scholarly journals Best practices for learning physiology: combining classroom and online methods

2017 ◽  
Vol 41 (3) ◽  
pp. 383-389 ◽  
Author(s):  
Lisa C. Anderson ◽  
Kathleen E. Krichbaum
Keyword(s):  
Best Practices ◽  
Student Satisfaction ◽  
Health Assessment ◽  
Student Learning Outcomes ◽  
Health Programs ◽  
Hybrid Courses ◽  
Online Students ◽  
Exam Scores ◽  
Online Methods ◽  
Two Hybrid

Physiology is a requisite course for many professional allied health programs and is a foundational science for learning pathophysiology, health assessment, and pharmacology. Given the demand for online learning in the health sciences, it is important to evaluate the efficacy of online and in-class teaching methods, especially as they are combined to form hybrid courses. The purpose of this study was to compare two hybrid physiology sections in which one section was offered mostly in-class (85% in-class), and the other section was offered mostly online (85% online). The two sections in 2 yr ( year 1 and year 2) were compared in terms of knowledge of physiology measured in exam scores and pretest-posttest improvement, and in measures of student satisfaction with teaching. In year 1, there were some differences on individual exam scores between the two sections, but no significant differences in mean exam scores or in pretest-posttest improvements. However, in terms of student satisfaction, the mostly in-class students in year 1 rated the instructor significantly higher than did the mostly online students. Comparisons between in-class and online students in the year 2 cohort yielded data that showed that mean exam scores were not statistically different, but pre-post changes were significantly greater in the mostly online section; student satisfaction among mostly online students also improved significantly. Education researchers must investigate effective combinations of in-class and online methods for student learning outcomes, while maintaining the flexibility and convenience that online methods provide.

scholarly journals Online or not? A comparison of students’ experiences of an online and an on-campus class

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
Tennyson Mgutshini
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Measurement Tool ◽  
Online Students ◽  
Cross Sectional ◽  
Student Centered ◽  
Face To Face ◽  
Multiple Data

Educational discourse has long portrayed online, or e-based, learning and all non-campus-based learning options as second best to traditional face-to-face options. Critically much of the research and debate in this area of study has focused on evidence relating to student performance, attrition and retention with little consideration of the total learning experience, which values both the traditional learning outcome measures side-by-side with student-centered factors, such as students’ satisfaction with their learning experience. The objective of this study was to present a synchronous head-to-head comparison between online and campus-based students’ experiences of an undergraduate course. This paper reports on a qualitative comparative cross-sectional study, which used multiple data collection approaches to assess student learning and student satisfaction of 61 students who completed a semester of an undergraduate course. Of the 61 students, 34 were enrolled purely as online students, whilst the remaining 27 students studied the same material entirely through the traditional face-to-face medium. Methods included a standardised student satisfaction survey and an ‘achievement of learning outcomes’ measurement tool. Students on the online cohort performed better in areas where ‘self-direction’ in learning was indicated, for example self-directed problem-based tasks within the course. Online students gave less positive self-assessments of their perceived content mastery than their campus-based counterparts, despite performing just as well in both summative and formative assignments. A multi-factorial comparison shows online students to have comparable educational success and that, in terms of student satisfaction, online learners reported more satisfaction with their learning experience than their campus-based counterparts.

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 Master of public health practicum: Global trends and current practices.

2020 ◽  
Author(s):  
Hannah Gummeson ◽  
Sonika Raj Goel ◽  
Khalifa Elmusharaf
Keyword(s):  
Public Health ◽  
Health Education ◽  
Experiential Learning ◽  
Best Practices ◽  
Best Practice ◽  
Public Health Education ◽  
Health Programs ◽  
Public Health Programs ◽  
Master Of Public Health ◽  
Study Results

