sessions and an Amaldi session each afternoon from Monday to Friday (except Wednesday); a combined poster session on Wednesday; a full day of Amaldi sessions on the final day (Saturday). The scientific programme for GR18 was overseen by a Scientific Organising Committee established by the ISGRG and chaired by Professor Sathyaprakash. The scientific programme for Amaldi7 was overseen by GWIC chaired by Professor Cerdonio. One of the highlights of the conferences was the breadth and quality of the plenary programme put together by the scientific committees. Not only did these talks give an excellent snapshot of the entire field at this time, but they also explored the interfaces with other related fields, which proved of special interest to participants. We were given superb overviews of the state of the art of: observational handles on dark energy; collider physics experiments designed to probe cosmology; gravitational dynamics of large stellar systems; and the use of analogue condensed-matter systems in the laboratory to investigate black hole event horizons. In the more mainstream areas we were given timely reviews of: the Gravity Probe B and STEP missions; quasi-local black hole horizons and their applications; cosmic censorship; the spin foam model approach to quantum gravity; the causal dynamical triangulations approach to quantum gravity; superstring theory applied to questions in particle physics; the current status and prospects for gravitational wave astronomy; ground-based gravitational wave detection; and technology developments for the future LISA mission. A special issue of Classical and Quantum Gravity (Volume 25, Number 11, 7 June 2008) is published as the proceedings of GR18 and Amaldi7. It contains the overview articles by the plenary speakers, the summaries of each GR18 workshop parallel session as provided by the workshop chairs, and the highlights of the Amaldi7 meeting as selected by the Amaldi7 chairs. Other Amaldi7 talks and posters appear in this refereed issue of the electronic Journal of Physics: Conference Series. This issue of JPCS and the CQG Special Issue are electronically linked. The conference organisers would like to acknowledge the financial support of: The Australian National University; IUPAP; The Australian Institute of Physics; BHP Billiton; The University of Western Australia; The University of New South Wales; The Institute of Physics; The Gravity Research Foundation; SGI; CosNet; The Australian Mathematical Sciences Institute; Springer; Duraduct; the New South Wales Government; The Australasian Society for General Relativity and Gravitation; the Mexican GR bid; the Centre for Precision Optics; The Anglo-Australian Observatory; Newspec; CSIRO; and The University of Melbourne. We would like to thank the GR18 Scientific Organising Committee, GWIC and the Local Organising Committee for all their hard work in putting together these very successful combined conferences, which attracted 520 participants. Many of the practical aspects of the organisation were handled by the event management company Conexion, and their professionalism, expertise and dedication were greatly appreciated. Finally, we would like to thank all the participants for their lively and colourful contributions to making these conferences a success. Susan M Scott Chair, Local Organising Committee David E McClelland Deputy Chair, Local Organising Committee Centre for Gravitational Physics, The Australian National University, Australia Guest Editors Participants gather prior to opening ceremony Participants gather prior to opening ceremony Participants entering auditorium for opening ceremony Participants entering auditorium for opening ceremony Chair of Local Organising Committee Susan M Scott opening ceremony Chair of Local Organising Committee Susan M Scott opening ceremony President of the International Society on General Relativity and Gravitation Clifford M Will opening ceremony President of the International Society on General Relativity and Gravitation Clifford M Will opening ceremony Amusing moment at opening ceremony Amusing moment at opening ceremony Chair of the Gravitational Wave International Committee James Hough opening ceremony Chair of the Gravitational Wave International Committee James Hough opening ceremony Welcome to the land by traditional land owner Welcome to the land by traditional land owner Welcome to the land by traditional land owner Welcome to the land by traditional land owner First plenary speaker Stan E Whitcomb First plenary speaker Stan E Whitcomb Exhibition booth Australian National University College of Science Kimberley Heenan (left), Lachlan McCalman (right) Exhibition booth Australian National University College of Science Kimberley Heenan (left), Lachlan McCalman (right) Exhibition booth Springer Exhibition booth Springer Exhibition booth GR19 Mexico City Exhibition booth GR19 Mexico City Amaldi7 posters Amaldi7 posters Participants gather before Kip Thorne's public lecture Participants gather before Kip Thorne's public lecture Participants gather before Kip Thorne's public lecture Participants gather before Kip Thorne's public lecture Entering auditorium for Kip Thorne's public lecture Entering auditorium for Kip Thorne's public lecture Public lecture by Kip Thorne Public lecture by Kip Thorne Public lecture by Kip Thorne Public lecture by Kip Thorne Kip Thorne public lecture Kip Thorne public lecture Kip Thorne public lecture Kip Thorne public lecture Roger Penrose (left), Adam Spencer (right) Roger Penrose (left), Adam Spencer (right) From left to right: John Steele, Susan Scott, Roger Penrose, David McClelland, John Webb, Adam Spencer From left to right: John Steele, Susan Scott, Roger Penrose, David McClelland, John Webb, Adam Spencer Opening of Roger Penrose's public lecture from left to right: John Webb, Adam Spencer, Roger Penrose Opening of Roger Penrose's public lecture from left to right: John Webb, Adam Spencer, Roger Penrose Roger Penrose at opening of his public lecture Roger Penrose at opening of his public lecture Public lecture by Roger Penrose Public lecture by Roger Penrose Public lecture by Roger Penrose Public lecture by Roger Penrose

Teaching medical management and operations engineering for systems-based practice to radiology residents.

PubMed

Brandon, Catherine J; Mullan, Patricia B

2013-03-01

To better prepare radiology residents for providing care within the context of the larger health care system, this study evaluated the feasibility and impact of a curriculum to enhance radiology residents' understanding and ability to apply concepts from medical management and industrial and operational engineering to systems-based practice problems in radiology practice. A multiprofessional team including radiology, medical education, and industrial and operational engineering professionals collaborated in developing a seven-module curriculum, including didactic lectures, interactive large-group analysis, and small-group discussions with case-based radiology examples, which illustrated real-life management issues and the roles physicians held. Residents and faculty participated in topic selection. Pre- and post-instruction formative assessments were administered, and results were shared with residents during teaching sessions. Attendance and participation in case-based scenario resolutions indicate the feasibility and impact of the interactive curriculum on residents' interest and ability to apply curricular concepts to systems-based practice in radiology. Paired t test analyses (P < .05) and effect sizes showed residents significantly increased their knowledge and ability to apply concepts to systems-based practice issues in radiology. Our iterative curriculum development and implementation process demonstrated need and support for a multiprofessional team approach to teach management and operational engineering concepts. Curriculum topics are congruent with Accreditation Council for Graduate Medical Education requirements for systems-based practice. The case-based curriculum using a mixed educational format of didactic lectures and small-group discussion and problem analysis could be adopted for other radiology programs, for both residents and continuing medical education applications. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Should Attendance Be Required in Lecture Classrooms in Dental Education? Two Viewpoints: Viewpoint 1: Attendance in the Lecture Classroom Should Be Required and Viewpoint 2: Attendance Should Not Be Required in the Lecture Classroom.

PubMed

Cutler, Christopher W; Parise, Mary; Seminario, Ana Lucia; Mendez, Maria Jose Cervantes; Piskorowski, Wilhelm; Silva, Renato

2016-12-01

This Point/Counterpoint discusses the long-argued debate over whether lecture attendance in dental school at the predoctoral level should be required. Current educational practice relies heavily on the delivery of content in a traditional lecture style. Viewpoint 1 asserts that attendance should be required for many reasons, including the positive impact that direct contact of students with faculty members and with each other has on learning outcomes. In lectures, students can more easily focus on subject matter that is often difficult to understand. A counter viewpoint argues that required attendance is not necessary and that student engagement is more important than physical classroom attendance. This viewpoint notes that recent technologies support active learning strategies that better engage student participation, fostering independent learning that is not supported in the traditional large lecture classroom and argues that dental education requires assimilation of complex concepts and applying them to patient care, which passing a test does not ensure. The two positions agree that attendance does not guarantee learning and that, with the surge of information technologies, it is more important than ever to teach students how to learn. At this time, research does not show conclusively if attendance in any type of setting equals improved learning or ability to apply knowledge.

Replacing Lectures with Small Groups: The Impact of Flipping the Residency Conference Day

PubMed Central

King, Andrew M.; Mayer, Chad; Barrie, Michael; Greenberger, Sarah; Way, David P.

2018-01-01

The flipped classroom, an educational alternative to the traditional lecture, has been widely adopted by educators at all levels of education and across many disciplines. In the flipped classroom, learners prepare in advance of the face-to-face meeting by learning content material on their own. Classroom time is reserved for application of the learned content to solving problems or discussing cases. Over the past year, we replaced most residency program lectures with small-group discussions using the flipped-classroom model, case-based learning, simulation and procedure labs. In the new model, residents prepared for conference by reviewing a patient case and studying suggested learning materials. Conference day was set aside for facilitated small-group discussions about the case. This is a cross-cohort study of emergency medicine residents who experienced the lecture-based curriculum to residents in the new flipped-classroom curriculum using paired comparisons (independent t-tests) on in-training exam scores while controlling for program year level. We also compared results of the evaluation of various program components. We observed no differences between cohorts on in-training examination scores. Small-group methods were rated the same across program years. Two program components in the new curriculum, an updated format of both adult and pediatric case conferences, were rated significantly higher on program quality. In preparation for didactics, residents in the new curriculum report spending more time on average with outside learning materials, including almost twice as much time reviewing textbooks. Residents found the new format of the case conferences to be of higher quality because of the inclusion of rapid-fire case discussions with targeted learning points. PMID:29383050

Teaching Psychological Defense Mechanisms: "The Defense Mechanisms Game."

ERIC Educational Resources Information Center

Waugh, Charles G.

1980-01-01

Presents the rules for an educational game in which students reinforce psychology lecture material by creating and dramatizing defense mechanisms such as reaction formation, displacement, and fantasy. Provides definitions and examples of the various defense mechanisms that can be portrayed. (JP)

Techniques and methods to guarantee Bologna-conform higher education in GNSS

NASA Astrophysics Data System (ADS)

Mayer, M.

2012-04-01

The Bologna Declaration is aiming for student-centered, outcome-related, and competence-based teaching. In order to fulfill these demands, deep level learning techniques should be used to meet the needs of adult-compatible and self-determined learning. The presentation will summarize selected case studies carried out in the framework of the lecture course "Introduction into GNSS positioning" of the Geodetic Institute of the Karlsruhe Institute of Technology (Karlsruhe, Germany). The lecture course "Introduction into GNSS positioning" is a compulsory part of the Bachelor study course "Geodesy and Geoinformatics" and also a supplementary module of the Bachelor study course "Geophysics". Within the lecture course, basic knowledge and basic principles of Global Navigation Satellite Systems, like GPS, are imparted. The lecture course was migrated starting from a classically designed geodetic lecture course, which consisted of a well-adapted combination of teacher-centered classroom lectures and practical training (e.g., field exercises). The recent Bologna-conform blended learning concepts supports and motivates students to learn more sustainable using online and classroom learning methods. Therefore, an appropriate combination of - classroom lectures: Students and teacher give lectures - practical training: Students select topics individually - online learning: ILIAS (learning management system) is used as data, result, and communication platform. The framing didactical method is based on the so-called anchored instruction approach. Within this approach, an up-to-date scientific GNSS-related paper dealing with the large-scale geodetic project "Fehmarn Belt Fixed Link" is used as anchor. The students have to read the paper individually in the beginning of the semester. This enables them to realize a lot of not-known GNSS-related facts. Therefore, questions can be formulated. The lecture course deals with these questions, in order to answer them. At the end of the lecture course, the author of the scientific paper gave a concluding lecture. Within the presentation, the didactical concept of the enriched blended learning approach is discussed in detail in order to gain insight into the didactical design of the lecture course and the higher education principles taken into account in order to guarantee Bologna-conform teaching and learning.

A model for the use of blended learning in large group teaching sessions.

PubMed

Herbert, Cristan; Velan, Gary M; Pryor, Wendy M; Kumar, Rakesh K

2017-11-09

Although blended learning has the potential to enhance the student experience, both in terms of engagement and flexibility, it can be difficult to effectively restructure existing courses. To achieve these goals for an introductory Pathology course, offered to more than 250 undergraduate students at UNSW Sydney, we devised a novel approach. For each topic presented over 2-3 weeks, a single face-to-face overview lecture was retained. The remaining content that had previously been delivered as conventional lectures was converted into short (12-18 min) online modules. These were based on lecture slides with added animations/highlights, plus narration using edited excerpts of previous lecture recordings. The modules also incorporated interactive questions and review quizzes with feedback which used various question types. Modules were developed in PowerPoint and iSpring and uploaded to Moodle as SCORM packages. Each topic concluded with an interactive large-group session focussing on integration of the content, with in-class questions to which students could respond via the Echo360 Active Learning Platform (ALP). Overall, more than 50% of face-to-face lecture time was replaced by online modules and interactive large-group sessions. Quantitative evaluation data included usage statistics from 264 students and feedback via online survey responses from 41 students. Qualitative evaluation data consisted of reflective commentaries from 160 student ePortfolios, which were analysed to identify factors affecting learning benefits and user acceptability. All of the modules were completed by 74% of students and on average, 83.1% of students eventually passed the optional review quizzes. Notably, 88.4% of students responded to in-class questions during the integration and feedback sessions via the ALP. Student reflections emphasised that the modules promoted understanding, which was reinforced through active learning. The modules were described as enjoyable, motivating and were appreciated for their flexibility, which enabled students to work at their own pace. In transforming this introductory Pathology course, we have demonstrated a model for the use of blended learning in large group teaching sessions, which achieved high levels of completion, satisfaction and value for learning.

