scholarly journals Student Perceptions of Online Resources as Predictors of Performance in a Hybrid Classroom: Exploratory Findings from a Large Engineering Economics Course

2020 ◽  
Author(s):  
Kellie Grasman ◽  
Dan Cernusca ◽  
Suzanna Long
Keyword(s):  
Student Perceptions ◽  
Online Resources ◽  
Engineering Economics

scholarly journals Student Perceptions of Nutrition Education at Marshall University Joan C. Edwards School of Medicine: A Resource Challenged Institution

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
W. Elaine Hardman ◽  
Bobby L. Miller ◽  
Darshana T. Shah
Keyword(s):  
Cardiovascular Disease ◽  
Medical Education ◽  
Medical Students ◽  
Nutrition Education ◽  
Student Perceptions ◽  
School Curriculum ◽  
Nutrition Information ◽  
Online Resources ◽  
Marshall University ◽  
School Of Medicine

Nutrition education is an essential component of medical education if new physicians are to be equipped to address common chronic diseases, including obesity and the associated diabetes, cardiovascular disease, and cancer. Most medical students recognize this need and desire nutrition education; however, finding time in a medical school curriculum and funding are challenging. Available, free online resources and small group exercises can be utilized to provide basic, up-to-date nutrition information to medical students.

scholarly journals “They Like Things That Move”: Exploring Student Preferences for Presentation of Online Textbook Resources in Religious Education in Australian Catholic schools

2020 ◽  
Vol 3 (1) ◽  
pp. 35-44
Author(s):  
RICHARD RYMARZ
Keyword(s):  
Student Perceptions ◽  
Religious Education ◽  
Catholic Schools ◽  
Online Resources ◽  
Student Preferences ◽  
Student Responses ◽  
Complex Information ◽  
School Based ◽  
Education Leaders ◽  
Present Text

This paper examines student perceptions on use and delivery of online resources in religious education. It examines student responses to one series of religious education resources widely used in Australian Catholic Schools. Data was collected using school based religious education leaders to ask students about their opinions and preferences on delivery of online material. Major findings include: the need to present text in small manageable sections that clearly identified key concepts; the desirability of interactive and engaging presentations of material; utilizing images and narratives as a way of presenting complex information; the need to make decisions about the amount of material to be presented as text. These results were discussed within a conceptual framework of seeing effective online resources as contributing to reducing cognitive load for students in religious education.

Evaluation of Cost Savings and Perceptions of an Open Textbook in a Community College Science Course

2018 ◽  
Vol 80 (6) ◽  
pp. 410-415 ◽  
Author(s):  
Matthew R. Fisher
Keyword(s):  
Academic Achievement ◽  
Community College ◽  
Student Perceptions ◽  
Low Income ◽  
Cost Savings ◽  
Online Resources ◽  
Low Income Students ◽  
College Science ◽  
Novel Method ◽  
Open Textbooks

Open textbooks are free, online resources that can replace traditional textbooks and save students money. The costs of traditional textbooks continue to increase, and this can particularly affect at-risk, low-income students. Few studies have analyzed student perceptions of open textbooks and how they influence academic achievement, but the emerging trend is positive. In the present study, I assessed student perceptions of an open textbook and calculated the subsequent cost savings. Although there were some limitations to my study, such as a low sample size, my results closely mirror previous studies in that most students had favorable opinions of the open textbook and would prefer to use them over traditional textbooks. The average cost savings per student was $81 for one course, determined using a novel method that does not assume all students buy new textbooks. These savings were likely important to the students, the majority of whom worked five hours or more and have received Pell Grants or other tuition waivers.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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