Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French

2015 ◽  
Vol 16 (2) ◽  
pp. 198-211 ◽  
Author(s):  
Alison B. Flynn
Keyword(s):  
Organic Chemistry ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Evaluation Method ◽  
Evaluation Model ◽  
Learning Activities ◽  
Failure Rates ◽  
Course Structure ◽  
Organic Spectroscopy ◽  
The Impact

Organic chemistry is a traditionally difficult subject with high failure & withdrawal rates and many areas of conceptual difficulty for students. To promote student learning and success, four undergraduate organic chemistry and spectroscopy courses at the first to third year level (17–420 students) were “flipped” in 2013–2014. In the flipped course, content traditionally delivered in lectures is moved online; class time is dedicated to focused learning activities. The three large courses were taught in English, the small one in French. To structure the courses, each course's intended learning outcomes (ILOs) were analyzed to decide which course components would be delivered online and which would be addressed in class. Short (2–15 min), specific videos were created to replace lectures. Online and in-class learning activities were created in alignment with the ILOs; assessment was also aligned with the ILOs. A learning evaluation was undertaken to determine the impact of the new course structure, using Guskey's evaluation model. Analysis of students' grades, withdrawal rates, and failure rates were made between courses that had a flipped model and courses taught in previous years in a lecture format. The results showed a statistically significant improvement in students' grades and decreased withdrawal and failure rates, although a causal link to the new flipped class format cannot be concluded. Student surveys and course evaluations revealed high student satisfaction; this author also had a very positive experience teaching in the new model. The courses' overall design and evaluation method could readily be adapted to other chemistry, science and other courses, including the use of learning outcomes, the weekly course structure, online learning management system design, and instructional strategies for large and small classes.

scholarly journals Increased Course Structure Improves Performance in Introductory Biology

2011 ◽  
Vol 10 (2) ◽  
pp. 175-186 ◽  
Author(s):  
Scott Freeman ◽  
David Haak ◽  
Mary Pat Wenderoth
Keyword(s):  
Active Learning ◽  
Course Design ◽  
Learning Activities ◽  
Risk Assessments ◽  
Failure Rates ◽  
Exam Score ◽  
Introductory Biology ◽  
Course Structure ◽  
Introductory Biology Course ◽  
The Impact

We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other “practice” assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers.

scholarly journals KELEMBAGAAN PUSAT KEGIATAN BELAJAR MASYARAKAT SEBAGAI AGEN PENGEMBANGAN MASYARAKAT

2010 ◽  
Vol 5 (2) ◽  
pp. 167-173
Author(s):  
Entoh Tohani
Keyword(s):  
Learning Outcomes ◽  
Evaluation Model ◽  
Educational Institution ◽  
External Environment ◽  
Community Empowerment ◽  
Learning Activities ◽  
Behavior Changes ◽  
Community Learning ◽  
Cultural Aspects ◽  
Evaluative Study

The research was conducted to evaluate the performance of Community Learning Activities Center (CLAC) as an educational institution in empowering community. The research which is an evaluative study using the Stakes‘s evaluation model, took place at CLACs in Bantul, Yogyakarta Province. The findings show, firstly, each function of the CLACs has been put into practices. However, the implementation is not done effectively based on the criteria. It indicates that the performance is not organized professionally. Secondly, the CLACs have been able to produce meaningful learning outcomes such as creating positive behavior changes of targeted individuals or communities. However, the CLACs do not assign a greater impact on broader and multidimensional context of community empowerment.. Thirdly, there are threats that give negative influences on the implementation of the CLACs in terms of structural, interactional, and cultural aspects resulted from both internal and external environment of the CLAC institution. Therefore, bases on the findings, in the future the development of the CLACs should be planned and oriented to create the community toward more developed and comprehensive aspects of lives accompanied with the continuous development of strong commitment from stakeholders.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

scholarly journals The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Usmadi Usmadi ◽  
Hayatul Hasanah ◽  
Ergusni Ergusni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Mathematics ◽  
The Impact ◽  
Step Type ◽  
Better Than

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.

scholarly journals MENINGKATKAN KEMAMPUAN MENULIS RINGKASAN CERITA DALAM PEMBELAJARAN BAHASA INDONESIA MELALUI MODEL SNOWBALL THROWING