The Death of the Dinosaurs: 27 Years Later (LBNL Summer Lecture Series)

ScienceCinema

Muller, Rich [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Dept. of Physics

2017-12-15

Summer Lecture Series 2006: Rich Muller, a Berkeley Lab physicist, discusses Nobel laureate Luis Alvarez and colleagues' 1979 discovery that an asteroid impact killed the dinosaurs. He also discusses what scientists have learned in the subsequent 27 years. Alvarez's team detected unusual amounts of iridium in sedimentary layers. They attributed the excess iridium to an impact from a large asteroid. His talk was presented June 30, 2006.

The Death of the Dinosaurs: 27 Years Later (LBNL Summer Lecture Series)

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

Muller, Rich

2006-06-30

Summer Lecture Series 2006: Rich Muller, a Berkeley Lab physicist, discusses Nobel laureate Luis Alvarez and colleagues' 1979 discovery that an asteroid impact killed the dinosaurs. He also discusses what scientists have learned in the subsequent 27 years. Alvarez's team detected unusual amounts of iridium in sedimentary layers. They attributed the excess iridium to an impact from a large asteroid. His talk was presented June 30, 2006.

Astronomy LITE Demonstrations

NASA Astrophysics Data System (ADS)

Brecher, Kenneth

2006-12-01

Project LITE (Light Inquiry Through Experiments) is a materials, software, and curriculum development project. It focuses on light, optics, color and visual perception. According to two recent surveys of college astronomy faculty members, these are among the topics most often included in the large introductory astronomy courses. The project has aimed largely at the design and implementation of hands-on experiences for students. However, it has also included the development of lecture demonstrations that employ novel light sources and materials. In this presentation, we will show some of our new lecture demonstrations concerning geometrical and physical optics, fluorescence, phosphorescence and polarization. We have developed over 200 Flash and Java applets that can be used either by teachers in lecture settings or by students at home. They are all posted on the web at http://lite.bu.edu. For either purpose they can be downloaded directly to the user's computer or run off line. In lecture demonstrations, some of these applets can be used to control the light emitted by video projectors to produce physical effects in materials (e.g. fluorescence). Other applets can be used, for example, to demonstrate that the human percept of color does not have a simple relationship with the physical frequency of the stimulating source of light. Project LITE is supported by Grant #DUE-0125992 from the NSF Division of Undergraduate Education.

Multilayered and digitally structured presentation formats of trustworthy recommendations: a combined survey and randomised trial

PubMed Central

Vandvik, Per Olav; Alonso-Coello, Pablo; Akl, Elie A; Thornton, Judith; Rigau, David; Adams, Katie; O'Connor, Paul; Guyatt, Gordon; Kristiansen, Annette

2017-01-01

Objectives To investigate practicing physicians' preferences, perceived usefulness and understanding of a new multilayered guideline presentation format—compared to a standard format—as well as conceptual understanding of trustworthy guideline concepts. Design Participants attended a standardised lecture in which they were presented with a clinical scenario and randomised to view a guideline recommendation in a multilayered format or standard format after which they answered multiple-choice questions using clickers. Both groups were also presented and asked about guideline concepts. Setting Mandatory educational lectures in 7 non-academic and academic hospitals, and 2 settings involving primary care in Lebanon, Norway, Spain and the UK. Participants 181 practicing physicians in internal medicine (156) and general practice (25). Interventions A new digitally structured, multilayered guideline presentation format and a standard narrative presentation format currently in widespread use. Primary and secondary outcome measures Our primary outcome was preference for presentation format. Understanding, perceived usefulness and perception of absolute effects were secondary outcomes. Results 72% (95% CI 65 to 79) of participants preferred the multilayered format and 16% (95% CI 10 to 22) preferred the standard format. A majority agreed that recommendations (multilayered 86% vs standard 91%, p value=0.31) and evidence summaries (79% vs 77%, p value=0.76) were useful in the context of the clinical scenario. 72% of participants randomised to the multilayered format vs 58% for standard formats reported correct understanding of the recommendations (p value=0.06). Most participants elected an appropriate clinical action after viewing the recommendations (98% vs 92%, p value=0.10). 82% of the participants considered absolute effect estimates in evidence summaries helpful or crucial. Conclusions Clinicians clearly preferred a novel multilayered presentation format to the standard format. Whether the preferred format improves decision-making and has an impact on patient important outcomes merits further investigation. PMID:28188149

E-learning for medical imaging specialists: introducing blended learning in a nuclear medicine specialist course

PubMed Central

Haslerud, Torjan; Tulipan, Andreas Julius; Gray, Robert M

2017-01-01

Background While e-learning has become an important tool in teaching medical students, the training of specialists in medical imaging is still dominated by lecture-based courses. Purpose To assess the potential of e-learning in specialist education in medical imaging. Material and Methods An existing lecture-based five-day course in Clinical Nuclear Medicine (NM) was enhanced by e-learning resources and activities, including practical exercises. An anonymized survey was conducted after participants had completed and passed the multiple choice electronic course examination. Results Twelve out of 15 course participants (80%) responded. Overall satisfaction with the new course format was high, but 25% of the respondents wanted more interactive elements such as discussions and practical exercises. The importance of lecture handouts and supplementary online material such as selected original articles and professional guidelines was affirmed by all the respondents (92% fully, 8% partially), while 75% fully and 25% partially agreed that the lectures had been interesting and relevant. Conclusion E-learning represents a hitherto unrealized potential in the education of medical specialists. It may expedite training of medical specialists while at the same time containing costs. PMID:28804642

Mechanical Resonance Displaying Changes in Phase to Large Audiences.

ERIC Educational Resources Information Center

Dorner, R.; And Others

1995-01-01

Describes a lecture demonstration apparatus for displaying free and forced oscillations of a mechanical system to a large class. Discusses the Blinking Diode Display and the Standing Wave description. Contains 20 references. (JRH)

Identifying Communication Barriers to Learning in Large Group Accounting Instruction.

ERIC Educational Resources Information Center

Doran, Martha S.; Golen, Steven

1998-01-01

Classroom communication barriers were identified by 291 financial accounting and 372 managerial accounting students. Both groups thought the greatest problems in large group instruction were too much information given in lectures, large class size, and lack of interest in the subject matter. (SK)

The Science on Saturday Program at Princeton Plasma Physics Laboratory

NASA Astrophysics Data System (ADS)

Bretz, N.; Lamarche, P.; Lagin, L.; Ritter, C.; Carroll, D. L.

1996-11-01

The Science on Saturday Program at Princeton Plasma Physics Laboratory consists of a series of Saturday morning lectures on various topics in science by scientists, engineers, educators, and others with an interesting story. This program has been in existence for over twelve years and has been advertised to and primarily aimed at the high school level. Topics ranging from superconductivity to computer animation and gorilla conservation to pharmaceutical design have been covered. Lecturers from the staff of Princeton, Rutgers, AT and T, Bristol Meyers Squibb, and many others have participated. Speakers have ranged from Nobel prize winners, astronauts, industrialists, educators, engineers, and science writers. Typically, there are eight to ten lectures starting in January. A mailing list has been compiled for schools, science teachers, libraries, and museums in the Princeton area. For the past two years AT and T has sponsored buses for Trenton area students to come to these lectures and an effort has been made to publicize the program to these students. The series has been very popular, frequently overfilling the 300 seat PPPL auditorium. As a result, the lectures are videotaped and broadcast to a large screen TV for remote viewing. Lecturers are encouraged to interact with the audience and ample time is provided for questions.

Interactive lectures: Clickers or personal devices?

PubMed

Morrell, Lesley J; Joyce, Domino A

2015-01-01

Audience response systems ('clickers') are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students' personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation.

Interactive lectures: Clickers or personal devices?

PubMed Central

Morrell, Lesley J.; Joyce, Domino A.

2015-01-01

Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation. PMID:26594327

Breaking Bad News in obstetrics: a randomized trial of simulation followed by debriefing or lecture.

PubMed

Karkowsky, Chavi Eve; Landsberger, Ellen J; Bernstein, Peter S; Dayal, Ashlesha; Goffman, Dena; Madden, Robert C; Chazotte, Cynthia

2016-11-01

Although communication skills represent an increasingly important aspect of medical care, little has been done to assess the best method of teaching these skills. Our study was designed to assess simulation-debriefing compared to lecture in teaching skills for Breaking Bad News (BBN) in obstetrics. This is a randomized prospective trial of house staff from a large academic medical center. Subjects initially underwent baseline simulation, followed by evaluation on BBN skills by themselves, a faculty observer, and the standardized patient (SP). The subjects were then immediately randomized to a debriefing session by faculty or to a lecture about BBN. Subsequently, both groups underwent a second simulation with the same three assessments, yielding post-intervention data. 35 subjects completed both simulations. Both debriefing and lecture curricula showed improvement in scores by self (p = 0.010) and faculty (p < 0.001). The debriefing group improved significantly more than the lecture group for self-evaluation; additionally, improvements were greater for the debrief group in verbal and nonverbal skills. Long-term follow-up three months after both interventions demonstrated continued improvement in BBN. Simulation training with debriefing is effective for teaching communication skills, and superior to lecture for self-perceived improvement. Long-term follow-up suggested retention of confidence in BBN skills.

Impact of a Human Sexuality Program on Sex Related Knowledge, Attitudes, Behavior and Guilt of College Students

ERIC Educational Resources Information Center

Bernard, Harold S.; Schwartz, Allan J.

1977-01-01

This study attempts to assess whether a human sexuality course, which combines lecture and small group discussion formats, results in changes in sex related knowledge, attitudes, behavior, and three dimensions of guilt. (Author)

Flipping & Clicking Your Way to Higher-Order Learning

ERIC Educational Resources Information Center

Garver, Michael S.; Roberts, Brian A.

2013-01-01

This innovative system of teaching and learning includes the implementation of two effective learning technologies: podcasting ("flipping") and classroom response systems ("clicking"). Students watch lectures in podcast format before coming to class, which allows the "entire" class period to be devoted to active…

Combining Chemistry and Music to Engage Student Interest: Using Songs to Accompany Selected Chemical Topics

ERIC Educational Resources Information Center

Last, Arthur M.

2009-01-01

The use of recorded music to add interest to a variety of lecture topics is described. Topics include the periodic table, the formation of ionic compounds, thermodynamics, carbohydrates, nuclear chemistry, and qualitative analysis. (Contains 1 note.)

Measuring Student Engagement in a Flipped Athletic Training Classroom

ERIC Educational Resources Information Center

Thompson, Gayle A.; Ayers, Suzan F.

2015-01-01

Context: "Active learning" describes any instructional approach that fosters student engagement in the content and is believed to promote critical thinking more fully than do traditional lecture formats. Objective: Investigate student engagement, specifically professional relevance and peer interaction, with active learning techniques…

Effectiveness of Podcasts Delivered on Mobile Devices as a Support for Student Learning During General Chemistry Laboratories

NASA Astrophysics Data System (ADS)

Powell, Cynthia B.; Mason, Diana S.

2013-04-01

Chemistry instructors in teaching laboratories provide expert modeling of techniques and cognitive processes and provide assistance to enrolled students that may be described as scaffolding interaction. Such student support is particularly essential in laboratories taught with an inquiry-based curriculum. In a teaching laboratory with a high instructor-to-student ratio, mobile devices can provide a platform for expert modeling and scaffolding during the laboratory sessions. This research study provides data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting. Podcasts with audio and visual tracks covering essential laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones® or iPod touches®. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and student laboratory teams, and student performance on graded assignments. Data analysis indicates that on average the podcast treatment laboratory teams accessed a podcast 2.86 times during the laboratory period during each week that podcasts were available. Comparison of interaction data for the lecture treatment laboratory teams and podcast treatment laboratory teams reveals that scaffolding interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre-laboratory lecture. The implication of the results is that student laboratory teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format than in a pre-laboratory lecture format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students who demonstrated a high level of class participation in the concurrent general chemistry lecture course; for this sub-group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group.

Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Kenyan Universities

ERIC Educational Resources Information Center

Pete, Judith; Mulder, Fred; Neto, Jose Dutra Oliveira

2017-01-01

In order to obtain a fair "OER picture" for the Global South a large-scale study has been carried out for a series of countries, including Kenya. In this paper we report on the Kenya study, run at four universities that have been selected with randomly sampled students and lecturers. Empirical data have been generated by the use of a…

Active Learning Techniques Applied to an Interdisciplinary Mineral Resources Course.

NASA Astrophysics Data System (ADS)

Aird, H. M.

2015-12-01

An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.

[The current clinical laboratory in the public health system and medical science: a lecture].

PubMed

Men'shikov, V V

2011-11-01

The analytic and diagnostic possibilities of current clinical laboratories are discussed. The roles of laboratory information in the formation of new research directions are characterized. The proposals on the development of economic basics of the development of laboratory medicine.

Screen-Capture Instructional Technology: A Cognitive Tool for Blended Learning

ERIC Educational Resources Information Center

Smith, Jeffrey George

2012-01-01

Little empirical investigation has been conducted on high school students and teachers using online instructional multimedia developed entirely from the classroom teacher's traditional live-lecture format. This study investigated academic achievement, engagement, preference, and curriculum development using screen-capture instructional…

An "Environmental Issues in Agronomy" Course.

ERIC Educational Resources Information Center

Barbarick, K. A.

1992-01-01

Describes and evaluates the format and grading procedure of an Environmental Agronomy course offered at Colorado State University. Teaching methods include videotape use, field trips, and lectures addressing topics such as integrated pest management, land application of sewage sludge, pesticide degradation, and organic farming. Standard course…

Purpose and Preference in Educational Podcasting

ERIC Educational Resources Information Center

Van Zanten, Rob; Somogyi, Simon; Curro, Gina

2012-01-01

The application of podcasting for educational purposes is growing fast in universities. There are several benefits of this asynchronous, direct communication and interaction between teacher and student. Nonetheless, the benefits, the pedagogical value of podcasting the traditional lecture format, have come into question. Furthermore, issues have…

Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom

PubMed Central

Gross, David; Pietri, Evava S.; Anderson, Gordon; Moyano-Camihort, Karin; Graham, Mark J.

