Learning Effectiveness In Online Vs. Traditional Courses

AbstractIn this study we use a case study approach to investigate what kinds of resources were self-reported to have been selected by students working on their Challenge-Based bachelor end projects, and how they used and orchestrated these resources. In a previous study, we had explored students’ use of resources and their Actual Student Study Paths in Calculus and Linear Algebra courses (Pepin and Kock 2019); in this study we turned to students working on their Challenge-Based bachelor end projects. Results show that the students working on Challenge-Based projects used resources outside the realm of curriculum resources offered to them in traditional courses, and the Actual Student Study Paths were iterative. We contend that ‘linear’ study paths (found e.g. in traditionally taught Linear Algebra courses) appeared to have been beneficial for students for studying particular mathematical content, which they needed for solving open challenges. In the Challenge-Based projects, the crucial resource emerged to be the tutor. We claim that this has implications for the introduction of a more Challenge-Based curriculum, where such projects would be the norm, both in terms of the professionalization of university teachers (who coach students through such projects), and for the education of students who opt for such projects: teachers have to be supported to develop as appropriate coaches in such complex environments; students have to become self-directed learners, and need to be supported with challenged-based trained coaches and teachers, in addition to be provided with suitable curricular, technological, and social resources.

Download Full-text

A Case Study on the Evaluation of Discussion and Debate Learning Effectiveness in a Dental Hygiene Ethics Class

European Journal Of Dental Education ◽

10.1111/eje.12690 ◽

2021 ◽

Author(s):

Yong‐Keum Choi ◽

Eun‐Jeong Kim

Keyword(s):

Dental Hygiene ◽

Learning Effectiveness

Download Full-text

Identifying factors that influenced wellbeing and learning effectiveness during the sudden transition into eLearning due to the COVID-19 lockdown

Work ◽

10.3233/wor-203358 ◽

2021 ◽

Vol 68 (1) ◽

pp. 45-67

Author(s):

Alessandro Naddeo ◽

Rosaria Califano ◽

Iolanda Fiorillo

Keyword(s):

Coming Out ◽

Online Courses ◽

Learning Effectiveness ◽

Who Guidelines ◽

Human Comfort ◽

Factors Influencing ◽

Rapid Changes ◽

Sudden Transition ◽

Teaching Learning ◽

Educational Delivery

BACKGROUND: The sanitary emergency due to COVID-19 virus obliged people to face up several changes in their everyday life becauseWorld Health Organisation (WHO) guidelines and countries' Health Systems imposed lockdown of activities and social distancing to flatten the infection curve. One of these rapid changes involved students and professors that had to turn the traditional "in presence" classes into online courses facing several problems for educational delivery. OBJECTIVES: This work aimed to investigate the factors that affected both teaching/learning effectiveness and general human comfort and wellbeing after the sudden transition from classrooms to eLearning platforms due to COVID-19 in Italy. METHODS: A workshop, involving students and experts of Human Factors and Ergonomics, has been performed to identify aspects/factors that could influence online learning. Then, from workshop output and literature studies, a survey composed of two questionnaires (one for students and one for teachers) has been developed and spread out among Italian universities students and professors. RESULTS: 700 people answered the questionnaires. Data have been analysed and discussed to define the most important changes due to the new eLearning approach. Absence of interactions with colleagues and the necessity to use several devices were some of the aspects coming out from questionnaires. CONCLUSIONS: The study shows an overview of factors influencing both teaching/learning effectiveness and general human comfort and wellbeing. Results could be considered as a basis for future investigation and optimization about the dependencies and correlations among identified factors and the characteristics of the products/interaction/environment during eLearning courses.

Download Full-text