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
SRI HARYATI
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Learning Activities ◽  
Sentence Structure ◽  
Learning Models ◽  
Classroom Action Research ◽  
The Impact ◽  
Learning By Using

Classroom Action Research (CAR) is done in the teaching and learning activities for elementary school students 02 Caringin, sub Caringin Bogor Regency to the targets or subjects were 35 students consisted of 16 male students and 19 female students. The fact that investigators found in the teaching and learning activities, most learners do not actively participate in the activities and looks of confusion in starting to make the task given by the teacher so that the impact on the acquisition of learning outcomes, of 35 learners only 8 people or only 22.86% who achieve mastery learning, while 27 percent of students with 77.14% not reached mastery learning or achieving minimum completeness criteria, while the KKM set is 70. To improve the ability, activity, and learning outcomes of students, researchers strive to implement the improvement of learning by using a model of learning by using learning models Throwing Snowball. In the model of snowball throwing (snowballs being thrown), in addition to using instructional media, teachers also apply various methods in learning activities in order to raise the motivation of learners. Motivation is needed for the effective implementation of activities so that students can be active in it and can achieve the expected learning outcomes. Indicators of success in this research is that if students are able to write a summary of the narrative in the sense of a coherent sentence structure and use the rules of writing according to the rules EYD (Spelling Enhanced). This is evidenced by the ability and activities of students during the learning model and throwing snowball at the end of each cycle the average grade achieved was 70 in other words 70% of all learners achieve minimum completeness criteria limit the number by 70. Classroom Action Research is carried out through two cycles, using pre-cycle as a reference which was held on October 22, 2012 followed by a reflection on the results of pre-cycle only 22.86% of participants achieve mastery, then performed the first act in cycle 1 were held on 5 November 2012 continued with reflections on student learning outcomes Cycle 1 began to increase that is 25 people or 71.43% of the 35 learners achieve mastery and 10 people or 28.47% have not reached mastery criteria, but to maximize the action is done both , reflections on the cycle 2, the results obtained by students has increased significantly by 29 people or 82.86% of the 35 learners achieve mastery and only 6 people or 17.14% of the 35 students who have not reached the limit of completeness and need given more intensive guidance, the average value in cycle 2 is 74, the other student activity from one cycle to the next cycle has increased as well. Thus, the ability to write a summary of the story the Indonesian learning can be enhanced by using learning models snowball throwing and hopefully this model can be applied by educators

scholarly journals Motivation Theory TEORI MOTIVASI ABRAHAM H. MASLOW DAN IMPLIKASINYA DALAM KEGIATAN BELAJAR MATEMATIKA

2021 ◽  
Vol 3 (1) ◽  
pp. 68-76
Author(s):  
Try Gunawan Zebua
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Motivation Theory ◽  
Literature Study ◽  
Learning Achievement ◽  
Teachers And Students ◽  
Food And Drink ◽  
And Mathematics ◽  
The Impact

ABSTRACT One of the famous Motivation Theory is Abraham H. Maslow's Motivation Theory which is also referred to as Abraham H. Maslow's Motivation Theory or Maslow's Hierarchy of Needs Theory. Students' Mathematics Learning Achievement and Mathematics Learning Outcomes can be categorized as low, so a solution needs to be given by implying Abraham H. Maslow's Motivation Theory. The research method used in this research is Literature Study, where the researcher analyzes Abraham H. Maslow's Motivation Theory directly from Abraham H. Maslow's book entitled Motivation and Personality (translation of Achmad Fawaid and Maufur, the publisher of Cantrik Pustaka), then the researcher analyzes the impact of the theory. if it is implied in mathematics learning activities. Abraham H. Maslow's Motivation Theory in the first stage can be applied in mathematics learning activities by providing food and drink to students, the second stage can be applied by making students safe in mathematics learning activities, the third stage can be applied by establishing communication between teachers and students, The fourth stage can be applied in a way that there is mutual respect between teachers and students and fellow students, and the fifth stage can be applied by providing opportunities for students to express opinions in discussion activities. By implying Abraham H. Maslow's Motivation Theory can influence or improve students' Mathematics Learning Achievement and Mathematics Learning Outcomes. Keywords:  Abraham H's Motivation Theory, Maslow, Dream, Learning Mathematics.

