Linguistic Analysis of Constructed Student Responses in CAI.

ERIC Educational Resources Information Center

Simmons, Robert F.

Protosynthex III (PSIII) is a language processing system developed as an (as yet inadequate) experimental vehicle for testing student responses, with a view to constructing a model of an automated tutor. A version of the PLANIT system was modified so that a human tutor could be used to make instructional decisions in response to students'…

Learning to Click: An Evaluation of the Personal Response System Clicker Technology in Introductory Marketing Courses

ERIC Educational Resources Information Center

Williamson Sprague, Elaine; Dahl, Darren W.

2010-01-01

The incorporation of personal response system (PRS) clickers into teaching pedagogy has created implications for teaching practice and student satisfaction. Using a current undergraduate business student population, the authors measure student attitudes and preferences and identify student performance outcomes relating to the use of PRS clickers.…

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…

I Like the Way This Feels: Using Classroom Response System Technology to Enhance Tactile Learners' Introductory American Government Experience

ERIC Educational Resources Information Center

Ulbig, Stacy G.

2016-01-01

Do individual-level student learning styles affect appreciation for and benefit from the use of classroom response system technology? This research investigates the benefit of in-class electronic classroom response systems ("classroom clickers"). With these systems, students answer questions posed to them in a PowerPoint presentation…

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 Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses Using Student Response Systems

ERIC Educational Resources Information Center

Trees, April R.; Jackson, Michele H.

2007-01-01

To explore what social and educational infrastructure is needed to support classroom use of student response systems (Roschelle et al., 2004), this study investigated the ways in which student characteristics and course design choices were related to students' assessments of the contribution of clicker use to their learning and involvement in the…

Getting the Most out of Audience Response Systems: Predicting Student Reactions

ERIC Educational Resources Information Center

Trew, Jennifer L.; Nelsen, Jacqueline L.

2012-01-01

Audience response systems (ARS) are effective tools for improving learning outcomes and student engagement in large undergraduate classes. However, if students do not accept ARS and do not find them to be useful, ARS may be less effective. Predicting and improving student perceptions of ARS may help to ensure positive outcomes. The present study…

Feedback Systems for Use with Paper-Based Instructional Products.

ERIC Educational Resources Information Center

Strandberg, Joel E.

This survey describes 15 systems that provide feedback to students. Feedback is defined as information transfer from the instructional material to the student after a response is made by the student. The feedback is directed primarily to the student, but when a permanent record of the response occurs this information is also available to the…

Using Audience Response Systems to Encourage Student Engagement and Reflection on Ethical Orientation and Behavior

ERIC Educational Resources Information Center

Micheletto, Melinda J.

2011-01-01

The purpose of this study was to use an audience response system (ARS) to engage students in classroom discussions concerning sensitive and controversial topics (e.g., business ethics), assess student's ethical orientation and conduct in unethical behaviors, and encourage reflection on their personal level of ethicality. Students used ARS devices…

Student Response Systems in the College Classroom: An Investigation of Short-Term, Intermediate, and Long-Term Recall of Facts

ERIC Educational Resources Information Center

Blood, Erika

2012-01-01

The effects of student response system (SRS) use during lecture-style instruction on short-term, intermediate, and long-term retention of facts was investigated in an undergraduate teacher preparation course. Participants were undergraduate students enrolled in a special education initial certification program. Student performance on quizzes and…

The Effect of a Student Response System on Student Achievement in Mathematics within an Elementary Classroom

ERIC Educational Resources Information Center

Dix, Yvette Ellsworth

2013-01-01

The objective of this quasi-experimental quantitative study was to determine if the use of a student response system, combined with an interactive whiteboard, led to increased student achievement in mathematics within a fifth grade classroom as measured by a district benchmark assessment and the annual Arizona Instrument to Measure Standards…

Creating learner-centered classrooms: use of an audience response system in pediatric dentistry education.

PubMed

Johnson, Jeffrey T

2005-03-01

Research suggests that the exclusive use of lecture in the classroom hinders student learning. The advent of compact electronic wireless audience response systems has allowed for increased student participation in the classroom. Such technology is utilized in medical education. This article describes the use of an audience response system in a "quiz bowl" format to facilitate and improve the comprehension of student dentists in core concepts in pulp therapy for the pediatric patient.

"Clickers" and Metacognition: How Do Electronic Response Devices ("Clickers") Influence Student Metacognition?

ERIC Educational Resources Information Center

Manke-Brady, Melanie

2012-01-01

The purpose of this study was to examine whether electronic response systems influence student metacognitions in large lecture settings, and how metacognitive processes are influenced. Moreover, this study compared electronic response systems with a low technology system and sought to establish whether differences exist in how the two response…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

The Impact of Anonymous and Assigned Use of Student Response Systems on Student Achievement

ERIC Educational Resources Information Center

Poole, Dawn

2012-01-01

This study examined the impact of two approaches to use of student response systems (SRSs) on achievement in a study designed to better understand effective use of the devices. One condition was anonymous use of SRSs, in which graduate students selected a random clicker when entering the classroom. The second condition assigned devices to students…

Using Classroom Response Technology to Create an Active Learning Environment in Marketing Classes

ERIC Educational Resources Information Center

Muncy, James A.; Eastman, Jacqueline K.

2012-01-01

Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure…

Create Learning Systems, Not Silos

ERIC Educational Resources Information Center

Hirsh, Stephanie; Psencik, Kay; Brown, Frederick

2018-01-01

In a learning system, central office personnel assume collective responsibility for schools and go about their work very differently. They are responsible not only for departments and programs, but also for student learning. They demonstrate that responsibility by engaging in data informed conversations about student achievement. Central office…

Classroom Response Systems for Implementing "Interactive Inquiry" in Large Organic Chemistry Classes

ERIC Educational Resources Information Center

Morrison, Richard W.; Caughran, Joel A.; Sauers, Angela L.

2014-01-01

The authors have developed "sequence response applications" for classroom response systems (CRSs) that allow instructors to engage and actively involve students in the learning process, probe for common misconceptions regarding lecture material, and increase interaction between instructors and students. "Guided inquiry" and…

Teaching with Student Response Systems (SRS): Teacher-Centric Aspects that Can Negatively Affect Students' Experience of Using SRS

ERIC Educational Resources Information Center

Nielsen, Kjetil L.; Hansen, Gabrielle; Stav, John B.

2013-01-01

In this article, we describe and discuss the most significant teacher-centric aspects of student response systems (SRS) that we have found to negatively affect students' experience of using SRS in lecture settings. By doing so, we hope to increase teachers' awareness of how they use SRS and how seemingly trivial choices or aspects when using SRS…

Teaching Note--Ask the Audience: Using Student Response Systems in Social Work Education

ERIC Educational Resources Information Center

Friedline, Terri; Mann, Aaron R.; Lieberman, Alice

2013-01-01

Social work educators are uniquely tasked with balancing content while helping students evaluate personal biases and develop ethical conduct necessary for social work professionalism. Social work education may benefit from technology like Student Response Systems (SRS) that allow educators to pose questions on sensitive topics in real time while…

The Development and Validation of the Student Response System Benefit Scale

ERIC Educational Resources Information Center

Hooker, J. F.; Denker, K. J.; Summers, M. E.; Parker, M.

2016-01-01

Previous research into the benefits student response systems (SRS) that have been brought into the classroom revealed that SRS can contribute positively to student experiences. However, while the benefits of SRS have been conceptualized and operationalized into a widely cited scale, the validity of this scale had not been tested. Furthermore,…

Evidence-Based Early Reading Practices within a Response to Intervention System

ERIC Educational Resources Information Center

Bursuck, Bill; Blanks, Brooke

2010-01-01

Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling…

Patient safety education to change medical students' attitudes and sense of responsibility.

PubMed

Roh, Hyerin; Park, Seok Ju; Kim, Taekjoong

2015-01-01

This study examined changes in the perceptions and attitudes as well as the sense of individual and collective responsibility in medical students after they received patient safety education. A three-day patient safety curriculum was implemented for third-year medical students shortly before entering their clerkship. Before and after training, we administered a questionnaire, which was analysed quantitatively. Additionally, we asked students to answer questions about their expected behaviours in response to two case vignettes. Their answers were analysed qualitatively. There was improvement in students' concepts of patient safety after training. Before training, they showed good comprehension of the inevitability of error, but most students blamed individuals for errors and expressed a strong sense of individual responsibility. After training, students increasingly attributed errors to system dysfunction and reported more self-confidence in speaking up about colleagues' errors. However, due to the hierarchical culture, students still described difficulties communicating with senior doctors. Patient safety education effectively shifted students' attitudes towards systems-based thinking and increased their sense of collective responsibility. Strategies for improving superior-subordinate communication within a hierarchical culture should be added to the patient safety curriculum.

Using Student Response Systems to Increase Motivation, Learning, and Knowledge Retention

ERIC Educational Resources Information Center

Radosevich, David J.; Salomon, Roger; Radosevich, Deirdre M.; Kahn, Patricia

2008-01-01

Student response system (SRS) technology is one of many tools available to help instructors create a rich and productive learning environment. David J. Radosevich, Roger Salomon, Deirdre M. Radosevich, and Patricia Kahn describe a study designed to measure the effect of an SRS on student interest and retention. Two sections of an undergraduate…

Clickers in the Classroom: The Use of Student Response Systems in Teaching Psychology

ERIC Educational Resources Information Center

Watling, Rosamond; Clarke, Richard; Rowell, Christopher

2014-01-01

Student response systems (SRSs) have been used in a number of disciplines in higher education and, generally, the literature reports this technology leading to very positive outcomes for student engagement and learning. Learning outcomes are particularly enhanced if the technology is used to promote higher order cognitive skills. Here, we discuss…

The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System

ERIC Educational Resources Information Center

Balta, Nuri; Awedh, Mohammad Hamza

2017-01-01

Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative…

Preference for Anonymous Classroom Participation: Linking Student Characteristics and Reactions to Electronic Response Systems

ERIC Educational Resources Information Center

Latham, Alyson; Hill, N. Sharon

2014-01-01

Electronic response systems (ERS) are a means to foster class participation by students who are reluctant to participate in class. In this study, we identify individual characteristics that relate to students' preference for anonymous classroom participation, and we also examine the extent to which preference for anonymity is related to their…

Student Attitudes Toward Grades and Grading Practices.

ERIC Educational Resources Information Center

Stallings, William M.; Leslie, Elwood K.

The result of a study designed to assess student attitudes toward grading practices are discussed. Questionnaire responses of 3439 students in three institutions were tabulated. Responses were generally negative toward conventional grading systems. (MS)

The Impact of Collaborative and Individualized Student Response System Strategies on Learner Motivation, Metacognition, and Knowledge Transfer

ERIC Educational Resources Information Center

Jones, M. E.; Antonenko, P. D.; Greenwood, C. M.

2012-01-01

This study investigated the impact of collaborative and individualized student response system-based instruction on learner motivation, metacognition, and concept transfer in a large-enrolment undergraduate science course. Participants in the collaborative group responded to conceptual questions, discussed their responses in small groups, and…

Tee It up!: Implementing a TPSR System in a High School Golf Unit

ERIC Educational Resources Information Center

Busch, Nikki; Lavay, Barry

2012-01-01

Implementing Hellison's "Teaching Personal and Social Responsibility" (TPSR) system can help students take responsibility for their own behavior by helping students understand what it means to demonstrate appropriate behavior at various levels of responsibility. The levels range from zero through five and include: 0) irresponsibility, 1) respect,…

Analysis of Student Responses to Peer-Instruction Conceptual Questions Answered Using an Electronic Response System: Trends by Gender and Ethnicity

ERIC Educational Resources Information Center

Steer, David; McConnell, David; Gray, Kyle; Kortz, Karen; Liang, Xin

2009-01-01

This descriptive study investigated students' answers to geoscience conceptual questions answered using electronic personal response systems. Answer patterns were examined to evaluate the peer-instruction pedagogical approach in a large general education classroom setting. (Contains 3 figures and 2 tables.)

Classroom Response Systems: Effects on the Critical Analysis Skills of Students in Introductory Science Courses

ERIC Educational Resources Information Center

Adams, Cindy Chesworth; Columba, Lynn

2014-01-01

College instructors often teach scientific thinking by asking students to review and analyze a primary research article. The main purpose of this study was to explore how classroom response systems (CRS) could help impact the quality of written analysis papers submitted for this assignment by students taking 100-level biology courses at a…

International-Domestic Student Differences in Learning: Use of Classroom Response Systems in China versus in Canada

ERIC Educational Resources Information Center

Fan, Hong; Power, Jeffrey W.; Song, Xiaofei

2017-01-01

This study compares the impact of audience response systems (clickers) on the learning experience and classroom behavior of Chinese and Canadian students. Based on differences in student learning styles, which are rooted in the differences in national cultures, we predict that clicker technology will result in a more positive learning experience,…

Activating Learning in Engineering Education Using ICT and the Concept of "Flipping the Classroom"

ERIC Educational Resources Information Center

Lucke, Terry; Dunn, Peter K.; Christie, Michael

2017-01-01

This case study trialled the introduction of a student-response system (Top Hat) in a third-year engineering Fluid Mechanics course (n = 44) to improve student engagement, motivation and cognition. It was recognised that for the potential benefits of student-response systems (SRSs) to be fully realised, more time must be allocated for student…

Assessing Multimedia Influences on Student Responses Using a Personal Response System

NASA Astrophysics Data System (ADS)

Gray, Kyle; Owens, Katharine; Liang, Xin; Steer, David

2012-06-01

To date, research to date on personal response systems (clickers) has focused on external issues pertaining to the implementation of this technology or broadly measured student learning gains rather than investigating differences in the responses themselves. Multimedia learning makes use of both words and pictures, and research from cognitive psychology suggests that using both words and illustrations improves student learning. This study analyzed student response data from 561 students taking an introductory earth science course to determine whether including an illustration in a clicker question resulted in a higher percentage of correct responses than questions that did not include a corresponding illustration. Questions on topics pertaining to the solid earth were categorized as illustrated questions if they contained a picture, or graph and text- only if the question only contained text. For each type of question, we calculated the percentage of correct responses for each student and compared the results to student ACT-reading, math, and science scores. A within-groups, repeated measures analysis of covariance with instructor as the covariate yielded no significant differences between the percentage of correct responses to either the text-only or the illustrated questions. Similar non-significant differences were obtained when students were grouped into quartiles according to their ACT-reading, -math, and -science scores. These results suggest that the way in which a conceptest question is written does not affect student responses and supports the claim that conceptest questions are a valid formative assessment tool.

Effects of Different Student Response Modes on Science Learning

ERIC Educational Resources Information Center

Kho, Lee Sze; Chen, Chwen Jen

2017-01-01

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

Why do they not answer and do they really learn? A case study in analysing student response flows in introductory physics using an audience response system

NASA Astrophysics Data System (ADS)

Jääskeläinen, Markku; Lagerkvist, Andreas

2017-07-01

In this paper we investigate teaching with a classroom response system in introductory physics with emphasis on two issues. First, we discuss retention between question rounds and the reasons why students avoid answering the question a second time. A question with declining response rate was followed by a question addressing the student reasons for not answering. We find that there appear to be several reasons for the observed decline, and that the students need to be reminded. We argue that small drops are unimportant as the process appears to work despite the drops. Second, we discuss the dynamics of learning in a concept-sequence in electromagnetism, where a majority of the students, despite poor statistics in a first round, manage to answer a followup question correctly. In addition, we analyse the response times for both situations to connect with research on student reasoning on situations with misconception-like answers. From the combination of the answer flows and response time behaviours we find it plausible that conceptual learning occurred during the discussion phase.

Nonvocal language acquisition in adolescents with severe physical disabilities: Bliss symbol versus iconic stimulus formats.

PubMed Central

Hurlbut, B I; Iwata, B A; Green, J D

1982-01-01

This study compared training in two language systems for three severely handicapped, nonvocal adolescents: the Bliss symbol system and an iconic picture system. Following baseline, training and review trials were implemented using an alternating treatments design. Daily probes were conducted to assess maintenance, stimulus generalization, and response generalization, and data were collected on spontaneous usage of either language system throughout the school day. Results showed that students required approximately four times as many trials to acquire Bliss symbols as iconic pictures, and that students maintained a higher percentage of iconic pictures. Stimulus generalization occurred in both language systems, while the number of correct responses during responses generalization probes was much greater for the iconic system. Finally, students almost always showed more iconic responses than Bliss responses in daily spontaneous usage. These results suggest that an iconic system might be more readily spontaneous usage. These results suggest than an iconic system might be more readily acquired, maintained, and generalized to daily situations. Implications of these findings for the newly verbal person were discussed. PMID:6181049

Experiences with Use of Various Pedagogical Methods Utilizing a Student Response System -- Motivation and Learning Outcome

ERIC Educational Resources Information Center

Arnesen, Ketil; Korpas, Guri Sivertsen; Hennissen, Jon Eirik; Stav, John Birger

2013-01-01

This paper describes use of an online Student Response System (SRS) in a pre-qualification course for engineering studies in Norway. The SRS in use, where students answer quizzes using handheld mobile devices like Smartphones, PADs, iPods etc., has been developed at Sor-Trondelag University College. The development of the SRS was co-funded by the …

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective

ERIC Educational Resources Information Center

Agbatogun, Alaba Olaoluwakotansibe

2012-01-01

The student response system (SRS) is marketed as a reliable tool for improving students' academic attainment. However, findings to the question of whether or not the SRS does improve the learning outcomes of ESL [English as a Second Language] learners in primary education are not well documented in the research literature. Despite the wide use of…

Experiences Obtained with Integration of Student Response Systems for iPod Touch and iPhone into e-Learning Environments

ERIC Educational Resources Information Center

Stav, John; Nielsen, Kjetil; Hansen-Nygard, Gabrielle; Thorseth, Trond

2010-01-01

A new type of Student Response System (SRS) based up on the latest wireless technologies and hand held mobile devices has been developed to enhance active learning methods and assess students' understanding. The key services involve a set of XML technologies, web services and modern mobile devices. A group consisting of engineers, scientists and…

Bring-Your-Own-Device: Turning Cell Phones into Forces for Good

ERIC Educational Resources Information Center

Imazeki, Jennifer

2014-01-01

Over the last few years, classroom response systems (or "clickers") have become increasingly common. Although most systems require students to use a standalone handheld device, bring-your-own-device (BYOD) systems allow students to use devices they already own (e.g., a cell phone, tablet or laptop) to submit responses via text message or…

Assessment of microbiology students' progress with an audience response system.

PubMed

Chaudhry, M Ahmad

2011-01-01

The development of new approaches to teaching of large lecture courses is needed. Today's classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student's understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning.

A model of formative assessment practice in secondary science classrooms using an audience response system

NASA Astrophysics Data System (ADS)

Shirley, Melissa L.

Formative assessment involves the probing of students' ideas to determine their level of understanding during the instructional sequence. Often conceptualized as a cycle, formative assessment consists of the teacher posing an instructional task to students, collecting data about student understanding, and engaging in follow-up strategies such as clarifying student understanding and adjusting instruction to meet learning needs. Despite having been shown to increase student achievement in a variety of classroom settings, formative assessment remains a relative weak area of teacher practice. Methods that enhance formative assessment strategies may therefore have a positive effect on student achievement. Audience response systems comprise a broad category of technologies that support richer classroom interaction and have the potential to facilitate formative assessment. Results from a large national research study, Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS), show that students in algebra classrooms where the teacher has implemented a type of audience response system experience significantly higher achievement gains compared to a control group. This suggests a role for audience response systems in promoting rich formative assessment. The importance of incorporating formative assessment strategies into regular classroom practice is widely recognized. However, it remains challenging to identify whether rich formative assessment is occurring during a particular class session. This dissertation uses teacher interviews and classroom observations to develop a fine-grained model of formative assessment in secondary science classrooms employing a type of audience response system. This model can be used by researchers and practitioners to characterize components of formative assessment practice in classrooms. A major component of formative assessment practice is the collection and aggregation of evidence of student learning. This dissertation proposes the use of the assessment episode to characterize extended cycles of teacher-student interactions. Further, the model presented here provides a new methodology to describe the teacher's use of questioning and subsequent classroom discourse to uncover student learning. Additional components of this model of formative assessment focus on the recognition of student learning by the teacher and the resultant changes in instructional practice to enhance student understanding.

Assessing African American Students for Specific Learning Disabilities: The Promises and Perils of Response to Intervention

ERIC Educational Resources Information Center

Proctor, Sherrie L.; Graves, Scott L., Jr.; Esch, Rachel C.

2012-01-01

Response to Intervention (RtI) consists of multi-tiered instructional delivery systems in which educators provide research-based interventions to students that increase in intensity depending on students' instructional response. RtI is currently being implemented in schools across the United States. RtI's shift away from standardized testing…

STEM-based workbook: Enhancing students' STEM competencies on lever system

NASA Astrophysics Data System (ADS)

Sejati, Binar Kasih; Firman, Harry; Kaniawati, Ida

2017-05-01

Twenty-first century is a century of technology, a rapid development of scientific studies and technology make them relied heavily on each other. This research investigated about the effect of STEM-based workbook in enhancing students' STEM competencies in terms of knowledge understanding, problem solving skill, innovative abilities, and responsibility. The workbook was tried on 24 students that applied engineering design processes together with mathematics and science knowledge to design and create an egg cracker. The result showed that the implementation of STEM-based workbook on lever system in human body is effective to improve students' STEM competencies, it can be proven by students' result on their knowledge understanding improvement which can be seen from normalized gain () score is 0.41 and categorized as medium improvement, students' problem solving skill is also improving where it obtained a medium improvement with normalized gain as much as 0.45. Innovative abilities also encountered an the improvement, the workbook analysis obtained a higher score which means students can be more innovative after finishing their workbook. Last, students' responsibility is keep improving day by day, students' effort gain the highest score it means that the students become more responsible after implementation of STEM-based workbook. All of the results are supported with the response of students towards STEM-based workbook implementation which showed positive response in all indicators.

Exploring the Use of Audience Response Systems in Secondary School Science Classrooms

ERIC Educational Resources Information Center

Kay, Robin; Knaack, Liesel

2009-01-01

An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost…

uRespond: iPad as Interactive, Personal Response System

ERIC Educational Resources Information Center

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

2014-01-01

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

The Immune System Game

ERIC Educational Resources Information Center

Work, Kirsten A.; Gibbs, Melissa A.; Friedman, Erich J.

2015-01-01

We describe a card game that helps introductory biology students understand the basics of the immune response to pathogens. Students simulate the steps of the immune response with cards that represent the pathogens and the cells and molecules mobilized by the immune system. In the process, they learn the similarities and differences between the…

Use of an audience response system (ARS) in a dual-campus classroom environment.

PubMed

Medina, Melissa S; Medina, Patrick J; Wanzer, Donald S; Wilson, Jane E; Er, Nelson; Britton, Mark L

2008-04-15

To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use.

Students' Visualization of Diagrams Representing the Human Circulatory System: The use of spatial isomorphism and representational conventions

NASA Astrophysics Data System (ADS)

Cheng, Maurice M. W.; Gilbert, John K.

2015-01-01

This study investigated students' interpretation of diagrams representing the human circulatory system. We conducted an interview study with three students aged 14-15 (Year 10) who were studying biology in a Hong Kong school. During the interviews, students were asked to interpret diagrams and relationships between diagrams that represented aspects of the circulatory system. All diagrams used in the interviews had been used by their teacher when teaching the topic. Students' interpretations were expressed by their verbal response and their drawing. Dual coding theory was used to interpret students' responses. There was evidence that one student relied on verbal recall as a strategy in interpreting diagrams. It was found that students might have relied unduly on similarities in spatial features, rather than on deeper meanings represented by conventions, of diagrams when they associated diagrams that represented different aspects of the circulatory system. A pattern of students' understanding of structure-behaviour-function relationship of the biological system was observed. This study suggests the importance of a consistent diagrammatic and verbal representation in communicating scientific ideas. Implications for teaching practice that facilitates learning with diagrams and address students' undue focus on spatial features of diagrams are discussed.

Inequities of Intervention among Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Cramer, Liz

2015-01-01

Although Response to Intervention (RTI) has been generally studied in relation to student outcomes, the system itself requires further study, particularly for culturally and linguistically diverse (CLD) students. CLD students have consistently suffered inequities in the educational system, including over representation in high incidence disability…

A Search for TRUTH in Student Responses to Selected Survey Items. AIR 1993 Annual Forum Paper.

ERIC Educational Resources Information Center

Takalkar, Pradnya; And Others

This study compared 4,594 student responses from three different surveys of incoming students at the University of South Florida (USF) with data from Florida's State University System (SUS) admissions files to determine what proportion of error occurs in the survey responses. Specifically, the study investigated the amount of measurement error in…

Using an audience response system (ARS) in a face-to-face and distance education CPT/HCPCS coding course.

PubMed

Harris, Susie T; Zeng, Xiaoming

2010-01-01

We report the use of an audience response system (ARS) in an undergraduate health information management course. The ARS converts a standard PowerPoint presentation into an interactive learning system that engages students in active participation, and it allows instructors to display questions, surveys, opinion polls, and games. We used the ARS in a 2008 course, Health Services Coding, for lecture and test reviews. The class consisted of 15 students; nine were on-campus students and six were distance education students. All of the responding students agreed that the ARS software facilitated learning and made lectures and reviews more interesting and interactive, and they preferred taking a class using an ARS.

The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

ERIC Educational Resources Information Center

Connor, Carol McDonald; Morrison, Frederick J.; Fishman, Barry J.; Ponitz, Claire Cameron; Glasney, Stephanie; Underwood, Phyllis S.; Piasta, Shayne B.; Crowe, Elizabeth Coyne; Schatschneider, Christopher

2009-01-01

The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom…

Student Rights and Responsibilities.

ERIC Educational Resources Information Center

Kentucky Univ., Lexington. Community Coll. System.

This document summarizes the rights and responsibilities of students in the University of Kentucky community college system. Part I deals with rules and procedures governing non-academic relationships between students and the University. The discussion is organized into five articles which have been adopted by the University Board of Trustees and…

Beyond Clickers, Next Generation Classroom Response Systems for Organic Chemistry

ERIC Educational Resources Information Center

Shea, Kevin M.

2016-01-01

Web-based classroom response systems offer a variety of benefits versus traditional clicker technology. They are simple to use for students and faculty and offer various question types suitable for a broad spectrum of chemistry classes. They facilitate active learning pedagogies like peer instruction and successfully engage students in the…

Student Response Systems for Formative Assessment: Literature-Based Strategies and Findings from a Middle School Implementation

ERIC Educational Resources Information Center

Fuller, Julia S.; Dawson, Kara M.

2017-01-01

In this article we share how a district-level technology integration specialist used literature on implementing student response systems (SRS) for formative assessment, based on Desimone's (2009) core features of professional development design, Guskey's Levels of Professional Development Evaluation (1998, 2000, 2002), and Danielson's Observation…

Clicking toward Better Grades: The Use of Student Response Systems in Social Work Education

ERIC Educational Resources Information Center

Voith, Laura A.; Holmes, Megan R.; Duda-Banwar, Janelle

2018-01-01

Faculty members at universities are increasingly shifting their pedagogical focus from traditional lectures to active learning by integrating academic technology such as clickers (i.e., student response systems) into classrooms. However, few studies have examined the effect of clickers on learning outcomes such as test grades, and even fewer…

The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology

ERIC Educational Resources Information Center

Edens, Kellah M.

2008-01-01

This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics…

The Effects of Classroom Response Systems of Student Achievement

ERIC Educational Resources Information Center

Hales, Kelly B.

2017-01-01

School district administrators are required to manage educational outcomes while overseeing tight budgets. Every dollar must be accounted for and serve a student-based purpose. Therefore, the purpose of this mixed-methods research study was to examine whether classroom response systems (CRS) had an effect on the academic performance of grade ten…

Use of an Audience Response System during Peer Teaching among Physical Therapy Students in Human Gross Anatomy: Perceptions of Peer Teachers and Students

ERIC Educational Resources Information Center

Wait, Kevin R.; Cloud, Beth A.; Forster, Lindsey A.; Jones, Tiffany M.; Nokleby, Jessica J.; Wolfe, Cortney R.; Youdas, James W.

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals.…

An Evaluation of Professional Development on Using Student Response Systems and Interactive Whiteboards for Formative Assessment in the Middle Schools of a Southeastern School District

ERIC Educational Resources Information Center

Fuller, Julia Susanne

2011-01-01

The purchase of 21st-century technologies for each middle school teacher in my school system coinciding with a historic lack of significant professional development in technology integration provided the impetus for the study. To address the problem, professional development focused on helping teachers use student response systems and mobile…

Does Displaying the Class Results Affect Student Discussion during Peer Instruction?

PubMed Central

Strauss, Eric A.; Downey, Nicholas; Galbraith, Anne; Jeanne, Robert; Cooper, Scott

2010-01-01

The use of personal response systems, or clickers, is increasingly common in college classrooms. Although clickers can increase student engagement and discussion, their benefits also can be overstated. A common practice is to ask the class a question, display the responses, allow the students to discuss the question, and then collect the responses a second time. In an introductory biology course, we asked whether showing students the class responses to a question biased their second response. Some sections of the course displayed a bar graph of the student responses and others served as a control group in which discussion occurred without seeing the most common answer chosen by the class. If students saw the bar graph, they were 30% more likely to switch from a less common to the most common response. This trend was more pronounced in true/false questions (38%) than multiple-choice questions (28%). These results suggest that observing the most common response can bias a student's second vote on a question and may be misinterpreted as an increase in performance due to student discussion alone. PMID:20516358

`Not hard to sway': a case study of student engagement in two large engineering classes

NASA Astrophysics Data System (ADS)

Shekhar, Prateek; Borrego, Maura

2018-07-01

Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This paper argues that the level of student engagement in active learning classrooms is an interplay of social and physical classroom characteristics. Using classroom observations and instructor interviews, this study describes the influence of the interaction of student response systems and classroom layout on student engagement in two large active-learning-based engineering classrooms. The findings suggest that the use of different student response systems in combination with cluster-style seating arrangements can increase student engagement in large classrooms.

Response Switching and Self-Efficacy in Peer Instruction Classrooms

ERIC Educational Resources Information Center

Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

2015-01-01

Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide…

A Coordinated Business System.

ERIC Educational Resources Information Center

Emmett, Marion B.

1980-01-01

Describes a student publications department business system in which students take responsibility for selling advertisements for the newspaper and yearbook, make sure that layouts are satisfactory to customers, keep all records of accounting and billing procedures, and maintain budget supervision of student publications activities. (TJ)

Getting Students to Learn about Information Systems Project Management: An Experiment in Student-centred Learning.

ERIC Educational Resources Information Center

Allan, George

1999-01-01

A student-centered learning model for a course on information systems project management consisted of individual study and group discussion with facilitator guidance. Data from session records, repertory grids, and a learning network diagram showed that interactive learning was more effective and students took responsibility, although some…

Use of an Audience Response System (ARS) in a Dual-Campus Classroom Environment

PubMed Central

Medina, Patrick J; Wanzer, Donald S; Wilson, Jane E; Er, Nelson; Britton, Mark L

2008-01-01

Objectives To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. Design After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. Assessment Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. Summary ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use. PMID:18483604

Influence of Audience Response System Technology on Student Performance in Organic Chemistry Lecture Class

ERIC Educational Resources Information Center

Lyubartseva, Ganna

2013-01-01

The use of audience response system (commonly known as clickers) supports communication and interactivity in class by allowing the instructor to ask thought-provoking questions and encouraging students to articulate and reflect their thinking, reveal misconceptions, probe the knowledge and follow their progress in the course. Recent studies on the…

An Audience Response System May Influence Student Performance on Anatomy Examination Questions

ERIC Educational Resources Information Center

Hoyt, Amy; McNulty, John A.; Gruener, Gregory; Chandrasekhar, Arcot; Espiritu, Baltazar; Ensminger, David; Price, Ron, Jr.; Naheedy, Ross

2010-01-01

This study integrated an in-house audience response system (ARS) in the human anatomy course over two years to determine whether students performed better on high-stakes examinations following exposure to similar interactive questions in a large lecture format. Questions in an interactive ARS format were presented in lectures via PowerPoint…

Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum

ERIC Educational Resources Information Center

FitzPatrick, Kathleen A.; Finn, Kevin E.; Campisi, Jay

2011-01-01

To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human…

Supporting Active Learning in an Undergraduate Geotechnical Engineering Course Using Group-Based Audience Response Systems Quizzes

ERIC Educational Resources Information Center

Donohue, Shane

2014-01-01

The use of audience response systems (ARSs) or "clickers" in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS…

Student Opinions and Preferences Regarding Personal Response Systems in the Graduate Physical Therapy Classroom: A Mixed-Methods Inquiry

ERIC Educational Resources Information Center

Mincer, Andi Beth; Thompson, Anne W.

2012-01-01

Little investigation has been conducted on the use of Personal Response Systems (PRS) in either graduatelevel courses or health professions education. Through anonymous participation in focus groups, graduate physical therapy students described specific aspects of PRS that they felt facilitated their learning, as well as aspects that hindered…

How Benefits and Challenges of Personal Response System Impact Students' Continuance Intention? A Taiwanese Context

ERIC Educational Resources Information Center

Yeh, C. Rosa; Tao, Yu-Hui

2013-01-01

To address four issues observed from the latest Personal Response System (PRS) review by Kay and LeSage (2009), this paper investigates, through a systematic research, how the derived benefits and challenges of PRS affect the satisfaction and continuance intention of college students in Taiwan. The empirical study samples representative college…

Classroom Response Systems: Using Task Technology Fit to Explore Impact Potential

ERIC Educational Resources Information Center

Jones, Kenneth D., II.

2010-01-01

The primary purpose of this study is to determine how students are impacted by the use of Classroom Response System (CRS) technology. This research explores the nature of the outcomes experienced by students and their perceptions on the leading pedagogy and practices for using CRS technology in the classroom. The research is both quantitative and…

Plickers: A Formative Assessment Tool for K-12 and PETE Professionals

ERIC Educational Resources Information Center

Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

2017-01-01

Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…

Overcoming Language and Literacy Barriers: Using Student Response System Technology to Collect Quality Program Evaluation Data from Immigrant Participants

ERIC Educational Resources Information Center

Walker, Susan K.; Mao, Dung

2016-01-01

Student response system technology was employed for parenting education program evaluation data collection with Karen adults. The technology, with translation and use of an interpreter, provided an efficient and secure method that respected oral language and collective learning preferences and accommodated literacy needs. The method was popular…

Assessment of Microbiology Students’ Progress With an Audience Response System

PubMed Central

Chaudhry, M. Ahmad

2011-01-01

The development of new approaches to teaching of large lecture courses is needed. Today’s classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student’s understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning. PMID:23653765

Using Low-Tech Interactions in the Chemistry Classroom to Engage Students in Active Learning

ERIC Educational Resources Information Center

Shaver, Michael P.

2010-01-01

Two complementary techniques to gauge student understanding and inspire interactive learning in the chemistry classroom are presented. Specifically, this article explores the use of student responses with their thumbs as an alternative to electronic-response systems and complementing these experiences with longer, task-based questions in an…

Measuring Student Learning with Item Response Theory

ERIC Educational Resources Information Center

Lee, Young-Jin; Palazzo, David J.; Warnakulasooriya, Rasil; Pritchard, David E.

2008-01-01

We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics…

Examining the benefits of learning based on an audience response system when confronting emergency situations.

