scholarly journals Learning assistant program

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Julia Ann Nord ◽  
Padmanabhan Seshaiyer ◽  
Mary Nelson ◽  
Claudette Davis ◽  
Mary Ewell ◽  
...  
Keyword(s):  
External Funding ◽  
Timely Manner ◽  
Face To Face ◽  
University Of Colorado ◽  
Large Lecture ◽  
On Line ◽  
The University ◽  
Science Classes ◽  
Face Time ◽  
Large Lecture Classes

Following the model of the University of Colorado at Boulder Learning Assistant (LA) program, the College of Science (COS) at Mason began its own LA program in 2012. The program is a key segment of the STEM Accelerator program, and is a keystone for retaining students in COS and enabling them to graduate in a timely manner. COS STEM Accelerator has now supported over 300 undergraduate LA’s since it's inception through both internal and external funding. The LA program is very successful in increasing grades, engaging students in large lecture classes, enabling faculty to better utilize the ALT classroom, increasing retention in sciences and also increasing confidence and GPA’s for the undergraduate LA’s.  The cornerstones of the LA program are student mentoring by the faculty sponsor, a required seminar in pedagogical techniques, and face-to-face time with students in the classroom. This interactive presentation will include information about the program in COS. Faculty and students will demonstrate examples of how LA’s are integrated into different learning environments and across disciplines.  Examples will include LA’s in the ALT classroom, in large and small lectures, in lab, in orals, and on-line.  Disciplines include Biology, Chemistry, Forensic Science, Geography, Geology, Math and Physics.  Attendees will understand the program and it’s key concepts, discuss how an LA could work in their classroom and discipline, and understand how COS is working to enable your students to conquer their MATH and Mason Core Science classes.

Computer-assisted learning in undergraduate psychiatry (CAL-PSYCH): evaluation of a pilot programme

2003 ◽  
Vol 20 (3) ◽  
pp. 84-87 ◽  
Author(s):  
Allys Guerandel ◽  
Kevin Malone ◽  
Patrick Felle
Keyword(s):  
Computer Assisted ◽  
Attendance Rates ◽  
Computer Assisted Learning ◽  
Face To Face ◽  
Life Long Learning ◽  
Learning Techniques ◽  
Feedback Questionnaire ◽  
E Learning ◽  
On Line ◽  
The University

AbstractObjectives: To introduce and evaluate a computer assisted learning programme in undergraduate psychiatry (CAL-PSYCH).Methods: An interactive e-learning environment was created within the University College Dublin portal to assist students in acquiring the necessary skills in undergraduate psychiatry. The pilot phase consisted of providing their lectures on-line on the interactive site. Data were gathered from the last group of students in 2001 (pre-CAL-PSYCH) and the first group of students using CAL-PSYCH in 2002. We included assessment of percentage of students accessing the site, attendance rates at face-to-face lectures and tutorials, and also a feedback questionnaire from students who accessed the site.Results: All responders had used CAL-PSYCH. Students gave higher ratings for quality and interactivity of lectures compared with the pre-CAL-PSYCH curriculum. Students also expressed enthusiasm about CAL-PSYCH and encouraged us to develop it further.Conclusions: Computer-assisted learning environments such as CAL-PSYCH provide the opportunity to bring modern e-learning techniques to medical education, and may provide a new model for life-long learning in medicine.

scholarly journals Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period

2021 ◽  
Vol 13 (21) ◽  
pp. 11890
Author(s):  
Sanita Baranova ◽  
Dita Nīmante ◽  
Daiga Kalniņa ◽  
Alise Oļesika
Keyword(s):  
Teaching And Learning ◽  
Face To Face ◽  
Short Period ◽  
Digital Skills ◽  
On Line ◽  
Study Process ◽  
Survey Responses ◽  
Almost All ◽  
The University ◽  
Remote Learning

In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from the Spring 2020 semester and 742 students from the Spring 2021 semester participated in the study, representing 13 faculties across all study levels. The survey responses were collected via a QuestionPro survey platform and then downloaded into an IBM SPSS 28 file for a reliability check. Next, descriptive statistical analyses were conducted for each reported survey item using Microsoft Excel 2016. The research presented here implies that, in general, students perceive positive improvements in almost all the investigated aspects of the organization of the remote study process when comparing the first and second COVID-19 periods, which could indicate a certain level of resilience in students and university lecturers when subject to COVID circumstances. However, the results reveal that students have, in one year, developed a more realistic approach in assessing their digital skills. The results lead us to believe that remote on-line learning is not just a short-term solution but could become a valuable element for providing qualitative education in the long term. It could indicate that the students and lecturers at university are ready for new and sustainable higher education study organization solutions in the future.