2015-01-01

Active-learning environments such as those found in a flipped classroom are known to increase student performance, although how these gains are realized over the course of a semester is less well understood. In an upper-level lecture course designed primarily for biochemistry majors, we examine how students attain improved learning outcomes, as measured by exam scores, when the course is converted to a more active flipped format. The context is a physical chemistry course catering to life science majors in which approximately half of the lecture material is placed online and in-class problem-solving activities are increased, while total class time is reduced. We find that exam performance significantly improves by nearly 12% in the flipped-format course, due in part to students interacting with course material in a more timely and accurate manner. We also find that the positive effects of the flipped class are most pronounced for students with lower grade point averages and for female students. PMID:26396151

Studio Physics at the Colorado School of Mines: A model for iterative development and assessment

NASA Astrophysics Data System (ADS)

Kohl, Patrick; Kuo, Vincent

2009-05-01

The Colorado School of Mines (CSM) has taught its first-semester introductory physics course using a hybrid lecture/Studio Physics format for several years. Based on this previous success, over the past 18 months we have converted the second semester of our traditional calculus-based introductory physics course (Physics II) to a Studio Physics format. In this talk, we describe the recent history of the Physics II course and of Studio at Mines, discuss the PER-based improvements that we are implementing, and characterize our progress via several metrics, including pre/post Conceptual Survey of Electricity and Magnetism (CSEM) scores, Colorado Learning About Science Survey scores (CLASS), failure rates, and exam scores. We also report on recent attempts to involve students in the department's Senior Design program with our course. Our ultimate goal is to construct one possible model for a practical and successful transition from a lecture course to a Studio (or Studio-like) course.

e-Learning versus lecture-based courses in ECG interpretation for undergraduate medical students: a randomized noninferiority study.

PubMed

Montassier, Emmanuel; Hardouin, Jean-Benoît; Segard, Julien; Batard, Eric; Potel, Gilles; Planchon, Bernard; Trochu, Jean-Noël; Pottier, Pierre

2016-04-01

An ECG is pivotal for the diagnosis of coronary heart disease. Previous studies have reported deficiencies in ECG interpretation skills that have been responsible for misdiagnosis. However, the optimal way to acquire ECG interpretation skills is still under discussion. Thus, our objective was to compare the effectiveness of e-learning and lecture-based courses for learning ECG interpretation skills in a large randomized study. We conducted a prospective, randomized, controlled, noninferiority study. Participants were recruited from among fifth-year medical students and were assigned to the e-learning group or the lecture-based group using a computer-generated random allocation sequence. The e-learning and lecture-based groups were compared on a score of effectiveness, comparing the 95% unilateral confidence interval (95% UCI) of the score of effectiveness with the mean effectiveness in the lecture-based group, adjusted for a noninferiority margin. Ninety-eight students were enrolled. As compared with the lecture-based course, e-learning was noninferior with regard to the postcourse test score (15.1; 95% UCI 14.2; +∞), which can be compared with 12.5 [the mean effectiveness in the lecture-based group (15.0) minus the noninferiority margin (2.5)]. Furthermore, there was a significant increase in the test score points in both the e-learning and lecture-based groups during the study period (both P<0.0001). Our randomized study showed that the e-learning course is an effective tool for the acquisition of ECG interpretation skills by medical students. These preliminary results should be confirmed with further multicenter studies before the implementation of e-learning courses for learning ECG interpretation skills during medical school.

Evaluation of a university general education health and wellness course delivered by lecture or online.

PubMed

Hager, Ronald; George, James D; LeCheminant, James D; Bailey, Bruce W; Vincent, William J

2012-01-01

To assess a single-semester university general education (GE) health and wellness course influence on physical activity (PA) and dietary habits among university students and to compare the course delivered through lecture or online for these outcomes. A 15-week intervention with pre-post one-group design, allowing for comparative assessments in dietary and PA habits across time by delivery method (classroom lecture vs. online). A large Western university. Participants (n = 1638, female; n = 1333, male) were 82% university freshman or sophomores. Participants were required to take a GE health and wellness course either by classroom lecture or online. The lecture and online curriculum content were similar. Participation in the study was entirely voluntary and was not connected to course grade. PA and dietary outcomes were determined from questions used in the Behavioral Risk Factor Surveillance System survey and were assessed pre- and post-intervention. Other validated questions were used to assess fitness. The general linear model was utilized to determine group x period interactions when comparing the classroom lecture vs. online course. Students improved overall level of PA by 12%, daily minutes of moderate-intensity PA by 8%, and fitness level by 2%. Students improved fruit/vegetable consumption by 4%, bran/whole grain cereal consumption by 8%, and brown rice/whole wheat bread consumption by 11%. All improvements were statistically significant (p < .001) with percent values indicating the size of the effect. The classroom lecture course yielded stronger improvements in several PA and dietary outcomes than the online course. A single-semester university wellness course may positively influence multiple PA and dietary behaviors; however, classroom lecture may be superior to online delivery.

Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

NASA Astrophysics Data System (ADS)

Ramos, Roberto

We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

Virtual Laboratories to Achieve Higher-Order Learning in Fluid Mechanics

NASA Astrophysics Data System (ADS)

Ward, A. S.; Gooseff, M. N.; Toto, R.

2009-12-01

Bloom’s higher-order cognitive skills (analysis, evaluation, and synthesis) are recognized as necessary in engineering education, yet these are difficult to achieve in traditional lecture formats. Laboratory components supplement traditional lectures in an effort to emphasize active learning and provide higher-order challenges, but these laboratories are often subject to the constraints of (a) increasing student enrollment, (b) limited funding for operational, maintenance, and instructional expenses and (c) increasing demands on undergraduate student credit requirements. Here, we present results from a pilot project implementing virtual (or online) laboratory experiences as an alternative to a traditional laboratory experience in Fluid Mechanics, a required third year course. Students and faculty were surveyed to identify the topics that were most difficult, and virtual laboratory and design components developed to supplement lecture material. Each laboratory includes a traditional lab component, requiring student analysis and evaluation. The lab concludes with a design exercise, which imposes additional problem constraints and allows students to apply their laboratory observations to a real-world situation.

Assessing the flexibility of research-based instructional strategies: Implementing tutorials in introductory physics in the lecture environment

NASA Astrophysics Data System (ADS)

Kryjevskaia, Mila; Boudreaux, Andrew; Heins, Dustin

2014-03-01

Materials from Tutorials in Introductory Physics, originally designed and implemented by the Physics Education Group at the University of Washington, were used in modified form as interactive lectures under conditions significantly different from those suggested by the curriculum developers. Student learning was assessed using tasks drawn from the physics education research literature. Use of tutorials in the interactive lecture format yielded gains in student understanding comparable to those obtained through the canonical tutorial implementation at the University of Washington, suggesting that student engagement with the intellectual steps laid out in the tutorials, rather than the specific strategies used in facilitating such engagement, plays the central role in promoting student learning. We describe the implementation details and assessment of student learning for two different tutorials: one focused on mechanical waves, used at North Dakota State University, and one on Galilean relativity, used at Western Washington University. Also discussed are factors that may limit the generalizability of the results.

Using Portfolios to Engage Introductory Geoscience Students in Their Subject and to Develop Learning Skills.

NASA Astrophysics Data System (ADS)

Boyle, A. P.; Prior, D. J.

2008-12-01

It is often difficult to deal with wide-ranging, exciting geoscience topics at introductory level when the background geoscience knowledge of the incoming students is limited. This means that new students can often be confronted by self-contained, subject-based topics (e.g. introductory mineralogy) and fail to see where the bigger pictures may be. Another issue, partly arising from massification and thus increasing diversity of student cohorts but also to changes in UK school education goals, is the realisation that incoming students have difficulties combining lecture note taking, reading and general organisation of paper-based materials into a learning package that can help them write structured essays. They need help with the transfer from school to university education. Two years ago, a curriculum review provided the opportunity to develop a new module that could address these issues. The module deals with current topics. Students attend a series of 8 lectures given by 8 different faculty staff covering topics like The Origin of the Moon, Earthquake Prediction, Mass Extinctions, Snowball Earth, and Geohazards spread over the introductory year. Each lecturer uses whatever delivery style they want (PowerPoint, chalk and talk), but the lecture must be an illustration of the scientific method dealing with evidence, models and uncertainty, and must direct students towards a range of associated reading. The students develop a portfolio with a section for each lecture topic. Each section contains their notes, annotated copies of the reading and a one page (A4) summary of the main points of the topic, derived from both the notes and reading. The students also develop a glossary of geological terms. In addition, the students must attend 6 extra talks given by guest speakers at either the student society meetings or the departmental seminar series. Assessment is by the portfolio (40%) and a final essay paper (60%). The portfolio is collected in at the end of the first semester and students are given formative feedback that includes an indicative mark not used for summative purposes. The portfolio is collected again before the end of the second semester so that it can be summatively assessed and returned to facilitate revision. Students who receive formative feedback at the end of the first semester typically improve their second semester performance as a result. A significant number of students, in both years this module has run, do not submit their portfolio for formative assessment and it is notable that their second semester performance is not as good. The final essay paper requires one essay to be answered in 60minutes from a choice of two, which themselves are selected from four essay titles given to the students 6 weeks before the examination. Students are informed that their essays must cover lecture material and reading; a key marking descriptor for a good grade at UK universities is 'shows evidence of reading beyond lecture notes'. Student assessment performance has been good and their feedback on the module has positive. Some are clearly transferring their portfolio skills into other modules. The requirement that students attend six extra talks has improved attendances at invited speaker sessions, especially for the student society, but has also had an affective effect by providing the spur for new students to engage more fully with the life of the department and to get stuck into some often challenging geology.

ESnet: Large-Scale Science and Data Management ( (LBNL Summer Lecture Series)

ScienceCinema

Johnston, Bill

2017-12-09

Summer Lecture Series 2004: Bill Johnston of Berkeley Lab's Computing Sciences is a distinguished networking and computing researcher. He managed the Energy Sciences Network (ESnet), a leading-edge, high-bandwidth network funded by DOE's Office of Science. Used for everything from videoconferencing to climate modeling, and flexible enough to accommodate a wide variety of data-intensive applications and services, ESNet's traffic volume is doubling every year and currently surpasses 200 terabytes per month.

Semi automatic indexing of PostScript files using Medical Text Indexer in medical education.

PubMed

Mollah, Shamim Ara; Cimino, Christopher

2007-10-11

At Albert Einstein College of Medicine a large part of online lecture materials contain PostScript files. As the collection grows it becomes essential to create a digital library to have easy access to relevant sections of the lecture material that is full-text indexed; to create this index it is necessary to extract all the text from the document files that constitute the originals of the lectures. In this study we present a semi automatic indexing method using robust technique for extracting text from PostScript files and National Library of Medicine's Medical Text Indexer (MTI) program for indexing the text. This model can be applied to other medical schools for indexing purposes.

Student Blogging about Physics

ERIC Educational Resources Information Center

Daniels, Karen E.

2010-01-01

In traditional introductory physics classes, there is often limited opportunity for students to contribute their own ideas, interests, and experiences as they engage with the subject matter. This situation is exacerbated in university lecture-format classes, where students may not feel comfortable speaking during class. In the last few years,…

Teaching College Microeconomics: Online vs. Traditional Classroom Instruction

ERIC Educational Resources Information Center

McCarty, Cynthia; Bennett, Doris; Carter, Shawn

2013-01-01

The use of online course offerings in college has grown sharply in recent years. Previous research, while limited, is inconclusive in determining expected student performance in online versus a traditional lecture format. This paper focuses specifically on student performance in introductory microeconomics classes, analyzing learning differences…

Teaching Introductory Chemistry with Videocassette Presentations.

ERIC Educational Resources Information Center

Enger, John; And Others

Reported here is the development and evaluation of an extensive series of video-cassette presentations developed for introductory chemical education. In measures of course achievement, students instructed by the video-cassette-discussion format received higher average scores than those taught by live lecture methods. A survey showed that the…

Teaching Biodiversity & Evolution through Travel Course Experiences

ERIC Educational Resources Information Center

Zervanos, Stam. M.; McLaughlin, Jacqueline S.

2003-01-01

Biodiversity is the extraordinary variety of life in this planet. In order to be fully appreciated, biodiversity needs to be experienced firsthand, or "experientially." Thus, the standard classroom lecture format is not the ideal situation for teaching biodiversity and evolutionary concepts, in that student interest and understanding are…

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

Computer versus lecture: a comparison of two methods of teaching oral medication administration in a nursing skills laboratory.

PubMed

Jeffries, P R

2001-10-01

The purpose of this study was to compare the effectiveness of both an interactive, multimedia CD-ROM and a traditional lecture for teaching oral medication administration to nursing students. A randomized pretest/posttest experimental design was used. Forty-two junior baccalaureate nursing students beginning their fundamentals nursing course were recruited for this study at a large university in the midwestern United States. The students ranged in age from 19 to 45. Seventy-three percent reported having average computer skills and experience, while 15% reported poor to below average skills. Two methods were compared for teaching oral medication administration--a scripted lecture with black and white overhead transparencies, in addition to an 18-minute videotape on medication administration, and an interactive, multimedia CD-ROM program, covering the same content. There were no significant (p < .05) baseline differences between the computer and lecture groups by education or computer skills. Results showed significant differences between the two groups in cognitive gains and student satisfaction (p = .01), with the computer group demonstrating higher student satisfaction and more cognitive gains than the lecture group. The groups were similar in their ability to demonstrate the skill correctly. Importantly, time on task using the CD-ROM was less, with 96% of the learners completing the program in 2 hours or less, compared to 3 hours of class time for the lecture group.