PubMed

Fernández-Alemán, José Luis; García, Ana Belén Sánchez; Montesinos, María José López; Jiménez, Juan José López

2014-05-01

This article presents an empirical study on the effectiveness of the use of an audience response system called SIstema De Respuesta inmediata de la Audiencia on a nursing course. A total of 130 students of mixed gender, age, and computer experience and educational background on a third-year course in nursing administration and management participated in the study. The benefits of an audience response system as regards learning how to confront emergency situations were studied. The innovative aspect of the proposal is twofold: (1) the use of a smartphone to respond to the questions and (2) the analysis of the students' response time when confronting critical situations while managing nursing resources. A positive impact on the students' performance was revealed in their final assessments. Our findings show that SIstema De Respuesta inmediata de la Audiencia increases student participation and aids in identifying and correcting misconceptions. The students found SIstema De Respuesta inmediata de la Audiencia to be very motivating and wanted it to be used in additional lectures. Further research is required to study the effectiveness of SIstema De Respuesta inmediata de la Audiencia for it to be widely used in other disciplines.

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

PubMed

Premkumar, Kalyani; Coupal, Cyril

2008-01-01

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

Active Learning and Engagement with the Wireless Indoor Location Device (WILD) Learning System

NASA Astrophysics Data System (ADS)

Moldwin, M.; Samson, P. J.; Ojeda, L.; Miller, T.; Yu, J.

2016-12-01

The Wireless Indoor Location Device (WILD) Learning System being developed at the University of Michigan and the Education Technology company A2 Motus LLC provides a unique platform for social learning by allowing students to become active participants in live simulations of complex systems, like hurricane formation. The WILD Learning System enables teachers to engage students in kinesthetic activities that explore complex models from a wide variety of STEAM (Science, Technology, Engineering, Art and Math) disciplines. The system provides students' location, orientation and motion within the classroom and assigns each student different parameters depending on the activity. For example, students learning about hurricanes could be assigned atmospheric pressure levels and asked to arrange themselves around the room to simulate a hurricane. The Wild Learning System software then takes the students' pressure readings and locations and projects their locations overlaid onto a real-time generated simulated pressure weather map enabling the observation of how their arrangement influences the pressure structure. The teacher then could have the students orient themselves in the direction they think the resulting wind field will be based on the pressure contours as the system can show an arrow originating from each of the students position in the direction that they are facing. The system also could incorporate a student response-type system for the instructor to then directly question students about other concepts and record their response to both the kinesthetic activity and other formative assessment questions. The WILD Learning System consists of a sensor package for each student in the class, beacons to enable precise localization of the students, software to calculate student location information, and educational software for a variety of activities. In addition, a software development kit (SDK) is under development that would allow others to create additional learning activities using the WILD Learning System. (WILD Learning System development has been partially supported by NASA's CYGNSS Mission EPO, the NSF and the University of Michigan).

Evaluating Student Response to WeBWorK, a Web-Based Homework Delivery and Grading System

ERIC Educational Resources Information Center

Roth, Vicki; Ivanchenko, Volodymyr; Record, Nicholas

2008-01-01

As the use of web-based homework delivery and checking systems expands, we have greater need to evaluate how students engage with these systems and how changes in the systems influence student behavior. Reported here is the assessment of WeBWorK, an open-source web-based homework program used largely in postsecondary math and science courses, with…

Comparative Study of Three Different Personal Response Systems with Fourth-Year Undergraduate Veterinary Students.

PubMed

Duret, Denis; Senior, Avril

2015-01-01

The purpose of this study was to compare three different Personal Response Systems that have been used in recent years at the School of Veterinary Science, University of Liverpool: a technology-free system (Communicubes), a handset delivery device (TurningPoint), and a cloud-based technology (Poll Everywhere) that allows students to use a range of personal computing devices to register their answer. All three systems offer a method to promote active learning, and lecturers were encouraged to use them. However, there are cost and logistical implications for each. The authors found that both staff and students did have particular preferences for a specific system. This preference was not the same for both groups. The outcome of the comparison is that further research is needed into cloud-based technology as it offers benefits to the students but is also a distraction.

Does Climate Literacy Matter? A Case Study of U.S. Students' Level of Concern about Anthropogenic Global Warming

ERIC Educational Resources Information Center

Bedford, Daniel

2016-01-01

Educators seeking to address global warming in their classrooms face numerous challenges, including the question of whether student opinions about anthropogenic global warming (AGW) can change in response to increased knowledge about the climate system. This article analyzes survey responses from 458 students at a primarily undergraduate…

Learner-Centered Use of Student Response Systems Improves Performance in Large Class Environments

ERIC Educational Resources Information Center

Pond, Samuel B., III

2010-01-01

At the college level, students often participate in introductory courses with large class enrollments that tend to produce many challenges to effective teaching and learning. Many teachers are concerned that this class environment fails to accommodate higher-level thinking and learning. I offer a brief rationale for why a student-response system…

Principles for Constructing Good Clicker Questions: Going beyond Rote Learning and Stimulating Active Engagement with Course Content

ERIC Educational Resources Information Center

Sullivan, Roberta

2009-01-01

Clickers are also referred to as classroom response systems. They are small-handheld electronic devices that resemble a television remote control, used by students to respond to questions posed by instructors. Typically, questions are provided to students using electronic on-screen presentations. Results of students' responses can be immediately…

Integrating Real-time Earthquakes into Natural Hazard Courses

NASA Astrophysics Data System (ADS)

Furlong, K. P.; Benz, H. M.; Whitlock, J. S.; Bittenbinder, A. N.; Bogaert, B. B.

2001-12-01

Natural hazard courses are playing an increasingly important role in college and university earth science curricula. Students' intrinsic curiosity about the subject and the potential to make the course relevant to the interests of both science and non-science students make natural hazards courses popular additions to a department's offerings. However, one vital aspect of "real-life" natural hazard management that has not translated well into the classroom is the real-time nature of both events and response. The lack of a way to entrain students into the event/response mode has made implementing such real-time activities into classroom activities problematic. Although a variety of web sites provide near real-time postings of natural hazards, students essentially learn of the event after the fact. This is particularly true for earthquakes and other events with few precursors. As a result, the "time factor" and personal responsibility associated with natural hazard response is lost to the students. We have integrated the real-time aspects of earthquake response into two natural hazard courses at Penn State (a 'general education' course for non-science majors, and an upper-level course for science majors) by implementing a modification of the USGS Earthworm system. The Earthworm Database Management System (E-DBMS) catalogs current global seismic activity. It provides earthquake professionals with real-time email/cell phone alerts of global seismic activity and access to the data for review/revision purposes. We have modified this system so that real-time response can be used to address specific scientific, policy, and social questions in our classes. As a prototype of using the E-DBMS in courses, we have established an Earthworm server at Penn State. This server receives national and global seismic network data and, in turn, transmits the tailored alerts to "on-duty" students (e-mail, pager/cell phone notification). These students are responsible to react to the alarm real-time, consulting other members of their class and accessing the E-DBMS server and other links to glean information that they will then use to make decisions. Students wrestle with the complications in interpreting natural hazard data, evaluating whether a response is needed, and problems such as those associated with communication between media and the public through these focused exercises. Although earthquakes are targeted at present, similar DBMS systems are envisioned for other natural hazards like flooding, volcanoes, and severe weather. We are testing this system as a prototype intended to be expanded to provide web-based access to classes at both the middle/high school and college/university levels.

Student Perceptions of a Wireless Audience Response System

ERIC Educational Resources Information Center

Walton, Abram; Homan, Scott; Naimi, Linda; Tomovic, Cynthia

2008-01-01

Purpose: The purpose of this paper is to identify and measure the perceptions and attitudes of students regarding the classroom performance system (CPS). Design/methodology/approach: The paper reviews a range of recently published (1993-2006) works on pedagogy and educational technology. A survey methodology was utilized to measure students'…

MEASUREMENT AND ANALYSIS OF PHYSIOLOGICAL RESPONSE TO FILM.

ERIC Educational Resources Information Center

CASE, HARRY W.; LEVONIAN, EDWARD

THE PRIMARY OBJECTIVE OF THIS STUDY WAS THE DEVELOPMENT OF A SYSTEM WHICH WOULD ALLOW THE MEASUREMENT AND ANALYSIS OF PHYSIOLOGICAL RESPONSE OF STUDENTS VIEWING FILM MATERIAL UNDER CONVENTIONAL CLASSROOM CONDITIONS. THE GALVANIC SKIN RESPONSE (GSR) WAS MEASURED BY SENSORS AND USED AS AN INDICATOR OF STUDENT INTERACTION WITH THE FILM MATERIAL. IN…

Reframing Responsibility in the Social Justice Classroom

ERIC Educational Resources Information Center

Applebaum, Barbara

2012-01-01

This article examines a question that white students often ask when they learn about their role in systemic racial oppression: "Why am I responsible?" I argue that the conception of responsibility that grounds this question is focused on causality and individual action and makes it difficult for white students to understand how within the context…

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

PubMed Central

Black, Esther P.; Rohr, Jürgen

2009-01-01

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

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

PubMed

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

2009-04-07

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

Who Needs to Do What Where?: Using Learning Management Systems on Residential vs. Commuter Campuses

ERIC Educational Resources Information Center

Lonn, Steven; Teasley, Stephanie D.; Krumm, Andrew E.

2011-01-01

Learning Management Systems (LMS) are web-based systems allowing instructors and/or students to share materials and interact online. This study compared differences in LMS use between instructors and students at a large residential campus with students at a smaller commuter campus. Responses to an online survey about LMS activities and tools were…

Different Reward Structures to Motivate Student Interaction with Electronic Response Systems in Astronomy

NASA Astrophysics Data System (ADS)

Len, Patrick M.

Electronic response systems ("clickers") are used in introductory astronomy classes as a real-time assessment tool. Different reward structures for student responses to clicker questions are used to motivate individual participation or group collaboration before responding. The impact of two reward structures on student behavior and learning is investigated. This study finds that a success-bonus incentive (in which individual participation points are doubled when the class attains a threshold success rate) strongly motivated students to collaborate, whereas a participation-only credit (no success-bonus) incentive resulted in one-third of the students answering individually without collaboration. With a participation-only incentive, students who answered individually ("self-testers") were found to have more positive attitudes toward astronomy and science, and higher self-confidence in their learning than students who interacted before answering without a success-bonus incentive ("collaborators"). These collaborators experienced downward shifts in attitudes and self-confidence, in contrast to the static attitudes and self-confidence of self-testers. The implication is that students with little or no background in science prefer to answer collaboratively rather than independently and that these students are also negatively impacted by a one-semester introductory astronomy course.

Teaching undergraduate nursing students critical thinking: An innovative informatics strategy.

PubMed

Warren, Judith J; Connors, Helen R; Weaver, Charlotte; Simpson, Roy

2006-01-01

Simulated e-Health Delivery System (SEEDS) uses a clinical information system (CIS) to teach students how to process data from virtual patient case studies and work with information technology. SEEDS was developed in response to the Institute of Medicine recommendation that students be taught about information systems in order to improve quality patient care and reduce errors. Curriculum implications, implementation of the system, and technology challenges are discussed.

Improved Academic Performance and Student Perceptions of Learning through Use of a Cell Phone-Based Personal Response System

ERIC Educational Resources Information Center

Ma, Sihui; Steger, Daniel G.; Doolittle, Peter E.; Stewart, Amanda C.

2018-01-01

Personal response systems, such as clickers, have been widely used to improve the effectiveness of teaching in various classroom settings. Although hand-held clicker response systems have been the subject of multiple prior studies, few studies have focused on the use of cell phone-based personal response system (CPPRS) specifically. This study…

Defining Medical Student Patient Care Responsibilities Before Intern Year: Results of a National Survey.

PubMed

King, Christopher J; Bolton, Andrew; Guerrasio, Jeannette; Trosterman, Adam

2017-12-01

Program directors have noted that first-year residents struggle with many of the patient care responsibilities they assume as they enter the US graduate medical education system. A national description of medical students' patient care experience in advance of graduation has not been published. We sought to describe the experience of US medical students during their clinical training by surveying the student representatives of each school. We developed a mixed-methods survey that was delivered to representatives of 82 schools via an e-mail link to an online survey. Our response rate was 54% (44/82). Of those responding, 28% reported that students do not write any patient care orders at their institution and 34% reported not receiving pages related to patient care. Only 26% of institutions provide an increased patient load to students during their final year of training. Students identified many areas to improve the role of fourth-year medical students, including writing patient care orders, answering pages, increasing autonomy, defining their role better, and providing them with a longer subinternship experience. Our survey suggests that students are graduating from the undergraduate medical education system and moving to the graduate medical education system in the United States without a guarantee of having answered a page related to patient care or having placed a patient care order. Further studies of students' experiences should be conducted to explore whether exposure to these skills improves first-year resident performance.

What Are Middle School Students Talking about during Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

ERIC Educational Resources Information Center

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-01-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on…

Comulang: towards a collaborative e-learning system that supports student group modeling.

PubMed

Troussas, Christos; Virvou, Maria; Alepis, Efthimios

2013-01-01

This paper describes an e-learning system that is expected to further enhance the educational process in computer-based tutoring systems by incorporating collaboration between students and work in groups. The resulting system is called "Comulang" while as a test bed for its effectiveness a multiple language learning system is used. Collaboration is supported by a user modeling module that is responsible for the initial creation of student clusters, where, as a next step, working groups of students are created. A machine learning clustering algorithm works towards group formatting, so that co-operations between students from different clusters are attained. One of the resulting system's basic aims is to provide efficient student groups whose limitations and capabilities are well balanced.

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.

The Effects of Response to Intervention on the Mathematics Achievement of Seventh and Eighth Grade Students

ERIC Educational Resources Information Center

Cornelius, Annette Sargent

2013-01-01

The purpose of this quantitative study was to investigate the effectiveness of a system-wide Response to Intervention (RTI) program on the mathematical achievement of seventh and eighth grade students. The study consisted of five district schools with a total of 502 participants. The students were identified as belonging to one of two tiers, which…

U-View: Student Access to Information Using ATMs.

ERIC Educational Resources Information Center

Springfield, John J.

1990-01-01

A discussion of Boston College's system allowing students to display and print their campus records at automated teller machines (ATMs) around the institution looks at the system's evolution, current operations, human factors affecting system design and operation, shared responsibility, campus acceptance, future enhancements, and cost…

Factors Influencing Response Rates in Online Student Evaluation Systems: A Systematic Review Approach

ERIC Educational Resources Information Center

Asare, Samuel; Daniel, Ben Kei

2018-01-01

Students' feedback on teaching activities significantly contributes to the enhancement of the quality of teaching and learning. Conventionally students evaluate teaching activities through paper based systems, where they fill out and return paper copies of teaching or course evaluation. In the last decades, institutions are moving student…

39 CFR 320.4 - Suspension for certain letters of college and university organizations.

Code of Federal Regulations, 2010 CFR

2010-07-01

... universities to carry in their internal mail systems the letters of their bona fide student or faculty... university. Colleges and universities choosing to provide their student or faculty organizations access to their internal mail systems are responsible for assuring that only letters of bona fide student or...

Application of the Virginia STEPS (Student/Teacher Education Planning System) by Basic Skills Education Teachers.

ERIC Educational Resources Information Center

Seguin, Barbara; Swanson, Lois

The Virginia STEPS (Student/Teacher Education Planning System) was developed to enable adult basic education (ABE) students to become independent learners responsible for planning, carrying out, evaluating, and making adjustments in their education. ABE instructors at Blackhawk Technical College in Wisconsin have adapted the STEPS model to make…

The Impact of a Flexible Assessment System on Students' Motivation, Performance and Attitude

ERIC Educational Resources Information Center

Pacharn, Parunchana; Bay, Darlene; Felton, Sandra

2013-01-01

We examine a flexible assessment system that allows students to determine the weights allocated to each course component and to re-allocate the weights in response to achieved scores. The flexibility is intended to encourage students' participation in the learning process, thereby promoting self-regulated learning skills. We compare this…

IT Educational Experience and Workforce Development for Information Systems and Technology Students

ERIC Educational Resources Information Center

Legier, John T., Jr.; Soares, Andrey

2014-01-01

This study involves an analysis of a cohort of student's during their pursuit of a Bachelor of Science degree in Information Systems Technologies (IST) at a Midwestern university. Demographics and analysis of this cohort include basic demographic information, student home-life and personal responsibilities, employment and work experience, and…

Impact of a Flexible Evaluation System on Effort and Timing of Study

ERIC Educational Resources Information Center

Pacharn, Parunchana; Bay, Darlene; Felton, Sandra

2012-01-01

This paper examines results of a flexible grading system that allows each student to influence the weight allocated to each performance measure. We construct a stylized model to determine students' optimal responses. Our analytical model predicts different optimal strategies for students with varying academic abilities: a frontloading strategy for…

Implementing Response to Intervention: Challenges of Diversity and System Change in a High Stakes Environment

ERIC Educational Resources Information Center

Cavendish, Wendy; Harry, Beth; Menda, Anne Maria; Espinosa, Anabel; Mahotiere, Margarette

2016-01-01

Background: The Response to Intervention (RTI) approach involves the use of a dynamic model built around the systematic documentation of students' response to research-based instructional interventions. Although there has been widespread implementation of RTI models for early intervention and in some cases, as a means to identify students with…

The Process, Dialogues, and Attitudes of Vocational Engineering High School Students in a Web Problem-Based Learning (WPBL) System

ERIC Educational Resources Information Center

Tseng, Kuo-Hung; Chang, Chi-Cheng; Lou, Shi-Jer

2012-01-01

This study aims to explore how high school students collaboratively solve problems in a web problem-based learning (WPBL) system in an 8-week digital logic course using discourse analysis. Employing in-depth interviews, this study also investigated the students' attitudes toward the WPBL system. The number of teaching assistants' responses had a…

Learning by Teaching: Undergraduate Engineering Students Improving a Community's Response Capability to an Early Warning System

ERIC Educational Resources Information Center

Suvannatsiri, Ratchasak; Santichaianant, Kitidech; Murphy, Elizabeth

2015-01-01

This paper reports on a project in which students designed, constructed and tested a model of an existing early warning system with simulation of debris flow in a context of a landslide. Students also assessed rural community members' knowledge of this system and subsequently taught them to estimate the time needed for evacuation of the community…

Innovative Use of a Classroom Response System During Physics Lab

NASA Astrophysics Data System (ADS)

Walgren, Jay

2011-01-01

More and more physics instructors are making use of personal/classroom response systems or "clickers." The use of clickers to engage students with multiple-choice questions during lecture and available instructor resources for clickers have been well documented in this journal.1-4 Newer-generation clickers, which I refer to as classroom response systems (CRS), have evolved to accept numeric answers (such as 9.81) instead of just single "multiple-choice" entries (Fig. 1). This advancement is available from most major clicker companies and allows for a greater variety of engaging questions during lecture. In addition, these new "numeric ready" clickers are marketed to be used for student assessments. During a test or quiz, students' answers are entered into their clicker instead of on paper or Scantron® and immediately absorbed by wireless connection into a computer for grading and analysis. I recognize the usefulness and benefit these new-generation CRSs provide for many instructors. However, I do not use my CRS in either of the aforementioned activities. Instead, I use it in an unconventional way. I use the CRS to electronically capture students' lab data as they are performing a physics lab (Fig. 2). I set up the clickers as if I were going to use them for a test, but instead of entering answers to a test, my students enter lab data as they collect it. In this paper I discuss my use of a classroom response system during physics laboratory and three benefits that result: 1) Students are encouraged to "take ownership of" and "have integrity with" their physics lab data. 2) Students' measuring and unit conversion deficiencies are identified immediately during the lab. 3) The process of grading students' labs is simplified because the results of each student's lab calculations can be pre-calculated for the instructor using a spreadsheet. My use of clickers during lab can be implemented with most clicker systems available to instructors today. The CRS I use is the eInstruction's® Classroom Performance System™ (CPS™).5 (Fig. 1)

Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom.

PubMed

DiVall, Margarita V; Hayney, Mary S; Marsh, Wallace; Neville, Michael W; O'Barr, Stephen; Sheets, Erin D; Calhoun, Larry D

2013-05-13

To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom.

Perceptions of Pharmacy Students, Faculty Members, and Administrators on the Use of Technology in the Classroom

PubMed Central

DiVall, Margarita V.; Hayney, Mary S; Marsh, Wallace; Neville, Michael W.; O’Barr, Stephen; Sheets, Erin D.; Calhoun, Larry D.

2013-01-01

Objectives. To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Methods. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Results. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Conclusions. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom. PMID:23716743

Using graph-based assessments within socratic tutorials to reveal and refine students' analytical thinking about molecular networks.

PubMed

Trujillo, Caleb; Cooper, Melanie M; Klymkowsky, Michael W

2012-01-01

Biological systems, from the molecular to the ecological, involve dynamic interaction networks. To examine student thinking about networks we used graphical responses, since they are easier to evaluate for implied, but unarticulated assumptions. Senior college level molecular biology students were presented with simple molecular level scenarios; surprisingly, most students failed to articulate the basic assumptions needed to generate reasonable graphical representations; their graphs often contradicted their explicit assumptions. We then developed a tiered Socratic tutorial based on leading questions designed to provoke metacognitive reflection. The activity is characterized by leading questions (prompts) designed to provoke meta-cognitive reflection. When applied in a group or individual setting, there was clear improvement in targeted areas. Our results highlight the promise of using graphical responses and Socratic prompts in a tutorial context as both a formative assessment for students and an informative feedback system for instructors, in part because graphical responses are relatively easy to evaluate for implied, but unarticulated assumptions. Copyright © 2011 Wiley Periodicals, Inc.

Is Your Class a Natural Disaster? It can be... The Real Time Earthquake Education (RTEE) System

NASA Astrophysics Data System (ADS)

Whitlock, J. S.; Furlong, K.

2003-12-01

In cooperation with the U.S. Geological Survey (USGS) and its National Earthquake Information Center (NEIC) in Golden, Colorado, we have implemented an autonomous version of the NEIC's real-time earthquake database management and earthquake alert system (Earthworm). This is the same system used professionally by the USGS in its earthquake response operations. Utilizing this system, Penn State University students participating in natural hazard classes receive real-time alerts of worldwide earthquake events on cell phones distributed to the class. The students are then responsible for reacting to actual earthquake events, in real-time, with the same data (or lack thereof) as earthquake professionals. The project was first implemented in Spring 2002, and although it had an initial high intrigue and "coolness" factor, the interest of the students waned with time. Through student feedback, we observed that scientific data presented on its own without an educational context does not foster student learning. In order to maximize the impact of real-time data and the accompanying e-media, the students need to become personally involved. Therefore, in collaboration with the Incorporated Research Institutes of Seismology (IRIS), we have begun to develop an online infrastructure that will help teachers and faculty effectively use real-time earthquake information. The Real-Time Earthquake Education (RTEE) website promotes student learning by integrating inquiry-based education modules with real-time earthquake data. The first module guides the students through an exploration of real-time and historic earthquake datasets to model the most important criteria for determining the potential impact of an earthquake. Having provided the students with content knowledge in the first module, the second module presents a more authentic, open-ended educational experience by setting up an earthquake role-play situation. Through the Earthworm system, we have the ability to "set off" historical earthquakes (ex. the students get alerted, like any other real-time alert, to the 1989 Loma Prieta earthquake). Students are then responsible for going through a series of tasks mimicking real earthquake response teams. Teacher feedback compares students' decisions against the actual decisions of the earthquake professionals, giving student assessment meaning and validity. Additionally, it sets up wonderful post-role-play research projects for students to investigate the complex, long-term impacts of the historical earthquake. The integration of technology with education is a critical part of the authentic science experience. Telecommunication improvements are making sets of current, robust resources needed for open-ended investigations increasingly available to students. In the RTEE system, the near real-time determination of earthquake information and subsequent delivery of that information to earthquake professionals is a reality that can be shared with students in their classrooms. The specific focus of the RTEE system is to improve the delivery of real-time earthquake education resources to educators and their students. By coupling the Earthworm system with relevant high-quality educational materials, we hope to provide a critical resource for understanding the societal impacts of earthquakes.

Student and Staff Perceptions of a Learning Management System for Blended Learning in Teacher Education

ERIC Educational Resources Information Center

Holmes, Kathryn A.; Prieto-Rodriguez, Elena

2018-01-01

Higher education institutions routinely use Learning Management Systems (LMS) for multiple purposes; to organise coursework and assessment, to facilitate staff and student interactions, and to act as repositories of learning objects. The analysis reported here involves staff (n = 46) and student (n = 470) responses to surveys as well as data…

Sociotechnical Systems Design: An Engineering Program for Social-Science Students.

ERIC Educational Resources Information Center

Harrison, Howard L.; And Others

The University of Wisconsin College of Engineering's Sociotechnical Systems Design (STSD) Program, which was developed to provide social science students with systems concepts and basic technological skills necessary for attacking these problems, is considered. The need for such professionals, current educational responses, the organization of the…

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

PubMed

Oakes, Claudia E; Demaio, Daniel N

2013-01-01

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

On the Use of a Student Response System and Peer Tutors in Team Learning at the University of Kansas

NASA Astrophysics Data System (ADS)

Shawl, S. J.

2004-05-01

The author has used peer tutors as an important component of his teaching of "Astro 101" since the late 1970's. The ways in which the students in "Astro 101" gain from them, the ways in which the peer tutors themselves gain from the experience, and the ways in which the instructor benefits from the peer tutors will be briefly discussed. A computerized student response system (specifically the HyperInteractive Teaching Technology system: www.h-itt.com) replaced a previously used analog system beginning in the spring 2003 semester. The system has been used both for graded group-based reading quizzes and for in-class questions during the class period. They have been integrated into class within a pedagogical model called "Team Learning," which will be briefly described.

Teaching Strategy. Tort Law and the Civil Jury.

ERIC Educational Resources Information Center

Pittman, Keith A.

1997-01-01

Presents a lesson plan that introduces students to the tort system of law and the responsibilities of the civil jury. The lesson involves student research and a mock jury trial establishing legal responsibility for a fatal automobile accident. Includes a list of objectives, classroom procedures, and handouts on jury deliberations. (MJP)

Observer and Student Ratings of the Class Environment: A Preliminary Investigation of Convergence

ERIC Educational Resources Information Center

Nelson, Peter M.; Reddy, Linda A.; Dudek, Christopher M.; Lekwa, Adam J.

2017-01-01

The present study examined the relationship between student and observer ratings of the class environment. More specifically, class responses on the Responsive Environmental Assessment for Classroom Teaching (REACT; Theodore J. Christ & Colleagues, 2015) were compared with observer ratings on the Classroom Strategies Assessment System-Observer…

Culturally Responsive: Art Education in a Global Era

ERIC Educational Resources Information Center

Lai, Alice

2012-01-01

Facing the era of globalization, culturally responsive art teachers must recognize that students' home culture, including local artistic expression, is inevitably influenced by global forces. They should strive to engage with students systems and issues of globalization and its impact on their community culture and art. In this article, the author…

Responsible Beverage Service Course. Instructor Curriculum [and] Student Workbook.

ERIC Educational Resources Information Center

Moraine Park Technical Coll., Fond du Lac, WI.

This curriculum guide and student workbook provide materials for training for alcoholic beverage servers through a voluntary system that may fulfill local municipal ordinances. The instructor's curriculum guide presents a list of course goals, a list of competencies of the responsible beverage service course, a course format and suggested time…

Useful Pedagogies or Financial Hardships? Interactive Response Technology (Clickers) in the Large College Classroom

ERIC Educational Resources Information Center

Boatright-Horowitz, Su L.

2009-01-01

Interactive response systems "clickers" can provide multiple benefits to the students and faculty who use them, including immediate performance feedback and greater student engagement in learning. My own exploration of this technology has yielded five pedagogically different types of polling questions, specifically measurement of student…

Teaching Road Signs and Traffic Laws to Learning Disabled Students.

ERIC Educational Resources Information Center

Test, David W.; Heward, William L.

1983-01-01

Eight learning disabled males (16 to 17 years old) participated in a driver education unit via a visual response system, allowing students greater response and feedback. After the conclusion of the unit, all Ss scored above the criterion established by the Digest of Ohio Motor Vehicle Laws. (CL)

Response to Intervention: The Future for Secondary Schools

ERIC Educational Resources Information Center

Canter, Andrea; Klotz, Mary Beth; Cowan, Katherine

2008-01-01

Response to intervention (RTI) program is a tiered process of implementing evidence-based instructional strategies in the regular education setting and frequently measuring the student's progress to determine whether these strategies are effective. The use of RTI methods as part of a comprehensive system to address student learning difficulties…

Making Amends: A Restorative Justice Approach to Classroom Behavior

ERIC Educational Resources Information Center

Erb, Cathy Smeltzer; Erb, Peyton

2018-01-01

Enticed by developing skills that would empower students to solve problems, take responsibility for their own actions within the classroom community, and model real-life processes for resolving conflict, a team of third-grade teachers responsible for nearly 100 students embarked on creating a classroom behavior system titled "Making…

The Impact of Faculty-Student Interactions on Teaching Behavior: An Investigation of Perceived Student Encounter Orientation, Interactive Confidence, and Interactive Practice.

ERIC Educational Resources Information Center

Frankel, Robert; Swanson, Scott R.

2002-01-01

Data from 221 marketing professors were used to classify critical student incidents as service system failures, response to student needs, or unprompted instructor actions. Resulting behavior changes included methods and materials changes, requirement clarification, reinforcement, student praise, and authoritativeness. Influential factors were…

Systems 1 and 2 thinking processes and cognitive reflection testing in medical students

PubMed Central

Tay, Shu Wen; Ryan, Paul; Ryan, C Anthony

2016-01-01

Background Diagnostic decision-making is made through a combination of Systems 1 (intuition or pattern-recognition) and Systems 2 (analytic) thinking. The purpose of this study was to use the Cognitive Reflection Test (CRT) to evaluate and compare the level of Systems 1 and 2 thinking among medical students in pre-clinical and clinical programs. Methods The CRT is a three-question test designed to measure the ability of respondents to activate metacognitive processes and switch to System 2 (analytic) thinking where System 1 (intuitive) thinking would lead them astray. Each CRT question has a correct analytical (System 2) answer and an incorrect intuitive (System 1) answer. A group of medical students in Years 2 & 3 (pre-clinical) and Years 4 (in clinical practice) of a 5-year medical degree were studied. Results Ten percent (13/128) of students had the intuitive answers to the three questions (suggesting they generally relied on System 1 thinking) while almost half (44%) answered all three correctly (indicating full analytical, System 2 thinking). Only 3–13% had incorrect answers (i.e. that were neither the analytical nor the intuitive responses). Non-native English speaking students (n = 11) had a lower mean number of correct answers compared to native English speakers (n = 117: 1.0 s 2.12 respectfully: p < 0.01). As students progressed through questions 1 to 3, the percentage of correct System 2 answers increased and the percentage of intuitive answers decreased in both the pre-clinical and clinical students. Conclusions Up to half of the medical students demonstrated full or partial reliance on System 1 (intuitive) thinking in response to these analytical questions. While their CRT performance has no claims to make as to their future expertise as clinicians, the test may be used in helping students to understand the importance of awareness and regulation of their thinking processes in clinical practice. PMID:28344696

Systems 1 and 2 thinking processes and cognitive reflection testing in medical students.

PubMed

Tay, Shu Wen; Ryan, Paul; Ryan, C Anthony

2016-10-01

Diagnostic decision-making is made through a combination of Systems 1 (intuition or pattern-recognition) and Systems 2 (analytic) thinking. The purpose of this study was to use the Cognitive Reflection Test (CRT) to evaluate and compare the level of Systems 1 and 2 thinking among medical students in pre-clinical and clinical programs. The CRT is a three-question test designed to measure the ability of respondents to activate metacognitive processes and switch to System 2 (analytic) thinking where System 1 (intuitive) thinking would lead them astray. Each CRT question has a correct analytical (System 2) answer and an incorrect intuitive (System 1) answer. A group of medical students in Years 2 & 3 (pre-clinical) and Years 4 (in clinical practice) of a 5-year medical degree were studied. Ten percent (13/128) of students had the intuitive answers to the three questions (suggesting they generally relied on System 1 thinking) while almost half (44%) answered all three correctly (indicating full analytical, System 2 thinking). Only 3-13% had incorrect answers (i.e. that were neither the analytical nor the intuitive responses). Non-native English speaking students (n = 11) had a lower mean number of correct answers compared to native English speakers (n = 117: 1.0 s 2.12 respectfully: p < 0.01). As students progressed through questions 1 to 3, the percentage of correct System 2 answers increased and the percentage of intuitive answers decreased in both the pre-clinical and clinical students. Up to half of the medical students demonstrated full or partial reliance on System 1 (intuitive) thinking in response to these analytical questions. While their CRT performance has no claims to make as to their future expertise as clinicians, the test may be used in helping students to understand the importance of awareness and regulation of their thinking processes in clinical practice.

New Uses for a Familiar Technology: Introducing Mobile Phone Polling in Large Classes

ERIC Educational Resources Information Center

Voelkel, Susanne; Bennett, Daimark

2014-01-01

We have introduced a real-time polling system to support student engagement and feedback in four large Level 1 and 2 modules in Biological Sciences. The audience response system makes use of a technology that is ubiquitous and familiar to the students. To participate, students send text messages using their mobile phones or send a message via…

A Study of the Construct Validity of the Interactive Computer Interview System (ICIS) Using Student Evaluations as the Outcome Measure

ERIC Educational Resources Information Center

Gardner, Robby Christopher

2009-01-01

The primary objective of this study was to compare the individual teacher interview scores from the Interactive Computer Interview System (ICIS) with their students' responses to "The Steps to Excellence Student Questionnaire". Specifically, the study examined the correlation among the teacher interviews across four themes of the ICIS ("Knowledge…

Educational Responses to Newly Arrived Students in Sweden: Understanding the Structure and Influence of Post-Migration Ecology

ERIC Educational Resources Information Center

Nilsson, Jenny; Bunar, Nihad

2016-01-01

Education systems around the world have experienced a rise in the number of newly arrived students. This article explores the manner in which the Swedish education system responds to the diverse needs of these students. Using the concept of post-migration ecology, the authors outline and critically discuss the legal, organisational, and…

Examining the Utility of the Schoolwide Expectations Survey for Specific Settings (SESSS): A Data-Informed Approach to Developing Expectation Matrices

ERIC Educational Resources Information Center

Royer, David James

2017-01-01

To best support all students' academic, behavioral, and social needs, an integrated systems approach is necessary. In such systems, all faculty and staff ideally recognize student success is a shared responsibility and collaborate in a data-informed process to define common student behavioral expectations to facilitate success academically,…

Psychometric Aspects of Pupil Monitoring Systems

ERIC Educational Resources Information Center

Glas, Cees A. W.; Geerlings, Hanneke

2009-01-01

Pupil monitoring systems support the teacher in tailoring teaching to the individual level of a student and in comparing the progress and results of teaching with national standards. The systems are based on the availability of an item bank calibrated using item response theory. The assessment of the students' progress and results can be further…

Dynamic lighting system for the learning environment: performance of elementary students.

PubMed

Choi, Kyungah; Suk, Hyeon-Jeong

2016-05-16

This study aims to investigate the effects of lighting color temperatures on elementary students' performance, and thereby propose a dynamic lighting system for a smart learning environment. Three empirical studies were conducted: First, physiological responses were measured as a potential mediator of performance. Second, cognitive and behavioral responses were observed during academic and recess activities. Lastly, the experiment was carried out in a real-life setting with prolonged exposure. With a comprehensive analysis of the three studies, three lighting presets-3500 K, 5000 K, and 6500 K-are suggested for easy, standard, and intensive activity, respectively. The study is expected to act as a good stepping stone for developing dynamic lighting systems to support students' performance in learning environments.

