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>

Bioterrorism and the college campus: Student perceptions of emergency preparedness

2009 ◽  
Vol 7 (2) ◽  
pp. 53
Author(s):  
Diane L. Smith, PhD, OTR/L ◽  
Stephen J. Notaro, PhD ◽  
Stephanie A. Smith, MS
Keyword(s):  
Student Perceptions ◽  
Emergency Preparedness ◽  
Large Scale ◽  
Online Survey ◽  
Cost Benefit ◽  
Emergency Planning ◽  
Student Body ◽  
Perceived Preparedness ◽  
The Cost ◽  
The University

Objective: The purpose of this study was to determine the current perceptions of college students in regard to the emergency management of bioterrorism.Design: University students enrolled in Community Health courses were recruited to participate in a paper or online survey to determine their perceptions regarding likelihood of a bioterrorist attack, preparedness of the university, and preparedness of the students.Participants: Of the 309 students recruited, 265 (85.9 percent) participated in the survey.Interventions: Data from the surveys were entered into an SPSS dataset for analysis.Main outcome measure: Perceived preparedness of the university for a bioterrorism emergency.Results: Students perceived that there was a low likelihood of a bioterrorist attack at the university. Only 17.6 percent of the students felt that the university was prepared for a large-scale emergency and only 24.1 percent felt that the students were prepared. One third of the students did not know that the university had policies in place for a bioterrorist attack and 88.3 percent did not know where to go for information in the event of a bioterrorist attack. Only 9.2 percent had visited the campus emergency planning Web site.Conclusions: Effort must be made by universities to determine the appropriate amount of education to the students regarding emergency preparedness based on the cost-benefit to the university and the student body. Suggestions from students included a mandatory workshop for incoming freshman, involvement of campus emergency planning with student organizations, and increased marketing of the campus emergency Web site.

The web’s potential for language learning: the student’s perspective

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 47-58 ◽  
Author(s):  
USCHI FELIX
Keyword(s):  
Language Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Language Instruction ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
And Gender ◽  
The Web

This paper reports on a large-scale study carried out in four settings that investigates the potential of the Web as a medium of language instruction, both to complement face-to-face teaching and as a stand-alone course. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of Web-based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the Web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning strategies and study preference. Results showed that students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an add-on to face-to-face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice. Significant differences for age and gender were found relating to clarity of objectives, number of hours worked, mode of delivery, perception of comfort and appreciation of graphics. Very few significant findings relating to strategy strength emerged.

scholarly journals Clicker Evolution: Seeking Intelligent Design

2007 ◽  
Vol 6 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Maryfran Barber ◽  
David Njus
Keyword(s):  
Student Learning ◽  
Classroom Technology ◽  
Audience Response ◽  
User Friendliness ◽  
Technical Problems ◽  
Science Courses ◽  
Advantages And Disadvantages ◽  
The University ◽  
Pedagogical Literature ◽  
Improve Student Learning

Note from the Editor Use of the audience response devices known as “clickers” is growing, particularly in large science courses at the university level, as evidence for the pedagogical value of this technology continues to accumulate, and competition between manufacturers drives technical improvements, increasing user-friendliness and decreasing prices. For those who have not yet tried teaching with clickers and may have heard unsettling stories about technical problems with earlier models, the decision to use them and the choice of an appropriate brand may be difficult. Moreover, like any classroom technology, clickers will not automatically improve teaching or enhance student learning. Clickers can be detrimental if poorly used, but highly beneficial if good practices are followed, as documented in a growing body of educational literature. In this Special Feature, we present two reviews that should assist instructors and teachers at all levels in taking the step toward clicker use and choosing an appropriate model. In the first, Barber and Njus compare the features, advantages, and disadvantages of the six leading brands of radio-frequency clicker systems. In the second, Caldwell reviews the pedagogical literature on clickers and summarizes some of the best practices for clicker use that have emerged from educational research. In a related article elsewhere in this issue, Prezsler et al. present the results of a study showing that clicker use can improve student learning and attitudes in both introductory and more advanced university biology courses.

scholarly journals Clickers in the Large Classroom: Current Research and Best-Practice Tips

2007 ◽  
Vol 6 (1) ◽  
pp. 9-20 ◽  
Author(s):  
Jane E. Caldwell
Keyword(s):  
Student Learning ◽  
Best Practice ◽  
Classroom Technology ◽  
Audience Response ◽  
User Friendliness ◽  
Technical Problems ◽  
Science Courses ◽  
Advantages And Disadvantages ◽  
The University ◽  
Improve Student Learning

Note from the Editor Use of the audience response devices known as “clickers” is growing, particularly in large science courses at the university level, as evidence for the pedagogical value of this technology continues to accumulate, and competition between manufacturers drives technical improvements, increasing user-friendliness and decreasing prices. For those who have not yet tried teaching with clickers and may have heard unsettling stories about technical problems with earlier models, the decision to use them and the choice of an appropriate brand may be difficult. Moreover, like any classroom technology, clickers will not automatically improve teaching or enhance student learning. Clickers can be detrimental if poorly used, but highly beneficial if good practices are followed, as documented in a growing body of educational literature. In this Special Feature, we present two reviews that should assist instructors and teachers at all levels in taking the step toward clicker use and choosing an appropriate model. In the first, Barber and Njus compare the features, advantages, and disadvantages of the six leading brands of radio-frequency clicker systems. In the second, Caldwell reviews the pedagogical literature on clickers and summarizes some of the best practices for clicker use that have emerged from educational research. In a related article elsewhere in this issue, Prezsler et al. present the results of a study showing that clicker use can improve student learning and attitudes in both introductory and more advanced university biology courses.