Using Technology to Make Connections in the Core Curriculum.

ERIC Educational Resources Information Center

Frost, Christopher J.; Pierson, Michael J.

1998-01-01

An introductory psychology course integrates subject content with other disciplines in multimedia presentations. Comparison of large multimedia and small lecture classes showed that multimedia instruction was effective in teaching large classes without eroding motivation, enabling students to make connections. (SK)

Introducing Contemporary Anthropology: A Team-Taught Course for Large Classes.

ERIC Educational Resources Information Center

Plotnicov, Leonard

1985-01-01

Describes a method of teaching large sections of college introductory anthropology by members of the anthropology faculty giving their best lectures. Presents details of how such a course was initiated, operated, and evaluated at the University of Pittsburgh. (KH)

Bringing the Flipped Classroom to Day 1: A Novel Didactic Curriculum for Emergency Medicine Intern Orientation

PubMed Central

Barrie, Michael G.; Amick, Christopher; Mitzman, Jennifer; Way, David P.; King, Andrew M.

2018-01-01

Most emergency medicine (EM) residency programs provide an orientation program for their incoming interns, with the lecture being the most common education activity during this period. Our orientation program is designed to bridge the gap between undergraduate and graduate medical education by ensuring that all learners demonstrate competency on Level 1 Milestones, including medical knowledge (MK). To teach interns core medical knowledge in EM, we reformulated orientation using the flipped-classroom model by replacing lectures with small group, case-based discussions. Interns demonstrated improvement in medical knowledge through higher scores on a posttest. Evaluation survey results were also favorable for the flipped-classroom teaching format. PMID:29383072

Bringing the Flipped Classroom to Day 1: A Novel Didactic Curriculum for Emergency Medicine Intern Orientation.

PubMed

Barrie, Michael G; Amick, Christopher; Mitzman, Jennifer; Way, David P; King, Andrew M

2018-01-01

Most emergency medicine (EM) residency programs provide an orientation program for their incoming interns, with the lecture being the most common education activity during this period. Our orientation program is designed to bridge the gap between undergraduate and graduate medical education by ensuring that all learners demonstrate competency on Level 1 Milestones, including medical knowledge (MK). To teach interns core medical knowledge in EM, we reformulated orientation using the flipped-classroom model by replacing lectures with small group, case-based discussions. Interns demonstrated improvement in medical knowledge through higher scores on a posttest. Evaluation survey results were also favorable for the flipped-classroom teaching format.

How Effective Is Our Teaching?

NASA Astrophysics Data System (ADS)

Wyckoff, S.

2002-05-01

More than 90% of U.S. university introductory physics courses are taught using lecture methods in spite of the large amount of research indicating that interactive teaching is considerably more effective. A brief overview of physics education research will be given, together with relevant connections with astronomy education research. Large enrollment classrooms have in the past presented obstacles to converting from lecture to interactive teaching. However, classroom communication systems (CCS) now provide a cost-effective way to convert any science classroom into an interactive learning environment. A pretest-posttest study using control groups of ten large enrollment introductory physics courses will be described. A new instrument, the Physics Concept Survey (PCS), developed to measure student understanding of basic concepts will be described, together with a classroom observation instrument, the Reformed Teaching Observation Protocol (RTOP), for measuring the extent that interactive teaching is used in a science classroom. We find that student conceptual understanding was enhanced by a factor of three in the interactive classrooms compared with the traditional lecture (control) courses. Moreover, a correlation between the PCS normalized gains and the RTOP scores is indicative that the interaction in the classrooms is the cause of the students' improved learning of basic physics concepts. This research was funded by the NSF (DUE 9453610).

The strategic use of lecture recordings to facilitate an active and self-directed learning approach.

PubMed

Topale, Luminica

2016-08-12

New learning technologies have the capacity to dramatically impact how students go about learning and to facilitate an active, self-directed learning approach. In U. S. medical education, students encounter a large volume of content, which must be mastered at an accelerated pace. The added pressure to excel on the USMLE Step 1 licensing exam and competition for residency placements, require that students adopt an informed approach to the use of learning technologies so as to enhance rather than to detract from the learning process. The primary aim of this study was to gain a better understanding of how students were using recorded lectures in their learning and how their study habits have been influenced by the technology. Survey research was undertaken using a convenience sample. Students were asked to voluntarily participate in an electronic survey comprised of 27 closed ended, multiple choice questions, and one open ended item. The survey was designed to explore students' perceptions of how recorded lectures affected their choices regarding class participation and impacted their learning and to gain an understanding of how recorded lectures facilitated a strategic, active learning process. Findings revealed that recorded lectures had little influence on students' choices to participate, and that the perceived benefits of integrating recorded lectures into study practices were related to their facilitation of and impact on efficient, active, and self-directed learning. This study was a useful investigation into how the availability of lecture capture technology influenced medical students' study behaviors and how students were making valuable use of the technology as an active learning tool.

Girls' Touch Football, Physical Education: 5551.03.

ERIC Educational Resources Information Center

King, Kathy

This course outline is a guide for teaching basic understanding of fundamental skills and rules of girls' touch football in grades 7-12. The course format includes lectures, demonstrations, practice of basic skills, visual aids, lead-up games, presentation and practice of officiating techniques, tournaments, and written and skills tests. Course…

Drama: Narrative Pedagogy and Socially Challenged Children

ERIC Educational Resources Information Center

Peter, Melanie

2009-01-01

Melanie Peter, Senior Lecturer in Education and Early Childhood at Anglia Ruskin University, argues that the ability to engage in narrative stems from early interactive play formats and is essential for perceiving patterns and sequences in life--the fabric of social understanding. Developing themes set out in her earlier work, this article…

Fast Pitch Softball, Physical Education: 5551.10.

ERIC Educational Resources Information Center

Wilkie, Betty

This course outline is a guide for teaching the principles and fundamentals of softball in grades 7-12. The course format includes lectures, skills practice, films, game situations, class tournaments, and tests that focus on mastery of skills, understanding rules, development of techniques using team strategy and tactics, and class competition.…

General Chemistry for Waste Handlers.

ERIC Educational Resources Information Center

Sixtus, Michael E.

This manual is intended for use in presenting a course which provides the content-specific general chemistry education required for the safety awareness and job enhancement of persons employed as waste handlers. The course, which was designed to be delivered to technicians at job sites in a lecture/demonstration format with several hands-on…

Online Formative Assessment in Higher Education: Its Pros and Cons

ERIC Educational Resources Information Center

Baleni, Zwelijongile Gaylard

2015-01-01

Online and blended learning have become common educational strategy in higher education. Lecturers have to re-theorise certain basic concerns of teaching, learning and assessment in non-traditional environments. These concerns include perceptions such as cogency and trustworthiness of assessment in online environments in relation to serving the…

Using Clinical Gait Case Studies to Enhance Learning in Biomechanics

ERIC Educational Resources Information Center

Chester, Victoria

2011-01-01

Clinical case studies facilitate the development of clinical reasoning strategies through knowledge and integration of the basic sciences. Case studies have been shown to be more effective in developing problem-solving abilities than the traditional lecture format. To enhance the learning experiences of students in biomechanics, clinical case…

Writing Was Everything.

ERIC Educational Resources Information Center

Kazin, Alfred

This book, originally an invited lecture given at Harvard, recounts the formative experiences of Alfred Kazin, a Distinguished Professor of English, Emeritus, at Hunter College and at the Graduate Center of the City University of New York and a well-known literary critic. A blend of autobiography, history, and criticism that moves from New York in…

The Core Course in Medical Microbiology at Baylor College of Medicine

ERIC Educational Resources Information Center

Knight, Vernon; And Others

1978-01-01

Principal features of Baylor's course are annually-revised lecture handouts, medically-oriented laboratory sessions with a manual written especially for the course, and clinical demonstrations of infectious disease. Improvement in student performance seems to be related to the course format, increased teaching proficiency, and allocations of hours…

THE TUTORIAL AND CLINICAL PROGRAM OF TEACHER EDUCATION.

ERIC Educational Resources Information Center

HAZARD, WILLIAM R.

TO EXPLORE THE POTENTIAL OF A TEACHER EDUCATION PROGRAM FOR FRESHMEN EDUCATION MAJORS WHICH EMPHASIZES DIRECT TEACHING EXPERIENCE RATHER THAN THE LECTURE-DISCUSSION FORMAT, THIS EXPERIMENTAL PROGRAM WAS BEGUN IN 1964. ITS STUDENTS COMBINE A FULL ACADEMIC SCHEDULE WITH CLINICAL EXPERIENCES AS TEACHER AIDES, TUTORS, OBSERVERS, AND STUDENT TEACHERS.…

Formation of Novice Business Students' Mental Models through Simulation Gaming

ERIC Educational Resources Information Center

Palmunen, Lauri-Matti; Pelto, Elina; Paalumäki, Anni; Lainema, Timo

2013-01-01

Studies on students' perceptions of learning in business simulations often suggest that students like simulations and view them more positively than both lectures and case discussions. However, research on the actual learning outcomes deriving from participating in business simulations still needs to be pursued. Consequently, the purpose of this…

Students' Response to Traditional and Computer-Assisted Formative Feedback: A Comparative Case Study

ERIC Educational Resources Information Center

Denton, Philip; Madden, Judith; Roberts, Matthew; Rowe, Philip

2008-01-01

The national movement towards progress files, incorporating personal development planning and reflective learning, is supported by lecturers providing effective feedback to their students. Recent technological advances mean that higher education tutors are no longer obliged to return comments in the "traditional" manner, by annotating…

Museum Theatre: Telling Stories through Objects.

ERIC Educational Resources Information Center

Schindel, Dorothy Napp

2002-01-01

Explains that Museum Theatre's goal is to teach through drama by using experiential interpretive strategies that bypass the lecture format. Outlines a production of Museum Theatre which helped a museum redefine itself. Concludes that Museum Theatre helps shift the focus of programming from simple object display to an emphasis on the human…

An Integrated Strategy for Teaching Biochemistry to Biotechnology Specialty Students

ERIC Educational Resources Information Center

Ouyang, Liming; Ou, Ling; Zhang, Yuanxing

2007-01-01

The faculty of biochemistry established an integrated teaching strategy for biotechnology specialty students, by intermeshing the case-study method, web-assistant teaching, and improved lecture format with a brief content and multimedia courseware. Teaching practice showed that the integrated teaching strategy could retain the best features of…

The Environment: Issues and Choices for Society. Second Edition.

ERIC Educational Resources Information Center

ReVelle, Penelope; ReVelle, Charles

This textbook is recommended for use in introductory level Environmental Studies courses. The content and format are designed to accommodate students with various academic backgrounds and to allow for a variety of teaching approaches (such as lectures, discussions, and case studies). Generally, each chapter provides background information, a…

Can Flipping the Classroom Work? Evidence from Undergraduate Chemistry

ERIC Educational Resources Information Center

Casasola, Timothy; Nguyen, Tutrang; Warschauer, Mark; Schenke, Katerina

2017-01-01

Our study describes student outcomes from an undergraduate chemistry course that implemented a flipped format: a pedagogical model that consists of students watching recorded video lectures outside of the classroom and engaging in problem solving activities during class. We investigated whether (1) interest, study skills, and attendance as…

A Model for Teaching Large Classes: Facilitating a "Small Class Feel"

ERIC Educational Resources Information Center

Lynch, Rosealie P.; Pappas, Eric

2017-01-01

This paper presents a model for teaching large classes that facilitates a "small class feel" to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E. P.) has been teaching a 300-student general education critical thinking course for ten years, and the…

Riding a tsunami in ocean science education

NASA Astrophysics Data System (ADS)

Reed, Donald L.

1998-08-01

An experiment began in late 1994 in which the WWW plays a critical role in the instruction of students in an oceanography course for non-majors. The format of the course consists of an equal blend of traditional lectures, tutorial-style exercises delivered from the course WWW site, classroom activities, such as poster presentations and group projects, and field excursions to local marine environments. The driving force behind the technology component of the course is to provide high-quality educational materials that can be accessed at the convenience of the student. These materials include course information and handouts, lecture notes, self-paced exercises, a virtual library of electronic resources, information on newsworthy marine events, and late-breaking oceanographic research that impacts the population of California. The course format was designed to partially meet the demands of today's students, involve students in the learning process, and prepare students for using technology in work following graduation. Students have reacted favorably to the use of the WWW and comments by peers have been equally supportive. Students are more focused in their efforts during the computer-based exercises than while listening to lecture presentations. The implementation of this form of learning, however, has not, as yet, reduced the financial cost of the course or the amount of instructor effort in providing a high quality education. Interactions between the instructor and students have increased significantly as the informality of a computer laboratory promotes individual discussions and electronic communication provides students with easy (and frequent) access to the instructor outside of class.

Classroom Incivilities.

ERIC Educational Resources Information Center

Boice, Bob

1996-01-01

A five-year study of college classroom incivilities (CI) in large survey courses at a large research university found the most problematic to be teachers displaying aloof, distancing mannerisms; teachers discouraging student involvement with fast-paced lectures; student noisiness and indifference; students coming late, leaving early; and students'…

Take-Home Experiments for Large Lecture Classes.

ERIC Educational Resources Information Center

Johnston, Bradley G.; Schroeer, Juergen M.

1992-01-01

Suggests seven take-home experiments geared toward the topic of energy that can be utilized in large, general-education physics classes that do not include laboratory sessions. An appendix provides details for the experiment to measure the heat of fusion of water. (MDH)

Henry Norris Russell's Toronto Lectures

NASA Astrophysics Data System (ADS)

Devorkin, D. H.