Exploring Algebraic Misconceptions with Technology

ERIC Educational Resources Information Center

Sakow, Matthew; Karaman, Ruveyda

2015-01-01

Many students struggle with algebra, from simplifying expressions to solving systems of equations. Students also have misconceptions about the meaning of variables. In response to the question "Can x + y + z ever equal x + p + z?" during a student interview, the student claimed, "Never . . . because p has to have a different value…

Concurrent Use of an Audience Response System at a Multi-Campus College of Pharmacy

PubMed Central

Alkhateeb, Fadi M.; Singh-Franco, Devada

2012-01-01

Objective. To assess the impact of an audience response system (ARS) on student engagement at a multi-campus college of pharmacy. Methods. An online questionnaire was designed and administered to measure the impact of an ARS on student engagement, distance education, projected use, and satisfaction among pharmacy students for a course delivered across 3 sites via synchronous video transmission. Results. Students reported that use of the ARS made it easier to participate (85.3%) and helped them to focus (75.7%) in classes when the lecturer was physically at a different site. They also valued that the ARS allowed them to respond anonymously (93.2%). A minority of students indicated that use of the ARS was distracting (11.8%). Conclusions. Implementation of an ARS was associated with positive student perceptions of engagement and may improve feelings of connectedness among students at schools with multiple sites. Use of ARSs could also represent a cognitive intercession strategy to help reduce communication apprehension. PMID:22412205

Exploring the Use of Audience Response Systems in Secondary School Science Classrooms

NASA Astrophysics Data System (ADS)

Kay, Robin; Knaack, Liesel

2009-10-01

An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost no research has been done at the secondary school level. The purpose of this study was to conduct a detailed formative analysis of the benefits, challenges, and use of ARSs from the perspective of 213 secondary school science students. Perceived benefits were increased student involvement (engagement, participation, and attention) and effective formative assessment of student understanding. Perceived challenges included decreased student involvement and learning when ARSs were used for summative assessment, occasional technological malfunctions, resistance to using a new method of learning, and increased stress due to time constraints when responding to questions. Finally, students rated the use of ARSs significantly higher when it was used for formative as opposed to summative assessment.

Response switching and self-efficacy in Peer Instruction classrooms

NASA Astrophysics Data System (ADS)

Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

2015-06-01

Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or to reduce stressful experiences (i.e., high-stakes testing) early in the semester, in the hope that this will improve student learning in Peer Instruction classrooms.

IEngage: Using Technology to Enhance Students' Engagement in a Large Classroom

ERIC Educational Resources Information Center

Sawang, Sukanlaya; O'Connor, Peter; Ali, Muhammad

2017-01-01

This paper aims to answer how we can increase students' engagement in a large class. We hypothesised that the use of KeyPad, an interactive student response system, can lead to enhanced student engagement in a large classroom. We tested a model of classroom technology integration enhancing the students' engagement among first year undergraduate…

The Impact of a Student Response System on Academic Performance

ERIC Educational Resources Information Center

Dunham, Victoria K.

2011-01-01

Today, the importance of learning mathematics and reading by students in our schools has been underscored by the introduction of various high-stakes testing regimens in all states across the country. The requirements mandated by the No Child Left Behind Act (2002) necessitated a response to intervention that introduced many difficult challenges…

Preparing to Help Students after a Crisis

ERIC Educational Resources Information Center

Brock, Stephen E.; Cowan, Kathy

2004-01-01

Generally, when a student or a staff member coped with the psychological aftermath of a tragedy, they did so without the involvement-or responsibility-of school personnel. But educators have come to recognize that schools play a critical role in any crisis response and care system serving children and youth. This is true whether teachers are…

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…

The Psychometric Properties of Classroom Response System Data: A Case Study

ERIC Educational Resources Information Center

Kortemeyer, Gerd

2016-01-01

Classroom response systems (often referred to as "clickers") have slowly gained adoption over the recent decade; however, critics frequently doubt their pedagogical value starting with the validity of the gathered responses: There is concern that students simply "click" random answers. This case study looks at different…

The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

NASA Astrophysics Data System (ADS)

Mayasari, F.; Raharjo; Supardi, Z. A. I.

2018-01-01

This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

The influence of the application of personal response systems on the effects of teaching and learning physics at the high school level

NASA Astrophysics Data System (ADS)

Binek, Sławomir; Kimla, Damian; Jarosz, Jerzy

2017-01-01

We report on the effectiveness of using interactive personal response systems in teaching physics in secondary schools. Our research were conducted over the period of 2013-2016 using the system called clickers. The idea is based on a reciprocal interaction allowing one to ask questions and receive immediate responses from all the students simultaneously. Our investigation has confirmed this method to be highly effective and powerful. In particular, students’ ability to acquire knowledge increased with the time spent using clickers. We have successfully applied the system also to entire physics courses. As a result, a positive feedback from students has been observed: not only did they learn more but also the teachers were able to improve their own methods.

The Chicken Problem.

ERIC Educational Resources Information Center

Reeves, Charles A.

2000-01-01

Uses the chicken problem for sixth grade students to scratch the surface of systems of equations using intuitive approaches. Provides students responses to the problem and suggests similar problems for extensions. (ASK)

If You Build It They Will Come (And Persist): Exploring Learning Accessibility for Students with Disabilities in the Ontario College System

ERIC Educational Resources Information Center

Ferguson, Renée J.

2017-01-01

Ontario's colleges accept learners with many backgrounds, experiences, and academic needs. Students with disabilities are a growing and diverse population. Is the Ontario College system providing efficacious and responsive support to these learners?

New Scenarios for Audience Response Systems in University Lectures

ERIC Educational Resources Information Center

Schön, Daniel; Kopf, Stephan; Klinger, Melanie; Guthier, Benjamin

2016-01-01

Mobile devices like smartphones and tablet PCs are widely used among university students and can be used for audience response systems (clicker systems) to improve teaching. Modern implementations of these systems are no longer limited to plain multiple-choice questions, but enable the lecturers to perform a variety of teaching scenarios. We…

Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD

PubMed Central

Becker, Stephen P.; Epstein, Jeffery N.; Vaughn, Aaron J.; Girio-Herrera, Erin

2013-01-01

The purpose of the study was to evaluate predictors of response and mechanisms of change for the Homework, Organization, and Planning Skills (HOPS) intervention for middle school students with Attention-Deficit/Hyperactivity Disorder (ADHD). Twenty-three middle school students with ADHD (grades 6–8) received the HOPS intervention implemented by school mental health providers and made significant improvements in parent-rated materials organization and planning skills, impairment due to organizational skills problems, and homework problems. Predictors of response examined included demographic and child characteristics, such as gender, ethnicity, intelligence, ADHD and ODD symptom severity, and ADHD medication use. Mechanisms of change examined included the therapeutic alliance and adoption of the organization and planning skills taught during the HOPS intervention. Participant implementation of the HOPS binder materials organization system and the therapeutic alliance as rated by the student significantly predicted post-intervention outcomes after controlling for pre-intervention severity. Adoption of the binder materials organization system predicted parent-rated improvements in organization, planning, and homework problems above and beyond the impact of the therapeutic alliance. These findings demonstrate the importance of teaching students with ADHD to use a structured binder organization system for organizing and filing homework and classwork materials and for transferring work to and from school. PMID:24319323

Making Online Homework Work

ERIC Educational Resources Information Center

Lunsford, M. Leigh; Pendergrass, Marcus

2016-01-01

Online homework systems, which deliver homework assignments to students and provide real-time feedback on their responses, have the potential to increase student learning in college mathematics classes. However, current research on their effectiveness is inconclusive, with some studies showing gains in student achievement, whereas others report…

A model for successful use of student response systems.

PubMed

Klein, Kathleen; Kientz, Mary

2013-01-01

This article presents a model developed to assist teachers in selecting, implementing, and assessing student response system (SRS) use in the classroom. Research indicates that SRS technology is effective in achieving desired outcomes in higher education settings. Studies indicate that effective SRS use promotes greater achievement of learning outcomes, increased student attention, improved class participation, and active engagement. The model offered in this article is based on best practices described in the literature and several years of SRS use in a traditional higher education classroom setting. Student feedback indicates increased class participation and engagement with SRS technology. Teacher feedback indicates opportunities for contingent teaching. The model described in this article provides a process to assist teachers in the successful selection, implementation, and assessment of SRS technology in the classroom.

Queer(y)ing Culture through Professional Learning Communities: A Reimagining of Culturally Relevant and Responsive Pedagogy

ERIC Educational Resources Information Center

Guerrero, Cristina; Shahnazarian, Armen; Brown, Michelle F.

2017-01-01

In this article we document our experiences as facilitators for the "Engaging All Students" professional learning community (PLC), which was implemented to help Toronto public school teachers re-engage underachieving students. These students, who are known as "marker students," are members of the school system's most…

Examining a Grade-Level Math CBM Designed for Persistently Low-Performing Students

ERIC Educational Resources Information Center

Anderson, Daniel; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald

2011-01-01

Students with disabilities participate in two major measurement systems. The Individuals with Disabilities Education Act emphasizes working within a Response to Intervention (RTI) framework to identify and monitor the progress of low-performing students. Persistent low-performing students also may be eligible for some form of an alternate…

Vibrant Student Voices: Exploring Effects of the Use of Clickers in Large College Courses

ERIC Educational Resources Information Center

Hoekstra, Angel

2008-01-01

Teachers have begun using student response systems (SRSs) in an effort to enhance the learning process in higher education courses. Research providing detailed information about how interactive technologies affect students as they learn is crucial for professors who seek to improve teaching quality, attendance rates and student learning. This…

Student Borrowing in America: Metrics, Demographics, Default Aversion Strategies

ERIC Educational Resources Information Center

Kesterman, Frank

2006-01-01

The use of Cohort Default Rate (CDR) as the primary measure of student loan defaults among undergraduates was investigated. The study used data extracted from the National Student Loan Data System (NSLDS), quantitative analysis of Likert-scale survey responses from 153 student financial aid professionals on proposed changes to present metrics and…

Context Matters: Increasing Understanding with Interactive Clicker Case Studies

ERIC Educational Resources Information Center

Lundeberg, Mary A.; Kang, Hosun; Wolter, Bjorn; delMas, Robert; Armstrong, Norris; Borsari, Bruno; Boury, Nancy; Brickman, Peggy; Hannam, Kristi; Heinz, Cheryl; Horvath, Thomas; Knabb, Maureen; Platt, Terry; Rice, Nancy; Rogers, Bill; Sharp, Joan; Ribbens, Eric; Maier, Kimberly S.; Deschryver, Mike; Hagley, Rodney; Goulet, Tamar; Herreid, Clyde F.

2011-01-01

Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students' performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding…

Community College Reverse Transfer Students: A Field Study of a Nontraditional Student Group.

ERIC Educational Resources Information Center

Winter, Paul A.; Harris, Michael R.

1999-01-01

Data from a survey directed at reverse transfer students in the University of Kentucky Community College System was analyzed based upon the responses from two groups: 734 completers (those who had completed a baccalaureate) and 148 noncompleters. Profiles of reverse transfer students are compiled. Contains 28 references. (TGO)

Online Embryology teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students.

PubMed

Al-Neklawy, Ahmed Farid

2017-11-01

Although the traditional didactic lecture is considered to be efficient for presenting information and providing explanations, it usually does not provide adequate time for deeper learning activities. So, traditional lecture is one of the most widely criticized educational methods. Virtual learning environment (VLE) is a specially designed environment that facilitates teachers' management of educational courses for their students, using computer hardware and software, which involves distance learning. In this study, we evaluated the experiment of online teaching of General Embryology for Egyptian undergraduate medical students using WizIQ learning management system. A total of 100 students were invited to submit an online survey at the end of the course to evaluate delivery of instruction, creation of an environment that supported learning, and administrative issues. Most of the students reported that they were strongly satisfied with the efficacy of the instructional methods and were strongly satisfied with the degree of clarity of the course material. They strongly accepted the page format and design of the virtual classroom and strongly agreed that the learning environment supported the learning procedure. The item of easy logging into the virtual classroom had aberrant variable responses; it recorded the lowest mean response; this variation in responses was due to technical factors as the students used different devices with different speeds of internet connections. Ninety percent of students have strongly recommended the course attendance for their fellow students. These results demonstrate that online Anatomy teaching using learning management systems appears to be a successful additional learning tool among Egyptian medical students. Copyright © 2017 Elsevier GmbH. All rights reserved.

Exploring Online Learning at Primary Schools: Students' Perspectives on Cyber Home Learning System through Video Conferencing (CHLS-VC)

ERIC Educational Resources Information Center

Lee, June; Yoon, Seo Young; Lee, Chung Hyun

2013-01-01

The purposes of the study are to investigate CHLS (Cyber Home Learning System) in online video conferencing environment in primary school level and to explore the students' responses on CHLS-VC (Cyber Home Learning System through Video Conferencing) in order to explore the possibility of using CHLS-VC as a supportive online learning system. The…

Audience response made easy: using personal digital assistants as a classroom polling tool.

PubMed

Menon, Anil S; Moffett, Shannon; Enriquez, Melissa; Martinez, Miriam M; Dev, Parvati; Grappone, Todd

2004-01-01

Both teachers and students benefit from an interactive classroom. The teacher receives valuable input about effectiveness, student interest, and comprehension, whereas student participation, active learning, and enjoyment of the class are enhanced. Cost and deployment have limited the use of existing audience response systems, allowing anonymous linking of teachers and students in the classroom. These limitations can be circumvented, however, by use of personal digital assistants (PDAs), which are cheaper and widely used by students. In this study, the authors equipped a summer histology class of 12 students with PDAs and wireless Bluetooth cards to allow access to a central server. Teachers displayed questions in multiple-choice format as a Web page on the server and students responded with their PDAs, a process referred to as polling. Responses were immediately compiled, analyzed, and displayed. End-of-class survey results indicated that students were enthusiastic about the polling tool. The surveys also provided technical feedback that will be valuable in streamlining future trials.

Audience Response Made Easy: Using Personal Digital Assistants as a Classroom Polling Tool

PubMed Central

Menon, Anil S.; Moffett, Shannon; Enriquez, Melissa; Martinez, Miriam M.; Dev, Parvati; Grappone, Todd

2004-01-01

Both teachers and students benefit from an interactive classroom. The teacher receives valuable input about effectiveness, student interest, and comprehension, whereas student participation, active learning, and enjoyment of the class are enhanced. Cost and deployment have limited the use of existing audience response systems, allowing anonymous linking of teachers and students in the classroom. These limitations can be circumvented, however, by use of personal digital assistants (PDAs), which are cheaper and widely used by students. In this study, the authors equipped a summer histology class of 12 students with PDAs and wireless Bluetooth cards to allow access to a central server. Teachers displayed questions in multiple-choice format as a Web page on the server and students responded with their PDAs, a process referred to as polling. Responses were immediately compiled, analyzed, and displayed. End-of-class survey results indicated that students were enthusiastic about the polling tool. The surveys also provided technical feedback that will be valuable in streamlining future trials. PMID:14764615

Affect and Self-Regulation

ERIC Educational Resources Information Center

Malmivuori, Marja-Liisa

2006-01-01

This paper presents affect as an essential aspect of students' self-reflection and self-regulation. The introduced concepts of self-system and self-system process stress the importance of self-appraisals of personal competence and agency in affective responses and self-regulation in problem solving. Students are viewed as agents who constantly…

Constructing a Multimedia Mobile Classroom Using a Novel Feedback System

ERIC Educational Resources Information Center

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

2015-01-01

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

Visuals and Visualisation of Human Body Systems

ERIC Educational Resources Information Center

Mathai, Sindhu; Ramadas, Jayashree

2009-01-01

This paper explores the role of diagrams and text in middle school students' understanding and visualisation of human body systems. We develop a common framework based on structure and function to assess students' responses across diagram and verbal modes. Visualisation is defined in terms of understanding transformations on structure and relating…

Process Systems Engineering Education: Learning by Research

ERIC Educational Resources Information Center

Abbas, A.; Alhammadi, H. Y.; Romagnoli, J. A.

2009-01-01

In this paper, we discuss our approach in teaching the final-year course Process Systems Engineering. Students are given ownership of the course by transferring to them the responsibility of learning. A project-based group environment stimulates learning while solving a real engineering problem. We discuss postgraduate student involvement and how…

Survey of State Directors on Student Transfer Reporting and Analysis.

ERIC Educational Resources Information Center

Campbell, Dale F.

In 1990, a national survey was conducted of state directors of community and junior colleges regarding student transfer reporting and analysis. Responses were received from 45 of 50 states for a 90% response rate, although Maine and South Dakota were dropped from the study because they indicated that they did not have a community college system.…

Political Values and Political Judgments: Analysis of Responses to the 1988 Presidential Debates.

ERIC Educational Resources Information Center

Keyton, Joann; And Others

To determine the public's responses to the 1988 presidential debates, the System for the Multiple Level Observation of Groups (SYMLOG) was used to analyze how values positions connected to interpersonal styles. Subjects, 157 students from either a mid-sized Southern university or a large Midwestern university and 21 non-students drawn from people…

Increasing the Writing Performance of Urban Seniors Placed At-Risk through Goal-Setting in a Culturally Responsive and Creativity-Centered Classroom

ERIC Educational Resources Information Center

Estrada, Brittany; Warren, Susan

2014-01-01

Efforts to support marginalized students require not only identifying systemic inequities, but providing a classroom infrastructure that supports the academic achievement of all students. This action research study examined the effects of implementing goal-setting strategies and emphasizing creativity in a culturally responsive classroom (CRC) on…

When We Listen: Using Student Voices to Design Culturally Responsive and Just Schools

ERIC Educational Resources Information Center

Bunner, Teresa

2017-01-01

Teresa Bunner works as the high school literacy coordinating teacher for the Wake County (NC) Public School System in Raleigh. In this article she discusses the concept of Culturally Responsive teaching as a pedagogy that recognizes the importance of including students' cultural reference in all aspects of learning. She describes how she and her…

Implementation of School Choice Policy: Interpretation and Response by Parents of Students with Special Educational Needs.

ERIC Educational Resources Information Center

Bagley, Carl; Woods, Philip A.; Woods, Glenys

2001-01-01

Provides empirically based insights into preferences, perceptions, and responses of parents of students with special education needs to the 1990s restructured school system in England. Uses analyses of quantitative/qualitative data generated by a large-scale research study on school choice. Reveals depth and range of problems encountered by these…

Using Systems Thinking to Evaluate Formative Feedback in UK Higher Education: The Case of Classroom Response Technology

ERIC Educational Resources Information Center

Pagano, Rosane; Paucar-Caceres, Alberto

2013-01-01

Providing high quality formative feedback to large and very diverse cohorts of students taking short intensive blocks of teaching (block release) has become crucial in management education provision. The paper proposes the exploitation of classroom response technology (CRT) to evaluate learning activities of students taking block release modules.…

Educating Amid Uncertainty: The Organizational Supports Teachers Need to Serve Students in High-Poverty, Urban Schools

ERIC Educational Resources Information Center

Kraft, Matthew A.; Papay, John P.; Johnson, Susan Moore; Charner-Laird, Megin; Ng, Monica; Reinhorn, Stefanie

2015-01-01

Purpose: We examine how uncertainty, both about students and the context in which they are taught, remains a persistent condition of teachers' work in high-poverty, urban schools. We describe six schools' organizational responses to these uncertainties, analyze how these responses reflect open- versus closed-system approaches, and examine how this…

Teacher Perceptions of Response to Intervention Implementation in Light of IDEA Goals

ERIC Educational Resources Information Center

Jenkins, J. Kevin; Sekayi, Dia

2016-01-01

Traditionally, school systems have identified students with specific learning disabilities (SLD) by a measured gap between achievement and ability in a specific area. Recent amendments to the IDEA allowed for the use of alternative methods of identifying students with a SLD. Some states have responded by using Response to Intervention (RTI). This…

The Application of Kohlberg's Moral Development Model to College Students' Technology Ethics Decisions

ERIC Educational Resources Information Center

Kiser, Angelina I. T.; Morrison, Eileen E.; Craven, Annette

2009-01-01

This study examined undergraduate university students' (n=121) responses to six ethical dilemmas within the realm of information technology (IT). Using a framework based on Kohlberg's stages of moral development, the study evaluated the level of moral development as demonstrated in these responses. An apriori coding system was used to analyze the…

The Relationship of Expert-System Scored Constrained Free-Response Items to Multiple-Choice and Open-Ended Items.

ERIC Educational Resources Information Center

Bennett, Randy Elliot; And Others

1990-01-01

The relationship of an expert-system-scored constrained free-response item type to multiple-choice and free-response items was studied using data for 614 students on the College Board's Advanced Placement Computer Science (APCS) Examination. Implications for testing and the APCS test are discussed. (SLD)

Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching

ERIC Educational Resources Information Center

Lee, Albert W. M.; Ng, Joseph K. Y.; Wong, Eva Y. W.; Tan, Alfred; Lau, April K. Y.; Lai, Stephen F. Y.

2013-01-01

phone, that can be used to replace the "clicker" as a personal response device. Our mobile phone-based response system (iQlickers) collects and analyzes the answers or opinions sent in by the students as SMS (short message service) messages. The statistic of the…

Variations in the perception of trauma-related complications between attending surgeons, surgery residents, critical care nurses, and medical students.

PubMed

Dissanaike, Sharmila; Berry, Matthew; Ginos, Jason; Paige, Robert; McNabb, Wendi; Griswold, John

2009-06-01

The morbidity and mortality conference (M&M) is a key component of the performance improvement process. The audience response system (ARS) has been shown to improve audience participation and promote more truthful responses in various settings. We implemented the ARS in our trauma M&M and evaluated the responses we received from different categories of participants. This was a prospective observational study undertaken between November 2006 and July 2007. Cases were graded based on the American College of Surgeons scoring system. We evaluated the responses of attending surgeons, residents, critical care nurses, and medical students using the ARS. We had 695 responses for complications and 936 responses for deaths. Residents consistently scored complications as more severe than other groups (P = .03). There was no difference in the scoring of deaths. Surgical residents assign higher severity to trauma-related complications than other groups when using an anonymous automated scoring system.

Supporting active learning in an undergraduate geotechnical engineering course using group-based audience response systems quizzes

NASA Astrophysics Data System (ADS)

Donohue, Shane

2014-01-01

The use of audience response systems (ARSs) or 'clickers' in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS quizzes have been integrated into an undergraduate civil engineering course on foundation design. Overall, the ARS summary quizzes were very well received by the students. Feedback obtained from the students indicates that the majority believed the group-based quizzes were useful activities, which helped to improve their understanding of course materials, encouraged self-assessment, and assisted preparation for their summative examination. Providing students with clickers does not, however, necessarily guarantee the class will be engaged with the activity. If an ARS activity is to be successful, careful planning and design must be carried out and modifications adopted where necessary, which should be informed by the literature and relevant student feedback.

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

PubMed

Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

Empathizing-systemizing cognitive styles: Effects of sex and academic degree

PubMed Central

Kaganovskiy, Leon; Baron-Cohen, Simon

2018-01-01

This study tests if the drives to empathize (E) and systemize (S), measured by the Systemizing Quotient-Revised (SQ-R) and Empathy Quotient (EQ), show effects of sex and academic degree. The responses of 419 students from the Humanities and the Physical Sciences were analyzed in terms of the E-S theory predictions. Results confirm that there is an interaction between sex, degree and the drive to empathize relative to systemize. Female students in the Humanities on average had a stronger drive to empathize than to systemize in comparison to males in the Humanities. Male students in the Sciences on average had a stronger drive to systemize than to empathize in comparison to females in the Sciences. Finally, students in the sciences on average had a stronger drive to systemize more than to empathize, irrespective of their sex. The reverse is true for students in the Humanities. These results strongly replicate earlier findings. PMID:29579056

Considerations for the Telehealth Systems of Tomorrow: An Analysis of Student Perceptions of Telehealth Technologies

PubMed Central

Bull, Tyler Preston; Malvey, Donna M; Szalma, James Leo

2016-01-01

Background While much is known about factors that facilitate telehealth adoption, less is known about why adoption does or does not occur in specific populations, such as students. Objective This study aims to examine the perceptions of telehealth systems within a large student sample. Methods Undergraduate students (N=315) participated in a survey of the perceived advantages and disadvantages of telehealth technologies. The responses to the survey were analyzed using thematic analysis. Results We found that students were likely to adopt telehealth systems for the following reasons: (1) the system worked efficiently, (2) the convenience of telehealth, and (3) to gain access to health services. Students also perceived several disadvantages to telehealth systems, such as issues of trust (ie, security, privacy), the impersonal nature of telehealth systems, and they were concerned about the potential for major system errors. Conclusion By understanding the current barriers to telehealth adoption in a cohort of students, we can not only better anticipate the future needs of this group, but also incorporate such needs into the design of future telehealth systems. PMID:27731865

Effective use of e-grading in the dental simulation clinic.

PubMed

Morrow, Jay A; Pulido, M Teresa; Smith, P Bradford; McDaniel, Thomas F; Willcox, Austin B

2014-06-01

The purpose of this article is to describe the development and implementation of a grading software system, accessible from any platform, that engages today's generation of students and replaces paper grading. Set up at one U.S. dental school in an all-access, anytime (24/7) web-based program accessed through tablets, the software allows for a comparison between students' self-grading and instructor grading. This comparison facilitates student-faculty interaction, promoting discussion and student learning. The software can also be used for practical examination grading in which blinded grading between instructors is possible. The data gathered can produce descriptive reports students can draw upon to encourage self-learning and guided learning, propelling students to a better understanding of critical principles as they progress through multiple psychomotor skill sets. Other reports generated by the software allow for instructor calibration, exporting of grades directly into the university grading report system, and visual analysis of trends within each class. In a post-course survey, students (56 percent response rate) and faculty (79 percent response rate) agreed that the electronic grading was more efficient and allowed more time for faculty-student interaction than the previous grading system, thus creating an environment more conducive to learning. Overall, the software has improved students' perception of enhanced kinetic skills, while facilitating administration of preclinical projects and practical examinations.

Attitudes towards informed consent, confidentiality, and substitute treatment decisions in southern African medical students: a case study from Zimbabwe.

PubMed

Hipshman, L

1999-08-01

This study explored the attitudes of biomedical science students (medical students) in a non-Western setting towards three medical ethics concepts that are based on fundamental Western culture ethical principles. A dichotomous (agree/disagree) response questionnaire was constructed using Western ethnocentric culture (WEC) based perspectives of informed consent, confidentiality, and substitute decision-making. Hypothesized WEC-Biased responses were assigned to the questionnaire's questions or propositions. A number of useful responses (169) were obtained from a large, cross-sectional, convenience sample of the MBChB students at the University of Zimbabwe Medical School. Statistical analysis described the differences in response patterns between the student's responses compared to the hypothesized WEC-Biased response. The effect of the nine independent variables on selected dependent variables (responses to certain questionnaire questions) was analyzed by stepwise logistic regression. Students concurred with the hypothesized WEC-Biased responses for two-thirds of the questionnaire items. This agreement included support for the role of legal advocacy in the substitute decision-making process. The students disagreed with the hypothesized WEC-Biased responses in several important medical ethics aspects. Most notably, the students indicated that persons with mental dysfunctions, as a class, were properly considered incompetent to make treatment decisions. None of the studied independent variables was often associated with students' responses, but training year was more frequently implicated than either ethnicity or gender. In order to develop internationally and culturally relevant medical ethics standards, non-Western perspectives ought to be acknowledged and incorporated. Two main areas for further efforts include: curriculum development in ethics reasoning and related clinical (medico-legal) decision-making processes that would be relevant to medical students from various cultures, and; the testing of models that could increase legal system input in the clinical process in societies with limited jurisprudence resources.

Toward True Integration of Academic and Behavior Response to Intervention Systems: Part One--Tier 1 Support

ERIC Educational Resources Information Center

McIntosh, Kent; Goodman, Steve; Bohanon, Hank

2010-01-01

Increasingly, schools have been adopting comprehensive, three-tiered response to intervention (RTI) systems to support students in both academics and social behavior. But with each new systems change initiative comes separate teams, data, and training and coaching systems. Given the intensity of resources required to implement and sustain such…

A persuasive concept of research-oriented teaching in Soil Biochemistry

NASA Astrophysics Data System (ADS)

Blagodatskaya, Evgenia; Kuzyakova, Irina

2013-04-01

One of the main problems of existing bachelor programs is disconnection of basic and experimental education: even during practical training the methods learned are not related to characterization of soil field experiments and observed soil processes. We introduce a multi-level research-oriented teaching system involving Bachelor students in four-semesters active study by integration the basic knowledge, experimental techniques, statistical approaches, project design and it's realization.The novelty of research-oriented teaching system is based 1) on linkage of ongoing experiment to the study of statistical methods and 2) on self-responsibility of students for interpretation of soil chemical and biochemical characteristics obtained in the very beginning of their study by analysing the set of soil samples allowing full-factorial data treatment. This experimental data set is related to specific soil stand and is used as a backbone of the teaching system accelerating the student's interest to soil studies and motivating them for application of basic knowledge from lecture courses. The multi-level system includes: 1) basic lecture course on soil biochemistry with analysis of research questions, 2) practical training course on laboratory analytics where small groups of students are responsible for analysis of soil samples related to the specific land-use/forest type/forest age; 3) training course on biotic (e.g. respiration) - abiotic (e.g. temperature, moisture, fire etc.) interactions in the same soil samples; 4) theoretical seminars where students present and make a first attempt to explain soil characteristics of various soil stands as affected by abiotic factors (first semester); 5) lecture and seminar course on soil statistics where students apply newly learned statistical methods to prove their conclusions and to find relationships between soil characteristics obtained during first semester; 6) seminar course on project design where students develop their scientific projects to study the uncertainties revealed in soil responses to abiotic factors (second and third semesters); 7) Lecture, seminar and training courses on estimation of active microbial biomass in soil where students realize their projects applying a new knowledge to the soils from the stands they are responsible for (fourth semester). Thus, during four semesters the students continuously combine the theoretical knowledge from the lectures with their own experimental experience, compare and discuss results of various groups during seminars and obtain the skills in project design. The successful application of research-oriented teaching system in University of Göttingen allowed each student the early-stage revealing knowledge gaps, accelerated their involvement in ongoing research projects, and motivated them to begin own scientific career.

Conceptual question response times in Peer Instruction classrooms

NASA Astrophysics Data System (ADS)

Miller, Kelly; Lasry, Nathaniel; Lukoff, Brian; Schell, Julie; Mazur, Eric

2014-12-01

Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to in-class, conceptual questions [ConcepTests (CTs)] in two introductory physics courses taught using Peer Instruction and use item response theory to determine the difficulty of the CTs. We examine response time differences between correct and incorrect answers both before and after the peer discussion for CTs of varying difficulty. We also determine the relationship between response time and student performance on a standardized test of incoming physics knowledge, precourse self-efficacy, and gender. Our data reveal three results of interest. First, response time for correct answers is significantly faster than for incorrect answers, both before and after peer discussion, especially for easy CTs. Second, students with greater incoming physics knowledge and higher self-efficacy respond faster in both rounds. Third, there is no gender difference in response rate after controlling for incoming physics knowledge scores, although males register significantly more attempts before committing to a final answer than do female students. These results provide insight into effective CT pacing during Peer Instruction. In particular, in order to maintain a pace that keeps everyone engaged, students should not be given too much time to respond. When around 80% of the answers are in, the ratio of correct to incorrect responses rapidly approaches levels indicating random guessing and instructors should close the poll.

Online support system for students in higher education: Proof-of-concept study

PubMed Central

Touloumakos, Anna K; Goozée, Rhianna; Papadatou-Pastou, Marietta; Barley, Elizabeth; Haddad, Mark; Tzotzoli, Patapia

2016-01-01

Background Providing support to the increasing numbers of students facing mental health difficulties in higher education (HE) can be difficult due to stigma or lack of resources. Alternative and/or complementary sources of support are needed, such as online interventions that are recognised for their therapeutic value and cost-effectiveness. Objectives We aim to provide evidence supporting the conceptual and practical value of a newly developed online multimedia intervention system for HE students who face mild to moderate symptoms of anxiety and depression and study-skills difficulties. Methods Students from five universities were invited to participate in a cross-sectional proof-of-concept study. Students were invited through the universities’ internal communication channels. Following demonstration of each part of the system, students completed a survey with quantitative and qualitative questions. Results Response was largely positive. Positive responses on the features of the questionnaire ranged between 65% and 86%; on the features of the workshops ranged between 57% and 91%; on ‘My place’ ranged between 65% and 79%; on the animated videos ranged between 79% and 92%; and on the overall system ranged between 78% and 89%. Participants indicated areas for improvement and ways in which such improvement could be accomplished; these then guided the development of the system. Conclusions The results confirm the need for such a system. It can complement student support services (SSS) by dealing with cases with mild to moderate difficulties, hence allowing SSS to prioritise and effectively address more severe cases. Potentially this method can provide a meaningful alternative to SSS; this is worth investigating further.

Clickers at UMass: a successful program of campus-wide implementation

NASA Astrophysics Data System (ADS)

Schneider, Stephen

2006-12-01

In the early 1990s, the Physics Department of the University of Massachusetts was a testing ground for one of the forerunners of the modern classroom response systems. Today, UMass is one of largest users of the wireless descendants of this system, with “clickers” being used across all disciplines. In Astronomy (and many other departments) we use clickers primarily in our large lecture classrooms. We have found that they can be used to (a) engage students in making predictions about classroom experiments. (b) encourage cooperative work with other students to develop mathematical and reasoning skills. (c) help students explore their own misconceptions. (d) All of the above. [correct answer!] Our early uses of clickers showed that simple testing of student knowledge was often perceived negatively as, in effect, “just taking attendance.” However, when students are challenged with difficult and interesting problems, the classroom response system is a positive addition to classroom teaching. Several successful examples, using demos, experiments, and even horoscopes, are shown, and the process involved in developing a strong campus-wide program at UMass is described.

The Move to a System of Flexible Delivery Mode (Online v Paper) Unit of Study Student Evaluations at Flinders University. Management Issues and the Study of Initial Changes in Survey Volume, Response Rate and Response Level

ERIC Educational Resources Information Center

Bennett, Talitha; De Bellis, David

2010-01-01

Like the vast majority of Australian universities, Flinders University (Flinders) collects feedback from students on the quality of teaching and learning through unit of study (topic) or classroom evaluations. Prior to 2009, survey instruments at Flinders were delivered via paper mode and in person to students in the classroom. In a drive for an…

Stress in Medical Students in a Problem-Based Learning Curriculum

ERIC Educational Resources Information Center

Dagistani, Ahmad; Al Hejaili, Fawwaz; Binsalih, Salih; Al Jahdali, Hamdan; Al Sayyari, Abdulla

2016-01-01

Background: This study aims to assess stress level and its drivers among medical students using a PBL teaching system Method: Higher Education Stress Inventory (HESI,) was used to assess stress among medical students. All students in the College of Medicine were enrolled. Results: The response rate was 99%.The prevalence of stress was 54.7%. The…

Locus of Control, Motives and Crime Prevention Attitudes of Classroom Facilitators and Inhibitors.

ERIC Educational Resources Information Center

Gnagey, William J.

It is time to stop blaming the rise in serious student misbehavior on families, peers, teachers, school systems and society, and to begin to hold students responsible for their own actions. To compare the personal characteristics of disruptive and "normal" students, teachers in a small high school identified 69 inhibitors (disruptive students) and…

Making a Game out of It: Using Web-Based Competitive Quizzes for Quantitative Analysis Content Review

ERIC Educational Resources Information Center

Grinias, James P.

2017-01-01

Online student-response systems provide instructors with an easy-to-use tool to instantly evaluate student comprehension. For comprehensive content review, turning this evaluation into a competitive game where students can compete against each other was found to be helpful and enjoyable for participating students. One specific online resource,…

Appraising Two Techniques for Increasing the Honesty of Students' Answers to Self-Report Assessment Devices.

ERIC Educational Resources Information Center

Popham, W. James

1993-01-01

Techniques for increasing honesty of student self-report measures, the inaccessible coding system and the alphabet-soup response form, were investigated in a study involving over 1,200 high school students. Both techniques were regarded favorably by students. Because both enhance anonymity, it appears that they could be used jointly. (SLD)

Learners on the Move: Responsive Teachers Fill in the Gap for Highly Mobile Students

ERIC Educational Resources Information Center

Costley, Kevin C.