The Role of Information Technology in Quality Education

2000 ◽  
pp. 177-197 ◽  
Author(s):  
G. David Garson
Keyword(s):  
Information Technology ◽  
Instructional Strategy ◽  
Large Scale ◽  
University Teaching ◽  
Programmed Learning ◽  
Face To Face ◽  
On Line ◽  
Future Of Education ◽  
The Cost ◽  
The University

Discusses the rise of information technology functions in higher education and the related advent of quality standards for on-line education. The limited nature of existing guidelines is emphasized, particularly in the dimension of establishing authentic relationships, empowerment of faculty and students, and the inculcation of critical thinking. The Borkian vision of the future of education is summarized and contrasted with the limits if not failure of the legacies of past large-scale educational investments in programmed learning and in computer simulation. The drift toward mandated standards in on-line/distance education is discussed as well as the tension of this with empowerment concepts. Further contrast is drawn between the competing models of the university as “community of scholars” and as “marketplace of consumers.” Cost-cutting motives for on-line course delivery are explored in some detail, raising issues about radical proposals to restructure university teaching functions. A hybrid model, involving both computer-mediated and face-to-face methods, is seen as the superior instructional strategy, but the cost of this model raises the danger that a two-tier educational system will emerge – a more expensive upper tier with sound traditional education supplemented with the benefits of electronic media, and a cheaper, inferior tier dispensing programmed training to meet objectives far narrower than the traditional goals of liberal education.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

Girls' E-Mentoring in Science, Engineering, and Technology Based at the University of Illinois at Chicago Women in Science and Engineering (WISE) Program

2010 ◽  
pp. 23-42
Author(s):  
Sarah Shirk ◽  
Veronica Arreola ◽  
Carly Wobig ◽  
Karima Russell
Keyword(s):  
Field Trips ◽  
Women In Science ◽  
Direct Access ◽  
Science And Engineering ◽  
University Of Illinois ◽  
Face To Face ◽  
Engineering And Technology ◽  
On Line ◽  
Women Mentors ◽  
The University

The Girls' E-Mentoring in Science, Engineering, and Technology (GEM-SET) program has been linking volunteer women mentors in the fields of science, engineering and technology to student members from across the U.S. since 2001. More than 1,300 girls ages 13-18 and 200 mentors in graduate school and beyond have participated via on-line mentoring and face-to-face programming where available. The basic benefits to the student participants are a free subscription to the on-line GEM-SET Digest that provides access to scholarships and internships information, invitation to field trips, career panel discussions, and conferences, direct access to successful mentors in non-traditional careers, and tutoring in select schools. GEM-SET is one branch of pre-college mentoring provided by the Women in Science and Engineering (WISE) program at the University of Illinois at Chicago (UIC).

Aspects of e-Learning in a University

2012 ◽  
pp. 219-229
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals Remote practicals in the time of coronavirus, a multidisciplinary approach

2020 ◽  
pp. 030641902095810
Author(s):  
K Bangert ◽  
J Bates ◽  
SBM Beck ◽  
ZK Bishop ◽  
M Di Benedetti ◽  
...  
Keyword(s):  
Engineering Students ◽  
Multidisciplinary Approach ◽  
Real Data ◽  
Practical Experience ◽  
Data Uncertainty ◽  
Face To Face ◽  
Effective Manner ◽  
On Line ◽  
Laboratory Experiences ◽  
The University

Due to the COVID-19 pandemic, universities across the world have curtailed face to face teaching. Associated with this is the halt to the delivery of the practical experience required of engineering students. The Multidisciplinary Engineering Education (MEE) team at The University of Sheffield have responded to this problem in an efficient and effective way by recording laboratory experiences and putting videos, quizzes and data online for students to engage with. The focus of this work was on ensuring all Learning Outcomes (LOs) for modules and courses were preserved. Naturally, practical skills cannot be easily provided using this approach, but it is an effective way of getting students to interact with real data, uncertainty and equipment which they cannot access directly. A number of short case studies from across the range of engineering disciplines are provided to inspire and guide other educators in how they can move experiments on line in an efficient and effective manner. No student feedback is available at the time of writing, but anecdotal evidence is that this approach is at least acceptable for students and a way of collecting future feedback is suggested. The effort expended on this approach and the artefacts produced will support student learning after the initial disruption of the lockdown has passed.

Unstructured English Queries: How Users Request Information

2013 ◽  
Author(s):  
Carol A. Keene
Keyword(s):  
Information Needs ◽  
Query Languages ◽  
Boolean Logic ◽  
Information Industry ◽  
University Of Colorado ◽  
Needed Information ◽  
Mcgill University ◽  
On Line ◽  
Express Information ◽  
The University

From the 1994 CAIS Conference: The Information Industry in Transition McGill University, Montreal, Quebec. May 25 - 27, 1994.Presented with the task of locating needed information in on-line, full-text documentation, users must express queries in the language of the retrieval system. Many of these query languages are based on Boolean logic or restricted natural language syntax, and users find it difficult to express information needs. Experiments conducted at the University of Colorado asked participants to enter English queries to locate information needed to solve problems ranging from very specific to very general ones. No restrictions were placed upon grammar or vocabulary. The collected queries were very short, telegraphic in style, used few verbs, and contained frequently occurring terms from stored vocabulary. There were no statistically significant differences in query contents based upon a participant's knowledge of the topic or English communication skills.

scholarly journals Implementation of personal response units in very large lecture classes: Student perceptions

2006 ◽  
Vol 22 (4) ◽  
Author(s):  
John Barnett
Keyword(s):  
Student Perceptions ◽  
Large Scale ◽  
Online Survey ◽  
Participant Observation ◽  
Science Courses ◽  
Advantages And Disadvantages ◽  
Large Lecture ◽  
Introductory Science ◽  
The University ◽  
Large Lecture Classes

<span>This article reports on a large scale implementation of personal response units in three introductory science courses at the University of Western Ontario in Canada. An online survey of students was conducted to gather their perceptions on the uses of the devices, triangulated by participant observation of the classes and email interviews with the instructors. Although the students' perceptions were generally favourable, problems associated with implementation were widespread. Advantages and disadvantages of the technology are discussed along with suggestions for its use.</span>

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