1996-12-01

In February 1924, at the invitation of C. A. Chant, Russell presented a set of 14 public lectures on the state of astronomy and astrophysics. Designed to be inspirational, they also reveal Russell's contemporary views on the state of astrophysics as well as his sense of proper practice in astronomy. During his visit, Russell was interviewed by local reporters who asked his opinion about building a large observatory, one of Chant's major projects. What Russell had to say about such ventures did not please Chant one bit.

Unified System Of Data On Materials And Processes

NASA Technical Reports Server (NTRS)

Key, Carlo F.

1989-01-01

Wide-ranging sets of data for aerospace industry described. Document describes Materials and Processes Technical Information System (MAPTIS), computerized set of integrated data bases for use by NASA and aerospace industry. Stores information in standard format for fast retrieval in searches and surveys of data. Helps engineers select materials and verify their properties. Promotes standardized nomenclature as well as standarized tests and presentation of data. Format of document of photographic projection slides used in lectures. Presents examples of reports from various data bases.

The design process of a multimodal module that synthesized knowledge across nursing courses.

PubMed

Wolf, Linda; Rutar, Pamela; Delgado, Cheryl; Niederriter, Joan

2017-05-01

Nursing faculty are being challenged to increase the use of technology in the classroom. Use of technology addresses multiple learning styles, increases student engagement, encourages active learning and improves students' attention. Evaluate student satisfaction to a faculty designed multimedia teaching strategy. Cross sectional design with data collected over six semesters from six cohorts of nursing students. An urban university in the Midwest United States. 154 sophomore generic and accelerated BSN students enrolled in Fundamentals of Nursing; Ninety-nine participants were female (66.9%) and 49 (31.8%) were male. Eighty-three percent were less than 20years to 30years in age. A multimedia teaching strategy developed by three faculty integrating narrated case study, questioning and animation of skills and pathophysiology was implemented during the class session on infection control. At the conclusion, questionnaires were distributed to collect evaluation data. 120 students (77.9%) stated that the animated pathophysiology helped them understand the pathophysiological processes better than lecture alone. When combined with lecture, 121 students or 78.6% reported a better understanding of the material than if presented as lecture alone. 123 (79.9%) of the students stated that watching the animated video improved their understanding of the lecture content. As stated by one student, "I liked the visualization because it helped me further understand the material." 104 (67.5%) stated that presenting course content from multiple courses into one format facilitated the importance of these courses; "I liked that different aspect[s] of nursing were brought together." Use of multimedia in the classroom engages students in the learning process by actively involving students in the learning process as well as facilitating the delivery of difficult course content. Overall, students voiced a preference for all instructional materials to be presented in an animated format. Copyright © 2017 Elsevier Ltd. All rights reserved.

Procedures can be learned on the Web: a randomized study of ultrasound-guided vascular access training.

PubMed

Chenkin, Jordan; Lee, Shirley; Huynh, Thien; Bandiera, Glen

2008-10-01

Web-based learning has several potential advantages over lectures, such as anytime-anywhere access, rich multimedia, and nonlinear navigation. While known to be an effective method for learning facts, few studies have examined the effectiveness of Web-based formats for learning procedural skills. The authors sought to determine whether a Web-based tutorial is at least as effective as a didactic lecture for learning ultrasound-guided vascular access (UGVA). Participating staff emergency physicians (EPs) and junior emergency medicine (EM) residents with no UGVA experience completed a precourse test and were randomized to either a Web-based or a didactic group. The Web-based group was instructed to use an online tutorial and the didactic group attended a lecture. Participants then practiced on simulators and live models without any further instruction. Following a rest period, participants completed a four-station objective structured clinical examination (OSCE), a written examination, and a postcourse questionnaire. Examination results were compared using a noninferiority data analysis with a 10% margin of difference. Twenty-one residents and EPs participated in the study. There were no significant differences in mean OSCE scores (absolute difference = -2.8%; 95% confidence interval [CI] = -9.3% to 3.8%) or written test scores (absolute difference = -1.4%; 95% CI = -7.8% to 5.0%) between the Web group and the didactic group. Both groups demonstrated similar improvements in written test scores (26.1% vs. 25.8%; p = 0.95). Ninety-one percent (10/11) of the Web group and 80% (8/10) of the didactic group participants found the teaching format to be effective (p = 0.59). Our Web-based tutorial was at least as effective as a traditional didactic lecture for teaching the knowledge and skills essential for UGVA. Participants expressed high satisfaction with this teaching technology. Web-based teaching may be a useful alternative to didactic teaching for learning procedural skills.

Preliminary Evaluation of a New Cosmology Curriculum

NASA Astrophysics Data System (ADS)

Coble, Kimberly A.; Martin, Dominique; Hayes, Patrycia; Targett, Tom; Bailey, Janelle M.; Cominsky, Lynn R.

2015-01-01

Informed by our research on student understanding of cosmology, The Big Ideas in Cosmology is an immersive set of web-based learning modules that integrates text, figures, and visualizations with short and long interactive tasks and real cosmological data. This enables the transformation of general education astronomy and cosmology classes from primarily lecture and book-based courses to a more engaging format that builds important STEM skills.During the spring 2014 semester, we field-tested a subset of chapters with the general education astronomy and cosmology classes at Sonoma State University in a flipped-classroom format. We administered pre and post content and attitude assessments in the two flipped classes as well as two lecture classes. The majority of cosmology students had taken astronomy before whereas the astronomy students had not.When switching to an active mode of learning (e.g., flipped classroom instead of lecture), many instructors report pushback from students. We saw this effect from students in course evaluations, who reported dissatisfaction with "having to do more work." However, the students in the flipped section in astronomy made greater gains on the multiple choice content assessment than the students in either of the two lecture sections. On the attitude assessment (the CLASS), the cosmology students made a small shift toward more expert-like opinions. Preliminary results from open-ended content surveys indicate that, prior to instruction, students had difficulty answering 'why' or 'how do we know' questions; that post-instruction, students are less likely to respond "I don't know" or to leave an answer blank; and that students using the modules made gains in their content knowledge.Module development was supported by NASA ROSES E/PO Grant #NNXl0AC89G, the Illinois Space Grant Consortium, the Fermi E/PO program, Sonoma State University's Space Science Education and Public Outreach Group, and Great River Technology/Kendall-Hunt Publishing.

Improving student learning and views of physics in a large enrollment introductory physics class

NASA Astrophysics Data System (ADS)

Salehzadeh Einabad, Omid

Introductory physics courses often serve as gatekeepers for many scientific and engineering programs and, increasingly, colleges are relying on large, lecture formats for these courses. Many students, however, leave having learned very little physics and with poor views of the subject. In interactive engagement (IE), classroom activities encourage students to engage with each other and with physics concepts and to be actively involved in their own learning. These methods have been shown to be effective in introductory physics classes with small group recitations. This study examined student learning and views of physics in a large enrollment course that included IE methods with no separate, small-group recitations. In this study, a large, lecture-based course included activities that had students explaining their reasoning both verbally and in writing, revise their ideas about physics concepts, and apply their reasoning to various problems. The questions addressed were: (a) What do students learn about physics concepts and how does student learning in this course compare to that reported in the literature for students in a traditional course?, (b) Do students' views of physics change and how do students' views of physics compare to that reported in the literature for students in a traditional course?, and (c) Which of the instructional strategies contribute to student learning in this course? Data included: pre-post administration of the Force Concept Inventory (FCI), classroom exams during the term, pre-post administration of the Colorado Learning Attitudes About Science Survey (CLASS), and student work, interviews, and open-ended surveys. The average normalized gain (=0.32) on the FCI falls within the medium-gain range as reported in the physics education literature, even though the average pre-test score was very low (30%) and this was the instructor's first implementation of IE methods. Students' views of physics remained relatively unchanged by instruction. Findings also indicate that the interaction of the instructional strategies together contributed to student learning. Based on these results, IE methods should be adopted in introductory physics classes, particularly in classes where students have low pre-test scores. It is also important to provide support for instructors new to IE strategies.

Same Content, Different Methods: Comparing Lecture, Engaged Classroom, and Simulation.

PubMed

Raleigh, Meghan F; Wilson, Garland Anthony; Moss, David Alan; Reineke-Piper, Kristen A; Walden, Jeffrey; Fisher, Daniel J; Williams, Tracy; Alexander, Christienne; Niceler, Brock; Viera, Anthony J; Zakrajsek, Todd

2018-02-01

There is a push to use classroom technology and active teaching methods to replace didactic lectures as the most prevalent format for resident education. This multisite collaborative cohort study involving nine residency programs across the United States compared a standard slide-based didactic lecture, a facilitated group discussion via an engaged classroom, and a high-fidelity, hands-on simulation scenario for teaching the topic of acute dyspnea. The primary outcome was knowledge retention at 2 to 4 weeks. Each teaching method was assigned to three different residency programs in the collaborative according to local resources. Learning objectives were determined by faculty. Pre- and posttest questions were validated and utilized as a measurement of knowledge retention. Each site administered the pretest, taught the topic of acute dyspnea utilizing their assigned method, and administered a posttest 2 to 4 weeks later. Differences between the groups were compared using paired t-tests. A total of 146 residents completed the posttest, and scores increased from baseline across all groups. The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56). The differences in improvement between engaged classroom and simulation were not statistically significant. Compared to standard lecture, both engaged classroom and high-fidelity simulation were associated with a statistically significant improvement in knowledge retention. Knowledge retention after engaged classroom and high-fidelity simulation did not significantly differ. More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care.

Dissociative conceptual and quantitative problem solving outcomes across interactive engagement and traditional format introductory physics

NASA Astrophysics Data System (ADS)

McDaniel, Mark A.; Stoen, Siera M.; Frey, Regina F.; Markow, Zachary E.; Hynes, K. Mairin; Zhao, Jiuqing; Cahill, Michael J.

2016-12-01

The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present study included both pre- and post-course conceptual-learning assessments and a new quantitative physics problem-solving assessment that included three representative conservation of energy problems from a first-semester calculus-based college physics course. Scores for problem translation, plan coherence, solution execution, and evaluation of solution plausibility were extracted for each problem. Over 450 students in three IE-based sections and two traditional lecture sections taught at the same university during the same semester participated. As expected, the IE-based course produced more robust gains on a Force Concept Inventory than did the lecture course. By contrast, when the full sample was considered, gains in quantitative problem solving were significantly greater for lecture than IE-based physics; when students were matched on pre-test scores, there was still no advantage for IE-based physics on gains in quantitative problem solving. Further, the association between performance on the concept inventory and quantitative problem solving was minimal. These results highlight that improved conceptual understanding does not necessarily support improved quantitative physics problem solving, and that the instructional method appears to have less bearing on gains in quantitative problem solving than does the kinds of problems emphasized in the courses and homework and the overlap of these problems to those on the assessment.

Standing on the shoulders of giants: Star and planet formation in 2010-2020 - The Kenneth Greisen Lecture

NASA Astrophysics Data System (ADS)

McCaughrean, Mark

2008-04-01

Despite centuries of theoretical hypotheses on the origin of our own Sun and its planets, it is only in the past thirty years that we have begun to develop an empirical, observational picture of how stars and planets are forming today throughout our Galaxy and beyond. Driven largely by the advent of infrared and millimetre astronomy in the 1970s and 1980s, progress in the field has accelerated considerably in the past 10 years through the combination of powerful ground- and space-telescopes covering the X-ray, optical, infrared and millimetre, in addition to considerable improvements in theoretical simulations. In this talk, I shall present an overview of recent observational and theoretical work on the birth and early evolution of stars, brown dwarfs, circumstellar disks, jets, outflows, and planetary systems. In doing so, I shall also identify key problems which future facilities, including the next generation of extremely large ground-based telescopes and the NASA/ESA/CSA James Webb Space Telescope, will play vital roles in helping to unravel over the coming decade.

Evaluating the impact of a classroom response system in a microbiology course.

PubMed

Suchman, Erica; Uchiyama, Kay; Smith, Ralph; Bender, Kim

2006-05-01

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor's ability to respond to student's misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors' common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B.

Evaluating the Impact of a Classroom Response System in a Microbiology Course

PubMed Central

SUCHMAN, ERICA; UCHIYAMA, KAY; SMITH, RALPH; BENDER, KIM

2006-01-01

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor’s ability to respond to student’s misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors’ common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B. PMID:23653562

Just do it: flipped lecture, determinants and debate

NASA Astrophysics Data System (ADS)

Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya

2016-08-01

This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills, such as debate, argument and disagreement. The students were told in advance to use the online material to prepare, which had a short handout on matrix determinants posted, as the lesson would be interactive and would rely on them having studied this. At the beginning of the lesson, the two mathematicians worked together to model the skill of professional disagreement, one arguing for the cofactor expansion method and the other for the row reduction method. After voting for their preferred method, the students worked in small groups on examples to defend their choice. Each group elected a spokesperson and a political style debate followed as the students argued the pros and cons of each technique. Although one lecture does not establish whether the flipped lecture model is preferable for student instruction, the paper presents a case study for pursuing this approach and for further research on incorporating this style of teaching in Science, Technology, Engineering and Mathematics subjects.

Individual response technology to promote active learning within the caring sciences: An experimental research study.