2012-01-01

The best education no doubt comes from a student staying in one school system from elementary to high school. Some students are fortunate to have a consistent education; some are not as fortunate. Continuity in instruction, learner outcomes, emotional stability, and social relationships prevail when students live in one location as long as…

An Action Research Study on the Effect of Interactive Technology and Active Learning on Student Performance

ERIC Educational Resources Information Center

Bear, Teresa J.

2013-01-01

This quantitative action science research study utilized a causal-comparative experimental research design in order to determine if the use of student response systems (clickers), as an active learning strategy in a community college course, improved student performance in the course. Students in the experimental group (n = 26) used clickers to…

Promoting active learning using audience response system in large bioscience classes.

PubMed

Efstathiou, Nikolaos; Bailey, Cara

2012-01-01

This paper considers the challenges of bioscience teaching and learning in pre-registration nurse education. Effective learning requires active student participation which is problematic when teaching large groups of students. New technologies, such as the audience response system (ARS), have been introduced to increase student participation and support them in the understanding of complex bioscience concepts. Within one university department, an evaluation was undertaken to identify the perceptions of pre-registration nurse students on the use of ARS in the teaching and learning of bioscience. Our findings concur with others that ARS increases student participation and aids in identifying misconceptions and in correcting them. Students found ARS very useful and wanted ARS to be used in additional modules too. Although ARS did not seem to motivate students to study adequately before attending the relevant sessions, it increased discussion among students and awareness of their level of knowledge compared to their peers. Further research is required to identify the effectiveness of ARS in the teaching and learning of bioscience and its impact on the performance of the students in their final assessments. Copyright © 2011 Elsevier Ltd. All rights reserved.

Inquiry and Cultural Responsive Teaching in General Music

ERIC Educational Resources Information Center

Hayes, Christine Cozzens

2013-01-01

Inquiry-based learning is shown as an effective methodology to reach diverse student populations. It aligns with the National Center for Culturally Responsive Educational Systems and their methodology of culturally responsive teaching. (Contains 2 resources.)

Students' conceptual difficulties in hydrodynamics

NASA Astrophysics Data System (ADS)

Suarez, Alvaro; Kahan, Sandra; Zavala, Genaro; Marti, Arturo C.

2017-12-01

We describe a study on the conceptual difficulties faced by college students in understanding hydrodynamics of ideal fluids. This study was based on responses obtained in hundreds of written exams complemented with several oral interviews, which were held with first-year engineering and science university students. Their responses allowed us to identify a series of misconceptions unreported in the literature so far. The study findings demonstrate that the most critical difficulties arise from the students' inability to establish a link between the kinematics and dynamics of moving fluids, and from a lack of understanding regarding how different regions of a system interact.

77 FR 3241 - Notice of Proposed Information Collection Requests

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-23

... particular content of the survey, describing the sample design, the timeline for the survey activities, and..., school districts, schools, postsecondary institutions, and libraries. Surveys of teachers, students... Education Statistics Quick Response Information System (QRIS) consists of the Fast Response Survey System...

Student Perception on a Student Response System Formed by Combining Mobile Phone and a Polling Website

ERIC Educational Resources Information Center

Wong, Adam

2016-01-01

Every teacher understands the importance of getting timely student feedback for effective and efficient teaching and learning. However, students are not always keen to answer questions in the classroom in front of their peers. There is a need for an efficient method to engage all the students in a classroom and quickly evaluate the progress of…

Acceptance of Clickers in a Large Multimodal Biochemistry Class as Determined by Student Evaluations of Teaching: Are They Just an Annoying Distraction for Distance Students?

ERIC Educational Resources Information Center

Miles, Nathan. G.; Soares da Costa, Tatiana P.

2016-01-01

A student response system (clickers) was introduced into a second year introductory biochemistry class to improve student engagement and performance. The class was delivered in both internal and distance education (DE) modes, with the DE students receiving recordings of the lectures (including clicker activities). However, there was concern over…

Audience response technology: engaging and empowering non-medical prescribing students in pharmacology learning.

PubMed

Lymn, Joanne S; Mostyn, Alison

2010-10-27

Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts. The use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety.

Audience response technology: Engaging and empowering non-medical prescribing students in pharmacology learning

PubMed Central

2010-01-01

Background Non-medical prescribing (NMP) is a six month course for nurses and certain allied health professionals. It is critical that these students develop a good understanding of pharmacology; however, many students are mature learners with little or no formal biological science knowledge and struggle with the pharmacology component. The implications for patient safety are profound, therefore we encourage students not just to memorise enough pharmacology to pass the exam but to be able to integrate it into clinical practice. Audience response technology (ART), such as the KeePad system (KS) has been shown to promote an active approach to learning and provide instant formative feedback. The aim of this project, therefore, was to incorporate and evaluate the use the KS in promoting pharmacology understanding in NMP students. Methods Questions were incorporated into eight pharmacology lectures, comprising a mix of basic and clinical pharmacology, using TurningPoint software. Student (n = 33) responses to questions were recorded using the KS software and the percentage of students getting the question incorrect and correct was made immediately available in the lecture in graphical form. Survey data collected from these students investigated student perceptions on the use of the system generally and specifically as a learning tool. More in depth discussion of the usefulness of the KS was derived from a focus group comprising 5 students. Results 100% of students enjoyed using the KS and felt it promoted their understanding of key concepts; 92% stated that it helped identify their learning needs and 87% agreed that the technology was useful in promoting integration of concepts. The most prevalent theme within feedback was that of identifying their own learning needs. Analysis of data from the focus group generated similar themes, with the addition of improving teaching. Repeated questioning produced a significant increase (p < 0.05) in student knowledge of specific pharmacological concepts. Conclusions The use of ART enhanced non-medical prescribing students' experience of pharmacology teaching. Student perceptions were that this system increased their ability to identify learning needs and promoted understanding and integration of concepts. Students also reported that the technology aided exam revision and reduced associated anxiety. PMID:20979620

Examining the Effects of Displaying Clicker Voting Results on High School Students' Voting Behaviors, Discussion Processes, and Learning Outcomes

ERIC Educational Resources Information Center

Chien, Yu-Ta; Lee, Yu-Hsien; Li, Tsung-Yen; Chang, Chun-Yen

2015-01-01

This study explores the relationship between students' clicking behaviors, discussion processes, learning outcomes, and a prominent feature of clicker systems--the whole class' response results aggregated by clickers in real time. The results indicate that, while teaching Newton's laws of motion, displaying the real-time responses of the whole…

Using Systematic Screening Procedures to Identify Students Who Are Nonresponsive to Primary Prevention Efforts: Integrating Academic and Behavioral Measures

ERIC Educational Resources Information Center

Kalberg, Jemma Robertson; Lane, Kathleen Lynne; Menzies, Holly Mariah

2010-01-01

Many school systems are adopting three-tiered models of prevention (e.g., Response to Intervention and Positive Behavior Support) to support an increasingly diverse student population (Sugai, Horner, & Gresham, 2002). A central feature of these models is that data are monitored to determine responsiveness. We offer this paper as a guide for…

Culturally Responsive Education: Developing Lesson Plans for Vietnamese Students in the American Diaspora

ERIC Educational Resources Information Center

Douglas, Cynthia M.

2015-01-01

This article focuses on the application of the philosophical principles of John Dewey and Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New York City Public School System and Long Island spent six weeks in Vietnam…

Comprehensive Adult Student Assessment Systems Braille Reading Assessment: An Exploratory Study

ERIC Educational Resources Information Center

Posey, Virginia K.; Henderson, Barbara W.

2012-01-01

Introduction: This exploratory study determined whether transcribing selected test items on an adult life and work skills reading test into braille could maintain the same approximate scale-score range and maintain fitness within the item response theory model as used by the Comprehensive Adult Student Assessment Systems (CASAS) for developing…

Does It Really Matter whether Students' Contributions Are Spoken versus Typed in an Intelligent Tutoring System with Natural Language?

ERIC Educational Resources Information Center

D'Mello, Sidney K.; Dowell, Nia; Graesser, Arthur

2011-01-01

There is the question of whether learning differs when students speak versus type their responses when interacting with intelligent tutoring systems with natural language dialogues. Theoretical bases exist for three contrasting hypotheses. The "speech facilitation" hypothesis predicts that spoken input will "increase" learning,…

Colorful Revision: Color-Coded Comments Connected to Instruction

ERIC Educational Resources Information Center

Mack, Nancy

2013-01-01

Many teachers have had a favorable response to their experimentation with digital feedback on students' writing. Students much preferred a simpler system of highlighting and commenting in color. After experimentation the author found that this color-coded system was more effective for them and less time-consuming for her. Of course, any system…

A Self-Instructional System in Electricity.

ERIC Educational Resources Information Center

Greene, Mark M.; And Others

A self-instructional system is presented designed to teach high school students fundamental concepts of electricity and how they are applied in daily life. In six lessons, the student attends to a self-paced slide and tape presentation and makes written responses in the workbooks. A supplementary application problem, requiring the assembly of some…

CRiSP: An Instrument for Assessing Student Perceptions of Classroom Response Systems

NASA Astrophysics Data System (ADS)

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

2015-08-01

This paper describes the development and validation of an instrument for evaluating classroom response systems (CRS). While a number of studies evaluating CRS have been published to date, no standardised instrument exists as a means of evaluating the impact of using the CRS. This means that comparing the different systems, or evaluating the benefits of using the CRS in different ways or settings, is very difficult despite the number of published reports, as indicated by Kay and LeSage (2009). An instrument was developed, called the classroom response system perceptions (CRiSP) questionnaire, which allows the evaluation of varied CRS on three scales: the usability; the impact on student engagement; and the impact on student learning. The development of CRiSP was undertaken in three universities, using different CRS, and evaluated through focus groups, one-on-one interviews and a factor analysis of the survey responses. We found no evidence of difference on the scales according to gender or age groups. The final CRiSP questionnaire consists of 26 base questions, with additional optional questions available. This paper proposes that the CRiSP Questionnaire could, in its current state or with minor changes, be used to evaluate the impact on learning of other classroom technologies also.

An Investigation of the Feasibility of a Video Game System for Developing Scanning and Selection Skills.

ERIC Educational Resources Information Center

Horn, Eva; And Others

1991-01-01

Three nonvocal students (ages 5-8) with severe physical handicaps were trained in scan and selection responses (similar to responses needed for operating augmentative communication systems) using a microcomputer-operated video-game format. Results indicated that all three children showed substantial increases in the number of correct responses and…

Near-real-time Earthquake Notification and Response in the Classroom: Exploiting the Teachable Moment

NASA Astrophysics Data System (ADS)

Furlong, K. P.; Whitlock, J. S.; Benz, H. M.

2002-12-01

Earthquakes occur globally, on a regular but (as yet) non-predictable basis, and their effects are both dramatic and often devastating. Additionally they serve as a primary tool to image the earth and define the active processes that drive tectonics. As a result, earthquakes can be an extremely effective tool for helping students to learn about active earth processes, natural hazards, and the myriad of issues that arise with non-predictable but potentially devastating natural events. We have developed and implemented a real-time earthquake alert system (EAS) built on the USGS Earthworm system to bring earthquakes into the classroom. Through our EAS, students in our General Education class on Natural Hazards (Earth101 - Natural Disasters: Hollywood vs. Reality) participate in earthquake response activities in ways similar to earthquake hazard professionals - they become part of the response to the event. Our implementation of the Earthworm system allows our students to be paged via cell-phone text messaging (Yes, we provide cell phones to the 'duty seismologists'), and they respond to those pages as appropriate for their role. A parallel web server is maintained that provides the earthquake details (location maps, waveforms etc.) and students produce time-critical output such as news releases, analyses of earthquake trends in the region, and reports detailing implications of the events. Since this is a course targeted at non-science majors, we encourage that they bring their own expertise into the analyses. For example, business of economic majors may investigate the economic impacts of an earthquake, secondary education majors may work on teaching modules based on the information they gather etc. Since the students know that they are responding to real events they develop ownership of the information they gather and they recognize the value of real-time response. Our educational goals in developing this system include: (1) helping students develop a sense of the global distribution and impact of natural hazards, and the implications of non-predictable events; (2) encouraging students to think about how understanding science related events can be crucially important in analyzing societal issues; and (3) developing an approach to understanding important earth science topics in a way in which students 'own' their data, and are entrained into thinking about linkages between science and society. Finally, systems such as our real-time earthquake alert system take science out of the classroom and into the students lives. What better way to broaden the discussion of science, and bring earth science issues to center stage then to have a student receive an earthquake alert when she is socializing on a Friday evening at a campus hangout!

Student Support and Tutoring: Initiating a Programme of Staff Development.

ERIC Educational Resources Information Center

Earwaker, John

Almost from its inception, Sheffield City Polytechnic has operated a system whereby each academic department allocates to every student a "personal tutor," who provides academic, professional, and personal assistance throughout the student's course of study. In 1988-89, in response to fiscal constraints, a number of departments made no…

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…

RTI Scheduling Processes for Middle Schools. Information Brief

ERIC Educational Resources Information Center

Prewett, Sara; Mellard, Daryl; Lieske-Lupo, Jessica

2011-01-01

Response to intervention integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. With RTI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those…

Relevance of Student Resources in a Flipped MIS Classroom

ERIC Educational Resources Information Center

Adkins, Joni K.

2014-01-01

Flipped classrooms are gaining popularity in various educational settings as proponents report several benefits. In order for flipped classrooms to be successful, students must take responsibility for certain assignments outside of class time. In this study, Management Information Systems students were to learn textbook material by reading the…

Modification of Instructional Delivery and Student Learning with the Use of Educational Technologies

ERIC Educational Resources Information Center

Rogers, Jeffrey Ray

2012-01-01

The purpose of this study was to determine if educational technologies, including LCD projectors, interactive whiteboards, tablets, document cameras, and student response systems, modify instructional delivery and student learning. This case study was researched in four classrooms, including an English, math, science and social studies classroom…

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.

OnlineTED.com--a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance.

PubMed

Kühbeck, Felizian; Engelhardt, Stefan; Sarikas, Antonio

2014-01-01

Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed. "OnlineTED" was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Javascript as client-side programming languages. "OnlineTED" enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare "OnlineTED" with conventional AR systems using clickers. "OnlineTED" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies. "OnlineTED" is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences.

An analysis of student privacy rights in the use of plagiarism detection systems.

PubMed

Brinkman, Bo

2013-09-01

Plagiarism detection services are a powerful tool to help encourage academic integrity. Adoption of these services has proven to be controversial due to ethical concerns about students' rights. Central to these concerns is the fact that most such systems make permanent archives of student work to be re-used in plagiarism detection. This computerization and automation of plagiarism detection is changing the relationships of trust and responsibility between students, educators, educational institutions, and private corporations. Educators must respect student privacy rights when implementing such systems. Student work is personal information, not the property of the educator or institution. The student has the right to be fully informed about how plagiarism detection works, and the fact that their work will be permanently archived as a result. Furthermore, plagiarism detection should not be used if the permanent archiving of a student's work may expose him or her to future harm.

Study on development and application of platform with students' safety based on SOA

NASA Astrophysics Data System (ADS)

Jiang, Derong

2011-10-01

Students' safety management is a very important work, which is responsible for the entire school student security problems, student safety primarily prevent, only advance predict various of the imminent problems, to better protect their safety. The system mainly used on the development request the student safety management, safety evaluation, safety education, and etc, which are for daily management work completed for students in the security digital management. Development of the system can reduce the safety management for department working pressure, meanwhile, can reduce the labor force to use, accelerate query speed, strengthens the management, as well as the national various departments about the information step, making each management standardized. Therefore, developing a set of suitability and the populace, compatibly good system is very necessary.

Thai student existing understanding about the solar system model and the motion of the stars

NASA Astrophysics Data System (ADS)

Anantasook, Sakanan; Yuenyong, Chokchai

2018-01-01

The paper examined Thai student existing understanding about the solar system model and the motion of the stars. The participants included 141 Grade 9 students in four different schools of the Surin province, Thailand. Methodology regarded interpretive paradigm. The tool of interpretation included the Student Celestial Motion Conception Questionnaire (SCMCQ) and informal interview. Given understandings in the SCMCQ were read through and categorized according to students' understandings. Then, students were further probed as informal interview. Students' understandings in each category were counted and percentages computed. Finally, students' understandings across four different schools were compared and contrasted using the percentage of student responses in each category. The findings revealed that most students understand about Sun-Moon-Earth (SME) system and solar system model as well, they can use scientific explanations to explain the celestial objects in solar system and how they orbiting. Unfortunately, most of students (more than 70%) never know about the Polaris, the North Star, and 90.1% of them never know about the ecliptic, and probably also the 12 zodiac constellations. These existing understanding suggested some ideas of teaching and learning about solar system model and the motion of the stars. The paper, then, discussed some learning activities to enhance students to further construct meaning about solar system model and the motion of the stars.

Automated essay scoring and the future of educational assessment in medical education.

PubMed

Gierl, Mark J; Latifi, Syed; Lai, Hollis; Boulais, André-Philippe; De Champlain, André

2014-10-01

Constructed-response tasks, which range from short-answer tests to essay questions, are included in assessments of medical knowledge because they allow educators to measure students' ability to think, reason, solve complex problems, communicate and collaborate through their use of writing. However, constructed-response tasks are also costly to administer and challenging to score because they rely on human raters. One alternative to the manual scoring process is to integrate computer technology with writing assessment. The process of scoring written responses using computer programs is known as 'automated essay scoring' (AES). An AES system uses a computer program that builds a scoring model by extracting linguistic features from a constructed-response prompt that has been pre-scored by human raters and then, using machine learning algorithms, maps the linguistic features to the human scores so that the computer can be used to classify (i.e. score or grade) the responses of a new group of students. The accuracy of the score classification can be evaluated using different measures of agreement. Automated essay scoring provides a method for scoring constructed-response tests that complements the current use of selected-response testing in medical education. The method can serve medical educators by providing the summative scores required for high-stakes testing. It can also serve medical students by providing them with detailed feedback as part of a formative assessment process. Automated essay scoring systems yield scores that consistently agree with those of human raters at a level as high, if not higher, as the level of agreement among human raters themselves. The system offers medical educators many benefits for scoring constructed-response tasks, such as improving the consistency of scoring, reducing the time required for scoring and reporting, minimising the costs of scoring, and providing students with immediate feedback on constructed-response tasks. © 2014 John Wiley & Sons Ltd.

The Student Storm Survey©: College Students' Thoughts on Their University's Response to a Natural Disaster

ERIC Educational Resources Information Center

Rosenthal, Gary T.; Boudreaux, Monique; Boudreaux, Dwight L.; Soignier, R. D.; Folse, Earl; Frias, Tracey; Soper, Barlow

2014-01-01

Hurricanes Gustav and Ike devastated the region that our University serves. Near the start of the semester, only one of the ten scheduled class days could be completed and administrators asked students and faculty to "continue the learning process" online via Blackboard©, our Electronic Delivery System (EDS). The Student Storm Survey©…

Perceptions of the Effects of Clicker Technology on Student Learning and Engagement: A Study of Freshmen Chemistry Students

ERIC Educational Resources Information Center

Terrion, Jenepher Lennox; Aceti, Victoria

2012-01-01

While technology--in the form of laptops and cellphones--may be the cause of much of the distraction in university and college classrooms, some, including the personal or classroom response system (PRS/CRS) or clicker, also present pedagogical opportunities to enhance student engagement. The current study explored the reactions of students to…

Use of Item Response Curves of the Force and Motion Conceptual Evaluation to Compare Japanese and American Students' Views on Force and Motion

ERIC Educational Resources Information Center

Ishimoto, Michi; Davenport, Glen; Wittmann, Michael C.

2017-01-01

Student views of force and motion reflect the personal experiences and physics education of the student. With a different language, culture, and educational system, we expect that Japanese students' views on force and motion might be different from those of American students. The Force and Motion Conceptual Evaluation (FMCE) is an instrument used…

Advanced engineering design program at the University of Illinois for the 1987-1988 academic year

NASA Technical Reports Server (NTRS)

Sivier, Kenneth R.; Lembeck, Michael F.

1988-01-01

The participation of the University of Illinois at Urbana-Champaign in the NASA/USRA Universities Advanced Engineering Design Program (Space) is reviewed for the 1987 to 88 academic year. The University's design project was the Manned Marsplane and Delivery System. In the spring of 1988 semester, 107 students were enrolled in the Aeronautical and Astronautical Engineering Departments' undergraduate Aerospace Vehicle Design course. These students were divided into an aircraft section (responsible for the Marsplane design), and a spacecraft section (responsible for the Delivery System Design). The design results are presented in Final Design Reports, copies of which are attached. In addition, five students presented a summary of the design results at the Program's Summer Conference.

Consider Clicking In: Using Audience Response Systems to Spark Discussion

ERIC Educational Resources Information Center

Barbour, Joshua B.

2013-01-01

Audience response systems, also known as clickers, hold much promise for use in the communication classroom. Yet potential benefits notwithstanding, implementing new technology in the classroom also offers challenges for faculty who must master it themselves while managing students' learning. Successful clicker implementation, like the…

CRiSP: An Instrument for Assessing Student Perceptions of Classroom Response Systems

ERIC Educational Resources Information Center

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

2015-01-01

This paper describes the development and validation of an instrument for evaluating classroom response systems (CRS). While a number of studies evaluating CRS have been published to date, no standardised instrument exists as a means of evaluating the impact of using the CRS. This means that comparing the different systems, or evaluating the…

Limited Digital Response. Satellite Technology Demonstration, Technical Report No. 0426.

ERIC Educational Resources Information Center

Laurence, Dennis; Woughter, William

The VHF system used by the Satellite Technology Demonstration had a built-in digital response system to collect data about student programing. This paper describes the hardware and software required to implement and operate the system. In addition, information on the applications of this device is provided along with the results of a field…

From Foreigner Pedagogy to Intercultural Education: An Analysis of the German Responses to Diversity and Its Impact on Schools and Students

ERIC Educational Resources Information Center

Faas, Daniel

2008-01-01

Germany has been reluctant to adapt its education systems to the growing number of minority ethnic students, and politicians and policy makers have only recently officially acknowledged that Germany is an immigration country despite decades of mass immigration. This article first provides a socio-historical analysis of the German responses to…

An Empirical Study of Personal Response Technology for Improving Attendance and Learning in a Large Class

ERIC Educational Resources Information Center

Shapiro, Amy

2009-01-01

Student evaluations of a large General Psychology course indicate that students enjoy the class a great deal, yet attendance is low. An experiment was conducted to evaluate a personal response system as a solution. Attendance rose by 30% as compared to extra credit as an inducement, but was equivalent to offering pop quizzes. Performance on test…

Enhancing Student Learning with Case-Based Teaching and Audience Response Systems in an Interdisciplinary Food Science Course

ERIC Educational Resources Information Center

Giacalone, Davide

2016-01-01

The purpose of this article is to discuss the implementation of case-based teaching and use of response technologies to graduate students in a food science course. The article focuses on teaching sensory science and sensometrics, presents several concrete examples used during the course, and discusses in each case some of the observed outcomes.…

Middle-School Understanding of the Greenhouse Effect using a NetLogo Computer Model

NASA Astrophysics Data System (ADS)

Schultz, L.; Koons, P. O.; Schauffler, M.

2009-12-01

We investigated the effectiveness of a freely available agent based, modeling program as a learning tool for seventh and eighth grade students to explore the greenhouse effect without added curriculum. The investigation was conducted at two Maine middle-schools with 136 seventh-grade students and 11 eighth-grade students in eight classes. Students were given a pre-test that consisted of a concept map, a free-response question, and multiple-choice questions about how the greenhouse effect influences the Earth's temperature. The computer model simulates the greenhouse effect and allows students to manipulate atmospheric and surface conditions to observe the effects on the Earth’s temperature. Students explored the Greenhouse Effect model for approximately twenty minutes with only two focus questions for guidance. After the exploration period, students were given a post-test that was identical to the pre-test. Parametric post-test analysis of the assessments indicated middle-school students gained in their understanding about how the greenhouse effect influences the Earth's temperature after exploring the computer model for approximately twenty minutes. The magnitude of the changes in pre- and post-test concept map and free-response scores were small (average free-response post-test score of 7.0) compared to an expert's score (48), indicating that students understood only a few of the system relationships. While students gained in their understanding about the greenhouse effect, there was evidence that students held onto their misconceptions that (1) carbon dioxide in the atmosphere deteriorates the ozone layer, (2) the greenhouse effect is a result of humans burning fossil fuels, and (3) infrared and visible light have similar behaviors with greenhouse gases. We recommend using the Greenhouse Effect computer model with guided inquiry to focus students’ investigations on the system relationships in the model.

The Appropriateness of a California Student and Staff Survey for Measuring Middle School Climate. REL 2014-039

ERIC Educational Resources Information Center

Hanson, Thomas; Voight, Adam

2014-01-01

A growing number of states and school districts use school climate assessments in progress reporting systems and are interested in incorporating these assessments into accountability systems. This analysis of response data from middle school students and teachers on the California School Climate, Health, and Learning Survey examines the…

From Student Follow-Up Responses to a Statewide Supply/Demand Analysis of Educational Programs.

ERIC Educational Resources Information Center

Hall, Toni

The Texas Student Follow-up Information System (Tex-SIS) for comprehensive postsecondary follow-up and the supply/demand analysis work of the Texas 1202 Commission, Office of Postsecondary Education Planning, together may provide a valuable prototype for other states and perhaps even for a national system of data collection and analysis. Tex-SIS…

Implementing a Portfolio Assessment System for Chapter 1 Program Improvement: A Case Study.

ERIC Educational Resources Information Center

Leitner, David; Trevisan, Mike

This paper presents findings of a case study that documented the implementation of a portfolio assessment system in response to mandated program improvement and assessed its impact on teacher and student behaviors. The sample included elementary and middle school teachers and students from three Chapter 1 schools in a rural California school…

The Accountability System: Defining Responsibility for Student Achievement. Children Achieving: Philadelphia's Education Reform. Progress Report Series 1996-1997.

ERIC Educational Resources Information Center

Luhm, Theresa; Foley, Ellen; Corcoran, Tom

This report explores issues related to accountability in the context of Children Achieving, the school reform effort of Philadelphia (Pennsylvania). The accountability system begins with content standards in English/language arts, mathematics, science, and the arts. The Stanford-9 Achievement Test has been designated to assess how students are…

Examining the Benefits and Challenges of Using Audience Response Systems: A Review of the Literature

ERIC Educational Resources Information Center

Kay, Robin H.; LeSage, Ann

2009-01-01

Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify…

Evaluation of an audience response system in a preclinical operative dentistry course.

PubMed

Elashvili, Ana; Denehy, Gerald E; Dawson, Deborah V; Cunningham, Marsha A

2008-11-01

Student performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint, a wireless audience response system (ARS). The research design was a controlled crossover study with seventy-seven freshman dental students conducted in a preclinical operative dentistry course. Two randomized groups alternated the two study lectures, one with ARS and the other without ARS. Student knowledge retention was measured through written examination using immediate posttest, as well as questions on the unit and final examinations. Psychomotor skill tests were given on both lecture topics. Statistically significant differences indicating superiority of ARS were identified for performance on the immediate posttest and psychomotor skill test only for the lecture "Principles of Dental Bonding." The other examinations/skill testing showed no significant difference. These results indicate that ARS is a promising teaching tool for dental education.

Understanding Randomness and its Impact on Student Learning: Lessons Learned from Building the Biology Concept Inventory (BCI)

PubMed Central

Garvin-Doxas, Kathy

2008-01-01

While researching student assumptions for the development of the Biology Concept Inventory (BCI; http://bioliteracy.net), we found that a wide class of student difficulties in molecular and evolutionary biology appears to be based on deep-seated, and often unaddressed, misconceptions about random processes. Data were based on more than 500 open-ended (primarily) college student responses, submitted online and analyzed through our Ed's Tools system, together with 28 thematic and think-aloud interviews with students, and the responses of students in introductory and advanced courses to questions on the BCI. Students believe that random processes are inefficient, whereas biological systems are very efficient. They are therefore quick to propose their own rational explanations for various processes, from diffusion to evolution. These rational explanations almost always make recourse to a driver, e.g., natural selection in evolution or concentration gradients in molecular biology, with the process taking place only when the driver is present, and ceasing when the driver is absent. For example, most students believe that diffusion only takes place when there is a concentration gradient, and that the mutational processes that change organisms occur only in response to natural selection pressures. An understanding that random processes take place all the time and can give rise to complex and often counterintuitive behaviors is almost totally absent. Even students who have had advanced or college physics, and can discuss diffusion correctly in that context, cannot make the transfer to biological processes, and passing through multiple conventional biology courses appears to have little effect on their underlying beliefs. PMID:18519614

Knowledge, Education, and Attitudes of International Students to IELTS: A Case of Australia

ERIC Educational Resources Information Center

Ata, Abe W.

2015-01-01

The main objective of this study is to determine the knowledge, education and attitudes of Chinese, Indian and Arab speaking students in Australia towards the International English Language Testing System (IELTS) test. A questionnaire was administered to 200 students at six university language centers to investigate their overall response towards…

Using Peer Instruction and I-Clickers to Enhance Student Participation in Calculus

ERIC Educational Resources Information Center

Lucas, Adam

2009-01-01

In my Calculus classes I encourage my students to actively reflect on course material, to work collaboratively, and to generate diverse solutions to questions. To facilitate this I use peer instruction (PI), a structured questioning process, and i-clickers, a radio frequency classroom response system enabling students to vote anonymously. This…

It's in the Cards: A Classwide Management System to Promote Student Success

ERIC Educational Resources Information Center

Murphy, Sashaa A.; Korinek, Lori

2009-01-01

Increasing numbers of students with disabilities and those at risk for school failure are participating in general education classes. They are expected to master the content, to take primary responsibility for their success, and to manage their own progress. Unfortunately, many students do not consistently demonstrate the nonacademic skills that…

Student Perspectives on Assessment for Learning

ERIC Educational Resources Information Center

DeLuca, Christopher; Chapman-Chin, Allison E. A.; LaPointe-McEwan, Danielle; Klinger, Don A.

2018-01-01

Assessment for learning (AfL) has become a widespread approach across many educational systems. To date, AfL research has emphasized teachers' knowledge, skills, and practices, with few studies examining students' responses to an AfL pedagogical approach. The purpose of this research was to focus directly on students' perspectives on their use and…

A Psychometric Evaluation of a State Testing Program: Accommodated versus Non-Accommodated Students

ERIC Educational Resources Information Center

Roxbury, Tiese L.

2010-01-01

Federal legislation such as "No Child Left Behind" mandated that students with disabilities be included in accountability standards, creating an important responsibility to fairly assess all students, even those with disabilities. Consequently, a sense of urgency was placed on the entire educational system to ensure that these students…

The Genesis of Transactional Strategies Instruction in a Reading Program for At-Risk Students.

ERIC Educational Resources Information Center

Schuder, Ted

1993-01-01

Describes the problem-solving response of the staff of a large public school system to at-risk students' low achievement and lack of access to the district's enriched reading and language arts curriculum. Examines the development and implementation of the Students Achieving Independent Learning (SAIL) program. (MDM)

Evaluation of an Audience Response System in Library Orientations for Engineering Students

ERIC Educational Resources Information Center

Brush, Denise A.

2010-01-01

While interactive hands-on instruction is usually considered the best approach for engineering students for both their academic courses and for library instruction, the size of the engineering student population compared to the number of instructors and the available classroom space means that engineering librarians, like engineering faculty, may…

THE LONDON EXTERNAL DEGREE SYSTEM, ORIGINS AND PRESENT PROBLEMS.

ERIC Educational Resources Information Center

CHARNLEY, A.H.

FORMAL RESPONSIBILITY FOR BRITISH ADULTS PURSUING DEGREE COURSES BY HOME STUDY RESTS LARGELY WITH THE UNIVERSITY OF LONDON. ALTHOUGH ABOUT 1,000 STUDENTS ARE BEING TAUGHT AT INSTITUTIONS COOPERATING WITH THE UNIVERSITY OF LONDON, THE MAJOR GROUPS ARE THE HOME STUDENTS (OVER 20,000) AND THE OVERSEAS STUDENTS (OVER 4,000). BRITISH EXTERNAL STUDENTS…

The Effectiveness of Using a Student Response System on Baccalaureate Nursing Student Dominant Learning Approach

ERIC Educational Resources Information Center

Rebeschi, Lisa M.

2013-01-01

Professional nurses are challenged to provide high quality, evidence-based care in today's increasingly complex healthcare environment. Thus, nurses need to develop an appreciation for life-long learning. Understanding student approach to learning may provide nurse educators with empirical evidence to support specific teaching/learning strategies…

Student Thoughts and Perceptions on Curriculum Reform

ERIC Educational Resources Information Center

VanderJagt, Douglas D.

2013-01-01

The purpose of this qualitative case study was to examine how students experience and respond to Michigan's increased graduation requirements. The study was conducted in a large, suburban high school that instituted a change to a trimester system in response to the state mandate. A criterion-based sample of 16 students, both college bound and…

Model Plan for Administration and Supervision Services. (Student Vocational Organization Coordinator.) Final Report.

ERIC Educational Resources Information Center

Wonser, Renee; Kohns, Donald

Growing out of a project to improve administrative and support services for North Dakota student vocational organizations, this manual outlines possible duties and responsibilities of a state-level student vocational organizational coordinator based on a sequential planning and implementation system. The manual is divided into four areas with…

Evaluation of interactive teaching for undergraduate medical students using a classroom interactive response system in India.

PubMed

Datta, Rakesh; Datta, Karuna; Venkatesh, M D

2015-07-01

The classical didactic lecture has been the cornerstone of the theoretical undergraduate medical education. Their efficacy however reduces due to reduced interaction and short attention span of the students. It is hypothesized that the interactive response pad obviates some of these drawbacks. The aim of this study was to evaluate the effectiveness of an interactive response system by comparing it with conventional classroom teaching. A prospective comparative longitudinal study was conducted on 192 students who were exposed to either conventional or interactive teaching over 20 classes. Pre-test, Post-test and retentions test (post 8-12 weeks) scores were collated and statistically analysed. An independent observer measured number of student interactions in each class. Pre-test scores from both groups were similar (p = 0.71). There was significant improvement in both post test scores when compared to pre-test scores in either method (p < 0.001). The interactive post-test score was better than conventional post test score (p < 0.001) by 8-10% (95% CI-difference of means - 8.2%-9.24%-10.3%). The interactive retention test score was better than conventional retention test score (p < 0.001) by 15-18% (95% CI-difference of means - 15.0%-16.64%-18.2%). There were 51 participative events in the interactive group vs 25 in the conventional group. The Interactive Response Pad method was efficacious in teaching. Students taught with the interactive method were likely to score 8-10% higher (statistically significant) in the immediate post class time and 15-18% higher (statistically significant) after 8-12 weeks. The number of student-teacher interactions increases when using the interactive response pads.

Factors Affecting Educational Innovation with in Class Electronic Response Systems

ERIC Educational Resources Information Center

Freeman, Mark; Bell, Amani; Comerton-Forde, Carole; Pickering, Joanne; Blayney, Paul

2007-01-01

This paper reports the use of Rogers' diffusion of innovation perspective to understand the factors affecting educational innovation decisions, specifically in regard to in class electronic response systems. Despite decreasing costs and four decades of research showing strong student support, academic adoption is limited. Using data collected from…

Emergency Response Systems for Outdoor Programming.

ERIC Educational Resources Information Center

Merrill, Kurt; Satz, Jay A.