Abstract Background The field of graduate public health (GPH) education currently lacks clear, universal criteria for the integration of practice-based elements into the curriculum. The concept of the ‘practicum’ is well endorsed and there is a growing recognition that experiential learning is a crucial aspect of career development for the next generation of public health professionals, benefiting not only students, but also the profession and communities it serves. However, many leading academic institutions continue to emphasize research over experiential learning in public health, making practicums much less commonplace in education centers across the globe. Methods The purpose of this research was to review global best practices in graduate public health program design in order to identify commonalities and use the findings to inform practicum development.Data collection for this research was entirely web-based. Practicum guidelines from a globally diverse sample of graduate public health programs were reviewed. Data was compiled from universities’ websites and available online sources and collated into an Excel file. Descriptive statistics were computed for each study variable.Results We screened 108 graduate public health programs and 35 eligible programs were included in the study. Results were reported according to prerequisites & practicum scheduling, practicum contact hours & duration, credit hours & overall credit weighting, competencies, supervision, written agreement, objectives & deliverables, and approach to assessment. This research resulted in 13 recommendations intended to guide graduate public health practicum design. Based on the analysis of current best practice, the recommendations address the following four key domains: practicum design, mentorship & supervision, learning outcomes and evaluation. Conclusions This research demonstrates a global recognition of the benefit of practice experience in graduate public health education. However, the integration of practical components into curricula is inconsistent when viewed through a global lens. There is also significant variation in the structure of existing practical components. We propose that this study be utilized as a tool spark a global dialogue about best practices in graduate public health education through the identification common practices and opportunities for improvement.

An Empirical Investigation of Factors Affecting Web-Based and Face-to-Face Student Satisfactions with Course Website

2012 ◽  
Vol 4 (2) ◽  
pp. 19-32
Author(s):  
Qidong Cao ◽  
Xue Bai ◽  
Thomas E. Griffin
Keyword(s):  
Student Satisfaction ◽  
Correlation Coefficients ◽  
Online Students ◽  
Web Based ◽  
Factors Affecting ◽  
Face To Face ◽  
Education Delivery ◽  
Website Features ◽  
Z Transformation

Course Websites have been considered an increasingly important part of online as well as face-to-face education delivery formats. While a vast body of literature has been devoted to comparison of the online and traditional face-to-face courses, little research of student satisfaction with respect to course Websites differentiated between the online and face-to-face students. In order to improve quality of course Websites, the effort was aimed at identifying important predictors of the satisfaction of online students and face-to-face students. This study conducted Fisher’s z transformation and test to compare correlation coefficients of each of Website features and the student satisfaction between two groups of student. Williams’ T-test was performed to compare correlation coefficients, with the student satisfaction, of different Website features within one group, online or face-to-face students. The results showed that online students and face-to-face students had different focuses on Website features. Educational administrators, instructors and system developers might accordingly apply limited resources on improvement of most important features to efficiently increase student satisfaction.

How to develop successful and ethical investment analysts

2019 ◽  
Vol 46 (5) ◽  
pp. 590-598
Author(s):  
Matteo Arena ◽  
David K. Krause
Keyword(s):  
Experiential Learning ◽  
Best Practices ◽  
Student Satisfaction ◽  
Student Outcomes ◽  
Design Methodology ◽  
Fund Performance ◽  
Investment Analysis ◽  
Ethical Investment ◽  
Content Type ◽  
Successful Student

Purpose The purpose of this paper is to suggest best practices for managing a successful student-managed investment program (SMIP) based on the experience of the Marquette University’s Applied Investment Management (AIM) program. Design/methodology/approach The authors provide a detailed description of the program curriculum, instructional design, fund structure, program history, fund performance and student outcomes. Findings Through its experiential learning innovations, focus on ethics and close relationships with a dedicated alumni group, the AIM program prepares students for a successful career in investment analysis. Students who graduate from the AIM program experience a significantly higher successful placement rate and higher compensation at their first post-graduation job than finance major students who graduate outside the program. Originality/value This paper provides a detailed description of the distinguishing characteristics of the AIM program and, in doing so, it offers ideas that could be implemented by other SMIPs to improve student satisfaction, proficiency in investment analysis and employment prospects.

The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions

2017 ◽  
Vol 41 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Mustafa Kemal Alimoglu ◽  
Selda Yardım ◽  
Hilmi Uysal
Keyword(s):  
Student Satisfaction ◽  
Retention Test ◽  
Knowledge Retention ◽  
Learner Engagement ◽  
The Mean ◽  
Exam Scores ◽  
One Year ◽  
Academic Year ◽  
Real Patients