PubMed

Hedén, Lena; Ahlstrom, Linda

2016-01-01

One major challenge in delivering lectures to large and diverse classes is the maintenance of a high standard of lecturing in order to engage students and increase their participation and involvement. The lecturer's assignment is to arrange and prepare the lecture before teaching, hence enabling students' enhanced learning. Individual response technology could encourage students' active learning and activate higher cognitive levels. The aim of this study was to evaluate individual response technology as a complement during lectures for students in higher education, in terms of the students' experiences of participation, engagement, and active learning. Also of interest was whether this technology can be considered a supportive technical system. Data were collected through a questionnaire where levels of each condition were reported on a numeric rating scale (0-10) at baseline and after the introduction of individual response technology. To get a broader perspective, two types of lectures (pediatric and statistical) were included, giving a total of four assessment times. The participants comprised 59 students in Bachelor of Nursing program at a Swedish metropolitan university. Overall, when individual response technology was used, students reported increased experience of engagement (n=82, mean 6.1 vs. n=65, mean 7.3, p<0.001), participation (n=92, mean 6.1 vs. n=79, mean 7.7, p<0.001), and active learning (n=92, mean 7.3 vs. n=79, mean 8.2 p<0.001). Additionally, the students experienced this technology as a supportive technical system during lectures (mean 6.6 vs. mean 8.1, p<0.001). The use of individual response technology during teaching is one way to enhance students' experiences of engagement, participation, and learning within the caring sciences. Copyright © 2015 Elsevier Ltd. All rights reserved.

Is lecture dead? A preliminary study of medical students' evaluation of teaching methods in the preclinical curriculum.

PubMed

Zinski, Anne; Blackwell, Kristina T C Panizzi Woodley; Belue, F Mike; Brooks, William S

2017-09-22

To investigate medical students' perceptions of lecture and non-lecture-based instructional methods and compare preferences for use and quantity of each during preclinical training. We administered a survey to first- and second-year undergraduate medical students at the University of Alabama School of Medicine in Birmingham, Alabama, USA aimed to evaluate preferred instructional methods.  Using a cross-sectional study design, Likert scale ratings and student rankings were used to determine preferences among lecture, laboratory, team-based learning, simulation, small group case-based learning, large group case-based learning, patient presentation, and peer teaching. We calculated mean ratings for each instructional method and used chi-square tests to compare proportions of first- and second-year cohorts who ranked each in their top 5 preferred methods. Among participating students, lecture (M=3.6, SD=1.0), team based learning (M=4.2, SD=1.0), simulation (M=4.0, SD=1.0), small group case-based learning (M=3.8, SD=1.0), laboratory (M=3.6, SD=1.0), and patient presentation (M=3.8, SD=0.9) received higher scores than other instructional methods. Overall, second-year students ranked lecture lower (χ 2 (1, N=120) =16.33, p<0.0001) and patient presentation higher (χ 2 (1, N=120) =3.75, p=0.05) than first-year students. While clinically-oriented teaching methods were preferred by second-year medical students, lecture-based instruction was popular among first-year students. Results warrant further investigation to determine the ideal balance of didactic methods in undergraduate medical education, specifically curricula that employ patient-oriented instruction during the second preclinical year.

Maniac Talk - Stephen Ungar

NASA Image and Video Library

2016-08-24

Stephen Ungar Maniac Lecture, August 24, 2016 NASA climate scientist Stephen Ungar presented a Maniac lecture entitled, "My Intellectual Journey from 'Idiot' to 'Savant'." Steve shared his journey from somewhat problematic childhood, spanning World War 2, through early formative years leading to his six decades of association with NASA. Learn why, although race, religion and ethnicity played a role in his identity, he self-identify himself as a Physicist. According to Steve, NASA has served as a safe harbor for those afflicted with his condition and provided him an opportunity to make meaningful contributions to society. Steve also briefly touched on his good fortune in serving as the initial Mission Scientist for EO-1, "NASA's Science and Technology Pathfinder to the 21st Century."

Increasing Interactivity in Blended Classrooms through a Cutting-Edge Mobile Learning System

ERIC Educational Resources Information Center

Shen, Ruimin; Wang, Minjuan; Pan, Xiaoyan

2008-01-01

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded lectures to which students listen after downloading. This format only reinforces the negative effects of passive non-participatory learning. At the e-Learning Lab of Shanghai Jiaotong University…

How to Create Successful Discussions in Science Classrooms

ERIC Educational Resources Information Center

Grover, Neena

2007-01-01

Professors often expect students to have the skills that are necessary to participate in discussions. Students, on the other hand, have been trained to glean information from the lecture format; their prior experiences in discussions are likely to be limited to personal opinions on topics such as stem-cell research or evolution. Sudden changes in…

Analysis of Traditional versus Three-Dimensional Augmented Curriculum on Anatomical Learning Outcome Measures

ERIC Educational Resources Information Center

Peterson, Diana Coomes; Mlynarczyk, Gregory S.A.

2016-01-01

This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods…

Analysis of Computer Algebra System Tutorials Using Cognitive Load Theory

ERIC Educational Resources Information Center

May, Patricia

2004-01-01

Most research in the area of Computer Algebra Systems (CAS) has been designed to compare the effectiveness of instructional technology to traditional lecture-based formats. While results are promising, research also indicates evidence of the steep learning curve imposed by the technology. Yet no studies have been conducted to investigate this…

Cooperative Learning in a Community College Setting: Developmental Coursework in Mathematics

ERIC Educational Resources Information Center

Rivera, Natalie

2013-01-01

This action research study, set in a community college in the southwestern United States, was designed to investigate the effects of implementing cooperative learning strategies in a developmental mathematics course. Introductory algebra was formerly taught in a lecture based format, and as such regularly had a low course completion rate. To…

Poultry Disease Risk Management: Biosecurity Instructional CD-ROM

ERIC Educational Resources Information Center

Vaillancourt, Jean-Pierre; Lambert, Gene; Popovich, Laura W.

2007-01-01

Delivery and formatting techniques for technical materials have traditionally been determined by common sense, not cognitive theory. In fact, for hundreds of years, verbal messages in the form of lecture and print have been the primary method of disseminating information to the learner. To move beyond verbal messages and toward the assimilation of…

Caught on the Web

ERIC Educational Resources Information Center

Isakson, Carol

2006-01-01

A podcast is essentially a radio program that can be downloaded for enjoyment. Its content includes radio broadcasts, lectures, walking tours, and student-created audio projects. Most are in the standard MP3 file format that can be played on a computer, MP3 player, PDA, or newer CD or DVD players. This article presents resources for learning about…

A Problem-Based Learning Approach to Teaching Introductory Soil Science

ERIC Educational Resources Information Center

Amador, Jose A.; Gorres, Josef H.

2004-01-01

At most land-grant universities in the USA, Introduction to Soil Science is traditionally taught using a combination of lecture and laboratory formats. To promote engagement, improve comprehension, and enhance retention of content by students, we developed a problem-based learning (PBL) introductory soil science course. Students work in groups to…

Web-Streamed Didactic Instruction on Substance Use Disorders Compares Favorably with Live-Lecture Format

ERIC Educational Resources Information Center

Maher, Karam-Hage; Brower, Kirk J.; Mullan, Patricia B.; Gay, Tamara; Gruppen, Larry D.

2013-01-01

Objective: Education about substance use disorders in medical schools and, subsequently, physicians' identification of and intervention in these diagnoses lag behind that of most other disabling disorders. To reduce barriers and improve access to education about this major public health concern, medical schools are increasingly adopting web-based…

An Interactive, Instructor-Supported Reading Approach vs. Traditional Reading Instruction in Spanish

ERIC Educational Resources Information Center

Gladwin, Ransom F., IV; Stepp-Greany, Jonita

2008-01-01

This study analyzes the effects of the Interactive Reading with Instructor Support (IRIS) model on reading comprehension, as compared to a traditional (direct-teaching/lecture format) instructional model. The IRIS model combines reading strategies and social mediation together in the Spanish as a second language environment. In the IRIS model,…

Beyond Polls: Using Science and Student Data to Stimulate Learning

ERIC Educational Resources Information Center

Loepp, Eric D.

2018-01-01

In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies--experiments, simulations, etc.--that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to…

Enhancing Teaching and Learning Wi-Fi Networking Using Limited Resources to Undergraduates

ERIC Educational Resources Information Center

Sarkar, Nurul I.

2013-01-01

Motivating students to learn Wi-Fi (wireless fidelity) wireless networking to undergraduate students is often difficult because many students find the subject rather technical and abstract when presented in traditional lecture format. This paper focuses on the teaching and learning aspects of Wi-Fi networking using limited hardware resources. It…

Teaching Only the Essentials--The Thirty-Minute Stand.

ERIC Educational Resources Information Center

Engeldinger, Eugene A.

1988-01-01

Describes an instructional model for teaching library skills which consists of a 30-minute lecture followed by a 20-minute exercise. Assumptions about learning and the educational process are discussed as well as goal-setting for the class and exercise. It is suggested that this format could be applied to other disciplines. (10 references) (MES)

The Socratic Method in the Introductory PR Course: An Alternative Pedagogy.

ERIC Educational Resources Information Center

Parkinson, Michael G.; Ekachai, Daradirek

2002-01-01

Presents the results of a study comparing student reactions to and perceptions of learning in introductory public relations courses using a traditional lecture format and a Socratic approach. Finds significant differences in the two groups showing that students who received the Socratic instruction reported more opportunities in practicing their…

A Comparative Analysis of Learning Styles and Teaching Styles of Mathematics Students and Instructors.

ERIC Educational Resources Information Center

Raines, Roy H.

Mathematics students at the community college level have continually experienced a relatively low achievement rate when compared to their performance in other subjects. Most of the instructional strategies encountered by these students consist of the lecture-discussion-demonstration format, with no allowances made for individual difference except…

Tutorials in the Polytechnic University of the Philippines (PUP) Open University System

ERIC Educational Resources Information Center

Castolo, Carmencita L.

2016-01-01

Tutorial is one of the student support services often provided by open and distance teaching institutions. These are regularly scheduled meetings between a tutor and his/here students which may include individual consultation sessions, either face-to-face or through telephone; a more formal "lecture format;" optimal participation in…

On the Use of "Green" Metrics in the Undergraduate Organic Chemistry Lecture and Lab to Assess the Mass Efficiency of Organic Reactions

ERIC Educational Resources Information Center

Andraos, John; Sayed, Murtuzaali

2007-01-01

A general analysis of reaction mass efficiency and raw material cost is developed using an Excel spread sheet format which can be applied to any chemical transformation. These new methods can be easily incorporated into standard laboratory exercises.

Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format.

PubMed

Horne, Anupama; Rosdahl, Jullia

Team-based learning with case presentations in small groups in the medical school education setting allows students to be actively engaged and interactive with their peers to work through real-world clinical scenarios. Our objective is to assess the effects of this curriculum on the medical student experience. This study was designed to gather feedback from medical students on an ophthalmology elective regarding their experience with our newly developed team-based learning curriculum. Feedback evaluations were completed by medical students at the end of their elective and consisted of both a Likert scare rating and a free-response section. A total of 30 medical students. Students rated the case-based sessions significantly better than traditional lecture format with respect to the overall learning experience (p = 0.004), enjoyment of learning (p < 0.001), and increasing retention and ability to apply knowledge (p < 0.001). There is a strong preference by medical students for team-based learning within clinical ophthalmology. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Effectiveness of the Flipped Classroom Model in Anatomy and Physiology Laboratory Courses at a Hispanic Serving Institution

NASA Astrophysics Data System (ADS)

Sanchez, Gerardo

A flipped laboratory model involves significant preparation by the students on lab material prior to entry to the laboratory. This allows laboratory time to be focused on active learning through experiments. The aim of this study was to observe changes in student performance through the transition from a traditional laboratory format, to a flipped format. The data showed that for both Anatomy and Physiology (I and II) laboratories a more normal distribution of grades was observed once labs were flipped and lecture grade averages increased. Chi square and analysis of variance tests showed grade changes to a statistically significant degree, with a p value of less than 0.05 on both analyses. Regression analyses gave decreasing numbers after the flipped labs were introduced with an r. 2 value of .485 for A&P I, and .564 for A&P II. Results indicate improved scores for the lecture part of the A&P course, decreased outlying scores above 100, and all score distributions approached a more normal distribution.

Introduction to Galactic Chemical Evolution

NASA Astrophysics Data System (ADS)

Matteucci, Francesca

2016-04-01

In this lecture I will introduce the concept of galactic chemical evolution, namely the study of how and where the chemical elements formed and how they were distributed in the stars and gas in galaxies. The main ingredients to build models of galactic chemical evolution will be described. They include: initial conditions, star formation history, stellar nucleosynthesis and gas flows in and out of galaxies. Then some simple analytical models and their solutions will be discussed together with the main criticisms associated to them. The yield per stellar generation will be defined and the hypothesis of instantaneous recycling approximation will be critically discussed. Detailed numerical models of chemical evolution of galaxies of different morphological type, able to follow the time evolution of the abundances of single elements, will be discussed and their predictions will be compared to observational data. The comparisons will include stellar abundances as well as interstellar medium ones, measured in galaxies. I will show how, from these comparisons, one can derive important constraints on stellar nucleosynthesis and galaxy formation mechanisms. Most of the concepts described in this lecture can be found in the monograph by Matteucci (2012).

Transforming an Introductory Programming Course: From Lectures to Active Learning via Wireless Laptops

NASA Astrophysics Data System (ADS)

Barak, Miri; Harward, Judson; Kocur, George; Lerman, Steven

2007-08-01

Within the framework of MIT's course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different instructional strategies, comparing traditional teaching with two models of the studio format. Students' learning outcomes, specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students' learning outcomes in Java programming. Comparing to the traditional courses, more students in the studio courses received "A" as their final grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide future versions of the course.