The Student Conservation Association (SCA) runs backcountry programs in wilderness settings, providing both an educational experience for participants and badly needed conservation work on public lands. As part of its risk management efforts, SCA has developed an emergency response system that ties resources in the field to all the resources of…

Laser Pointers: Low-Cost, Low-Tech Innovative, Interactive Instruction Tool

ERIC Educational Resources Information Center

Zdravkovska, Nevenka; Cech, Maureen; Beygo, Pinar; Kackley, Bob

2010-01-01

This paper discusses the use of laser pointers at the Engineering and Physical Sciences Library, University of Maryland, College Park, as a personal response system (PRS) tool to encourage student engagement in and interactivity with one-shot, lecture-based information literacy sessions. Unlike more sophisticated personal response systems like…

What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

NASA Astrophysics Data System (ADS)

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-02-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction.

Extended professional development for systemic curriculum reform

NASA Astrophysics Data System (ADS)

Kubitskey, Mary Elizabeth

Education standards call for adopting inquiry science instruction. Successful adoption requires professional development (PD) to support teachers, increasing the need for research on PD. This dissertation examines the question: What is the influence of high quality, curriculum aligned, long-term group workshops and related practice on teacher learning? I focus on the following subquestions: (1) What is the influence of high quality, curriculum aligned, long-term, group workshops on teacher knowledge and beliefs? (2) What is the impact of the workshops on teacher practice? (3) What is the influence of practice on student response? (4) What is the impact of practice and student response on teacher knowledge and beliefs? I focus on an instance of PD nested within a long-term systemic change initiative, tracing eleven science teachers' learning from workshops and associated enactments. The data included pre and post-unit interviews (n=22), two post-workshop interviews (n=17), workshop observations (n=2), classroom observations (n=24) and student work (n=351). I used mixed-methods analysis. Quantitative analysis measured teacher learning by comparing pre and post-unit interview ratings. Qualitative components included two case study approaches: logic model technique and cross-case synthesis, examining teacher learning within and across teachers. The findings suggested a teacher-learning model incorporating PD, teacher knowledge, beliefs, practice and student response. PD impacts teachers' knowledge by providing teachers with new knowledge, adapting previous knowledge, or convincing them to value existing knowledge they chose not to use. The workshops can influence beliefs, providing teachers with confidence and motivation to adopt the practice. Beliefs can mediate how knowledge manifested itself in practice that, in turn, impacts students' response. Student response influences the teachers' beliefs, either reinforcing or motivating change. This teacher-learning model suggests a PD design model for long-term systemic change, incorporating teacher practice and student response, providing guidance for teachers making adaptations that maintain reform. This dissertation responds to the call for empirical research linking PD to learning outcomes. These models are unique because practice becomes a continuum of PD, rather than outcome and stresses the importance of addressing teachers' beliefs. This PD design provides mechanisms for maintaining equivalence between the written and enacted curriculum, sustaining the integrity of the reform.

Responsibility among bachelor degree nursing students: A concept analysis.

PubMed

Ghasemi, Saeed; Ahmadi, Fazlollah; Kazemnejad, Anoshirvan

2018-01-01

Responsibility is an important component of the professional values and core competencies for bachelor degree nursing students and has relationships with nursing education and professionalization. It is important for providing safe and high-quality care to the clients for the present and future performance of student. But there is no clear and operational definition of this concept for bachelor degree nursing students; however, there are extensive contents and debates about the definitions, attributes, domains and boundaries of responsibility in nursing and non-nursing literature. To examine the concept of responsibility among bachelor degree nursing students using the evolutionary approach to concept analysis. A total of 75 articles published between 1990 and 2016 and related to the concept of responsibility were selected from seven databases and considered for concept analysis based on Rogers' evolutionary approach. Ethical considerations: Throughout all stages of data collection, analysis and reporting, accuracy and bailment were respected. Responsibility is a procedural, spectral, dynamic and complex concept. The attributes of the concept are smart thinking, appropriate managerial behaviours, appropriate communicational behaviours, situational self-mandatory and task-orientation behaviours. Personal, educational and professional factors lead to the emergence of the responsible behaviours among bachelor degree nursing students. The emergence of such behaviours facilitates the learning and education process, ensures nursing profession life and promotes clients and community health level. Responsibility has some effects on nursing students. This concept had been changed over time since 1990-2016. There are similarities and differences in the elements of this concept in disciplines of nursing and other educational disciplines. Conclusion The analysis of this concept can help to develop educational or managerial theories, design instruments for better identification and evaluation of responsible behaviours among bachelor degree nursing students, develop strategies for enhancing the responsibility and improve the safety and quality of nursing care in the community and healthcare system.

International Student Affairs.

ERIC Educational Resources Information Center

Wood, Melinda; Kia, Parandeh

2000-01-01

Describes international student service units in higher education, including their primary functions, staff roles and responsibilities, major functional challenges, professional challenges and support systems, professional literature, and tips for those interested in the field. Also describes the author's personal career path in international…

Analysis of Students' Conceptions of Basic Magnetism from a Complex Systems Perspective

NASA Astrophysics Data System (ADS)

Lemmer, Miriam; Kriek, Jeanne; Erasmus, Benita

2018-03-01

This study established whether 12 South African secondary school physics students had incorrect conceptions of basic magnetism and if they had, to what extent they consistently applied such conceptions. Different scenarios in the form of thought experiments were presented in a clinical interview approach. A complex systems perspective underpinned the study and was firstly used to analyze 12 students' conceptions in terms of intuitive fragments of knowledge elements, structured misconceptions, and theory-like system of knowledge elements. Secondly, coherence in each student's ideas expressed across ten themes using thought experiments was analyzed in an effort to determine variations or coherence in responses. Examples of student explanations and sketches are discussed in the paper to illustrate the conceptual structures they applied. Most of the students in this study used a variety of knowledge elements in accord with a complex systems perspective, but three students seemed to prefer a specific perspective. One student's ideas tended to be mainly fragmented, a second exposed a number of structured misconceptions, while another student's reasoning can be described as a theory-like system of knowledge elements. Accordingly, the emphasis of physics education research should no longer be on the compilation of a list of misconceptions that have to be remedied or replaced, but on the conceptual connections, students make and their associative reasoning patterns (i.e., knowledge systems revealed). It remains for the teacher to use the complex systems perspective as a framework to facilitate students' conceptual development and understanding, proceeding on their existing knowledge systems.

OnlineTED.com − a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance

PubMed Central

Kühbeck, Felizian; Engelhardt, Stefan; Sarikas, Antonio

2014-01-01

Background and aim: Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed. Methods and results: “OnlineTED” was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Javascript as client-side programming languages. “OnlineTED” enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare "OnlineTED" with conventional AR systems using clickers. "OnlineTED" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies. Summary and Conclusion: “OnlineTED” is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences. PMID:24575156

The Pathway Active Learning Environment: An interactive web-based tool for physics education

NASA Astrophysics Data System (ADS)

Nakamura, Christopher Matthew

The work described here represents an effort to design, construct, and test an interactive online multimedia learning environment that can provide physics instruction to students in their homes. The system was designed with one-on-one human tutoring in mind as the mode of instruction. The system uses an original combination of a video-based tutor that incorporates natural language processing video-centered lessons and additional illustrative multimedia. Our Synthetic Interview (SI) tutor provides pre-recorded video answers from expert physics instructors in response to students' typed natural language questions. Our lessons cover Newton's laws and provide a context for the tutoring interaction to occur, connect physics ideas to real-world behavior of mechanical systems, and allow for quantitative testing of physics. Additional multimedia can be used to supplement the SI tutors' explanations and illustrate the physics of interest. The system is targeted at students of algebra-based and concept-based physics at the college and high school level. The system logs queries to the SI tutor, responses to lesson questions and several other interactions with the system, tagging those interactions with a username and timestamp. We have provided several groups of students with access to our system under several different conditions ranging from the controlled conditions of our interview facility to the naturalistic conditions of use at home. In total nearly two-hundred students have accessed the system. To gain insight into the ways students might use the system and understand the utility of its various components we analyzed qualitative interview data collected with 22 algebra-based physics students who worked with our system in our interview facility. We also performed a descriptive analysis of data from the system's log of user interactions. Finally we explored the use of machine learning to explore the possibility of using automated assessment to augment the interactive capabilities of the system as well as to identify productive and unproductive use patterns. This work establishes a proof-of-concept level demonstration of the feasibility of deploying this type of system. The impact of this work and the possibility of future research efforts are discussed in the context of Internet technologies that are changing rapidly.

College Students' Intention to Continue Using a Personal Response System: Deriving a Model from Four Theoretical Perspectives

ERIC Educational Resources Information Center

Yeh, C. Rosa; Tao, Yu-Hui

2012-01-01

The use of personal response systems (PRS) in classrooms is gaining popularity in the higher education institutes of Taiwan. However, past research rarely adopts theories from the information system domains, and their focus was primarily on the UK and US context. Therefore, this study adopted a theory-based approach to explore the perceptions of…

Student System, On-Line Admissions.

ERIC Educational Resources Information Center

White, Stephen R.

This report provides technical information on an on-line admissions system developed by Montgomery College. Part I, Systems Development, describes the background, objectives and responsibilities, system design, and reports generated by the system. Part II, Operating Instructions, describes input forms and controls, admission system functions, file…

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance among At-Risk Learners

ERIC Educational Resources Information Center

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2015-01-01

The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e., responsiveness to intervention, or RTI) in which at-risk students participate in general classroom…

Surveillance 101: Leveraging Network Video to Enhance School Security, Student Learning and Teacher Standards

ERIC Educational Resources Information Center

Nilsson, Fredrik

2004-01-01

In response to this growing trend, an increasing number of schools nationwide are implementing video surveillance systems in an effort to improve student and faculty safety. The United States currently has about 100,000 schools, and only 16% of these facilities have some form of video surveillance system in place. While this figure demonstrates…

Embedding "Clickers" into Classroom Instruction: Benefits and Strategies

ERIC Educational Resources Information Center

Blood, Erika; Gulchak, Daniel

2013-01-01

Student response systems, often called clickers, have become more popular and visible in the K-12 classroom in recent years. There are numerous competing systems on the market, but all perform the same function: to allow the student to use a small hand-held device (i.e., a clicker), or even web browsers on laptops or mobile phones, to respond to…

Gender Differences in the Effectiveness of Google Forms in Class

ERIC Educational Resources Information Center

Kim, Dong-gook; Park, Chongwoo

2012-01-01

A classroom response system (CRS) involves the use of remote devices allowing all students in a class to respond to questions displayed on a projection screen. A CRS instantly collects, tallies, and shows students' answers to a question on a classroom projection screen--a similar system used in the TV show "Who wants to be a millionaire"…

Institutionally Responsive Pedagogies: A Community-Cultural Wealth Approach to Latina/o Student Engagement across the Educational Pipeline

ERIC Educational Resources Information Center

Rodriguez, Louie F.

2016-01-01

The educational system continues to inadequately serve Latina/o students across the educational pipeline. A key shortcoming is the system's inability to develop, support, and grow educational leaders that can respond. In this article, the author poses a series of pedagogical approaches using a Community Cultural Wealth (Yosso, 2005) lens. In the…

Considerations for Using Personal Wi-Fi Enabled Devices as "Clickers" in a Large University Class

ERIC Educational Resources Information Center

Katz, Larry; Hallam, Megan C.; Duvall, Michael M.; Polsky, Zoe

2017-01-01

Interactive student response systems, commonly referred to as clickers, have increased in popularity in higher education classrooms as a means to improve engagement and enhance learning. Clicker systems come with handheld devices as well as a radio frequency receiver. A Wi-Fi connection to the receiver is possible, enabling students to use their…

[Trial to stimulate learning motivation of medical students in the dissection practice "teaching assistant system"].

PubMed

Kawashiro, Yukiko; Kadota, Tomoko; Matsuno, Yoshiharu; Miyaso, Hidenobu; Komiyama, Masatoshi; Mori, Chisato

2008-06-01

At the Medical School of Chiba University, educational dissection tours have been conducted for intra- and extramural students in other programs, such as students of nursing. In the 2006 school year there were more than 1,500 students. As presented in a previous report, we tested an educational program in which our medical students teach other students parts of splanchnology, neurology, and myology to promote student understanding of human physiology through their own teaching. Since this system, termed the "teaching assistant system," was fairly laborious for many medical students, we attempted to improve it by decreasing the students' load and reducing the frequency of teaching from several times to once during the one-term dissection practice. We assessed the improved method with questionnaires for medical students who had studied at the school in 2006 and 2007 (n = 206) before and after teaching other students. The response rate for the questionnaires was 91.3% (n = 188). The results were as follows. (1) Most medical students (69.7%) realized that the task of teaching had stimulating effects on their own learning motivation. (2) According to most of their evaluations (80.4%), the duties of teaching involved in the previous assistant system were laborious. In contrast, the ratio of medical students who considered teaching to be laborious decreased by about half (55.3%) in the present improved system. (3) Most students (79.8%) were satisfied with the teaching assistant system. We concluded that the improved teaching assistant system was effective for the dissection practice.

Embedding High-Fidelity Simulation Into a Foundations of Nursing Course.

PubMed

Talbot, Megan Sary

2015-01-01

Delay in recognizing the need for and initiating lifesaving measures is unacceptable in health care. It is never too early to teach novice nursing students to recognize and respond to early warning signs of patient deterioration. The rapid response system was developed to expedite recognition of and response to changes in a patient's condition. Use of high-fidelity simulation by beginning nursing students to practice recognizing and responding to patient deterioration is vital to both the welfare of patients and the edification of students. Recognizing and responding quickly to patients' early warning signs of deterioration can determine a patient's outcome. This article discusses the importance of instructing beginning nursing students in identifying and reacting appropriately to early signs of patient deterioration and in following the chain of command to activate the rapid response team.

Applying Metacognition Through Patient Encounters and Illness Scripts to Create a Conceptual Framework for Basic Science Integration, Storage, and Retrieval.

PubMed

Hennrikus, Eileen F; Skolka, Michael P; Hennrikus, Nicholas

2018-01-01

Medical school curriculum continues to search for methods to develop a conceptual educational framework that promotes the storage, retrieval, transfer, and application of basic science to the human experience. To achieve this goal, we propose a metacognitive approach that integrates basic science with the humanistic and health system aspects of medical education. During the week, via problem-based learning and lectures, first-year medical students were taught the basic science underlying a disease. Each Friday, a patient with the disease spoke to the class. Students then wrote illness scripts, which required them to metacognitively reflect not only on disease pathophysiology, complications, and treatments but also on the humanistic and health system issues revealed during the patient encounter. Evaluation of the intervention was conducted by measuring results on course exams and national board exams and analyzing free responses on the illness scripts and student course feedback. The course exams and National Board of Medical Examiners questions were divided into 3 categories: content covered in lecture, problem-based learning, or patient + illness script. Comparisons were made using Student t -test. Free responses were inductively analyzed using grounded theory methodology. This curricular intervention was implemented during the first 13-week basic science course of medical school. The main objective of the course, Scientific Principles of Medicine, is to lay the scientific foundation for subsequent organ system courses. A total of 150 students were enrolled each year. We evaluated this intervention over 2 years, totaling 300 students. Students scored significantly higher on illness script content compared to lecture content on the course exams (mean difference = 11.1, P  = .006) and national board exams given in December (mean difference = 21.8, P  = .0002) and June (mean difference = 12.7, P  = .016). Themes extracted from students' free responses included the following: relevance of basic science, humanistic themes of empathy, resilience, and the doctor-patient relationship, and systems themes of cost, barriers to care, and support systems. A metacognitive approach to learning through the use of patient encounters and illness script reflections creates stronger conceptual frameworks for students to integrate, store, retain, and retrieve knowledge.

A systems theory approach to career development: Exploring factors that affect science as a career choice

NASA Astrophysics Data System (ADS)

Liskey, Brian K.

This research project was designed to examine the factors that affect students' choice in a career. Specifically, the factors of (a) achievement, (b) interest, (c) self-efficacy, (d) perceived preparation for a career, and (e) being informed about a career will be under investigation. Of key importance to the study is how these factors can affect a student's perception about choosing a science career. A quantitative analysis of secondary data from the 2006 and 2009 Program for International Student Assessment (PISA) international assessment and attitudinal questionnaire provided data on student perceptions and aptitude in science. The sample from PISA included over 400,000 15 year-old students from 57 countries. From the 57 countries, 30 countries, comprised by Organization for Economic and Cooperative Development (OECD), were isolated for analysis. Within this group of 30, 11 were selected for comparison based on their questionnaire response to expectations for a career in science at age 30. The Institute for Educational Science's, International Data Explorer was utilized to acquire and analyze data from the 2006 and 2009 PISA international tests and questionnaires to determine significance between scaled scores and PISA indices. Variables were chosen as factors affecting student's perception on various systems outlined by the Systems Theory of Career Development (Patton & McMahon, 1997) and the Systems Theory of Career Development Framework (Patton & McMahon, 1999). Four country groups were established based on student responses to question 30a from the 2006 PISA attitudinal questionnaire, which asks what career students expected to have at age 30. The results from comparing country groups showed that countries in Group A, which showed the highest values for students expecting a career in science, also had the highest average values for achievement on the PISA science literacy assessment. Likewise, countries that had the lowest values for expecting a career in science (Group B) also had the lowest average values for achievement in science as assessed by science literacy score according to PISA. The United States (Group C) and the International Average (Group D) were both intermediate in each of the two categories. The analysis also showed an identical country group sequence from highest responses to lowest responses for the "systems" or variables of a) self-efficacy, b) preparation for a science career, and c) information about a career in science. The group sequence from high to low values was Group C, Group B, Group D, Group A. When comparing this country group sequence there appears to be a weak negative association between students in countries that expect a career in science and the values for self-efficacy, being prepared for, and informed about a career in science. The findings from this study indicate that the greatest factor affecting students' perception for expecting a career in science is high achievement in science. These results provide key insight on the Systems Theory of Career Development missing from the existing body of literature. Leaders in the fields of education and educational policy can use this information to guide practices and promote programs that will aid in higher achievement in science and engineering. This research can also be used by leaders in career counseling to advise students on appropriate career paths and prepare students for future careers in science and technology. Finally, leadership within state and federal institutions can utilize results from this study to guide future research and funding that encourages students on career pathways in the fields of Science Technology Engineering and Mathematics (STEM).

Clinical nurse specialist education: actualizing the systems leadership competency.

PubMed

Thompson, Cathy J; Nelson-Marten, Paula

2011-01-01

The purpose of this article was to show how sequenced educational strategies aid in the acquisition of systems leadership and change agent skills, as well as other essential skills for professional clinical nurse specialist (CNS) practice. Clinical nurse specialist education offers the graduate student both didactic and clinical experiences to help the student transition into the CNS role. Clinical nurse specialist faculty have a responsibility to prepare students for the realities of advanced practice. Systems leadership is an integral competency of CNS practice. The contemporary CNS is to be a leader in the translation of evidence into practice. To assist students to acquire this competency, all CNS students are expected to use research and other sources of evidence to identify, design, implement, and evaluate a specific practice change. Anecdotal comments from students completing the projects are offered. Student projects have been focused in acute and critical care, palliative care, and adult/gerontologic health clinical settings; community outreach has been the focus of a few change projects. Examples of student projects related to the systems leadership competency and correlated to the spheres of influence impacted are presented.

Click or Clique? Using Educational Technology to Address Students' Anxieties about Peer Evaluation

ERIC Educational Resources Information Center

Walker, Ruth; Barwell, Graham

2009-01-01

Peer bias is recognised as a primary factor in negative student perceptions of peer assessment strategies. This study trialled the use of classroom response systems, widely known as clickers, in small seminar classes in order to actively engage students in their subject's assessment process while providing the anonymity that would lessen the…

Clickers and CATs: Using Learner Response Systems for Formative Assessments in the Classroom

ERIC Educational Resources Information Center

Briggs, Charlotte L.; Keyek-Franssen, Deborah

2010-01-01

Formative assessment can play a critical role in fostering student success by engaging students in their own learning process, focusing their attention on what really matters, and helping instructors adjust to student learning needs in real time. Classroom assessment techniques (CATs) are a powerful formative assessment tool, and many CATs can be…

Using Graph-Based Assessments within Socratic Tutorials to Reveal and Refine Students' Analytical Thinking about Molecular Networks

ERIC Educational Resources Information Center

Trujillo, Caleb; Cooper, Melanie M.; Klymkowsky, Michael W.

2012-01-01

Biological systems, from the molecular to the ecological, involve dynamic interaction networks. To examine student thinking about networks we used graphical responses, since they are easier to evaluate for implied, but unarticulated assumptions. Senior college level molecular biology students were presented with simple molecular level scenarios;…

Stretching Every Dollar: The Impact of Personal Financial Stress on the Enrollment Behaviors of Working and Nonworking Community College Students

ERIC Educational Resources Information Center

Mukherjee, Moumita; McKinney, Lyle; Hagedorn, Linda Serra; Purnamasari, Agustina; Martinez, Franco Santiago

2017-01-01

Using 1,400 survey responses collected from two large urban community college systems in Texas, this study examined how students' financial habits, stress, and well-being influenced their enrollment behaviors. Working students, compared to their nonworking peers, reported significantly lower levels of overall financial well-being. After…

Enhancing Learning Performance through Classroom Response Systems: The Effect of Knowledge in a Global Economic Environment

ERIC Educational Resources Information Center

Cheng, Louis T. W.; Wang, Jacqueline Wenjie

2018-01-01

The international business education literature suggests that a global mindset can be acquired and benefit students to embrace new ideas and improve their critical thinking. Using a sample of 1,448 undergraduate students in Corporate Finance, International Finance, and Business Law subjects during 2013-2015, our results indicate that students with…

Tracking Students to 200 Percent of Normal Time: Effect on Institutional Graduation Rates. Issue Brief. NCES 2011-221

ERIC Educational Resources Information Center

Horn, Laura

2010-01-01

The 1990 Student Right-to-Know Act requires institutions to annually disclose graduation rates. To assist institutions in meeting this responsibility, the Integrated Postsecondary Education Data System (IPEDS) has collected institutional graduation rate data since 1997. Institutions eligible for federal student aid (Title IV funding) are required…

The Impact of Online Social Networking Sites on Student Integration into the College Peer Social System

ERIC Educational Resources Information Center

Szura, Jean Mary

2014-01-01

Given the value of obtaining a college degree, it is the responsibility of educational administrators and faculty to understand what contributes to or detracts from student success in college. Researchers have shown a strong relationship between students' level of integration with the institutions and persistence to graduation. One factor that…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Executive Summary

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning

ERIC Educational Resources Information Center

Denker, Katherine J.

2013-01-01

Instructors of large lecture classes face a variety of challenges, including student engagement and participation. With budget cuts and increasing class sizes, more schools may turn to large lecture/lab formats for the basic communication course (Stanley & Porter, 2002); instructors must understand how these classes engage students. One viable…

Closing the Gap: Can Service-Learning Enhance Retention, Graduation, and GPAs of Students of Color?

ERIC Educational Resources Information Center

Mungo, Monita Hollis

2017-01-01

The education system is responsible for the choices and chances provided to the students it serves. Although racial disparities continue to impede some students' chance of success in education, service-learning in the classroom context may be the transformative strategy needed to make institutions of higher education the "great…

Student Perceptions of Engagement Using Mobile-Based Polling as an Audience Response System: Implications for Leadership Studies

ERIC Educational Resources Information Center

Noel, Dan; Stover, Sheri; McNutt, Mindy

2015-01-01

The increase in ownership and use of mobile-based devices among college students creates unique opportunities for faculty to develop highly engaging learning environments. With many educational institutions offering campus-wide Wi-Fi, students have the ability to use their mobile devices, including cell phones, tablets, and laptops for engaging…

Assessing Changes in Medical Student Attitudes toward Non-Traditional Human Sexual Behaviors Using a Confidential Audience Response System

ERIC Educational Resources Information Center

Tucker, Phebe; Candler, Chris; Hamm, Robert M.; Smith, E. Michael; Hudson, Joseph C.

2010-01-01

Medical students encountering patients with unfamiliar, unconventional sexual practices may have attitudes that can affect open communication during sexual history-taking. We measured changes in first-year US medical student attitudes toward 22 non-traditional sexual behaviors before and after exposure to human sexuality instruction. An…

Using Clickers to Improve Student Engagement and Performance in an Introductory Biochemistry Class

ERIC Educational Resources Information Center

Addison, Stephen; Wright, Adrienne; Milner, Rachel

2009-01-01

As part of ongoing efforts to enhance teaching practices in a large-class introductory biochemistry course, we have recently tested the effects of using a student response system (clickers) on student exam performances and engagement with the course material. We found no measurable difference in class mean composite examination score for students…

Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students--a preliminary evaluation.

PubMed

Mostyn, Alison; Meade, Oonagh; Lymn, Joanne S

2012-11-13

The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees' initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback.A significant positive correlation was found between students' formative feedback scores and their summative pharmacology exam scores (Spearman's rho = 0.71, N=107, p<.01). Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the individualised handsets and personalised formative feedback highly. The significant correlation between ART response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness.

Burnout among Finnish and Chinese university students.

PubMed

Hernesniemi, Elina; Räty, Hannu; Kasanen, Kati; Cheng, Xuejiao; Hong, Jianzhong; Kuittinen, Matti

2017-10-01

In this study the levels of experienced burnout of Finnish and Chinese university students are compared using School Burnout Inventory (SBI). This study is motivated by earlier studies, which suggest that the level of student burnout is different in the culturally distinct Finnish and Chinese university systems, but which are based on different research instruments for the two groups. The sample studied consisted of 3,035 Finnish students and 2,309 Chinese students. Because of the cross-cultural nature of this study the level of structural equivalence of SBI between the cultural groups was examined and the effect of different response styles on the results was taken into account. Both standard and robust statistical methods were used for the analyses. The results showed that SBI with two extracted components is suitable for cross-cultural analysis between Finnish and Chinese university students. Virtually no difference was found in experienced overall burnout between the Finnish and Chinese students, which means that both university systems contain factors causing similar levels of student burnout. This study also verified that controlling for the response styles is important in cross-cultural studies as it was found to have a distinct effect on the results obtained from mean-level comparisons. © 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Use of item response curves of the Force and Motion Conceptual Evaluation to compare Japanese and American students' views on force and motion

NASA Astrophysics Data System (ADS)

Ishimoto, Michi; Davenport, Glen; Wittmann, Michael C.

2017-12-01

Student views of force and motion reflect the personal experiences and physics education of the student. With a different language, culture, and educational system, we expect that Japanese students' views on force and motion might be different from those of American students. The Force and Motion Conceptual Evaluation (FMCE) is an instrument used to probe student views on force and motion. It was designed using research on American students, and, as such, the items might function differently for Japanese students. Preliminary results from a translated version indicated that Japanese students had similar misconceptions as those of American students. In this study, we used item response curves (IRCs) to make more detailed item-by-item comparisons. IRCs show the functioning of individual items across all levels of performance by plotting the proportion of each response as a function of the total score. Most of the IRCs showed very similar patterns on both correct and incorrect responses; however, a few of the plots indicate differences between the populations. The similar patterns indicate that students tend to interact with FMCE items similarly, despite differences in culture, language, and education. We speculate about the possible causes for the differences in some of the IRCs. This report is intended to show how IRCs can be used as a part of the validation process when making comparisons across languages and nationalities. Differences in IRCs can help to pinpoint artifacts of translation, contextual effects because of differences in culture, and perhaps intrinsic differences in student understanding of Newtonian motion.

PSSA Released Reading Items, 2000-2001. The Pennsylvania System of School Assessment.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg. Bureau of Curriculum and Academic Services.

This document contains materials directly related to the actual reading test of the Pennsylvania System of School Assessment (PSSA), including the reading rubric, released passages, selected-response questions with answer keys, performance tasks, and scored samples of students' responses to the tasks. All of these items may be duplicated to…

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…

Evaluating Impact of Small-Group Discussion on Learning Utilizing a Classroom Response System

ERIC Educational Resources Information Center

Flosason, Thorhallur O.; McGee, Heather M.; Diener-Ludwig, Lori

2015-01-01

Classroom response systems (also referred to as clickers) can enhance learning outcomes and are generally viewed favorably by students and instructors alike. The current study used an alternating treatments design to examine whether discussing questions in small groups before responding to clicker questions during lecture improved accurate…

The Use of an Audience Response System in an Elementary School-Based Health Education Program

ERIC Educational Resources Information Center

DeSorbo, Alexandra L.; Noble, James M.; Shaffer, Michele; Gerin, William; Williams, Olajide A.

2013-01-01

Background: The audience response system (ARS) allows students to respond and interact anonymously with teachers via small handheld wireless keypads. Despite increasing popularity in classroom settings, the application of these devices to health education programming has not been studied. We assessed feasibility, engagement, and learning among…

The influence of question type, reasoning level, and wait time on student participation rates when using clicker questions with large classes

NASA Astrophysics Data System (ADS)

Hartman, K.; Koh, J.; Murty, S. A.; Ramos, R. D. P.; Goodkin, N.

2017-12-01

"Wait time" is defined as the length of the pause between an instructor initiating a question and either the student answering it or the instructor interjecting (Rowe, 1974). However, the nature of the question-answer dynamic changes with student response systems that allow hundreds of students to answer the same question simultaneously before displaying the results to the class. In this study, we looked at 129 student response questions asked across 240 minutes of class lectures to determine if longer wait times were associated with higher student response rates. We also examined whether the type and reasoning level of the questions were diagnostic of their response rates. 644 undergraduate science students enrolled in an interdisciplinary environmental science course. During each of the course's lessons, the instructor presented a mix of lecture content, short student response activities (clicker questions), and small group discussion opportunities. Using the recorded videos, we coded each student response question for its question type and reasoning level. We divided the question types into three categories: yes/no questions, yes/no/maybe questions, and other questions. To code for the reasoning level necessary to answer each question, we used a collapsed version of Bloom's Revised Taxonomy (Krathwohl, 2002). Questions that had a definite answer and relied on recalling facts or paraphrasing the lecture content were coded as "knowledge" questions. Questions that required students to apply what they had learned to analyze a new scenario, or come to a judgement were coded as "higher order" questions. An analysis of variance (ANOVA) using the question type and reasoning level as fixed factors and wait time as a covariate to predict student response rate indicated a strong interaction between question type and reasoning level F(6, 94) = 4.53, p<.01. In general, knowledge questions were answered by a higher percentage (M=91%) of students than higher order questions (M=85%). In particular, yes/no/maybe questions targeting higher order reasoning were the least answered (M=71%). Interestingly, wait time was not associated with increased response rates. The implication is certain types of yes/no/maybe questions may lend themselves to lower response rates due to the introduction of ambiguity into the question.

Exploring the Pedagogical Effectiveness of Clickers

ERIC Educational Resources Information Center

Morgan, Robin K.

2008-01-01

Clickers, electronic response systems, are widely popular in college classrooms and proponents have argued clickers can increase student engagement, active learning, and, perhaps most importantly, student comprehension. Determining whether the effectiveness of clickers justified their purchase seemed warranted. A campus-wide project was developed…

Successful Clicker Standardization

ERIC Educational Resources Information Center

Twetten, Jim; Smith, M. K.; Julius, Jim; Murphy-Boyer, Linda

2007-01-01

Student response systems, commonly referred to as "clickers," have become an important learning tool in higher education. With a growing number of faculty using the technology to promote active learning, student engagement, and assessment, most campuses have seen increasing clicker use. And with faculty bombarded by multiple,…

Evaluation: Two Studies of SCSD Schools. Building Systems Information Clearinghouse Research Report Number Two.

ERIC Educational Resources Information Center

Building Systems Information Clearinghouse, Menlo Park, CA.

The first evaluative study is a survey of user -- student and teacher -- response to the School Construction Systems Development (SCSD) schools and to elements of the SCSD building system. Results of the 3,000 person survey are presented both as comparative findings for the 11 SCSD schools involved and as response profiles for each of the schools.…

Implementation of an Automated Grading System with an Adaptive Learning Component to Affect Student Feedback and Response Time

ERIC Educational Resources Information Center

Matthews, Kevin; Janicki, Thomas; He, Ling; Patterson, Laurie

2012-01-01

This research focuses on the development and implementation of an adaptive learning and grading system with a goal to increase the effectiveness and quality of feedback to students. By utilizing various concepts from established learning theories, the goal of this research is to improve the quantity, quality, and speed of feedback as it pertains…

Replacing the Lab Manual with a Learning Management System in Physics Investigations for K-4 Pre-Service Teachers

ERIC Educational Resources Information Center

Sobolewski, Stanley; Numan, Muhammad Z.

2018-01-01

The traditional laboratory investigation uses a procedure written on paper; students then record their responses on a supplied data page or laboratory notebook. In an attempt to make this process more efficient, the use of a Learning Management System (in this case D2L) was used to present the material and collect student feedback. Each student…

The DIAGNOSER project: combining assessment and learning.

PubMed

Thissen-Roe, Anne; Hunt, Earl; Minstrell, Jim

2004-05-01

DIAGNOSER is an Internet-based tool for classroom instruction. It delivers continuous formative assessment and feedback to high school physics students and their teachers about the correct and incorrect concepts and ideas the students may hold regarding physical situations. That is, it diagnoses misconceptions that underlie wrong answers of students, such as a confusion of velocity with acceleration. We use data about patterns of student responses, particularly consistency of errors from question to question, to improve the system's understanding of student concepts.

A Digital Approach to Learning Petrology

NASA Astrophysics Data System (ADS)

Reid, M. R.

2011-12-01

In the undergraduate igneous and metamorphic petrology course at Northern Arizona University, we are employing petrographic microscopes equipped with relatively inexpensive ( $200) digital cameras that are linked to pen-tablet computers. The camera-tablet systems can assist student learning in a variety of ways. Images provided by the tablet computers can be used for helping students filter the visually complex specimens they examine. Instructors and students can simultaneously view the same petrographic features captured by the cameras and exchange information about them by pointing to salient features using the tablet pen. These images can become part of a virtual mineral/rock/texture portfolio tailored to individual student's needs. Captured digital illustrations can be annotated with digital ink or computer graphics tools; this activity emulates essential features of more traditional line drawings (visualizing an appropriate feature and selecting a representative image of it, internalizing the feature through studying and annotating it) while minimizing the frustration that many students feel about drawing. In these ways, we aim to help a student progress more efficiently from novice to expert. A number of our petrology laboratory exercises involve use of the camera-tablet systems for collaborative learning. Observational responsibilities are distributed among individual members of teams in order to increase interdependence and accountability, and to encourage efficiency. Annotated digital images are used to share students' findings and arrive at an understanding of an entire rock suite. This interdependence increases the individual's sense of responsibility for their work, and reporting out encourages students to practice use of technical vocabulary and to defend their observations. Pre- and post-course student interest in the camera-tablet systems has been assessed. In a post-course survey, the majority of students reported that, if available, they would use camera-tablet systems to capture microscope images (77%) and to make notes on images (71%). An informal focus group recommended introducing the cameras as soon as possible and having them available for making personal mineralogy/petrology portfolios. Because the stakes are perceived as high, use of the camera-tablet systems for peer-peer learning has been progressively modified to bolster student confidence in their collaborative efforts.

What Do K-12 Teachers Think about Including Student Surveys in Their Performance Ratings?

ERIC Educational Resources Information Center

Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia

2015-01-01

This study investigated K-12 teachers' opinions about the use of student surveys as a component of a teacher evaluation system. Surveys were administered to teachers at the beginning of the school year and again in the spring. Analyses of teachers' responses on the fall survey indicated tentative support for the inclusion of student feedback in…

Car Club Teacher's Guide. An Educational Program on Safety Belt Use for Junior High School Students.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This information packet describes the teacher's role in Car Club, a program designed to convince junior high school students to use motor vehicle safety belts. Students are approached as both passengers and future drivers to help them examine their roles and responsibilities relating to safety belts and occupant protection systems, including air…

Clickenomics: Using a Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course

ERIC Educational Resources Information Center

Salemi, Michael K.