scholarly journals CURRICULUM PREPARATION TRAINING INDEPENDENT CAMPUS, FREEDOM TO LEARN (MBKM) IN STUDY PROGRAMS AS AN EFFORT TO MEET THE MAIN PERFORMANCE INDICATORS OF HIGHER EDUCATION

2022 ◽  
Vol 9 (12) ◽  
pp. 173-180
Author(s):  
Dedi Mulyadi ◽  
Tanti Kirana Utami ◽  
Hilman Nur ◽  
Kuswandi ◽  
Cucu Solihah ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Performance Indicators ◽  
Learning Experiences ◽  
Learning Activities ◽  
Study Program ◽  
Study Programs ◽  
Assessment Techniques ◽  
Education Performance ◽  
The Impact

The MBKM policy provides opportunities for students to gain more comprehensive learning experiences and new competencies through several learning activities. Service activities are carried out by holding two types of activities, namely the socialization of MBKM policies and workshops on preparing the MBKM curriculum. The target of this activity is the leadership of the study program, lecturers, and education staff; with this activity, the participants become more familiar with preparing the curriculum, starting from making learning outcomes to assessment techniques. Furthermore, the impact of this training realizes the fulfillment of higher education performance indicators.

All the world’s a stage: transforming entrepreneurship education through design thinking

2017 ◽  
Vol 59 (2) ◽  
pp. 155-170 ◽  
Author(s):  
Afreen Huq ◽  
David Gilbert
Keyword(s):  
Student Satisfaction ◽  
Learning Outcomes ◽  
Design Thinking ◽  
Role Play ◽  
Classroom Community ◽  
Content Type ◽  
Graduate Employability ◽  
Scant Attention ◽  
Learning Principles ◽  
The Impact

Purpose The purpose of this paper is to present an alternate approach to entrepreneurship pedagogy development through an iterative journey of co-ownership between students, industry partners and academic course teams to enhance student satisfaction and learning outcomes. Design/methodology/approach Utilising design thinking, the pedagogy evolved over a three-year period (2013-2015) through iterative innovation in the delivery model and assessments, underpinned by notions of classroom community, constructivism, justice and equity, humour and role-play. Findings The findings strongly validate the integration of notions of justice and equity, constructivism, humour and role-play as learning principles and delivery elements in entrepreneurship pedagogy to enhance student satisfaction and learning outcomes. A critical outcome of this design and delivery process is the reduction of barriers between students and teachers and the impact this has on creating a shared learning journey; a journey that in this case has resulted in meaningful outcomes for all involved. Research limitations/implications Further research with longitudinal data is needed to validate the link between design-led entrepreneurship pedagogy and enhanced student learning outcomes as well as implications relating to graduate employability. In global settings, further data collection could also validate whether the findings are culturally neutral or culturally sensitive. Practical implications Entrepreneurship educators will benefit from this pedagogical approach in seeking to meet the needs of business start-ups, intrapreneurial capacity-building and potentially, enhancement of graduate employability. The model also offers promise for other learning contexts. Originality/value Design thinking has received scant attention in entrepreneurship pedagogy. This case study demonstrates how design thinking can enhance student satisfaction and learning outcomes by integrating notions of constructivism, justice and equity, humour and role-play in entrepreneurship curricula.

Evaluating Online Programs Using a BSC Approach

2011 ◽  
pp. 875-881
Author(s):  
Barbara J. Keinath
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Online Programs ◽  
For Profit ◽  
External Forces ◽  
Educational Market ◽  
The Impact

Accountability pressures on higher education have increased in recent decades (Dill, 1999; Garvin, 2000; Jacob & Hellström, 2003). Pressure for financial accountability stacks up alongside pressures to assess student learning outcomes. Student satisfaction has always been a factor in institutional success, but added mobility and growth in the for-profit educational market have increased the impact of student satisfaction. Further, citizens, parents of students, alumni, taxpayers, and, for the for-profit institutions, shareholders constitute powerful external forces.

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