In our medical school, we changed from a lecture-based method to a team-based learning (TBL) method to teach “polyneuropathies” in the neurology clerkship starting from the 2014 to 2015 academic year. Real patients were used instead of written scenarios in TBL sessions. This study aimed to compare former lecture-based and the current TBL methods in terms of knowledge retention, in-class learner engagement, and learner reactions. First, we determined in-class engagement and satisfaction of the students for the lectures given in the 2013–2014 academic year. The following year, besides the same criteria, we also determined individual (IRAT) and group readiness test (GRAT) scores in the TBL group. End-of-clerkship exam scores for both groups were recorded. Additionally, opinions of patients about their experiences throughout the TBL process were determined. One year later (2015 for lecture and 2016 for TBL), both groups sat for an MCQ test to determine their knowledge retention levels. We found no difference between groups regarding end-of-clerkship exam scores. The mean knowledge retention test score of the TBL group was significantly higher than that of the lecture group (5.85 ± 1.74 vs. 3.28 ± 1.70). The differences between IRAT, GRAT, and retention test scores in the TBL group were significant. The mean student satisfaction score on a five-point scale was 3.01 ± 0.9 (median = 3) in the lecture group and 4.11 ± 1.1 (median = 4) in the TBL group. Our results seem encouraging for use of TBL performed with real patients in neurology education to achieve better long-term knowledge retention and higher in-class engagement and student satisfaction.

scholarly journals Upaya Peningkatan Hasil Belajar Peserta Didik Pada Pembelajaran Daring Tema Globalisasi Melalui Media Quizizz Kelas VI SD Negeri Kutowinangun 11 Kota Salatiga Tahun Pelajaran 2020/2021

2020 ◽  
Vol 16 (2) ◽  
Author(s):  
Elma Mulia Sari Elma
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Educational Games ◽  
Student Learning Outcomes ◽  
Educational Game ◽  
Average Value ◽  
Study Population ◽  
Online Methods ◽  
Improve Student Learning

ABSTRAK Penelitian ini memiliki tujuan untuk mengukur  peningkatan hasil belajar peserta didik dalam pembelajaran daring melalui media game edukasi Quizizz. Penelitian ini merupakan penelitian kuantitatif deskriptif yang terfokus pada evaluasi pembelajaran menggunakan media online. Populasi penelitian yakni seluruh peserta didik SD Negeri Kutowinangun 11 Kota Salatiga yang diajar pada mata pelajaran tematik menggunakan metode daring sebanyak 21 peserta didik. Penelitian ini dilaksanakan 2 siklus, masing-masing siklus 1 kali pertemuan. Setiap pertemuan terdisi dari 4 tahap yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Pelaksanaan tahap-tahap penelitian sedikit berbeda dari pembelajaran dalam kelas karena pembelajaran dilakukan secara terpisah atau peserta didik berada di rumah masing-masing.  Berdasarkan hasil penelitian, pada siklus I diperoleh nilai rata-rata hasil belajar peserta didik 51,43 dengan kategori cukup. Sedangkan pada siklus II diperoleh nilai rata-rata hasil belajar peserta didik 91,90 dengan kategori tinggi. Jadi dari siklus I dan siklus II terjadi peningkatan hasil belajar peserta didik sebanyak 40,47. Dengan demikian dapat disimpulkan bahwa media belajar berbasis game edukasi quizizz dapat meningkatkan hasil belajar peserta didik dalam pembelajaran daring pada tema Globalisasi.Kata Kunci: Hasil  Belajar, Pembelajaran Daring, Game Edukasi ABSTRACT This study aims to measure the increase in student learning outcomes in online learning through educational game media Quizizz. This research is a descriptive quantitative study that focuses on evaluating learning using online media. The study population was all students of SD Negeri Kutowinangun 11 Kota Salatiga who were taught on thematic subjects using online methods as many as 21 students. This research was conducted in 2 cycles, each cycle 1 meeting. Each meeting consists of 4 stages, namely planning, implementing, observing, and reflecting. The implementation of the research stages is slightly different from classroom learning because learning is carried out separately or students are in their respective homes. Based on the results of the study, in the first cycle the average value of student learning outcomes was 51.43 in the sufficient category. Whereas in the second cycle the average value of student learning outcomes was 91.90 in the high category. So from cycle I and cycle II there was an increase in student learning outcomes by 40.47. Thus it can be concluded that learning media based on quizizz educational games can improve student learning outcomes in online learning on the theme of Globalization.Keywords: Learning Outcomes, Online Learning, Educational Games

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