2009-01-01

One of the most important challenges facing college instructors of economics is helping students engage. Engagement is particularly important in a large-enrollment Principles of Economics course, where it can help students achieve a long-lived understanding of how economists use basic economic ideas to look at the world. The author reports how…

Making Visible the People Who Feed Us: Exploring Student Responses to Multicultural Texts about Food Workers

ERIC Educational Resources Information Center

Yamashita, Lina

2017-01-01

There is growing interest in teaching K-16 students where food comes from and how it is grown, as evidenced by school gardens, farm-to-school programs, majors related to food systems, student farms on college campuses, and campus sustainable food projects. Many of these programs, however, do not necessarily highlight social inequities embedded in…

Towards a Metalanguage Adequate to Linguistic Achievement in Post-Structuralism and English: Reflections on Voicing in the Writing of Secondary Students

ERIC Educational Resources Information Center

Macken-Horarik, Mary; Morgan, Wendy

2011-01-01

This paper considers the development of voicing in the writing of secondary English students influenced by post-structuralist approaches to literature. It investigates students' growing capacity not only to voice their own responses to literature but also to relate these to a range of theoretical discourses. Drawing on systemic functional…

"Drawing Is a Frame of Mind": An Evaluation of Students' Perceptions about Reading Instruction within a Response to Intervention Model

ERIC Educational Resources Information Center

Chapman, Lauren; Greenfield, Renee; Rinaldi, Claudia

2010-01-01

This investigation is part of a larger study examining the effects of a school-wide literacy reform effort through a multi-leveled system of instructional delivery. The research question addressed was, "How do students perceive reading instruction within their elementary language arts classroom?" Students' perceptions were analyzed through…

THE MOVEMENT SYSTEM IN EDUCATION.

PubMed

Hoogenboom, Barbara J; Sulavik, Mark

2017-11-01

Although many physical therapists have begun to focus on movement and function in clinical practice, a significant number continue to focus on impairments or pathoanatomic models to direct interventions. This paradigm may be driven by the current models used to direct and guide curricula used for physical therapist education. The methods by which students are educated may contribute to a focus on independent systems, rather than viewing the body as a functional whole. Students who enter practice must be able to integrate information across multiple systems that affect a patient or client's movement and function. Such integration must be taught to students and it is the responsibility of those in physical therapist education to embrace and teach the next generation of students this identifying professional paradigm of the movement system. The purpose of this clinical commentary is to describe the current state of the movement system in physical therapy education, suggest strategies for enhancing movement system focus in entry level education, and envision the future of physical therapy education related to the movement system. Contributions by a student author offer depth and perspective to the ideas and suggestions presented. 5.

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

PubMed

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N

2015-05-22

Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture. Students clearly valued the engagement and learning aspects of gamified TP interactions. The overwhelming majority of students surveyed in this study were engaged by the variety of TP games, and gained an interest in microbiology. The methods described in this study may be useful for other educators wishing to expand the utility of ARS in their classrooms.

Effectiveness of classroom response systems within an active learning environment.

PubMed

Welch, Susan

2013-11-01

In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom. Copyright 2013, SLACK Incorporated.

Learning Analytics across a Statewide System

ERIC Educational Resources Information Center

Buyarski, Catherine; Murray, Jim; Torstrick, Rebecca

2017-01-01

This chapter explores lessons learned from two different learning analytics efforts at a large, public, multicampus university--one internally developed and one vended platform. It raises questions about how to best use analytics to support students while keeping students responsible for their own learning and success.

Rationalizing Neglect: An Institutional Response to Transfer Students

ERIC Educational Resources Information Center

Tobolowsky, Barbara F.; Cox, Bradley E.

2012-01-01

This qualitative study focuses on institutional efforts affecting the transfer student experience at a single research institution. Findings based on interviews with institutional representatives, both faculty and staff, using the rational, natural, and open system perspectives of organizational theory, provide insights into the institutional…

Response System with Variable Prescriptions (RSVP); A Faculty-Computer Partnership for Enhancement of Individualized Instruction.

ERIC Educational Resources Information Center

Kelly, J. Terence; Anandam, Kamala

Miami-Dade Community College's Response System with Variable Prescriptions (RSVP) is an example of faculty-computer partnership directed toward individualizing instruction while managing up to 5,000 students in a single course, regardless of class format. Individualization of instruction is accomplished by RSVP by virtue of its potential for three…

Automated expert modeling for automated student evaluation.

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

Abbott, Robert G.

The 8th International Conference on Intelligent Tutoring Systems provides a leading international forum for the dissemination of original results in the design, implementation, and evaluation of intelligent tutoring systems and related areas. The conference draws researchers from a broad spectrum of disciplines ranging from artificial intelligence and cognitive science to pedagogy and educational psychology. The conference explores intelligent tutoring systems increasing real world impact on an increasingly global scale. Improved authoring tools and learning object standards enable fielding systems and curricula in real world settings on an unprecedented scale. Researchers deploy ITS's in ever larger studies and increasingly use datamore » from real students, tasks, and settings to guide new research. With high volumes of student interaction data, data mining, and machine learning, tutoring systems can learn from experience and improve their teaching performance. The increasing number of realistic evaluation studies also broaden researchers knowledge about the educational contexts for which ITS's are best suited. At the same time, researchers explore how to expand and improve ITS/student communications, for example, how to achieve more flexible and responsive discourse with students, help students integrate Web resources into learning, use mobile technologies and games to enhance student motivation and learning, and address multicultural perspectives.« less

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

NASA Astrophysics Data System (ADS)

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

2012-12-01

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

Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students.

PubMed

Doucet, Michèle; Vrins, André; Harvey, Denis

2009-12-01

Teaching methods that provide an opportunity for individual engagement and focussed feedback are required to create an active learning environment for case-based teaching in large groups. A prospective observational controlled study was conducted to evaluate whether the use of an audience response system (ARS) would promote an active learning environment during case-based discussions in large groups, have an impact on student motivation and improve long-term retention. Group A (N = 83) participated in large group case discussions where student participation was voluntary, while for group B (N = 86) an ARS was used. Data collection methods included student and teacher surveys, student focus group interviews, independent observations and 1-year post-course testing. Results indicated that the use of an ARS provided an active learning environment during case-based discussions in large groups by favouring engagement, observation and critical reflection and by increasing student and teacher motivation. Although final exam results were significantly improved in group B, long-term retention was not significantly different between groups. It was concluded that ARS use significantly improved the learning experience associated with case-based discussions in a large group of undergraduate students.

The effect of using an audience response system on learning, motivation and information retention in the orthodontic teaching of undergraduate dental students: a cross-over trial.

PubMed

Dhaliwal, Harmeet Kaur; Allen, Mark; Kang, Jing; Bates, Claire; Hodge, Trevor

2015-06-01

New methods of teaching and learning are constantly being sought in the adult learning environment. Audience Response Systems (ARS) have been used in many different learning environments, especially in the field of medical education. The objective of this investigation was to ascertain the effect of ARS use in undergraduate teaching in a UK dental school. A cross-over clustered randomized educational trial. Leeds Dental Institute. Year 4 undergraduate dental students in orthodontics. Students at Leeds Dental Institute were taught two different topics within the curriculum to test the use of ARS in a cross-over trial. A questionnaire was delivered to the test (ARS) and control (non-ARS) groups. The response rate to the questionnaires was 89·5% (test group) and 82·9% (control group). The ARS enabled students to perform better as shown by knowledge retention (P = 0·013). Students found the seminar more interesting (P = 0·013), easier to concentrate (P = 0·025) and easier to participate in (P = 0·020) when ARS was used. When ARS was used, students were more able to answer questions (P<0·0001), were more likely to prepare for the seminar (P<0·0001) and significantly preferred using ARS (P<0·0001). ARS was found to significantly improve student concentration and participation in small group seminar teaching and significantly improved knowledge retention. ARS may be useful in facilitating orthodontic teaching in the future.

Technology in education: A guidebook for developing a science and math education support program

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

Wagner, C.L.

1992-09-01

Education is vital to survival and success in an increasingly technical world, and the quality of education is the responsibility of everyone students, teachers, parents, industry, and government. Any technical organization wanting to contribute to that success through its local education system can do so easily and effectively through careful planning. This report details that planning process and includes methods to (1) identify the interests, strengths, and resources of the technical organization; (2) identify the needs of the local education system; (3) interface with local school system administration, principals, and teachers; and (4) develop a unique plan to match themore » organization's strengths and resources with the needs of the school system. Following these getting started'' activities is the actual program that the Engineering Technology Division implemented in a local elementary school, including the curriculum, topics, and actual lesson plans used by technical personnel in the classroom. Finally, there are enrichment activities for teachers and students, suggestions for measuring the success of an education support program, and an overview of student responses to questions about the overall program.« less

Technology in education: A guidebook for developing a science and math education support program

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

Wagner, C.L.

1992-09-01

Education is vital to survival and success in an increasingly technical world, and the quality of education is the responsibility of everyone students, teachers, parents, industry, and government. Any technical organization wanting to contribute to that success through its local education system can do so easily and effectively through careful planning. This report details that planning process and includes methods to (1) identify the interests, strengths, and resources of the technical organization; (2) identify the needs of the local education system; (3) interface with local school system administration, principals, and teachers; and (4) develop a unique plan to match themore » organization`s strengths and resources with the needs of the school system. Following these ``getting started`` activities is the actual program that the Engineering Technology Division implemented in a local elementary school, including the curriculum, topics, and actual lesson plans used by technical personnel in the classroom. Finally, there are enrichment activities for teachers and students, suggestions for measuring the success of an education support program, and an overview of student responses to questions about the overall program.« less

Cultivating professional responsibility in a dental hygiene curriculum.

PubMed

Blue, Christine M

2013-08-01

To prepare dental hygienists for future roles in the health care system, dental hygiene education must prepare graduates with skills, ethics, and values that align with professional responsibility. The objective of this study was to determine the effectiveness of curricular changes designed to develop professional identity and responsibility over the entire span of the dental hygiene curriculum. Twenty-four dental hygiene students at the University of Minnesota were surveyed about their attitudes toward access to dental care, society's and health professionals' responsibility to care for the underserved, and their personal efficacy to provide care for the underserved. Surveys were conducted at three time points in the curriculum. The Attitudes Toward Health Care instrument adapted by Holtzman for dental use was used to survey the students. The findings indicate that this institution's curricular changes were effective in cultivating professional responsibility among these students. Their attitude scores increased across the six-semester curriculum, and students in their last semester of the program believed that all individuals have a right to dental care and that society has an obligation to provide dental care. These students' sense of obligation to care for the needy became stronger and their perceptions of their own ability to impact the community and act as an agent of change also increased.

Student evaluation of clickers in a dental pathology course.

PubMed

Llena, Carmen; Forner, Leopoldo; Cueva, Roger

2015-07-01

The purpose of this study was to evaluate the degree of satisfaction of students and teachers, and to determine whether the students notice improvements in learning and in the learning environment as a result of the use of clicker. Descriptive study. Fifty-one students and 8 teachers participated in the use of clicker technology in 8 preclinical seminars in dental pathology. Students and teachers filled a three-domain questionnaire at the end of the preclinical course. We used the Mann-Whitney U-test to compare the results between the two groups. The domain "perception and expectation" showed the use of clickers to be simple and convenient for 80% of the students, who expressed interest in extending the practice to other teaching areas. In the domain "active learning", over 70% of the students found the technique to be dynamic, participative and motivating. In the domain "improved learning", over 70% considered it useful to know their level of knowledge before the seminar and found the contents of the lesson to be clear. Thirty percent considered the items of the examination to be of a complexity similar to that of the first and second tests. Only in this latter aspect were significant differences found between the teachers and students (p=0.001). Participants described the use of clickers as simple and useful, motivating and participative. Both the students and teachers considered the technique to improve teaching and the learning environment. Key words:Dental education, audience response system, clickers, classroom response system, student´s perception.

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.

Monitoring Students with ADHD within the RTI Framework

ERIC Educational Resources Information Center

Haraway, Dana L.

2012-01-01

Students with Attention Deficit Hyperactivity Disorders (ADHD) can present unique behavioral and academic challenges within the school environment. The Response to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS) movements have sought to formalize intervention systems to address the needs of all children. An integral…

Contemporary Character Education

ERIC Educational Resources Information Center

Smith, Matthew R.

2006-01-01

When the National Commission on Excellence in Education published "A Nation at Risk" (1983) in response to the perception that the U.S. public education system was failing to help students succeed, it gave policymakers the catalyst to introduce legislative and regulatory reforms that were designed to increase student achievement. Through such…

The Many-Headed Hydra: Information Networking at LAA.

ERIC Educational Resources Information Center

Winzenried, Arthur P.

1997-01-01

Describes an integrated computer library system installed at Lilydale Adventist Academy (LAA) in Melbourne (Australia) in response to a limited budget, increased demand, and greater user expectations. Topics include student workstations, cost effectiveness, CD-ROMS on local area networks, and student input regarding their needs. (Author/LRW)

Teaching Language Through Comprehension.

ERIC Educational Resources Information Center

Winitz, Harris; And Others

In the comprehension approach to second language instruction, the major procedure is to provide students with comprehensible input, which it is the students' responsibility to understand. The aim is to encourage nucleation of the target language, that is the crystallization of the rule system. Teaching procedures focus on strategies for implicit…

Does the Arrangement of Embedded Text Versus Linked Text in Homework Systems Make a Difference in Students Impressions, Attitudes, and Perceived Learning?

NASA Astrophysics Data System (ADS)

Zumalt, Caitlin J.; Williamson, Vickie M.

2016-10-01

Students in a first-semester general chemistry course at a large southwestern university completed a 3-week homework assignment using MindTap, a Cengage Learning product. MindTap is the first major electronic system that has homework questions embedded in the text, such that students read a short section of the textbook and then answer a question set. Prior to MindTap, electronic homework systems were stand-alone or contained questions with links to the textbook. Next, students completed two 2-week homework assignments in Online Web Learning (OWL) version 1 also from Cengage Learning. The OWL system shows homework questions with a link to the textbook in a separate window. Both the MindTap and OWL systems contain the same or similar questions. After the students used both homework systems, a survey was given that included Likert-scaled and open-response questions that dealt with students' perceived level of understanding using the different systems, how easy the systems were to use, and the advantages/disadvantages of each system. A delayed survey was given at the end of the second semester of general chemistry, during which students had used OWL for the complete semester. This paper investigates the effects of the arrangement (embedded vs. linked) on student preferences and perceived learning in this pilot study with a 300-person class. Based on the results of the study, it was found that students perceived that they learn more with MindTap and prefer the embedded text in MindTap over the linked text in OWL.

Students as teachers in an anatomy dissection course.

PubMed

Salomäki, Tiina; Laakkonen, Juha; Ruohoniemi, Mirja

2014-01-01

One way to improve students' learning outcomes and well-being is to change teaching practices to allow students to become more active participants. We used an anatomy dissection course to test a cooperative group work method in which first-year veterinary students took turns leading their peer group and were each responsible for teaching the anatomy of a particular topographic region. The important blood vessels, lymphatic system, and nerves of each region of the body were covered. Students felt that exploration of the entire topographic region helped them to acquire a comprehensive understanding of the respiratory apparatus and the cardiovascular and nervous systems. Assigning individual tasks to each group member resulted in sharing the workload equally. Open-ended comments revealed that support from other group members was important for the students' learning experience, but the results also offered insight into a lack of constructive criticism. While teaching was considered challenging, and even a stress factor that hindered learning for some students, group work was generally held to be supportive of learning. The results suggest that more thorough instruction of students in their group work and in their individual tasks is required. Some students experienced difficulty in expressing their concerns openly and in seeking guidance from teachers, demonstrating the need for further investigation regarding students' self-regulation skills. Comments from the open-ended responses suggest that use of a cooperative learning method in anatomy dissection courses not only deepens student understanding of a subject but also offers first-year students an opportunity to practice the generic skills that will be needed in their future profession.

ConfChem Conference on Flipped Classroom: Just-in-Time Teaching in Chemistry Courses with Moodle

ERIC Educational Resources Information Center

Muzyka, Jennifer L.

2015-01-01

In the Just-in-Time Teaching approach, a faculty member assigns readings to students before every class. After the students have done the daily reading, they access a short reading quiz using a course management system (e.g., Moodle). The faculty member uses student responses to the quiz in the preparation of the day's class material and is able…

Perceptions, experiences and expectations of Iraqi medical students.

PubMed

Lafta, Riyadh; Al-Ani, Waleed; Dhiaa, Saba; Cherewick, Megan; Hagopian, Amy; Burnham, Gilbert

2018-03-27

The environment for medical education in Iraq has been difficult for many years. The 2003 invasion of Iraq accelerated a steady emigration of faculty and graduates. Kidnappings and deaths of doctors became commonplace. To understand current career plans, expectations and perceptions of medical students, three Baghdad medical schools were surveyed. Written questionnaires were completed by 418 medical students variously in their 4th, 5th and 6th (final)years of training. We asked about perceptions of the quality of their medical education, the quality of health services in Iraq generally, and about deaths, injuries and migration of faculty, classmates and family. The average age of students was 22 years, with 59% women. Most students (90%) were originally from Baghdad. Although there were some positive responses, many students (59%) rated the overall quality of their medical education as fair or poor. Three-fourths of students believed the quality of hospital care in Iraq to be only fair or poor. A majority of students (57%) stated they were thinking frequently or all the time about leaving Iraq after graduation. Reasons given for leaving included the desire for further education, seeking a better lifestyle and fleeing conflict. Leading reasons for staying included the pull of friends and family, familiarity with the health system, and a sense of responsibility to the country. Nearly one in five (18%) students reported the death of a family member attributable to intentional violence, and 15% reported the violent death of a medical school classmate or faculty member since the 2003 invasion. Half the students reported at least one school faculty members had left Iraq because of the war. Medical students hold a mediocre view of the quality of their medical education and of Iraq's health system. Many of their faculty members have left the country. The majority of students may leave Iraq after graduation, afforded the opportunity. This poses a significant problem for staffing an already demoralized and stressed health system. Current circumstances suggest the situation will continue to deteriorate.

Negotiating Access to Health Information to Promote Students' Health.

PubMed

Radis, Molly E; Updegrove, Stephen C; Somsel, Anne; Crowley, Angela A

2016-04-01

Access to student health information, such as immunizations, screenings, and care plans for chronic conditions, is essential for school nurses to fulfill their role in promoting students' health. School nurses typically encounter barriers to accessing health records and spend many hours attempting to retrieve health information. As a result, nurses' time is poorly utilized and students may suffer adverse outcomes including delayed school entry. In response to this pressing public health issue, a school medical advisor and director of school nurses in a local health department successfully negotiated access for school nurses to three health record systems: a state immunization tracking system, an electronic lead surveillance program, and an electronic health record system. This negotiation process is presented within a framework of the Theory of Diffusion of Innovation and provides a strategy for other school nurses seeking access to student health information. © The Author(s) 2015.

Peer-led team learning in an online course on controversial medication issues and the US healthcare system.

PubMed

Pittenger, Amy L; LimBybliw, Amy L

2013-09-12

To implement peer-led team learning in an online course on controversial issues surrounding medications and the US healthcare system. The course was delivered completely online using a learning management system. Students participated in weekly small-group discussions in online forums, completed 3 reflective writing assignments, and collaborated on a peer-reviewed grant proposal project. In a post-course survey, students reported that the course was challenging but meaningful. Final projects and peer-reviewed assignments demonstrated that primary learning goals for the course were achieved and students were empowered to engage in the healthcare debate. A peer-led team-learning is an effective strategy for an online course offered to a wide variety of student learners. By shifting some of the learning and grading responsibility to students, the instructor workload for the course was rendered more manageable.

Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

NASA Astrophysics Data System (ADS)

Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul

2018-01-01

The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.

Examining the Use of Audience Response Systems in Secondary School Classrooms: A Formative Analysis

ERIC Educational Resources Information Center

Kay, Robin; LeSage, Ann; Knaack, Liesel

2010-01-01

To date, extensive research has been done on the use of Audience Response Systems (ARSs) in colleges and universities, but not in secondary school schools. The purpose of this study was to conduct a detailed formative analysis on the benefits, challenges, and use of ARSs from the perspective of 659 secondary school students. Key benefits reported…

Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support, 2nd Edition

ERIC Educational Resources Information Center

Jimerson, Shane R., Ed.; Burns, Matthew K., Ed.; VanDerHeyden, Amanda M., Ed.

2016-01-01

The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars…

Clicking for Grades? Really? Investigating the Use of Clickers for Awarding Grade-Points in Post-Secondary Education

ERIC Educational Resources Information Center

White, Peter; Syncox, David; Alters, Brian

2011-01-01

Using classroom response systems (clickers) to accumulate grade-points has become a controversial practice as response systems have become more widely used in the last decade. Although some instructors opt to use clickers on a non-grades basis, it has become quite common to reward students for (a) correct answers, (b) participating in clicker…

Robert Sylwester on Electronic Media and Brain Development. Windows to the Mind, Volume 2. [Videotape].

ERIC Educational Resources Information Center

Sylwester, Robert

This videotape explores the influence of electronic media on children's cognitive development. Posing the "cyberworld" as both a window to the greater world and a mirror to the students' world, the first part of the video examines electronic media and the brain's response systems. This part notes the brain's two response systems--the…

PID Controller Settings Based on a Transient Response Experiment

ERIC Educational Resources Information Center

Silva, Carlos M.; Lito, Patricia F.; Neves, Patricia S.; Da Silva, Francisco A.

2008-01-01

An experimental work on controller tuning for chemical engineering undergraduate students is proposed using a small heat exchange unit. Based upon process reaction curves in open-loop configuration, system gain and time constant are determined for first order model with time delay with excellent accuracy. Afterwards students calculate PID…

Implementing Social Norm Pedagogy to Impact Students' Personal Health Behavior

ERIC Educational Resources Information Center

Kramer, Mary M.; Stover, Sheri

2015-01-01

This quantitative exploratory research study describes the incorporation of Social Norms as a unique pedagogical method in an undergraduate Health Behaviors course (N = 32). With the use of an audience response system (clickers), students anonymously answered health-behavior related questions. Aggregate data from the class was compared to state…

The Impact of RTI Practices on Student Reading Achievement

ERIC Educational Resources Information Center

Gleason, Tara Lynn

2013-01-01

The purpose of this study was to evaluate whether elementary schools that endorse implementing core components of Response to Intervention (RTI) differ in student outcomes on the Pennsylvania System of School Assessment (PSSA) Reading Assessment when compared to schools that do not endorse implementing RTI practices. This study also explored…

Student Performance in Computer-Assisted Instruction in Programming.

ERIC Educational Resources Information Center

Friend, Jamesine E.; And Others

A computer-assisted instructional system to teach college students the computer language, AID (Algebraic Interpretive Dialogue), two control programs, and data collected by the two control programs are described. It was found that although first response errors were often those of AID syntax, such errors were easily corrected. Secondly, while…

Student Understanding of Gravity in Introductory College Astronomy

ERIC Educational Resources Information Center

Williamson, Kathryn E.; Willoughby, Shannon

2012-01-01

Twenty-four free-response questions were developed to explore introductory college astronomy students' understanding of gravity in a variety of contexts, including in and around Earth, throughout the solar system, and in hypothetical situations. Questions were separated into three questionnaires, each of which was given to a section of…

Medical and Nonmedical Users of Prescription Drugs among College Students

ERIC Educational Resources Information Center

Rozenbroek, Katelyn; Rothstein, William G.

2011-01-01

Objectives: To examine medical and nonmedical users of prescription opioids, central nervous system depressants, and stimulants taken individually and in combination. Participants: Undergraduates at an urban mid-Atlantic university with 12,000 students. Methods: A questionnaire administered in classes provided 413 responses, with a usable response…

Mobility, Aspiration, Voice: A New Structure of Feeling for Student Equity in Higher Education

ERIC Educational Resources Information Center

Sellar, Sam; Gale, Trevor

2011-01-01

There is a changed "structure of feeling" emerging in higher education systems, particularly in OECD nations, in response to changed social, cultural and economic arrangements. Taking a student equity perspective, the paper names this change in terms of "mobility", "aspiration" and "voice". It argues that…

Avoidance of Pain: The Registrar's Role in Enrollment Management.

ERIC Educational Resources Information Center

Gunn, Mary; Backes, Richard

1992-01-01

Services offered by the college registrar are largely unseen by the student when all goes well. However, the registration system should be viewed as a means of preventing student dissatisfaction. Registrars are important members of an enrollment management team and should share responsibility for their successes or failures. (Author/MSE)

PISA 2009 Assessment Framework: Key Competencies in Reading, Mathematics and Science

ERIC Educational Resources Information Center

Schleicher, Andreas; Zimmer, Karin; Evans, Juliet; Clements, Niccolina

2009-01-01

In response to the need for cross-nationally comparable evidence on student performance, the Organisation for Economic Co-operation and Development (OECD) launched the OECD Programme for International Student Assessment (PISA) in 1997. PISA represents a commitment by governments to monitor the outcomes of education systems through measuring…

Educational Leadership and Comprehensive Reform for Improving Equity and Access for All

ERIC Educational Resources Information Center

Yavuz, Olcay

2016-01-01

Disparities in college access for underrepresented urban students are one of the most urgent educational problems of America's education system. In response to growing national concern, this longitudinal study investigated how school leaders worked collaboratively with key stakeholders to implement research-supported student services in order to…

Exploring Online Learning Data Using Fractal Dimensions. Research Report. ETS RR-17-15

ERIC Educational Resources Information Center

Guo, Hongwen

2017-01-01

Data collected from online learning and tutoring systems for individual students showed strong autocorrelation or dependence because of content connection, knowledge-based dependency, or persistence of learning behavior. When the response data show little dependence or negative autocorrelations for individual students, it is suspected that…

Contemporary Student Activism: The Educational Contexts of Socially-Responsible Civic Engagement

ERIC Educational Resources Information Center

Barnhardt, Cassie L.

2012-01-01

Contemporary higher education leaders tend to view campus based activism as an outgrowth of an educational experience that inspires and leads students to engage in civic action for the purpose of alleviating systemic social, economic, or political injustices. Accordingly, this study explores the relationships between the structural characteristics…

Evaluating the effectiveness of personal response system technology on millennial student learning.

PubMed

McCurry, Mary K; Hunter Revell, Susan M

2011-08-01

As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved. Copyright 2011, SLACK Incorporated.

Automated Analysis of Short Responses in an Interactive Synthetic Tutoring System for Introductory Physics

ERIC Educational Resources Information Center

Nakamura, Christopher M.; Murphy, Sytil K.; Christel, Michael G.; Stevens, Scott M.; Zollman, Dean A.

2016-01-01

Computer-automated assessment of students' text responses to short-answer questions represents an important enabling technology for online learning environments. We have investigated the use of machine learning to train computer models capable of automatically classifying short-answer responses and assessed the results. Our investigations are part…

Overcoming Research Design Problems via Methodological Integration: Use of Computer Assisted Technologies in Studying Teacher Behaviors.

ERIC Educational Resources Information Center

Ivy, Diana K.; And Others

Continuous Attitudinal Response Technology (CART) is an alternative approach to testing students' instantaneous response to teacher behaviors in the classroom. The system uses a microcomputer and video technology device that allows researchers to measure subjects' instantaneous responses to static and continuous stimuli, graphic or verbal. A…

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

The interactive learning toolkit: technology and the classroom

NASA Astrophysics Data System (ADS)

Lukoff, Brian; Tucker, Laura

2011-04-01

Peer Instruction (PI) and Just-in-Time-Teaching (JiTT) have been shown to increase both students' conceptual understanding and problem-solving skills. However, the time investment for the instructor to prepare appropriate conceptual questions and manage student JiTT responses is one of the main implementation hurdles. To overcome this we have developed the Interactive Learning Toolkit (ILT), a course management system specifically designed to support PI and JiTT. We are working to integrate the ILT with a fully interactive classroom system where students can use their laptops and smartphones to respond to ConcepTests in class. The goal is to use technology to engage students in conceptual thinking both in and out of the classroom.

Competency-based training to create the 21st century mental health workforce: strides, stumbles, and solutions.

PubMed

Delaney, Kathleen R; Carlson-Sabelli, Linnea; Shephard, Rebekah; Ridge, Alison

2011-08-01

In response to sustained concerns about the capability of the mental health workforce, federal groups have urged educators to adopt a competency-based system for training students in core mental health skills. A particular emphasis is training students to work in integrated systems, intervene with evidence-based practice, and employ culturally relevant therapies. Creating such a program, particularly one delivered online, requires structures that engage students in their own learning and tools for tracking competencies. We report on our competency-based graduate psychiatric mental health nursing program and the unique methods used to track student skill development and clinical reasoning. Copyright © 2011 Elsevier Inc. All rights reserved.

Perceptions of nursing students regarding responsible use of social media in the Eastern Cape.

PubMed

Nyangeni, Thando; Du Rand, Suzette; Van Rooyen, Dalena

2015-07-24

Social media have become a popular communication system that has transformed communication from the traditional to the Web-based model. Because social media use has no limitations to place and time, it is now used extensively at clinical facilities. Social media useis becoming a popular activity amongst students at Nursing Education Institutions (NEI) in South Africa. However, lack of accountability and unethical use of social media by nursing students in South Africa has been reported. The aim of the study was to explore and describe the perceptions of nursing students regarding responsible use of social media. A qualitative, descriptive, explorative and contextual research design was used to explore and describe the perceptions of nursing students regarding the responsible use of social media. Twelve nursing students registered for the undergraduate nursing degree were purposely selected and interviewed individually using a semi-structured interview method. The results of this research study demonstrate that nursing students use socialmedia irresponsibly. Nursing students experience blurred boundaries between personal and professional lines and lack accountability when using social media. The extensive use of social media in the clinical environment, by healthcare students, requires a joint effort by Nursing Education Institutions and healthcare facilities to ensure that social media are used in an ethically acceptable manner. The implementation of the recommendations of this research study could positively influence legally and ethically acceptable use of social media at healthcare facilities.

Students' preferences for different contexts for learning science

NASA Astrophysics Data System (ADS)

Choi, Jung-Suk; Song, Jinwoong

1996-09-01

The reasons for students' preferences for different contexts were investigated by surveying 379 high school students (Year 11) in Taegu, Korea. Students were asked to select the most preferred and the least preferred context out of six presented contexts and to write reasons for their selections. The method of systemic network analysis was used to analyse students' written responses. It was shown that students' preferences were largely influenced by their perceptions of the relevance and the psychological effects which such contexts would have. In particular, the similarity to textbooks, the relevance to real life and the novelty of the contexts were shown to be the most important factors affecting students' preferences.

The U.S. Homeless Student Population: Homeless Youth Education, Review of Research Classifications and Typologies, and the U.S. Federal Legislative Response

ERIC Educational Resources Information Center

Rahman, Mai Abdul; Turner, J. Fidel; Elbedour, Salman

2015-01-01

Background: The drastic surge in the number of homeless families in the United States (U.S.) has resulted in an increase in the number of homeless students attending U.S. public schools. Meanwhile, the U.S. public school system is struggling to meet the educational needs of their homeless students. Objective: This study examined the historical…

Authentic scientific data collection in support of an integrative model-based class: A framework for student engagement in the classroom

NASA Astrophysics Data System (ADS)

Sorensen, A. E.; Dauer, J. M.; Corral, L.; Fontaine, J. J.

2017-12-01

A core component of public scientific literacy, and thereby informed decision-making, is the ability of individuals to reason about complex systems. In response to students having difficulty learning about complex systems, educational research suggests that conceptual representations, or mental models, may help orient student thinking. Mental models provide a framework to support students in organizing and developing ideas. The PMC-2E model is a productive tool in teaching ideas of modeling complex systems in the classroom because the conceptual representation framework allows for self-directed learning where students can externalize systems thinking. Beyond mental models, recent work emphasizes the importance of facilitating integration of authentic science into the formal classroom. To align these ideas, a university class was developed around the theme of carnivore ecology, founded on PMC-2E framework and authentic scientific data collection. Students were asked to develop a protocol, collect, and analyze data around a scientific question in partnership with a scientist, and then use data to inform their own learning about the system through the mental model process. We identified two beneficial outcomes (1) scientific data is collected to address real scientific questions at a larger scale and (2) positive outcomes for student learning and views of science. After participating in the class, students report enjoying class structure, increased support for public understanding of science, and shifts in nature of science and interest in pursuing science metrics on post-assessments. Further work is ongoing investigating the linkages between engaging in authentic scientific practices that inform student mental models, and how it might promote students' systems-thinking skills, implications for student views of nature of science, and development of student epistemic practices.

Grading Practices and Distributions Across Internal Medicine Clerkships.

PubMed

Fazio, Sara B; Torre, Dario M; DeFer, Thomas M

2016-01-01

Clerkship evaluation and grading practices vary widely between U.S. medical schools. Grade inflation continues to exist, and grade distribution is likely to be different among U.S. medical schools. Increasing the number of available grades curtails "grade inflation." A national survey of all Clerkship Directors in Internal Medicine members was administered in 2011. The authors assessed key aspects of grading. Response rate was 76%. Among clerkship directors (CDs), 61% of respondents agreed that grade inflation existed in the internal medicine clerkship at their school, and 43% believed that it helped students obtain better residency positions. With respect to grading practices, 79% of CDs define specific behaviors needed to achieve each grade, and 36% specify an ideal grade distribution. In addition, 44% have a trained core faculty responsible for evaluating students, 35% describe formal grading meetings, and 39% use the Reporter-Interpreter-Manager-Educator (RIME) scheme. Grading scales were described as follows: 4% utilize a pass/fail system, 13% a 3-tier (e.g., Honors/Pass/Fail), 45% 4-tier, 35% 5-tier, and 4% 6+-tier system. There was a trend to higher grades with more tiers available. Grade inflation continues in the internal medicine clerkship. Almost half of CDs feel that this practice assists students to obtain better residency positions. A minority of programs have a trained core faculty who are responsible for evaluation. About one third have formal grading meetings and use the RIME system; both have been associated with more robust and balanced grading practices. In particular, there is a wide variation between schools in the percentage of students who are awarded the highest grade, which has implications for residency applications. Downstream users of clinical clerkship grades must be fully aware of these variations in grading in order to appropriately judge medical student performance.

Click-On-Diagram Questions: a New Tool to Study Conceptions Using Classroom Response Systems

NASA Astrophysics Data System (ADS)

LaDue, Nicole D.; Shipley, Thomas F.

2018-06-01

Geoscience instructors depend upon photos, diagrams, and other visualizations to depict geologic structures and processes that occur over a wide range of temporal and spatial scales. This proof-of-concept study tests click-on-diagram (COD) questions, administered using a classroom response system (CRS), as a research tool for identifying spatial misconceptions. First, we propose a categorization of spatial conceptions associated with geoscience concepts. Second, we implemented the COD questions in an undergraduate introductory geology course. Each question was implemented three times: pre-instruction, post-instruction, and at the end of the course to evaluate the stability of students' conceptual understanding. We classified each instance as (1) a false belief that was easily remediated, (2) a flawed mental model that was not fully transformed, or (3) a robust misconception that persisted despite targeted instruction. Geographic Information System (GIS) software facilitated spatial analysis of students' answers. The COD data confirmed known misconceptions about Earth's structure, geologic time, and base level and revealed a novel robust misconception about hot spot formation. Questions with complex spatial attributes were less likely to change following instruction and more likely to be classified as a robust misconception. COD questions provided efficient access to students' conceptual understanding. CRS-administered COD questions present an opportunity to gather spatial conceptions with large groups of students, immediately, building the knowledge base about students' misconceptions and providing feedback to guide instruction.

Student understanding of time dependence in quantum mechanics

NASA Astrophysics Data System (ADS)

Emigh, Paul J.; Passante, Gina; Shaffer, Peter S.