Team-Based Learning Enhances Performance in Introductory Biology

ERIC Educational Resources Information Center

Carmichael, Jeffrey

2009-01-01

Given the problems associated with the traditional lecture method, the constraints associated with large classes, and the effectiveness of active learning, continued development and testing of efficient student-centered learning approaches are needed. This study explores the effectiveness of team-based learning (TBL) in a large-enrollment…

An Investigation of First-Year Students' and Lecturers' Expectations of University Education

PubMed Central

Hassel, Stefanie; Ridout, Nathan

2018-01-01

Transition from school to university can cause concern for many students. One issue is the gap between students' prior expectations and the realities of university life, which can cause significant distress, poor academic performance and increased drop-out rates if not managed effectively. Research has shown several similarities in the expectations of staff and students in regards to which factors determine academic success, but there is also evidence of dissonance. For example, staff consider independent study and critical evaluation as key factors, whereas students view feedback on drafts of work and support from staff as being most important. The aim of the current study was to determine what expectations students hold when starting university education, and what expectations university lecturers have of students entering university. Lecturers (n = 20) and first year students (n = 77) completed a series of questionnaires concerning their expectations of learning in HE (staff and students) and their approach to teaching (staff). Results revealed that students have largely realistic expectations of university. For example, the majority expected to be in charge of their own study. Some unrealistic expectations were also evident, e.g., most expected that teaching would be the same at university as it had been at school. The expectation that lecturers would provide detailed notes varied as a function of student age. Lecturers reported modifying their expectations of students and adapting their teaching approach according to year of study. Information-transmission/teacher-focused style was more common when teaching 1st year students; a more concept-changing/student-focused approach tended to be used when teaching 2nd year students (and above). Lecturer's expectations of student engagement did not differ according to year. Less experienced lecturers reported more negative expectations of student engagement than did experienced lecturers. In line with previous work, we observed overlap in expectations of staff and students, but some clear differences too. PMID:29434555

Plaintiff or defendant: using legal cases to teach students pharmacy law.

PubMed

Spies, Alan R

2008-10-15

To demonstrate the value of students using actual legal cases during collaborative "breakout" sessions in a pharmacy law class. Students were broken into smaller groups and randomly assigned a legal case to arbitrate or defend. One week prior to the groups' presentation, all students were given the facts of a case that was reflective of issues covered during the lecture component of the course. Formative assessments were utilized in addition to an overall breakout satisfaction survey administered at the end of the course. Overall, students felt the breakout sessions enhanced their learning environment and reinforced material covered during the didactic portion of the course. Students also recommended the breakout sessions for future pharmacy law courses. Dividing a large pharmacy law class into 2 sections of 12 groups each and conducting mock trials resulted in increased student participation and interaction and deeper understanding of the course content.

The road to Earth twins

NASA Astrophysics Data System (ADS)

Mayor, M.; Lovis, C.; Pepe, F.; Ségransan, D.; Udry, S.

2011-06-01

A rich population of low-mass planets orbiting solar-type stars on tight orbits has been detected by Doppler spectroscopy. These planets have masses in the domain of super-Earths and Neptune-type objects, and periods less than 100 days. In numerous cases these planets are part of very compact multiplanetary systems. Up to seven planets have been discovered orbiting one single star. These low-mass planets have been detected by the HARPS spectrograph around 30% of solar-type stars. This very high occurrence rate has been recently confirmed by the results of the Kepler planetary transit space mission. The large number of planets of this kind allows us to attempt a first characterization of their statistical properties, which in turn represent constraints to understand the formation process of these systems. The achieved progress in the sensitivity and stability of spectrographs have already led to the discovery of planets with masses as small as 1.5 M⊕. Karl Schwarzschild Award Lecture 2010

Science education beyond the classroom

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

Harle, E.J.; Van Natta, D.; Powell, M.L.

1993-12-31

The Yucca Mountain Site Characterization Project (YMP) sponsors a variety of classroom-oriented projects and activities for teachers who request them. Also available, though, are extra-curricular programs. One notably successful program is a workshop designed to award girl and boy scouts with geology and atomic energy merit badges. There was a tremendous response to this workshop--it attracted 450 requests within the first week of its announcement. Since October 1991, the YMP has sponsored five such girl scout workshops and four boy scout workshops, attended by a total of 400 scouts. These workshops demonstrate that highly technical subjects can be taught simplymore » through hands-on activities. The idea behind them is not to teach scouts what to think but, rather, how to think. For adults meanwhile, the YMP offers a monthly lecture series, with each lecture averaging 45 minutes in length with 35 people in attendance. These lectures center on such subjects as volcanoes, earthquakes and hydrology. They are usually delivered by YMP technical staff members, who have learned that complex technical issues are best addressed in a small-group format.« less

Constructive and problem-based learning using blended learning anchored instruction approaches

NASA Astrophysics Data System (ADS)

Mayer, M.

2012-04-01

Based on an anchored instruction approach, an enriched blended learning lecture course ("Introduction into GNSS positioning") was established in order to enable constructive and problem-based learning. The lecture course "Introduction into GNSS positioning" is a compulsory part of the Bachelor study course "Geodesy and Geoinformatics" and also a supplementary module of the Bachelor study course "Geophysics". Within the lecture course, basic knowledge and basic principles of Global Navigation Satellite Systems, like GPS, are imparted. The presented higher education technique "anchored instruction" uses a real and up-to-date and therefore authentic scientific paper dealing with a recent large-scale geodetic project (Fehmarn Belt Fixed Link) in order to introduce the topic of GNSS-based positioning to the students. In the beginning of the semester, the students have to read the paper individually and carefully. This enables them to realize a lot of not-known GNSS-related facts. Therefore, questions can be formulated focusing on new, unclear or not-understood aspects of the paper. The lecture course deals with these questions, in order to answer them throughout the semester. During the lecture course this paper is referred, e.g., in the middle of the semester, the paper has to be read again in order to check which questions have been answered; in addition, new question arise. At the end of the lecture course, the author of the scientific paper gave a concluding lecture. The framing anchor technique enables the students to anchor their GNSS knowledge. The presented case study uses a teaching resp. learning setting consisting of classroom lectures (given by teachers and learners), practical trainings (e.g., field exercises, students select topics individually), and online lectures (learning management system ILIAS is used as data, result, and asynchronous communication platform). The implementation and the elements of the anchoring technique, which enables student-centered, cooperative, and individual learning, are going to be discussed in detail. A special focus of the presentation is on work assignments, time schedule, and work load. The anchor technique is applied within a blended learning teaching concept, therefore the role of the learning management system ILIAS will be treated as well.

Nursing students' attitudes to biomedical science lectures.

PubMed

Al-Modhefer, A K; Roe, S

To explore what first-year nursing students believe to be the preferred characteristics of common foundation programme biomedical science lecturers, and to investigate whether students prefer active or passive learning. Survey and interview methodologies were used to explore the attitudes of a cohort of first-year nursing students at Queen's University Belfast. Questionnaires were distributed among 300 students. Individuals were asked to select five of a list of 14 criteria that they believed characterised the qualities of an effective lecturer. Informal interviews were carried out with five participants who were randomly selected from the sample to investigate which teaching methods were most beneficial in assisting their learning. Nursing students favoured didactic teaching and found interactivity in lectures intimidating. Students preferred to learn biomedical science passively and depended heavily on their instructors. In response to the survey, the authors propose a set of recommendations to enhance the learning process in large classes. This guidance includes giving clear objectives and requirements to students, encouraging active participation, and sustaining student interest through the use of improved teaching aids and innovative techniques.

Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case.

PubMed

Courteille, Olivier; Fahlstedt, Madelen; Ho, Johnson; Hedman, Leif; Fors, Uno; von Holst, Hans; Felländer-Tsai, Li; Möller, Hans

2018-03-28

To compare medical students' and residents' knowledge retention of assessment, diagnosis and treatment procedures, as well as a learning experience, of patients with spinal trauma after training with either a Virtual Patient case or a video-recorded traditional lecture. A total of 170 volunteers (85 medical students and 85 residents in orthopedic surgery) were randomly allocated (stratified for student/resident and gender) to either a video-recorded standard lecture or a Virtual Patient-based training session where they interactively assessed a clinical case portraying a motorcycle accident. The knowledge retention was assessed by a test immediately following the educational intervention and repeated after a minimum of 2 months. Participants' learning experiences were evaluated with exit questionnaires. A repeated-measures analysis of variance was applied on knowledge scores. A total of 81% (n = 138) of the participants completed both tests. There was a small but significant decline in first and second test results for both groups (F (1, 135) = 18.154, p = 0.00). However, no significant differences in short-term and long-term knowledge retention were observed between the two teaching methods. The Virtual Patient group reported higher learning experience levels in engagement, stimulation, general perception, and expectations. Participants' levels engagement were reported in favor of the VP format. Similar knowledge retention was achieved through either a Virtual Patient or a recorded lecture.

Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents.

PubMed

Martinelli, Susan M; Chen, Fei; DiLorenzo, Amy N; Mayer, David C; Fairbanks, Stacy; Moran, Kenneth; Ku, Cindy; Mitchell, John D; Bowe, Edwin A; Royal, Kenneth D; Hendrickse, Adrian; VanDyke, Kenneth; Trawicki, Michael C; Rankin, Demicha; Guldan, George J; Hand, Will; Gallagher, Christopher; Jacob, Zvi; Zvara, David A; McEvoy, Matthew D; Schell, Randall M

2017-08-01

In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions. We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach. We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention. Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P  = .014; d  = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P  < .001). The flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.

Reading Questions in Large-Lecture Courses: Limitations and Unexpected Outcomes

ERIC Educational Resources Information Center

Offerdahl, Erika; Baldwin, Thomas; Elfring, Lisa; Vierling, Elizabeth; Ziegler, Miriam

2008-01-01

As an alternative to reading quizzes, a team of biochemistry instructors implemented student reading questions (Henderson and Rosenthal 2006) as a new instructional strategy within their large-enrollment biochemistry courses. Unexpected positive outcomes of this instructional method were realized, as well as limitations of the method within this…

Using Microcomputers Interactively in Large Classrooms.

ERIC Educational Resources Information Center

Bowman, Barbara E.; Ellsworth, Randy

In 1980, Wichita State University received a grant to introduce microcomputers as interactive teaching tools in large science classrooms. Through this grant, 18 faculty in 11 departments developed software modules illustrating concepts that are often difficult to teach by usual lecture methods. To determine whether the use of microcomputers in…

Multiyear, Multi-Instructor Evaluation of a Large-Class Interactive-Engagement Curriculum

ERIC Educational Resources Information Center

Cahill, Michael J.; Hynes, K. Mairin; Trousil, Rebecca; Brooks, Lisa A.; McDaniel, Mark A.; Repice, Michelle; Zhao, Jiuqing; Frey, Regina F.

2014-01-01

Interactive-engagement (IE) techniques consistently enhance conceptual learning gains relative to traditional-lecture courses, but attitudinal gains typically emerge only in small, inquiry-based curricula. The current study evaluated whether a "scalable IE" curriculum--a curriculum used in a large course (~130 students per section) and…

Low-Threshold Active Teaching Methods for Mathematic Instruction

ERIC Educational Resources Information Center

Marotta, Sebastian M.; Hargis, Jace

2011-01-01

In this article, we present a large list of low-threshold active teaching methods categorized so the instructor can efficiently access and target the deployment of conceptually based lessons. The categories include teaching strategies for lecture on large and small class sizes; student action individually, in pairs, and groups; games; interaction…

A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions

PubMed Central

Vinson, Erin L.; Smith, Jeremy A.; Lewin, Justin D.; Stetzer, MacKenzie R.

2014-01-01

At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that student behavior differs greatly in classes with varied levels of lecture. Although faculty members who teach large-enrollment courses are more likely to lecture, we also identified instructors of several large courses using interactive teaching methods. Observed faculty members were also asked to complete a survey about how often they use specific teaching practices, and we find that faculty members are generally self-aware of their own practices. Taken together, these findings provide comprehensive information about the range of STEM teaching practices at a campus-wide level and how such information can be used to design targeted professional development for faculty. PMID:25452485

The Global Health Network and globalization of higher education

PubMed Central

LaPorte, Ron

1999-01-01

The year 2001 and the next millennium will soon be upon us. The major gains in health in the 20th century were primarily the result of improvements in public health including sanitation and immunization. Global health improvements will occur in the 21st century through improvements in information (in particular health training). We will describe a new paradigm for transnational training, the supercourse. In the next century global lecture-shareware training will take place, with Deming based quality control systems on the Internet. Faculty will thus share their best, most passionate lectures on the internet. During the past 100 years there has been a 25-year increase in life expectancy. It has been estimated that 24 of the 25 years were the result of prevention. Most prevention activity is sharing of information. We are working with leaders from WHO, the World Bank, IBM, NASA, PAHO to create a discipline called telepreventive medicine. This is the application of low band with information systems (the Internet) to large numbers of well people to prevent disease. One of the most important aspect of this work is the establishment globalisation of prevention education; the Supercourse. Question: What is the best way to improve health training/research? Answer: Improve the lectures. Question: How do we improve health training/research lectures: Answer: Have academic faculty worldwide share their lectures: Question: Will faculty share lectures? Answer: Yes, The Supercourse has 1107 faculty from 101 countries who created a Library of Lectures with 110 lectures on the Internet with quality control, and cutting edge cognitive design. This is being shared worldwide. We are developing a "Library of Lectures" with passionate lectures in public health from across the world such as seen here from South Africa. We propose to expand this to all areas of research in health. Our program consists of: Shareware: A Global faculty is developing and sharing their best, most passionate lectures. This benefits all. The experienced faculty member can beef up their lectures that are not cutting edge. New instructors reduce preparation time and improve their lectures, as they can employ state of the art lectures from others. Faculty in developing countries have access to current public health information for the first time. The concept is that of a library of lectures for all to use is in many ways similar to that of "shareware" on the computer. Statistical Quality Assurance: We have established a Deming Model of statistical quality control to monitor lectures over time Supporting the teachers: The Library of Lectures consists of exciting lectures by public health experts in the field. The classroom teacher "takes" them out for free like a library book. There is no direct teaching of students from a distance, rather the concept of the system is to provide cutting edge material for all faculty to present. Hypertext comic book: The lectures are icon driven, and the students can go deep into the Internet for more information through hyperlinks. It is based upon PowerPoint for ease of usage Presentation Speed: We have discovered technologies to speed access to lectures world wide Text books: The British Medical Association has put 2 current text books on line for us Multilingual: For global use, this must be multilingual, the first lecture is in 8 languages Voice-Sound Video: We are using state of the art Internet voice-video systems. We soon will be using "clickable" voice video We have published over 68 papers in leading medical journals including the Lancet, British Medical Journal, Nature Medicine among others. We are working with PAHO to put mirrored servers into every medical school in the Americas this year, with 5 years we should reach globally all medical schools. WHO has developed a Supercourse. Initial pilot studies reveal that 2500 individuals will see each lecture each year, which is 50 times that of our classroom teaching. We have beta tested lectures in 2 centers in Japan and one in South Africa with very positive results. We are now developing a Chinese Heritage course.