scholarly journals A multivariate analysis of students' experience of web based learning

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Uschi Felix
Keyword(s):  
Student Perceptions ◽  
Learning Strategies ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Language Instruction ◽  
Web Based ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Web Based Learning ◽  
The Web

<span>This paper reports on a large scale study carried out in four settings that investigates the potential of the web as a medium of language instruction, both to complement face to face teaching and as a stand alone course. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of web based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning strategies and study preference.</span><p>Results showed that students were on the whole positively inclined to working with the web and found it useful, with the majority preferring to use the web as an add on to face to face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice. Significant differences for age and gender were found relating to clarity of objectives, number of hours worked, mode of delivery, perception of comfort and appreciation of graphics. Very few significant findings relating to strategy strength emerged.</p>

scholarly journals Universitet og region – en sammensatt relasjon

2019 ◽  
pp. 99-130
Author(s):  
Peter Arbo
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Regional Development ◽  
Empirical Research ◽  
Large Scale ◽  
Symbiotic Relationship ◽  
Advantages And Disadvantages ◽  
The Past ◽  
The Many ◽  
The University

Over the past 50 years, there has been a large-scale expansion and decentralization of higher education in Norway. Today, there are universities throughout the country, and the institutions are expected to serve as drivers for regional development. This chapter explores the many-faceted and symbiotic relationship between university and region. The chapter is based on a comprehensive literature review and the author’s own empirical research. First, it examines the advantages and disadvantages that a region may have from a university. Next, the lens is turned and the question is: What difference can the region make to the university? Six major transformations outside and within the universities currently changing the ways in which universities and regions interact are then discussed. As a result of these changes, universities are facing increasingly complex demands and expectations, and the final part of the paper elucidates some of the dilemmas that this creates for the governance of the institutions.

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.

A multivariate analysis of secondary students’ experience of web-based language acquisition

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 237-249 ◽  
Author(s):  
USCHI FELIX
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Learning Style ◽  
Secondary Students ◽  
School Environment ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Web Based ◽  
Advantages And Disadvantages ◽  
The Web

This paper reports on a large-scale project designed to replicate an earlier investigation of tertiary students (Felix, 2001) in a secondary school environment. The new project was carried out in five settings, again investigating the potential of the Web as a medium of language instruction. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of Web-based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the Web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning styles and study preferences. Results of both studies showed that students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an add-on to face-to-face teaching. Reported advantages in both studies outweighed disadvantages. The secondary students felt significantly more comfortable on the Web, worked longer hours and reported more evenly distributed study preferences. Most favoured a kinesthetic learning style and significant relationships between learning style and mode preference were found. Differential findings related to gender emerged in the two studies.

SOCIAL PROJECT AS A PLATFORM FOR THE IMPLEMENTATION OF PROFESSIONAL SKILLS OF FUTURE INFORMATICS TEACHERS

2019 ◽  
pp. 16-22
Author(s):  
E. V. Klimenko ◽  
N. S. Buslova
Keyword(s):  
Large Scale ◽  
Modern Society ◽  
Professional Competencies ◽  
Future Teachers ◽  
Professional Skills ◽  
Knowledge And Skills ◽  
Theoretical Reasoning ◽  
Social Project ◽  
The University

The article is devoted to the consideration of ways to solve one of the actual problems in theory and methodology of training and upbringing — the problem of developing professional skills of future informatics teacher. As a way to adapt students to the profession, the possibility of their involvement in social designing was chosen. Participation in social projects contributes to the approbation and introduction of new forms and methods in teaching informatics. Expanding the experience of future teachers in carrying out large-scale events contributes to the formation of a socially adapted personality competitive in modern society. The potential of a social project in consolidating the knowledge and skills obtained during the theoretical training at the university is indicated. In the article, theoretical reasoning is accompanied by examples of real social projects and activities aimed at the formation of professional competencies of future informatics teachers.

Disruptive innovation and operationalization in local and sustainable food systems: Examining the University of Toronto-Local Food Plus partnership

2019 ◽  
Vol 6 (1) ◽  
pp. 120-139
Author(s):  
Lori Stahlbrand
Keyword(s):  
Food Systems ◽  
Large Scale ◽  
Food System ◽  
Local Food ◽  
Disruptive Innovation ◽  
Government Support ◽  
Sustainable Food ◽  
University Of Toronto ◽  
The University

This paper traces the partnership between the University of Toronto and the non-profit Local Food Plus (LFP) to bring local sustainable food to its St. George campus. At its launch, the partnership represented the largest purchase of local sustainable food at a Canadian university, as well as LFP’s first foray into supporting institutional procurement of local sustainable food. LFP was founded in 2005 with a vision to foster sustainable local food economies. To this end, LFP developed a certification system and a marketing program that matched certified farmers and processors to buyers. LFP emphasized large-scale purchases by public institutions. Using information from in-depth semi-structured key informant interviews, this paper argues that the LFP project was a disruptive innovation that posed a challenge to many dimensions of the established food system. The LFP case study reveals structural obstacles to operationalizing a local and sustainable food system. These include a lack of mid-sized infrastructure serving local farmers, the domination of a rebate system of purchasing controlled by an oligopolistic foodservice sector, and embedded government support of export agriculture. This case study is an example of praxis, as the author was the founder of LFP, as well as an academic researcher and analyst.

Sign in / Sign up

Export Citation Format

Share Document