2015-12-01

[This paper is part of the Focused Collection on Upper Division Physics Courses.] The time evolution of quantum states is arguably one of the more difficult ideas in quantum mechanics. In this article, we report on results from an investigation of student understanding of this topic after lecture instruction. We demonstrate specific problems that students have in applying time dependence to quantum systems and in recognizing the key role of the energy eigenbasis in determining the time dependence of wave functions. Through analysis of student responses to a set of four interrelated tasks, we categorize some of the difficulties that underlie common errors. The conceptual and reasoning difficulties that have been identified are illustrated through student responses to four sets of questions administered at different points in a junior-level course on quantum mechanics. Evidence is also given that the problems persist throughout undergraduate instruction and into the graduate level.

The Use of Interactive Technologies to Improve Student Learning of Physics from Middle School to College

NASA Astrophysics Data System (ADS)

Sheldon, Peter; Wellington, Tracey

2003-03-01

The Physics Department at Randolph-Macon Woman's College, a liberal arts women's college of 720, has traditionally turned out approximately 0.6 majors/year. We have invigorated the program by adding community (e.g. SPS, physical space, organized activities), adding a significant technical component (e.g. web-assisted and computer interfaced labs and more technology in the classes [1]), and incorporating new learning techniques (JITT, Physlets, Peer Instruction [2], Interactive DVD's, and using the Personal Response System [3]). Students have responded well as evidenced by significant increases in enrollments as well as strong scores on the FCI. As an offshoot of this original project supported by the NSF, we have applied some of these teaching methods to teach younger children and teachers of younger children. In this presentation, we will discuss the implementation of the new curricular developments and the specific changes we have seen and hope to see in student learning. [1] This work is supported in part by the NSF CCLI Program under grant DUE-9980890. [2] See, for example, the project Galileo website http://galileo.harvard.edu for a description of all of these techniques. [3] The Personal Response System is a wireless response system made by Educue, www.educue.com.

Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students - a preliminary evaluation

PubMed Central

2012-01-01

Background The use of anonymous audience response technology (ART) to actively engage students in classroom learning has been evaluated positively across multiple settings. To date, however, there has been no empirical evaluation of the use of individualised ART handsets and formative feedback of ART scores. The present study investigates student perceptions of such a system and the relationship between formative feedback results and exam performance. Methods Four successive cohorts of Non-Medical Prescribing students (n=107) had access to the individualised ART system and three of these groups (n=72) completed a questionnaire about their perceptions of using ART. Semi-structured interviews were carried out with a purposive sample of seven students who achieved a range of scores on the formative feedback. Using data from all four cohorts of students, the relationship between mean ART scores and summative pharmacology exam score was examined using a non-parametric correlation. Results Questionnaire and interview data suggested that the use of ART enhanced the classroom environment, motivated students and promoted learning. Questionnaire data demonstrated that students found the formative feedback helpful for identifying their learning needs (95.6%), guiding their independent study (86.8%), and as a revision tool (88.3%). Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning. Interviewees’ initial anxiety about revealing their level of pharmacology knowledge to the lecturer and to themselves reduced over time as students focused on the learning benefits associated with the feedback. A significant positive correlation was found between students’ formative feedback scores and their summative pharmacology exam scores (Spearman’s rho = 0.71, N=107, p<.01). Conclusions Despite initial anxiety about the use of individualised ART units, students rated the helpfulness of the individualised handsets and personalised formative feedback highly. The significant correlation between ART response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness. PMID:23148762

An Empirical Study of Neural Network-Based Audience Response Technology in a Human Anatomy Course for Pharmacy Students.

PubMed

Fernández-Alemán, José Luis; López-González, Laura; González-Sequeros, Ofelia; Jayne, Chrisina; López-Jiménez, Juan José; Carrillo-de-Gea, Juan Manuel; Toval, Ambrosio

2016-04-01

This paper presents an empirical study of a formative neural network-based assessment approach by using mobile technology to provide pharmacy students with intelligent diagnostic feedback. An unsupervised learning algorithm was integrated with an audience response system called SIDRA in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA. A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87) = 6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M = 4.59). The new empirical contribution presented in this paper allows instructors to perform post hoc analyses of each particular student's progress to ensure appropriate training.

Learning by teaching: undergraduate engineering students improving a community's response capability to an early warning system

NASA Astrophysics Data System (ADS)

Suvannatsiri, Ratchasak; Santichaianant, Kitidech; Murphy, Elizabeth

2015-01-01

This paper reports on a project in which students designed, constructed and tested a model of an existing early warning system with simulation of debris flow in a context of a landslide. Students also assessed rural community members' knowledge of this system and subsequently taught them to estimate the time needed for evacuation of the community in the event of a landslide. Participants were four undergraduate students in a civil engineering programme at a university in Thailand, as well as nine community members and three external evaluators. Results illustrate project and problem-based, experiential learning and highlight the real-world applications and development of knowledge and of hard and soft skills. The discussion raises issues of scalability and feasibility for implementation of these types of projects in large undergraduate engineering classes.

Trends in computer applications in science assessment

NASA Astrophysics Data System (ADS)

Kumar, David D.; Helgeson, Stanley L.

1995-03-01

Seven computer applications to science assessment are reviewed. Conventional test administration includes record keeping, grading, and managing test banks. Multiple-choice testing involves forced selection of an answer from a menu, whereas constructed-response testing involves options for students to present their answers within a set standard deviation. Adaptive testing attempts to individualize the test to minimize the number of items and time needed to assess a student's knowledge. Figurai response testing assesses science proficiency in pictorial or graphic mode and requires the student to construct a mental image rather than selecting a response from a multiple choice menu. Simulations have been found useful for performance assessment on a large-scale basis in part because they make it possible to independently specify different aspects of a real experiment. An emerging approach to performance assessment is solution pathway analysis, which permits the analysis of the steps a student takes in solving a problem. Virtually all computer-based testing systems improve the quality and efficiency of record keeping and data analysis.

Response to Intervention and Continuous School Improvement: Using Data, Vision, and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System

ERIC Educational Resources Information Center

Bernhardt, Victoria L.; Hebert, Connie L.

2011-01-01

Ensure the success of your school and improve the learning of "all" students by implementing Response-to-Intervention (RTI) as part of a continuous school improvement (CSI) process. This book shows you how to get your entire staff working together to design, implement, and evaluate a schoolwide prevention system. With specific examples, CSI expert…

Interprofessional education: evaluation of a radiation therapy and medical physics student simulation workshop.

PubMed

Jimenez, Yobelli A; Thwaites, David I; Juneja, Prabhjot; Lewis, Sarah J

2018-01-23

Interprofessional education (IPE) involves two or more professions engaged in learning with, from and about each other. An initiative was undertaken to explore IPE for radiation therapy (RT) and medical physics (MP) students through a newly developed workshop based around simulated learning. The aims of this study were to explore RT and MP students' perceptions of working as part of a collaborative team and of their own and the other group's professional roles. Student perceptions of the simulation education tool, the virtual environment for radiotherapy training (VERT) system, were also investigated. RT and MP students were invited to participate in a 4-hour interprofessional workshop. Pre- and post-workshop surveys were employed to collect demographic data, students' perceptions of interdisciplinary education (interdisciplinary education perception scale (IEPS)) and workshop evaluation (bespoke questionnaire). Fifteen students attended the workshop (RT, n = 8; MP, n = 7). Thirteen pre- and post-questionnaires were returned (Pre-questionnaire: RT, n = 6, response rate, 75%; MP, n = 7, response rate, 100%; post-questionnaire: RT, n = 7, response rate, 87.5%; MP, n = 6, response rate 85.7%). For both student groups combined, IEPS scores ranged from 64 to 108 and 71 to 108 in the pre- and post-questionnaires, respectively, with insignificant differences in the mean scores post-intervention (Z = -1.305, P = 0.192). Satisfaction with VERT as a simulation tool was high for both student groups. The interprofessional student workshop served to promote interprofessional collaboration for RT and MP students. VERT was reported as an appropriate education tool for this purpose, enabling access to virtual clinical equipment common to both student groups. It is suggested that IPE continues to be offered and investigated in RT and MP students, in order to improve effective interprofessional strategies which may enrich future professional collaboration. © 2018 The Authors. Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology.

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.

The Report of the Second National Conference on Consumer Protection in Postsecondary Education. Report No. 64.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO.

The second National Conference on Consumer Protection in Postsecondary Education was a series of seminars on specific issues. The topics under discussion were (1) protecting the student financial interest; (2) student information needs and systems; (3) postsecondary education institutional responses; (4) regulations and safeguards; and (5) full…

CATO--A Guided User Interface for Different CAS

ERIC Educational Resources Information Center

Janetzko, Hans-Dieter

2017-01-01

CATO is a new user interface, written in Java and developed by the author as a response to the significant difficulties faced by students who only sporadically use computer algebra systems (CAS). The usage of CAS in mathematical lectures should be an integral part of mathematical instruction. However, difficulties arise for those students who have…

Mapping Student Understanding in Chemistry: The Perspectives of Chemists

ERIC Educational Resources Information Center

Claesgens, Jennifer; Scalise, Kathleen; Wilson, Mark; Stacy, Angelica

2009-01-01

Preliminary pilot studies and a field study show how a generalizable conceptual framework calibrated with item response modeling can be used to describe the development of student conceptual understanding in chemistry. ChemQuery is an assessment system that uses a framework of the key ideas in the discipline, called the Perspectives of Chemists,…

At the Bridging Point: Tutoring Newly Arrived Students in Sweden

ERIC Educational Resources Information Center

Avery, Helen

2017-01-01

In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the…

Understanding Taxes 1985 [and] Teacher's Guide to Understanding Taxes 1985.

ERIC Educational Resources Information Center

Internal Revenue Service (Dept. of Treasury), Washington, DC.

The major objective of this booklet and guide is to help high school students understand the U.S. tax system. The student booklet consists of eight modules. The first module discusses taxpayer responsibilities and rights. Methods of paying taxes are discussed, privacy rights are described, and the functions of the Collection and Criminal…

Interactive Learning in the Classroom: Is Student Response Method Related to Performance?

ERIC Educational Resources Information Center

Elicker, Joelle D.; McConnell, Nicole L.

2011-01-01

This study examined three methods of responding to in-class multiple-choice concept questions in an Introduction to Psychology course. Specifically, this study compared exam performance and student reactions using three methods of responding to concept questions: (a) a technology-based network system, (b) hand-held flashcards, and (c) hand…

Learning from a Computer Tutor with Natural Language Capabilities

ERIC Educational Resources Information Center

Michael, Joel; Rovick, Allen; Glass, Michael; Zhou, Yujian; Evens, Martha

2003-01-01

CIRCSIM-Tutor is a computer tutor designed to carry out a natural language dialogue with a medical student. Its domain is the baroreceptor reflex, the part of the cardiovascular system that is responsible for maintaining a constant blood pressure. CIRCSIM-Tutor's interaction with students is modeled after the tutoring behavior of two experienced…

Challenges on the Front Lines: Serving Today's Student Veterans

ERIC Educational Resources Information Center

Taylor, Alexander; Parks, Rodney; Edwards, Ashley

2016-01-01

In recent years, veterans have enrolled at higher education institutions in vastly increasingly numbers to utilize their Post-9/11 GI Bill benefits. In response to this influx, universities have established a variety of resources and support systems designed to serve the needs of student veterans. There has also been heightened attention toward…

Ontario's Quality Assurance Framework: A Critical Response

ERIC Educational Resources Information Center

Heap, James

2013-01-01

Ontario's Quality Assurance Framework (QAF) is reviewed and found not to meet all five criteria proposed for a strong quality assurance system focused on student learning. The QAF requires a statement of student learning outcomes and a method and means of assessing those outcomes, but it does not require that data on achievement of intended…

College Environment, Student Involvement, and Intellectual Development: Evidence in China

ERIC Educational Resources Information Center

Chi, Xianglan; Liu, Jinlan; Bai, Yin

2017-01-01

China's higher education system has been marked by dramatic growth since 1999. In response to calls for quality assurance, substantial efforts have been made to improve collegiate environments and enhance student learning. However, only limited empirical research has been conducted to investigate the effects of the college environment on student…

Transition and Beyond...Now What? Guide for Parents of Youth with Disabilities.

ERIC Educational Resources Information Center

Johnson, Jane; Goldberg, Paula

This guide on transition services for Minnesota students with disabilities provides parents with information on student's rights and responsibilities under the Individuals with Disabilities Education Act (IDEA) that is available, how to obtain it, and how to improve the system to provide for transition needs that are not being met. Separate…

Student Response to Hypermedia in the Lecture Theatre: A Case Study.

ERIC Educational Resources Information Center

Conway, Damian

The Computer Science Department at Monash University (Victoria, Australia) recently began presenting lectures using projection of a hypertext system, HyperLecture, running on a notebook computer as the primary medium. This paper presents a statistical analysis of student reactions to this approach, focusing on the effects, as perceived by the…

Student manual, Book 2: Orientation to occupational safety compliance in DOE

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

Colley, D.L.

1993-10-01

This is a student hand-book an Occupational Safety Compliance in DOE. Topics include the following: Electrical; materials handling & storage; inspection responsibilities & procedures; general environmental controls; confined space entry; lockout/tagout; office safety, ergonomics & human factors; medical & first aid, access to records; construction safety; injury/illness reporting system; and accident investigation procedures.

Early Intervening for Students with Speech Sound Disorders: Lessons from a School District

ERIC Educational Resources Information Center

Mire, Stephen P.; Montgomery, Judy K.

2009-01-01

The concept of early intervening services was introduced into public school systems with the implementation of the Individuals With Disabilities Education Improvement Act (IDEA) of 2004. This article describes a program developed for students with speech sound disorders that incorporated concepts of early intervening services, response to…

Promoting and Sustaining an Institutional Climate of Academic Integrity

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2007

2007-01-01

This Academic Senate paper is in response to two resolutions from Fall 2005 concerning academic dishonesty. One resolution, 14.02, "Student Cheating," sought clarification on a System Office legal position that limits the ability of local faculty to fail a student for a single incident of academic dishonesty, and pending the result of…

Beliefs and Responsibilities of Educational Stakeholders Concerning Student Success and Effective Principal Leadership

ERIC Educational Resources Information Center

Lapointe, Pierre; Poirel, Emmanuel; Brassard, Andre

2013-01-01

As elsewhere in Canada, the provincial educational system has adopted an accountability framework to improve student success by putting the emphasis on the rendering of accounts and production of a success plan. However, the implementation of school success plans is not always self-evident for socioeconomically disadvantaged communities. This case…

Are Turkish Teacher Candidates Ready for Migrant Students?

ERIC Educational Resources Information Center

Arslangilay, A. Selcen

2018-01-01

The mass migration of Syrians with a high rate of school-age children into Turkey brought together the need for teaching these students Turkish for integrating them into the society and Turkish education system. The Ministry of National Education gave this responsibility especially to Turkish teachers. Therefore, these teachers should have the…

The Use of "Socrative" in ESL Classrooms: Towards Active Learning

ERIC Educational Resources Information Center

El Shaban, Abir

2017-01-01

The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students' active learning. In this qualitative study, "Socrative", a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English…

The Education of "Ecological Man": Implications for Sport and Physical Education.

ERIC Educational Resources Information Center

Zeigler, Earle F.

Physical education and recreation educators have a responsibility to inform their students about the dangers to the ecological system in an over-populated, over-industrialized, and polluted world. As a start, they can teach their students how to remain personally fit through exercise and proper diet. Secondarily, they can discuss social issues…

Candidates' Assessment of a Principal Preparation Program

ERIC Educational Resources Information Center

Williams, Henry S.; Szal, Dennis

2011-01-01

The clear call for accountability has been heard throughout the country as it deals with the system of education in the United States. Students are expected to be accountable for their learning as measured by state or national tests. Teachers are held responsible for their students' learning. Colleges and Universities have not, and should not…

The Effect of Clickers in University Science Courses

ERIC Educational Resources Information Center

Sutherlin, Autumn L.; Sutherlin, Gordon R.; Akpanudo, Usenime M.

2013-01-01

In four studies on the use of student response systems, clickers, we sought to understand whether the use of clickers would impact students' attitudes toward the use of technology for instruction and achievement on examinations. While the results varied some by study, overall, the results revealed no significant changes in the already…

An investigation of Zimbabwe high school chemistry students' laboratory work-based images of the nature of science

NASA Astrophysics Data System (ADS)

Vhurumuku, Elaosi; Holtman, Lorna; Mikalsen, Oyvind; Kolsto, Stein D.

2006-02-01

This study investigates the proximal and distal images of the nature of science (NOS) that A-level students develop from their participation in chemistry laboratory work. We also explored the nature of the interactions among the students' proximal and distal images of the NOS and students' participation in laboratory work. Students' views of the NOS and the nature of their chemistry laboratory work were elicited through students' responses to an open-ended questionnaire and semistructured interviews. The results suggest that students build some understandings of the NOS from their participation in laboratory work. Students' proximal NOS understandings appear to build into and interact with their understandings of the nature and practice of professional science. This interaction appears to be mediated by the nature of instruction. It is posited that each student's conceptual ecological system is replete with interactions, which govern attenuation of proximal understandings into distal images. Methodologically, the study illustrates how students' laboratory work-based proximal and distal images of the NOS can be identified and extracted through analyzing and interpreting their responses to protocols. Implications for A-level Chemistry instruction and curriculum development are raised.

Attitudes and knowledge regarding health care policy and systems: a survey of medical students in Ontario and California.

PubMed

Emil, Sherif; Nagurney, Justine M; Mok, Elise; Prislin, Michael D

2014-10-01

Canada and the United States have similar medical education systems, but different health care systems. We surveyed medical students in Ontario and California to assess their knowledge and views about health care policy and systems, with an emphasis on attitudes toward universal care. A web-based survey was administered during the 2010-2011 academic year to students in 5 medical schools in Ontario and 4 in California. The survey collected demographic data and evaluated attitudes and knowledge regarding broad health care policy issues and health care systems. An index of support for universal health care was created, and logistic regression models were used to examine potential determinants of such support. Responses were received from 2241 students: 1354 from Ontario and 887 from California, representing 42.9% of eligible respondents. Support for universal health care coverage was higher in Ontario (86.8%) than in California (51.1%), p < 0.001. In California, females, self-described nonconservatives, students with the intent to be involved in health care policy as physicians and students with a primary care orientation were associated with support for universal coverage. In Ontario, self-described liberals and accurate knowledge of the Canadian system were associated with support. A single-payer system for practice was preferred by 35.6% and 67.4% of students in California and Ontario, respectively. The quantity of instruction on health care policy in the curriculum was judged too little by 73.1% and 57.5% of students in California and Ontario, respectively. Medical students in Ontario are substantially more supportive of universal access to health care than their California counterparts. A majority of students in both regions identified substantial curricular deficiencies in health care policy instruction.

Attitudes and knowledge regarding health care policy and systems: a survey of medical students in Ontario and California

PubMed Central

Nagurney, Justine M.; Mok, Elise; Prislin, Michael D.

2014-01-01

Background Canada and the United States have similar medical education systems, but different health care systems. We surveyed medical students in Ontario and California to assess their knowledge and views about health care policy and systems, with an emphasis on attitudes toward universal care. Methods A web-based survey was administered during the 2010–2011 academic year to students in 5 medical schools in Ontario and 4 in California. The survey collected demographic data and evaluated attitudes and knowledge regarding broad health care policy issues and health care systems. An index of support for universal health care was created, and logistic regression models were used to examine potential determinants of such support. Results Responses were received from 2241 students: 1354 from Ontario and 887 from California, representing 42.9% of eligible respondents. Support for universal health care coverage was higher in Ontario (86.8%) than in California (51.1%), p < 0.001. In California, females, self-described nonconservatives, students with the intent to be involved in health care policy as physicians and students with a primary care orientation were associated with support for universal coverage. In Ontario, self-described liberals and accurate knowledge of the Canadian system were associated with support. A single-payer system for practice was preferred by 35.6% and 67.4% of students in California and Ontario, respectively. The quantity of instruction on health care policy in the curriculum was judged too little by 73.1% and 57.5% of students in California and Ontario, respectively. Interpretation Medical students in Ontario are substantially more supportive of universal access to health care than their California counterparts. A majority of students in both regions identified substantial curricular deficiencies in health care policy instruction. PMID:25485256

Teachers' Sense of Responsibility for Educational Outcomes and Its Associations with Teachers' Instructional Approaches and Professional Wellbeing

ERIC Educational Resources Information Center

Matteucci, Maria Cristina; Guglielmi, Dina; Lauermann, Fani

2017-01-01

Teachers' formal accountability and duties have been the focus of high-stakes educational reforms, for instance in the context of national accountability systems. Yet, teachers' sense of personal (rather than formal) responsibility and willingness to assume responsibility for their teaching and students remains an understudied area. The main…

Educators' Perceptions of Response to Intervention Implementation and Impact on Student Learning

ERIC Educational Resources Information Center

Cowan, Carolina; Maxwell, Gerri

2015-01-01

The Response to Intervention Framework has created a change in the paradigm of the educational system where educators must pursue other avenues before embarking on testing and labeling a child. The Response to Intervention initiative has provided educators with a research based framework that can be implemented at all levels of schooling. There…

Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches

ERIC Educational Resources Information Center

Sugai, George; Horner, Robert H.

2009-01-01

The Individuals with Disabilities Education Act and No Child Left Behind emphasize the use of scientifically based research to improve outcomes for students. From this emphasis, response-to-intervention has evolved. We present one perspective on the defining features of response-to-intervention and application of those features to school-wide…

Knowledge of risk factors and the periodontal disease-systemic link in dental students' clinical decisions.

PubMed

Friesen, Lynn Roosa; Walker, Mary P; Kisling, Rebecca E; Liu, Ying; Williams, Karen B

2014-09-01

This study evaluated second-, third-, and fourth-year dental students' ability to identify systemic conditions associated with periodontal disease, risk factors most important for referral, and medications with an effect on the periodontium and their ability to apply this knowledge to make clinical decisions regarding treatment and referral of periodontal patients. A twenty-one question survey was administered at one U.S. dental school in the spring semester of 2012 to elicit the students' knowledge and confidence regarding clinical reasoning. The response rate was 86 percent. Periodontal risk factors were accurately selected by at least 50 percent of students in all three classes; these were poorly controlled diabetes, ≥6 mm pockets posteriorly, and lack of response to previous non-surgical therapy. Confidence in knowledge, knowledge of risk factors, and knowledge of medications with an effect on the periodontium improved with training and were predictive of better referral decision making. The greatest impact of training was seen on the students' ability to make correct decisions about referral and treatment for seven clinical scenarios. Although the study found a large increase in the students' abilities from the second through fourth years, the mean of 4.6 (out of 7) for the fourth-year students shows that, on average, those students missed correct treatment or referral on more than two of seven clinical cases. These results suggest that dental curricula should emphasize more critical decision making with respect to referral and treatment criteria in managing the periodontal patient.

Incorporating an audience response system into veterinary dermatology lectures: effect on student knowledge retention and satisfaction.

PubMed

Plant, Jon D

2007-01-01

Veterinary educators are charged with delivering large amounts of information to adult students, who benefit from a more interactive learning environment than is often achieved through didactic lectures. Audience response systems (ARS) with wireless keypad technology facilitate interactive learning and have been used successfully in the education of health professionals. The objectives of this pilot study were to determine the effect of an ARS on the knowledge retention of veterinary dermatology students and to survey student attitudes concerning its use. A cohort-controlled trial was conducted to evaluate the potential benefits of ARS for short-term and long-term knowledge retention. Students also participated in four hours of student-directed case simulations using ARS technology. Students were surveyed regarding opinions on the use of the ARS. The mean short-term knowledge-retention test scores of groups A (ARS+) and B (ARS-) were 81% and 78%, respectively. The mean long-term knowledge-retention test scores of groups A and B were 54% and 55%, respectively. The differences between groups were not significant for either time period (p = 0.32, p = 0.77). Although benefits to short-term and long-term knowledge retention were not detected in this pilot study, all students responding to the survey perceived a benefit and supported the use of ARS in the clinical veterinary curriculum. ARS technology provides a tool for lecturers to create an interactive learning environment well suited for teaching veterinary dermatology.

Evidence for teaching practice: the impact of clickers in a large classroom environment.

PubMed

Patterson, Barbara; Kilpatrick, Judith; Woebkenberg, Eric

2010-10-01

As the number of nursing students increases, the ability to actively engage all students in a large classroom is challenging and increasingly difficult. Clickers, or student response systems (SRS), are a relatively new technology in nursing education that use wireless technology and enable students to select individual responses to questions posed to them during class. The study design was a quasi-experimental comparison with one section of an adult medical-surgical course using the SRS and one receiving standard teaching. No significant differences between groups on any measure of performance were found. Focus groups were conducted to describe student perceptions of SRS. Three themes emerged: Being able to respond anonymously, validating an answer while providing immediate feedback, and providing an interactive and engaging environment. Although the clickers did not improve learning outcomes as measured by objective testing, perceptions shared by students indicated an increased degree of classroom engagement. Future research needs to examine other potential outcome variables. Copyright © 2009 Elsevier Ltd. All rights reserved.

Teaching about the Global Environment at a Jesuit Liberal Arts University

NASA Astrophysics Data System (ADS)

Dahl, E. E.

2012-12-01

Teaching about global environmental issues is often reserved to courses in environmental and/or geoscience departments. Universities that do not have departments that fall into these categories may be missing out on educating both science and non-science students about these important and timely issues. Loyola University Maryland is a private Jesuit liberal arts University with no environmental or geoscience department and prior to 2008 had no courses that focused on the science of global environmental issues. Global Environment in a course offered by the Chemistry Department that fills this niche. The course is designed for a general non-science audience, though the course content is also appropriate for science students. The primary goal of the course is for students to learn the basics about how the Earth system works and how our changing climate is related to biodiversity, pollution, water availability and society. The course is designated a diversity course which is a course that fulfills the University's call "to prepare students … to pursue justice by making an action-oriented response to the needs of the world." All students at Loyola University Maryland are required to take one diversity course. For this class, the diversity focus is environmental justice which is brought into the course through lectures, discussions and student projects. By bringing societal impacts into a science course the students can better understand why the environment is important and our actions affect both ourselves and others. The course has also evolved over four iterations into a course that maximizes student involvement while minimizing student angst. One way that this is accomplished is by eliminating tests and substituting daily quizzes using a student response system (clickers). Clickers are also used to poll students and to review what information the students are retaining. Students are able to self-guide their own learning in the course by creating a portfolio focusing on a topic of their choosing that fits within the course content. During class time, recent issues and examples are utilized to promote student discussion and thinking. The course also incorporates active learning such as playing games in class to demonstrate concepts, incorporating field trips into the course, and making posters to share what students have learned with the rest of the university community for Earth Day. To date, 94 students have completed the course which has an enrollment limit of 24 students per semester. These students represent primarily the business school (30%), humanities (38%) and social sciences (27%); however a few natural science majors have also taken the course. About half of the students that have taken the course have been either business (30%) or communications majors (19%). This presentation will feature the techniques and materials used in the course as well as some of the data related to the population and majors served, data from the clicker system and student responses to the course through evaluations and comments.

Delivery System, 2003-2004.

ERIC Educational Resources Information Center

Office of Federal Student Aid (ED), Washington, DC.

This workshop guide for financial aid administrators provides training in the federal student financial aid delivery system. An introduction enables the participant to share some information about his or her responsibilities and to reflect on the relevance of the training to the job. Session 1, "Application Systems," identifies methods of applying…

Everyone's answering: using technology to increase classroom participation.

PubMed

Filer, Debra

2010-01-01

A study was designed to assess the impact of a wireless technology known as an audience response system (ARS), commonly known clickers, on learning and student engagement in a nursing classroom. Students in the control group responded verbally to questions posed during lectures, while students in the intervention groups responded anonymously using the ARS. Although no significant improvement in postlecture quizzes was noted, students in ARS-enhanced lectures reported significantly higher satisfaction scores. The use of ARS promoted a sense of comfort, encouraged participation, and motivated students to answer questions and interact with the subject matter.

Psychological and physiological responses during an exam and their relation to personality characteristics.

PubMed

Spangler, G

1997-08-01

The aim of the study was to compare emotional and physiological responses to real and control examinations and to assess their relation to personality characteristics. Emotional responses were assessed by state anxiety and perceived stress. The assessment of physiological responses included the activity of the cardiac system (heart periods, vagal tone), the adrenocortical system (cortisol) and the immune system (immune globulin A, sIgA). Emotional and physiological responses of 23 students (12 males, 11 females) were assessed during an oral exam at the end of a basic course in psychology which was a prerequisite for the students' final exams. For the control condition physiological responses were assessed one week before the examination during a memory test. The findings of the study demonstrate different emotional and physiological response patterns to examinations as compared to the control condition. Heightened anxiety was observed only before the exam. Whereas within-situation physiological responses (higher heart periods, cortisol, and sIgA; lower vagal tone) were observed both under the exam and control condition, responses to exam condition indicated pre-exam anticipatory activation and post-exam restricted recovery responses. With regard to personality characteristics subjects with high ego-resiliency showed more flexible adaptation than subjects with low ego-resiliency both on the emotional level (anxiety down-regulation after exam) and on the physiological level (situation-specific responses, quick recovery). Subjects with high ego-control exhibited a lower physiological reactivity under both conditions, i.e. they seemed to maintain longer their control also on a physiological level independent of the type of situation.

Student perceptions regarding the usefulness of explicit discussion of "Structure of the Observed Learning Outcome" taxonomy.

PubMed

Prakash, E S; Narayan, K A; Sethuraman, K R

2010-09-01

One method of grading responses of the descriptive type is by using Structure of Observed Learning Outcomes (SOLO) taxonomy. The basis of this study was the expectation that if students were oriented to SOLO taxonomy, it would provide them an opportunity to understand some of the factors that teachers consider while grading descriptive responses and possibly develop strategies to improve scores. We first sampled the perceptions of 68 second-year undergraduate medical students doing the Respiratory System course regarding the usefulness of explicit discussion of SOLO taxonomy. Subsequently, in a distinct cohort of 20 second-year medical students doing the Central Nervous System course, we sought to determine whether explicit illustration of SOLO taxonomy combined with some advice on better answering descriptive test questions (to an experimental group) resulted in better student scores in a continuous assessment test compared with providing advice for better answering test questions but without any reference to SOLO taxonomy (the control group). Student ratings of the clarity of the presentation on SOLO taxonomy appeared satisfactory to the authors, as was student understanding of our presentation. The majority of participants indicated that knowledge of SOLO taxonomy would help them study and prepare better answers for questions of the descriptive type. Although scores in the experimental and control group were comparable, this experience nonetheless provided us with the motivation to orient students to SOLO taxonomy early on in the medical program and further research factors that affect students' development of strategies based on knowledge of SOLO taxonomy.

Elementary Preservice Teachers' Experiences with Response to Intervention

ERIC Educational Resources Information Center

Hurlbut, Amanda R.; Tunks, Jeanne

2016-01-01

Response to intervention (RTI) is a general education intervention system used by classroom teachers to assist struggling learners and provide individualized, academic support to help all students succeed academically. This process is also vital as a prereferral process as a prerequisite to special education referrals and eligibility…

Function plot response: A scalable system for teaching kinematics graphs

NASA Astrophysics Data System (ADS)

Laverty, James; Kortemeyer, Gerd

2012-08-01

Understanding and interpreting graphs are essential skills in all sciences. While students are mostly proficient in plotting given functions and reading values off graphs, they frequently lack the ability to construct and interpret graphs in a meaningful way. Students can use graphs as representations of value pairs, but often fail to interpret them as the representation of functions, and mostly fail to use them as representations of physical reality. Working with graphs in classroom settings has been shown to improve student abilities with graphs, particularly when the students can interact with them. We introduce a novel problem type in an online homework system, which requires students to construct the graphs themselves in free form, and requires no hand-grading by instructors. Initial experiences using the new problem type in an introductory physics course are reported.

A Common Student Information System for Washington State Community Colleges.

ERIC Educational Resources Information Center

Haines, Ray

In response to state legislation requesting a comprehensive management information system and cost benefit analysis, the Washington State Board of Community College Education revised their reporting procedures with the goal of facilitating district and legislative requests, management of the community college system, and integration of the budget…

Computer-Aided Instruction in Automated Instrumentation.

ERIC Educational Resources Information Center

Stephenson, David T.

1986-01-01

Discusses functions of automated instrumentation systems, i.e., systems which combine electrical measuring instruments and a controlling computer to measure responses of a unit under test. The computer-assisted tutorial then described is programmed for use on such a system--a modern microwave spectrum analyzer--to introduce engineering students to…

Teaching Management System with Applications of RFID and IoT Technology

ERIC Educational Resources Information Center

Tan, Ping; Wu, Han; Li, Peng; Xu, He

2018-01-01

Currently, Internet of Things (IoT) technologies are used in many areas, such as intelligent transportation, smart city, hospital, games, education. Earlier interactive response system uses infrared or radio frequency (RF) wireless communication technologies to transmit the students' answer to teachers' management system, where there exists high…

Using tablets for real-time formative assessment in large-enrollment introductory courses

NASA Astrophysics Data System (ADS)

Ruskell, Todd

2013-04-01

Many large-enrollment introductory physics courses now use personal response devices (clickers) to engage students during class and collect data for real-time formative assessment. However, most systems only allow for multiple-choice or in some cases numeric or simple text answers. A program called inkSurvey allows faculty to ask more open-ended questions and students can submit both text and graphical responses from tablet computers. This provides faculty much greater insight into a student's problem-solving process. In our pilot project standard clickers were used in the first half of a calculus-based physics I course, and in the second half of the semester, tablets and inkSurvey were used to collect formative assessment data. We will report on initial impressions of both the faculty and students regarding the relative utility and effectiveness of each tool.

Attitudes of health care students about computer-aided neuroanatomy instruction.

PubMed

McKeough, D Michael; Bagatell, Nancy

2009-01-01

This study examined students' attitudes toward computer-aided instruction (CAI), specifically neuroanatomy learning modules, to assess which components were primary in establishing these attitudes and to discuss the implications of these attitudes for successfully incorporating CAI in the preparation of health care providers. Seventy-seven masters degree, entry-level, health care professional students matriculated in an introductory neuroanatomy course volunteered as subjects for this study. Students independently reviewed the modules as supplements to lecture and completed a survey to evaluate teaching effectiveness. Responses to survey statements were compared across the learning modules to determine if students viewed the modules differently. Responses to individual survey statements were averaged to measure the strength of agreement or disagreement with the statement. Responses to open-ended questions were theme coded, and frequencies and percentages were calculated for each. Students saw no differences between the learning modules. Students perceived the learning modules as valuable; they enjoyed using the modules but did not prefer CAI over traditional lecture format. The modules were useful in learning or reinforcing neuroanatomical concepts and improving clinical problem-solving skills. Students reported that the visual representation of the neuroanatomical systems, computer animation, ability to control the use of the modules, and navigational fidelity were key factors in determining attitudes. The computer-based learning modules examined in this study were effective as adjuncts to lecture in helping entry-level health care students learn and make clinical applications of neuroanatomy information.

Automated analysis of short responses in an interactive synthetic tutoring system for introductory physics

NASA Astrophysics Data System (ADS)

Nakamura, Christopher M.; Murphy, Sytil K.; Christel, Michael G.; Stevens, Scott M.; Zollman, Dean A.