Software for browsing sectioned images of a dog body and generating a 3D model.

PubMed

Park, Jin Seo; Jung, Yong Wook

2016-01-01

The goals of this study were (1) to provide accessible and instructive browsing software for sectioned images and a portable document format (PDF) file that includes three-dimensional (3D) models of an entire dog body and (2) to develop techniques for segmentation and 3D modeling that would enable an investigator to perform these tasks without the aid of a computer engineer. To achieve these goals, relatively important or large structures in the sectioned images were outlined to generate segmented images. The sectioned and segmented images were then packaged into browsing software. In this software, structures in the sectioned images are shown in detail and in real color. After 3D models were made from the segmented images, the 3D models were exported into a PDF file. In this format, the 3D models could be manipulated freely. The browsing software and PDF file are available for study by students, for lecture for teachers, and for training for clinicians. These files will be helpful for anatomical study by and clinical training of veterinary students and clinicians. Furthermore, these techniques will be useful for researchers who study two-dimensional images and 3D models. © 2015 Wiley Periodicals, Inc.

PDA usage and training: targeting curriculum for residents and faculty.

PubMed

Morris, Carl G; Church, Lili; Vincent, Chris; Rao, Ashwin

2007-06-01

Utilization of personal digital assistants (PDAs) in residency education is common, but information about their use and how residents are trained to use them is limited. Better understanding of resident and faculty PDA use and training is needed. We used a cross-sectional survey of 598 residents and faculty from the WWAMI (Washington, Wyoming, Alaska, Montana, and Idaho) Family Medicine Residency Network regarding PDA usage and training. Use of PDAs is common among residents (94%) and faculty (79%). Ninety-six percent of faculty and residents report stable or increasing frequency of use over time. The common barriers to PDA use relate to lack of time, knowledge, and formal education. Approximately half of PDA users (52%) have received some formal training; however, the majority of users report being self-taught. Faculty and residents prefer either small-group or one-on-one settings with hands-on, self-directed, interactive formats for PDA training. Large-group settings in lecture, written, or computer program formats were considered less helpful or desirable. PDAs have become a commonly used clinical tool. Lack of time and adequate training present a barrier to optimal application of PDAs in family medicine residency education.

The Use of Twitter in Large Lecture Courses: Do the Students See a Benefit?

ERIC Educational Resources Information Center

Ross, Heather M.; Banow, Ryan; Yu, Stan

2015-01-01

The purpose of this two-year quantitative study was to determine the usefulness of the micro-blogging tool Twitter in large classes for improving the students' sense of community and belonging. Three instructors of large classes were recruited to test the outcomes of using Twitter as a learning tool, one each from the Departments of Geography and…

Flipped Classroom Modules for Large Enrollment General Chemistry Courses: A Low Barrier Approach to Increase Active Learning and Improve Student Grades

ERIC Educational Resources Information Center

Eichler, Jack F.; Peeples, Junelyn

2016-01-01

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered…

Using embryology screencasts: a useful addition to the student learning experience?

PubMed

Evans, Darrell J R

2011-01-01

Although podcasting has been a well used resource format in the last few years as a way of improving the student learning experience, the inclusion of enhanced audiovisual formats such as screencasts has been less used, despite the advantage that they work well for both visual and auditory learners. This study examines the use of and student reaction to a set of screencasts introduced to accompany embryology lectures within a second year module at Brighton and Sussex Medical School. Five mini-lecture screencasts and one review quiz screencast were produced as digital recordings of computer screen output with audio narration and released to students via the managed learning environment (MLE). Analysis of server log information from the MLE showed that the screencasts were accessed by many of the students in the cohort, although the exact numbers were variable depending on the screencast. Students accessed screencasts at different times of the day and over the whole of the access period, although maximum downloads were predictably recorded leading up to the written examination. Quantitative and qualitative feedback demonstrated that most students viewed the screencasts favorably in terms of usefulness to their learning, and end-of-module written examination scores suggest that the screencasts may have had a positive effect on student outcome when compared with previous student attainment. Overall, the development of a series of embryology screencasts to accompany embryology lecture sessions appears to be a useful addition to learning for most students and not simply an innovation that checks the box of "technology engagement." Copyright © 2011 American Association of Anatomists.

A Moodle-based blended learning solution for physiology education in Montenegro: a case study.

PubMed

Popovic, Natasa; Popovic, Tomo; Rovcanin Dragovic, Isidora; Cmiljanic, Oleg

2018-03-01

This study evaluates the impact of web-based blended learning in the physiology course at the Faculty of Medicine, University of Montenegro. The two main goals of the study were: to determine the impact of e-learning on student success in mastering the course, and to assess user satisfaction after the introduction of e-learning. The study compared a group of students who attended the physiology course before, with a group of students who attended the physiology course after the Moodle platform was fully implemented as an educational tool. Formative and summative assessment scores were compared between these two groups. The impact of high vs. low Moodle use on the assessment scores was analyzed. The satisfaction among Moodle users was assessed by the survey. The study found that attendance of face-to-face lectures had a positive impact on academic performance. The introduction of Moodle in the presented model of teaching increased interest of students, attendance of face-to-face lectures, as well as formative and summative scores. High frequency of Moodle use was not always associated with better academic performance, suggesting that the introduction of a new method of teaching was most likely equally accepted by low- and high-achieving students. Most of the students agreed that Moodle was easy to use and it complemented traditional teaching very well, but it could not completely replace traditional face-to-face lectures. The study supports continuing the use of web-based learning in a form of blended learning for physiology, as well as for other courses in medical education.

Biosciences in nurse education: is the curriculum fit for practice? Lecturers' views and recommendations from across the UK.

PubMed

Taylor, Vanessa; Ashelford, Sarah; Fell, Patricia; Goacher, Penelope J

2015-10-01

This study aims to review the biosciences component of preregistration nursing programmes in higher education institutions across the UK through the experiences and perceptions of lecturers involved in nursing education. Studies suggest that some qualified nurses lack confidence in explaining the bio-scientific rationale for their clinical practice. Biosciences can be difficult to understand and integrate into clinical decision-making and require protected time within preregistration nurse education. In the absence of explicit national guidelines, it is unclear as to the depth and extent biosciences are taught across different institutions and the level achieved at the point of registration. A survey approach was adopted to generate quantitative and qualitative feedback. Data were collected using a semi-structured questionnaire seeking the experiences and views of lecturers involved in teaching biosciences to nursing students across the UK. Data received from 10 institutions were analysed using descriptive statistics and thematic analysis. Lecturers reported that the hours of taught biosciences ranged from 20-113 hours, principally within the first year. This represents between 0·4-2·4% of time within a preregistration nursing programme (4600 hours). Large group lectures predominate, supplemented by smaller group or practical work, and online materials. The biosciences are assessed specifically in half the institutions surveyed and as part of integrated assessments in the rest. In relation to student feedback, all respondents stated that students consistently requested more time and greater priority for biosciences in their programme. This survey suggests that the number of hours spent teaching biosciences is minimal and varies widely between higher education institutions. All respondents expressed concern about the challenges of teaching difficult bio-scientific concepts to large groups in such a limited time and called for greater clarity in national guidelines to ensure that all nurses are adequately educated and assessed in bioscience subjects. Failure to understand the biosciences underpinning care has implications for safe and competent nursing. © 2015 John Wiley & Sons Ltd.

Measuring the Quality of University Lectures: Development and Validation of the Instructional Skills Questionnaire (ISQ).

PubMed

Knol, Mariska H; Dolan, Conor V; Mellenbergh, Gideon J; van der Maas, Han L J

2016-01-01

In higher education, student ratings are often used to evaluate and improve the quality of courses and professors' instructional skills. Unfortunately, student-rating questionnaires rarely generate specific feedback for professors to improve their instructional skills. The impact of student ratings on professors' instructional skills has proven to be low. This study concerns the psychometric properties of the Instructional Skills Questionnaire (ISQ), a new theory-based student-rating-of-teaching questionnaire with specific questions concerning lecturing skills. The ISQ is administered after a single lecture. This way, it serves as a formative feedback instrument for university professors during courses to assist them to improve and (re-) evaluate their skills if necessary. The ISQ contains seven dimensions of professors' instructional skills and three student (self perceived) learning outcomes. In this study, Dutch students in 75 courses rated three 90-minute lectures (T1, T2 and T3) of their respective professors using the ISQ. In total, 14,298 ISQ-forms were used to rate 225 lectures. The teacher level reliabilities of the seven dimensions were found to be good at each measurement occasion. In addition, confirmatory multilevel factor analysis confirmed a seven dimensional factor structure at the teacher level at each measurement occasion. Furthermore, specific teacher level factors significantly predicted students' (self-assessed) learning outcomes. These results partly supported the proposed theoretical framework on the relationship between the ISQ teaching dimensions and the student learning process, and provided evidence for the construct validity of the instrument. In sum, the ISQ is found to be a reliable and valid instrument, which can be used by professors and faculty development centers to assess and improve university teaching.

An active learning curriculum improves fellows' knowledge and faculty teaching skills.

PubMed

Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

2017-01-01

Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p <0.001), general gastroenterology ( p =0.005), esophagus ( p <0.001), and small bowel ( p =0.001), and the total score ( p =0.001) between pre- and postimplementation of the active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

Measuring the Quality of University Lectures: Development and Validation of the Instructional Skills Questionnaire (ISQ)

PubMed Central

Mellenbergh, Gideon J.; van der Maas, Han L. J.

2016-01-01

In higher education, student ratings are often used to evaluate and improve the quality of courses and professors’ instructional skills. Unfortunately, student-rating questionnaires rarely generate specific feedback for professors to improve their instructional skills. The impact of student ratings on professors’ instructional skills has proven to be low. This study concerns the psychometric properties of the Instructional Skills Questionnaire (ISQ), a new theory-based student-rating-of-teaching questionnaire with specific questions concerning lecturing skills. The ISQ is administered after a single lecture. This way, it serves as a formative feedback instrument for university professors during courses to assist them to improve and (re-) evaluate their skills if necessary. The ISQ contains seven dimensions of professors’ instructional skills and three student (self perceived) learning outcomes. In this study, Dutch students in 75 courses rated three 90-minute lectures (T1, T2 and T3) of their respective professors using the ISQ. In total, 14,298 ISQ-forms were used to rate 225 lectures. The teacher level reliabilities of the seven dimensions were found to be good at each measurement occasion. In addition, confirmatory multilevel factor analysis confirmed a seven dimensional factor structure at the teacher level at each measurement occasion. Furthermore, specific teacher level factors significantly predicted students’ (self-assessed) learning outcomes. These results partly supported the proposed theoretical framework on the relationship between the ISQ teaching dimensions and the student learning process, and provided evidence for the construct validity of the instrument. In sum, the ISQ is found to be a reliable and valid instrument, which can be used by professors and faculty development centers to assess and improve university teaching. PMID:26918646

Hydraulics of wells

USGS Publications Warehouse

McLaughlin, Thad G.

1955-01-01

Although the subject of this lecture is supposed to be concerned primarily with the hydraulics of wells, Professor Weers has asked that I also discuss the effects tat geological formations have on the quantity and quality of water available to wells. I will discuss the geology of Colorado in relation to the availability and quality of water with particular reference to the most productive aquifers or water-bearing formations in the State. I will then discuss the hydraulics of wells with the aim of emphasizing the differences between water-table and artesian conditions.

The Impact of a Modified Moore Method on Efficacy and Performance in Precalculus

ERIC Educational Resources Information Center

Cooper, Thomas E.; Bailey, Brad; Briggs, Karen

2012-01-01

In this study, one section of undergraduate Precalculus was taught using a modified Moore method, a student centered inquiry-based approach, and two control sections were taught in a traditional lecture format. A survey of attitudes, beliefs, and efficacy toward mathematics and Precalculus was administered at the beginning and end of the semester…

The Effectiveness of Peer Review of Teaching When Performed between Early-Career Academics

ERIC Educational Resources Information Center

Woodman, Richard J.; Parappilly, Maria B.

2015-01-01

The success of peer review of teaching (PRT) in shaping teaching practice during an academic's formative years may depend on the peers' teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic…

Active Problem Solving and Applied Research Methods in a Graduate Course on Numerical Methods

ERIC Educational Resources Information Center

Maase, Eric L.; High, Karen A.

2008-01-01

"Chemical Engineering Modeling" is a first-semester graduate course traditionally taught in a lecture format at Oklahoma State University. The course as taught by the author for the past seven years focuses on numerical and mathematical methods as necessary skills for incoming graduate students. Recent changes to the course have included Visual…