2016-06-01

Computer-automated assessment of students' text responses to short-answer questions represents an important enabling technology for online learning environments. We have investigated the use of machine learning to train computer models capable of automatically classifying short-answer responses and assessed the results. Our investigations are part of a project to develop and test an interactive learning environment designed to help students learn introductory physics concepts. The system is designed around an interactive video tutoring interface. We have analyzed 9 with about 150 responses or less. We observe for 4 of the 9 automated assessment with interrater agreement of 70% or better with the human rater. This level of agreement may represent a baseline for practical utility in instruction and indicates that the method warrants further investigation for use in this type of application. Our results also suggest strategies that may be useful for writing activities and questions that are more appropriate for automated assessment. These strategies include building activities that have relatively few conceptually distinct ways of perceiving the physical behavior of relatively few physical objects. Further success in this direction may allow us to promote interactivity and better provide feedback in online learning systems. These capabilities could enable our system to function more like a real tutor.

Education for the unified health system: what do good professors do from the perspective of students?

PubMed

Carmo Menegaz, Jouhanna do; Schubert Backes, Vânia Marli

2015-12-01

to analyze the educational practices for the Unified Health System performed by good professors, from the perspective of nursing, medical and odontology students, based on the Shulman's concepts of knowledge of educational ends, purposes, values ​​and their historical and philosophical grounds, at a university in southern Brazil. A qualitative study with an exploratory and analytical approach in which the participants were graduating students, interviewed with the aid of vignettes, between October of 2011 and January of 2012. Data were analyzed based on thematic analysis. it was observed that good professors educate for the Unified Health System through the promotion of teamwork, interdisciplinary practices, good communication, leadership exercises, and promotion of a student's desire to be an agent of change for the sake of improvement and guaranteeing the right to health. the students attribute to professors the responsibility for the performance of these practices. Despite their consistency with the Brazilian curriculum guidelines, the professors that perform them are seen as a minority.

Technology-Enhanced Formative Assessment of Plant Identification

NASA Astrophysics Data System (ADS)

Conejo, Ricardo; Garcia-Viñas, Juan Ignacio; Gastón, Aitor; Barros, Beatriz

2016-04-01

Developing plant identification skills is an important part of the curriculum of any botany course in higher education. Frequent practice with dried and fresh plants is necessary to recognize the diversity of forms, states, and details that a species can present. We have developed a web-based assessment system for mobile devices that is able to pose appropriate questions according to the location of the student. A student's location can be obtained using the device position or by scanning a QR code attached to a dried plant sheet in a herbarium or to a fresh plant in an arboretum. The assessment questions are complemented with elaborated feedback that, according to the students' responses, provides indications of possible mistakes and correct answers. Three experiments were designed to measure the effectiveness of the formative assessment using dried and fresh plants. Three questionnaires were used to evaluate the system performance from the students' perspective. The results clearly indicate that formative assessment is objectively effective compared to traditional methods and that the students' attitudes towards the system were very positive.

The Role of Self-Assessment in Foundation of Mathematics Learning

NASA Astrophysics Data System (ADS)

Masriyah

2018-01-01

This research is motivated by the low performance of students who took Foundations of Mathematics course. This study was aimed to describe (1) the learning outcomes of students who learned Mathematics Foundation after learning axiomatic applying self-assessment; (2) the difficulty of students and the alternative solutions; and (3) the response of students toward Foundation of Mathematics learning taught by applying self-assessment. This research was a descriptive research. The subjects were 25 mathematics students who studied Foundation of Mathematics in odd semester of the 2015/2016 academic year. Data collection was done using questionnaires, and testing methods. Based on the results of data analysis, it can be concluded that the learning outcomes of students were categorized as “good.” Student responses were positive; the difficulties lied in the sub material: Classification of Axiom Systems and the requirements, Theorem and how the formation, and finite geometry. The alternatives deal with these difficulties are to give emphasis and explanation as needed on these materials, as well as provide some more exercises to reinforce their understanding.

Exploring Students' Ideas About Cosmological Concepts

NASA Astrophysics Data System (ADS)

Bailey, Janelle M.

2012-03-01

As scientists seek to understand the nature of our Universe, we can also explore our students' understanding of cosmological concepts. What ideas about the origin, evolution, and fate of our Universe do students bring with them to the classroom? In this talk, I will describe an ongoing study in which students' preinstructional ideas are examined. Topics under investigation include the age of the universe; structure and composition, including dark matter and dark energy; the Big Bang; and how astronomers come to understand these topics. Approximately 1000 students have responded to open-ended questions at the start of their introductory astronomy courses. Analysis of the responses, through an iterative process of identifying self-emergent themes, suggests that students have a number of common ideas. For example, students frequently conflate structure terms such as solar system, galaxy, and universe or do not understand the relationship between the terms; believe the universe to be infinitely old; and may not be aware of dark matter or dark energy. Additional themes, as well as the frequencies of typical responses, will be discussed, and future research efforts.

Using Standardized Patients to Teach Interprofessional Competencies to Dental Students.

PubMed

Anders, Patrick L; Scherer, Yvonne Krall; Hatton, Michael; Antonson, Donald; Austin-Ketch, Tammy; Campbell-Heider, Nancy

2016-01-01

The aims of this study were to develop, implement, and evaluate a novel interprofessional standardized patient exercise (ISPE) with oral-systemic and interprofessional collaborative practice (IPCP) components. Dental students and doctor of nursing practice (DNP) students at one U.S. university participated in the simulation, which was primarily designed to test their teamwork skills. In spring 2014, DNP students worked in the dental clinics with dental students under the supervision of nursing and dental faculty members. To test the teamwork outcomes for both groups of students, a standardized patient (SP) scenario was designed to include multiple chronic medical diagnoses and an oral-systemic component. The exercise was filmed for later review. Outcomes measures included SP and student self-evaluations and faculty evaluation of student documentation. The primary outcome of interest from a dental standpoint was faculty evaluation of IPCP competencies derived from the Core Competencies of Interprofessional Collaborative Practice and were deemed to be observable by faculty when viewing the videotaped scenario. Eight teams of students participated with an SP trained in the scenario. Each team consisted of a DNP student, a fourth-year dental student, and a second-year dental student. All eligible students in the DNP class (n=20) and eight students from each dental class (approximately 110 each) participated. The results showed that the teams scored highest on the role/responsibilities subscale, indicating students were respectful of each other's roles and expertise and effectively engaged each other to develop strategies to meet the patient's needs. Scores on the three other subscales (values/ethics, interprofessional communication, and teams/teamwork) were also high. These findings appeared to support IPCP as a method to foster knowledge and respect for other roles and responsibilities, improve appreciation of teamwork, and encourage better communication among health care providers. The ISPE scenario provided an effective way to evaluate IPCP competencies.

The influence of an audience response system on knowledge retention: an application to resident education.

PubMed

Pradhan, Archana; Sparano, Dina; Ananth, Cande V

2005-11-01

The purpose of the study was to compare delivery methods of lecture material regarding contraceptive options by either traditional or interactive lecture style with the use of an audience response system with obstetrics and gynecology residents. A prospective, randomized controlled trial that included 17 obstetrics and gynecology residents was conducted. Group differences and comparison of pre/posttest scores to evaluate efficacy of lecture styles were performed with the Student t test. Each participant completed an evaluation to assess usefulness of the audience response system. Residents who received audience response system interactive lectures showed a 21% improvement between pretest and posttest scores; residents who received the standard lecture demonstrated a 2% improvement (P = .018). The evaluation survey showed that 82% of residents thought that the audience response system was a helpful learning aid. The results of this randomized controlled trial demonstrate the effectiveness of audience response system for knowledge retention, which suggests that it may be an efficient teaching tool for residency education.

How Can Medical Students Add Value? Identifying Roles, Barriers, and Strategies to Advance the Value of Undergraduate Medical Education to Patient Care and the Health System.

PubMed

Gonzalo, Jed D; Dekhtyar, Michael; Hawkins, Richard E; Wolpaw, Daniel R

2017-09-01

As health systems evolve, the education community is seeking to reimagine student roles that combine learning with meaningful contributions to patient care. The authors sought to identify potential stakeholders regarding the value of student work, and roles and tasks students could perform to add value to the health system, including key barriers and associated strategies to promote value-added roles in undergraduate medical education. In 2016, 32 U.S. medical schools in the American Medical Association's (AMA's) Accelerating Change in Education Consortium met for a two-day national meeting to explore value-added medical education; 121 educators, systems leaders, clinical mentors, AMA staff leadership and advisory board members, and medical students were included. A thematic qualitative analysis of workshop discussions and written responses was performed, which extracted key themes. In current clinical roles, students can enhance value by performing detailed patient histories to identify social determinants of health and care barriers, providing evidence-based medicine contributions at the point-of-care, and undertaking health system research projects. Novel value-added roles include students serving as patient navigators/health coaches, care transition facilitators, population health managers, and quality improvement team extenders. Six priority areas for advancing value-added roles are student engagement, skills, and assessments; balance of service versus learning; resources, logistics, and supervision; productivity/billing pressures; current health systems design and culture; and faculty factors. These findings provide a starting point for collaborative work to positively impact clinical care and medical education through the enhanced integration of value-added medical student roles into care delivery systems.

An Autograding (Student) Problem Management System for the Compeuwtir Ilittur8

NASA Technical Reports Server (NTRS)

Kohne, Glenn S.

1996-01-01

In order to develop analysis skills necessary in engineering disciplines, students need practice solving problems using specified analytical techniques. Unless homework is collected and graded, students tend not to spend much time or effort in performing it. Teachers do not, realistically, have the time to grade large numbers of homework problems on a regular basis. This paper presents and makes available a miracle cure. The Autograding Problem Management System (APMS) provides a discipline-independent mechanism for teachers to create (quickly and easily) sets of homework problems. The APMS system provides CRT and/or printed summaries of the graded student responses. This presentation will demonstrate both the speed and the drag-and-drop simplicity of using the APMS to create self-grading homework problem sets comprised of traditional types of problems and of problems which would not be possible without the use of computers.

Malaysian Students in U.S. Colleges and Universities.

ERIC Educational Resources Information Center

Boyd, Alan W., Ed.; Noss, Elaine M., Ed.

This publication is a response to the need for better understanding of the Malaysian student population studying U.S. institutions of higher education. Part 1 is an introduction to Malaysia, with two articles giving background information. The first is a history of Malaysia and the development of its education system, by Fatimah Hamid-Don of Ohio…

Meeting the Needs of Students with 2e: It Takes a Team

ERIC Educational Resources Information Center

Coleman, Mary Ruth; Gallagher, Shelagh

2015-01-01

The provision of flexible, multidimensional, customized supports and services for a twice-exceptional (2e) child requires a system of education that is capable of dynamic and personalized interventions that respond to a 2e student's learning strengths and challenges. We believe that this kind of educational response entails more than an excellent…

A Comparison of Professional-Level Faculty and Student Perceptions of Active Learning: Its Current Use, Effectiveness, and Barriers

ERIC Educational Resources Information Center

Miller, Cynthia J.; Metz, Michael J.

2014-01-01

Active learning is an instructional method in which students become engaged participants in the classroom through the use of in-class written exercises, games, problem sets, audience-response systems, debates, class discussions, etc. Despite evidence supporting the effectiveness of active learning strategies, minimal adoption of the technique has…

System Engineering Analysis of Squadron Officer College

DTIC Science & Technology

2012-03-01

study identified five challenges to converting to a blended learning course. The greatest challenge is getting commitment and buy -in from senior...students thru the Army and Air Force Exchange Service (AAFES) snack bar. Managers are responsible for ensuring adequate support throughout the...Administration Function The administration function allows daily tasks to operate. SOC administration functions include providing students with

A Comparison of Student Perceptions of Value in Norway Between 1967 and 1980.

ERIC Educational Resources Information Center

Radich, Carol Ann; Yi-Ming, Hsu

The focus of this study is on assessing and analyzing values shifts occurring among Norwegian teacher education students from 1967 to 1980. The evangelical Lutheran church has been the state church in Norway since the Reformation, so that the school system historically has had the responsibility of giving the pupils a "Christian and moral…

Shaping Graduate Education's Future: Implications of Demographic Shifts for the Twenty-First Century. Demographic Trends and Innovations in Graduate Education.

ERIC Educational Resources Information Center

Cirasa-Parish, Anne M.

In response to demographic changes and their impact on graduate higher education enrollment, universities are looking at innovative methods to increase enrollment, revise programs of study and improve instructional delivery systems. Institutions are attracting older adult students by altering admission policies, establishing adult student services…

Mobile Response System: A Novel Approach to Interactive and Hands-On Activity in the Classroom

ERIC Educational Resources Information Center

Fuad, Muztaba; Deb, Debzani; Etim, James; Gloster, Clay

2018-01-01

Mobile devices are being used profusely in the classrooms to improve passive learning environments and to enhance student comprehension. However, with respect to students' active involvement in problem solving activities, the typical usage of the mobile devices in answering multiple choice and true/false questions is not adequate and the use of…

CAI-BASIC: A Program to Teach the Programming Language BASIC.

ERIC Educational Resources Information Center

Barry, Thomas Anthony

A computer-assisted instruction (CAI) program was designed which fulfills the objectives of teaching a simple programing language, interpreting student responses, and executing and editing student programs. The CAI-BASIC program is written in FORTRAN IV and executes on IBM-2741 terminals while running under a time-sharing system on an IBM-360-70…

Teaching Science in a Technology-Rich Environment: The Impact of Three Innovative Tools on Secondary Science Classrooms

ERIC Educational Resources Information Center

Felt, Wallace A.

2011-01-01

This qualitative case study of a rural high school examines the impact of technology tools on secondary science classrooms. Specifically, document cameras, student response systems, and probeware are examined for their affect in instructional practices in science classrooms where they are used. Observational data, student surveys, and teacher…

Using Latent Class Analysis to Identify Academic and Behavioral Risk Status in Elementary Students

ERIC Educational Resources Information Center

King, Kathleen R.; Lembke, Erica S.; Reinke, Wendy M.

2016-01-01

Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in…

A Grounded Theory of Motivational Practices in English Conversational Classes at Universities in Irkutsk, Russia

ERIC Educational Resources Information Center

Le, Kim C.

2014-01-01

The Russian education system places a high value on academic success. Students want good grades for various reasons, and instructors are held responsible for the grades their students obtain. Therefore the motivational strategies of instructors aimed toward that academic success hold a high priority for both. Nevertheless, little has been recorded…

Effective geoscience pedagogy at the undergraduate level

NASA Astrophysics Data System (ADS)

Warden, Kelsey

This investigation used constructivist pedagogical methods within the framework of an introductory level undergraduate geoscience course to gauge both the changes in attitude and cognition of students. Pedagogy was modified in the laboratory setting, but maintained in the lecture setting and homework. Curriculum was also maintained in the lecture, but was changed in the laboratory to emphasize the large concepts and systems stressed in Earth Science Literacy Principles. Student understanding of these concepts and systems was strengthened by factual knowledge, but recall and memorization were not the goal of the laboratory instruction. The overall goal of the study was to build student understanding more effectively than in previous semesters such that the students would become Earth Science literate adults. We hypothesized that a healthy comprehension of the connections between the human population and Earth's systems would lead to improved cognition and attitude toward Earth Science. This was tested using pre- and post-testing of attitudes via an anonymous survey on the first and last days of the laboratory, student responses to the end-of-course evaluations, and student performance on early-semester and late-semester content testing. The results support the hypotheses.

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

Gaps in Perspective: Who Should Be Responsible for Tracking Student Progress across Education Institutions? California Education Policy, Student Data, and the Quest to Improve Student Progress, Part I. Policy Brief

ERIC Educational Resources Information Center

Moore, Colleen; Grubb, Brock; Esch, Camille

2016-01-01

Conventional wisdom suggests that local educators tend to be wary of efforts by the state to gather more information from their institutions, due to the burdens that such requests often entail. But California's current education landscape, with its shift from state to local control of funding and accountability in the K-12 system, its massive…

A Conceptual Framework for Creating Culturally Responsive Token Economies

ERIC Educational Resources Information Center

LeBlanc, Gess

2016-01-01

Numerous studies indicate that token economy systems continue to be used by teachers as a means to either increase or decrease behaviours observed in their classrooms. However, studies find that student demographic characteristics such as ethnicity, race, and gender inform teachers' identification of target behaviours. In response to these…

22 CFR 62.73 - Academic training.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 1 2011-04-01 2011-04-01 false Academic training. 62.73 Section 62.73 Foreign... Visitor Information System (SEVIS) § 62.73 Academic training. (a) Students meeting the definition listed... responsible officer or alternate responsible officer, engage in academic training pursuant to § 62.23(f). (b...

Recognition-Based Physical Response to Facilitate EFL Learning

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Shih, Timothy K.; Yeh, Shih-Ching; Chou, Ke-Chien; Ma, Zhao-Heng; Sommool, Worapot

2014-01-01

This study, based on total physical response and cognitive psychology, proposed a Kinesthetic English Learning System (KELS), which utilized Microsoft's Kinect technology to build kinesthetic interaction with life-related contexts in English. A subject test with 39 tenth-grade students was conducted following empirical research method in order to…

Special Education Disproportionality: A Review of Response to Intervention and Culturally Relevant Pedagogy

ERIC Educational Resources Information Center

Cartledge, Gwendolyn; Kea, Cathy D.; Watson, Martreece; Oif, Alana

2016-01-01

Special education disproportionality for culturally and linguistically diverse (CLD) students persists as a controversial and intractable problem in our educational systems. Response to intervention (RtI) and culturally relevant pedagogy (CRP), both independently and collectively are considered to offer promise for mitigating conditions of…

Media Specialists Can Learn Web 2.0 Tools to Make Schools More Cool

ERIC Educational Resources Information Center

Hauser, Judy

2007-01-01

Media specialists today are required to use more and more technology. Their responsibilities encompass everything from repairing overhead projectors to administrating an entire library's automated system. These responsibilities are in addition to working with students on research and information literacy, making book selections, and collaborating…

A Culturally Responsive Counter-Narrative of Effective Teaching

ERIC Educational Resources Information Center

Gist, Conra D.

2014-01-01

How do you recognize an effective teacher's sociocultural consciousness? Tamara Wallace's and Brenda Brand's argument that sociocultural consciousness is the "brain" of effective culturally responsive instruction for students of color comes at a time when the system of teacher evaluation is being overhauled nationwide.…

Responsible Citizenship Practices. Life Skills. Teacher Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This guide contains the materials required to teach a six-unit course on responsible citizenship that was developed for secondary-level vocational education students in Oklahoma. The following are among the topics covered in the individual instructional units: getting to know your government (types of political systems, historical documents of the…

Interaction of learning approach with concept integration and achievement in a large guided inquiry organic class

NASA Astrophysics Data System (ADS)

Mewhinney, Christina

A study was conducted to investigate the relationship of students' concept integration and achievement with time spent within a topic and across related topics in a large first semester guided inquiry organic chemistry class. Achievement was based on evidence of algorithmic problem solving; and concept integration was based on demonstrated performance explaining, applying, and relating concepts to each other. Twelve individual assessments were made of both variables over three related topics---acid/base, nucleophilic substitution and electrophilic addition reactions. Measurements included written, free response and ordered multiple answer questions using a classroom response system. Results demonstrated that students can solve problems without conceptual understanding. A second study was conducted to compare the students' learning approach at the beginning and end of the course. Students were scored on their preferences for a deep, strategic, or surface approach to learning based on their responses to a pre and post survey. Results suggest that students significantly decreased their preference for a surface approach during the semester. Analysis of the data collected was performed to determine the relationship between students' learning approach and their concept integration and achievement in this class. Results show a correlation between a deep approach and concept integration and a strong negative correlation between a surface approach and concept integration.

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…

A Hands-on Approach to the Teaching of Consumer Affairs.

ERIC Educational Resources Information Center

de Ruyter, Ko; Widdows, Richard

1992-01-01

In a course titled Computerized Consumer Responses and Information Systems, Purdue University students operate a consumer hotline for their school. They must promote its existence, answer calls, develop reports, produce training manuals, and set parameters for the computer system. (SK)

Uncoupling VOR and vestibuloautonomic retention to Coriolis acceleration training in student pilots and control subjects.

PubMed

Wang, Linjie; Cao, Yi; Tan, Cheng; Zhao, Qi; He, Siyang; Niu, Dongbin; Tang, Guohua; Zou, Peng; Xing, Lei

2017-01-01

Explore the different vestibular physiologic response retention patterns after Coriolis acceleration training in student pilots and extend the results for use with Chinese astronauts in the future. Twelve healthy control male subjects were screened from males familiar with vestibular training and who physically resembled the astronauts. Fourteen student pilots were selected from 23 participants by rotational vestibular function tests. All subjects were exposed to five-day continuous or intermittent Coriolis acceleration training. Subjective motion sickness (MS) symptom scores, electrocardiography, electrogastrography (EGG), post-rotatory nystagmus and renin-angiotensin system responses were measured before, during and after rotational vestibular function tests at different times after vestibular training. Subjects could tolerate 10 min or 15 min of vestibular with mild MS symptoms. Retention of vestibular autonomic responses (retention of MS symptom scores, heart rate variability, power density of EGG, variations in levels of arginine vasopressin) were approximately 1 week for control subjects and approximately 5 weeks for student pilots. Decreases in slow-phase velocity of post-rotatory nystagmus were maintained for 14 weeks for control subjects and 9 weeks for student pilots. Retention of the vestibulo-autonomic reaction after vestibular training was different for control subjects and student pilots. All parameters related to autonomic responses could be maintained at low levels after vestibular training for approximately 1 week for control subjects and approximately 5 weeks for student pilots. Uncoupling patterns between post-rotatory nystagmus and the vestibulo-autonomic reaction may be helpful in the design of clinical rehabilitation plans for balance-disorder patients and for exploration of artificial gravity in future space missions.

Ethical concerns and contributions in response to climate change and the links to well-being: a study of university students in The Netherlands.

PubMed

El Zoghbi, Mona Betour; El Ansari, Walid

2014-06-01

This study explored the concerns and contributions of university students in response to the ethical dimensions of climate change, and the implications for their well-being. The study focused on university students as leaders of future society while facing complex environmental and socio-economic challenges. A total of 8 focus groups (FG) were conducted (66 participants from over 10 different universities across The Netherlands). In addition, 9 in-depth interviews with Dutch university students from different academic backgrounds, and 16 interviews with Dutch key informants in the environment, youth and public health fields were undertaken. The first author also attended (as participant-observer) three major events themed around youth and environmental issues across different regions in The Netherlands. University students in the Netherlands are mostly concerned about the increasing social and economic inequalities between the global North and South, and the implications for impoverished and uneducated communities. Participants raised concerns over the transfer of materialistic value systems and unsustainable practices from developed to developing countries. The participants' main contributions in response to climate change were largely driven by feelings of guilt and responsibility, an ecological worldview, and desire to play a positive role in society. Establishing formal youth platforms across academic, civic and political institutions could provide legitimate and empowering opportunities for university students to participate in consultations and debates of future environmental policies and development strategies. Such platforms could enhance the agency and well-being of university students for addressing their concerns over existing climate inequalities and other ethical dilemmas.

The use of a virtual patient case in an OSCE-based exam--a pilot study.

PubMed

Courteille, O; Bergin, R; Stockeld, D; Ponzer, S; Fors, U

2008-01-01

This study focuses on a skills test based clinical assessment where 118 fourth-year medical students at the four teaching hospitals of Karolinska Institutet participated in the same 12-module OSCE. The goal of one of the twelve examination modules was to assess the students' skills and ability to solve a virtual patient (VP) case (the ISP system), which included medical history taking, lab tests, physical examinations and suggestion of a preliminary diagnosis. The primary aim of this study was to evaluate the potential of a VP as a possible tool for assessment of clinical reasoning and problem solving ability among medical students. The feeling of realism of the VP and its possible affective impact on the student's confidence were also investigated. We observed and analysed students' reactions, engagement and performance (activity log files) during their interactive sessions with the simulation. An individual human assistant was provided along with the computer simulation and the videotaped interaction student/assistant was then analysed in detail and related to the students' outcomes. The results indicate possible advantages of using ISP-like systems for assessment. The VP was for instance able to reliably differentiate between students' performances but some weaknesses were also identified, like a confounding influence on students' outcomes by the assistants used. Significant differences, affecting the results, were found between the students in their degree of affective response towards the system as well as the perceived usefulness of assistance. Students need to be trained beforehand in mastering the assessment tool. Rating compliance needs to be targeted before VP-based systems like ISP can be used in exams and if such systems would be used in high-stake exams, the use of human assistants should be limited and scoring rubrics validated (and preferably automated).

Students learn systems-based care and facilitate system change as stakeholders in a free clinic experience.

PubMed

Colbert, Colleen Y; Ogden, Paul E; Lowe, Darla; Moffitt, Michael J

2010-10-01

Systems-based practice (SBP) is rarely taught or evaluated during medical school, yet is one of the required competencies once students enter residency. We believe Texas A&M College of Medicine students learn about systems issues informally, as they care for patients at a free clinic in Temple, TX. The mandatory free clinic rotation is part of the Internal Medicine clerkship and does not include formal instruction in SBP. During 2008-2009, a sample of students (n = 31) on the IMED clerkship's free clinic rotation participated in a program evaluation/study regarding their experiences. Focus groups (M = 5 students/group) were held at the end of each outpatient rotation. Students were asked: "Are you aware of any system issues which can affect either the delivery of or access to care at the free clinic?" Data saturation was reached after six focus groups, when investigators noted a repetition of responses. Based upon investigator consensus opinion, data collection was discontinued. Based upon a content analysis, six themes were identified: access to specialists, including OB-GYN, was limited; cost containment; lack of resources affects delivery of care; delays in care due to lack of insurance; understanding of larger healthcare system and free clinic role; and delays in tests due to language barriers. Medical students were able to learn about SBP issues during free clinic rotations. Students experienced how SBP issues affected the health care of uninsured individuals. We believe these findings may be transferable to medical schools with mandatory free clinic rotations.

The Impact of the Use of Response Pad System on the Learning of Secondary School Physics Concepts: A Singapore Quasi-Experiment Study

ERIC Educational Resources Information Center

Mun, Wong Kin; Hew, Khe Foon; Cheung, Wing Sum

2009-01-01

Although a number of researchers have examined response pad systems (RPSs) in higher education, there has been very little research at the K-12 level. This paper investigated the impact of using an RPS in the learning of physics concepts in a secondary school in Singapore. Two classes (n = 35 students in each class) of secondary five students…

At the Ready: Planning for Business Continuity

ERIC Educational Resources Information Center

Sharp, Linda

2011-01-01

School system leaders never know when disaster may strike. Having a plan in place to protect vital data and systems is crucial. School system leaders need to be actively involved in crisis preparedness, planned response, and recovery to ensure student and staff safety and to make certain that all important operations, services, processes, and…

CATO--A General User Interface for CAS

ERIC Educational Resources Information Center

Janetzko, Hans-Dieter

2015-01-01

CATO is a new user interface, developed by the author as a response to the significant difficulties faced by scientists, engineers, and students in their usage of computer algebra (CA) systems. Their tendency to use CA systems only occasionally means that they are unfamiliar with requisite grammar and syntax these systems require. The author…

Improving Collaborative School-Agency Transition Planning: A Statewide DBMS Approach.

ERIC Educational Resources Information Center

Peterson, Randolph L.; Roessler, Richard T.

1997-01-01

Describes the development and components of a referral database management system developed by the Arkansas Transition Project. The system enables individualized-education-plan team members to refer students with disabilities directly to adult agencies and to receive a monitoring report describing the agency response to the referral. The system is…

ReportTutor – An Intelligent Tutoring System that Uses a Natural Language Interface

PubMed Central

Crowley, Rebecca S.; Tseytlin, Eugene; Jukic, Drazen

2005-01-01

ReportTutor is an extension to our work on Intelligent Tutoring Systems for visual diagnosis. ReportTutor combines a virtual microscope and a natural language interface to allow students to visually inspect a virtual slide as they type a diagnostic report on the case. The system monitors both actions in the virtual microscope interface as well as text created by the student in the reporting interface. It provides feedback about the correctness, completeness, and style of the report. ReportTutor uses MMTx with a custom data-source created with the NCI Metathesaurus. A separate ontology of cancer specific concepts is used to structure the domain knowledge needed for evaluation of the student’s input including co-reference resolution. As part of the early evaluation of the system, we collected data from 4 pathology residents who typed in their reports without the tutoring aspects of the system, and compared responses to an expert dermatopathologist. We analyzed the resulting reports to (1) identify the error rates and distribution among student reports, (2) determine the performance of the system in identifying features within student reports, and (3) measure the accuracy of the system in distinguishing between correct and incorrect report elements. PMID:16779024

The Effects of a Token Reinforcement System on the Reading and Arithmetic Skills Learnings of Migrant Primary School Pupils.

ERIC Educational Resources Information Center

Heitzman, Andrew J.

The New York State Center for Migrant Studies conducted this 1968 study which investigated effects of token reinforcers on reading and arithmetic skills learnings of migrant primary school students during a 6-week summer school session. Students (Negro and Caucasian) received plastic tokens to reward skills learning responses. Tokens were traded…

Ideation Training via Innovation Education to Improve Students' Ethical Maturation and Social Responsibility

ERIC Educational Resources Information Center

Thorsteinsson, Gisli

2013-01-01

This paper will represent the pedagogy of Innovation Education in Iceland that is a new school policy within the Icelandic school system. In Innovation Education (IE) students are trained to identify needs and problems in their environment and to find solutions: this is referred to as the process of ideation. The main aim is to improve their…

"Clickers" and Metacognition: A Quasi-Experimental Comparative Study about Metacognitive Self-Regulation and Use of Electronic Feedback Devices

ERIC Educational Resources Information Center

Brady, Melanie; Seli, Helena; Rosenthal, Jane

2013-01-01

The purpose of this study was to establish whether electronic response systems (clickers) influence student metacognition in large lecture settings more than low-technology polling devices. In this first part of a two part mixed methods study inquiry was made into whether student metacognition was influenced and how metacognition was influenced.…

Evaluating the Validity and Applicability of Automated Essay Scoring in Two Massive Open Online Courses

ERIC Educational Resources Information Center

Reilly, Erin Dawna; Stafford, Rose Eleanore; Williams, Kyle Marie; Corliss, Stephanie Brooks

2014-01-01

The use of massive open online courses (MOOCs) to expand students' access to higher education has raised questions regarding the extent to which this course model can provide and assess authentic, higher level student learning. In response to this need, MOOC platforms have begun utilizing automated essay scoring (AES) systems that allow…

Phenomenological Study of the Experience of Parent Advocates of Students Diagnosed with ADHD

ERIC Educational Resources Information Center

Peterson-Malen, Melissa

2013-01-01

Advocates of students with ADHD in the school system are usually parents who must become advocates in response to the child's need for support and a call for parental involvement from the school. Parent advocates are confronted with many challenges, the primary being the daunting, often solitary task of advocating for a child who is often viewed…

Districts' Responses to Demographic Change: Making Sense of Race, Class, and Immigration in Political and Organizational Context

ERIC Educational Resources Information Center

Turner, Erica O.

2015-01-01

Many U.S. public school systems now face three large demographic shifts: rising poverty, the growing number of students from immigrant families, and increasing populations of students of color. Yet, we know little about how district policymakers react to these important changes or indeed the factors that consistently shape their policymaking.…

Experiencing the Elicitation of User Requirements and Recording Them in Use Case Diagrams through Role-Play

ERIC Educational Resources Information Center

Costain, Gay; McKenna, Brad

2011-01-01

This paper describes a role-play exercise used in a second-year tertiary Systems Analysis and Design course, and the quantitative and qualitative analysis of the students' responses to a survey that solicited their perceptions of that role-play experience. The role-play involved students in eliciting user requirements from customers during a Joint…

A Multiple Case Study of Associate Degree Nursing Student Experiences on NCLEXRN Preparation

ERIC Educational Resources Information Center

Joseph, Soosannamma

2017-01-01

A major challenge in the nursing education system is to assist nursing students to be successful in the program and on the National Council of Licensing Examination for Registered Nurses (NCLEX-RN). Nursing schools have a critical responsibility for contributing to the nation's need for more qualified nurses in order to reduce the impact of the…

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…

Building Effectiveness in Teaching through Targeted Evaluation and Response: Connecting Evaluation to Teaching Improvement in Higher Education

ERIC Educational Resources Information Center

Smith, Calvin

2008-01-01

This paper describes the development of a model for integrating student evaluation of teaching results with academic development opportunities, in new ways that take into account theoretical and practical developments in both fields. The model is described in terms of five phases or components: (1) the basic student evaluation system; (2) an…

The Colorado Student Space Weather Experiment: A successful student-run scientific spacecraft mission

NASA Astrophysics Data System (ADS)

Schiller, Q.; Li, X.; Palo, S. E.; Blum, L. W.; Gerhardt, D.

2015-12-01

The Colorado Student Space Weather Experiment is a spacecraft mission developed and operated by students at the University of Colorado, Boulder. The 3U CubeSat was launched from Vandenberg Air Force Base in September 2012. The massively successful mission far outlived its 4 month estimated lifetime and stopped transmitting data after over two years in orbit in December 2014. CSSWE has contributed to 15 scientific or engineering peer-reviewed journal publications. During the course of the project, over 65 undergraduate and graduate students from CU's Computer Science, Aerospace, and Mechanical Engineering Departments, as well as the Astrophysical and Planetary Sciences Department participated. The students were responsible for the design, development, build, integration, testing, and operations from component- to system-level. The variety of backgrounds on this unique project gave the students valuable experience in their own focus area, but also cross-discipline and system-level involvement. However, though the perseverance of the students brought the mission to fruition, it was only possible through the mentoring and support of professionals in the Aerospace Engineering Sciences Department and CU's Laboratory for Atmospheric and Space Physics.

Application of Tactical Data Systems for Training. Volume IV. Development of Courseware and Analysis of Results for GED Math

DTIC Science & Technology

1974-01-02

Disjointed..,little continuity - Omission of the "why" of training, which leaves it up to the individual student to determine the importance of the...the student when a response was required. A "roll- up " function caused old information on the screen to be completely or partially removed, depending on...each game inter- action, the student is asked questions which build up to a generalized statement of the rounding rules. Finally, the criterion items

An Interactive System of Computer Generated Graphic Displays for Motivating Meaningful Learning of Matrix Operations and Concepts of Matrix Algebra

DTIC Science & Technology

1990-09-01

community’s search for a workable set of standards for school mathematics . In 1989 the National Council of Teachers of Mathematics ( NCTM ) established the...made by the Commission on Standards for School Mathematics to the National Council of Teachers of Mathematics ( NCTM ). Of the 40 students who...Abstract This -s-y evaluated students’ responses to a teaching method designed to involve students and teachers of mathematics in a meaningful learning

A Team Approach to Data-Driven Decision-Making Literacy Instruction in Preschool Classrooms: Child Assessment and Intervention through Classroom Team Self-Reflection

ERIC Educational Resources Information Center

Abbott, Mary; Beecher, Constance; Petersen, Sarah; Greenwood, Charles R.; Atwater, Jane

2017-01-01

Many schools around the country are getting positive responses implementing Response to Intervention (RTI) within a Multi-Tiered System of Support (MTSS) framework (e.g., Abbott, 2011; Ball & Trammell, 2011; Buysee & Peisner-Feinberg, 2009). RTI refers to an instructional model that is based on a student's response to instruction. RTI…

The impact of within-school autonomy on students' goal orientations and engagement with mathematics

NASA Astrophysics Data System (ADS)

Carmichael, Colin; Muir, Tracey; Callingham, Rosemary

2017-03-01

School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with students' perceptions of the mastery and performance goal orientations of their classrooms and personally using surveys. Schools were identified as having high or low levels of autonomy on the basis of school leaders' responses. For the study discussed in this paper, a subset of 14 schools for which matched student and teacher data were available provided students' responses to a variety of variables including goal orientations. The findings suggested students in high-autonomy schools were less likely to hold a personal performance approach and avoidance goals than their peers in low-autonomy schools. Fifty-five case studies conducted in 52 schools provided evidence of some of the practical aspects of these findings, which have implications for systems, schools and teachers.