scholarly journals Learner Satisfaction and Quality of Student-Faculty Interactions in Traditional vs. Blended Classrooms

2020 ◽  
Author(s):  
Brian Helmke ◽  
William Guilford
Keyword(s):  
Learner Satisfaction ◽  
Faculty Interactions

A Blended Approach to Teacher Education

2016 ◽  
pp. 1-21
Author(s):  
Norman Vaughan
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Focus Groups ◽  
Digital Technologies ◽  
Online Surveys ◽  
Web Based ◽  
Faculty Interactions ◽  
Virtual Meetings ◽  
Study Participants

This chapter describes the effectiveness of a blended approach to teacher education through the use of the National Survey of Student Engagement (NSSE) framework. Data was collected from students and faculty involved in the program via online surveys, focus groups, and the use of an editable Google Doc. The study participants provided recommendations for improving the quality of the blended program through the use of digital technologies based on the five NSSE benchmarks. For example, student and faculty interactions outside of the classroom could be enhanced through the use of web-based synchronous conferencing tools (e.g., Skype) to establish ‘virtual' meetings and office hours.

A Blended Approach to Teacher Education

2018 ◽  
pp. 1-22
Author(s):  
Norman Vaughan
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Focus Groups ◽  
Digital Technologies ◽  
Online Surveys ◽  
Web Based ◽  
Faculty Interactions ◽  
Virtual Meetings ◽  
Study Participants

This chapter describes the effectiveness of a blended approach to teacher education through the use of the National Survey of Student Engagement (NSSE) framework. Data was collected from students and faculty involved in the program via online surveys, focus groups, and the use of an editable Google Doc. The study participants provided recommendations for improving the quality of the blended program through the use of digital technologies based on the five NSSE benchmarks. For example, student and faculty interactions outside of the classroom could be enhanced through the use of web-based synchronous conferencing tools (e.g., Skype) to establish ‘virtual' meetings and office hours.

A Blended Approach to Teacher Education

2016 ◽  
pp. 1778-1799
Author(s):  
Norman Vaughan
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Focus Groups ◽  
Digital Technologies ◽  
Online Surveys ◽  
Web Based ◽  
Faculty Interactions ◽  
Virtual Meetings ◽  
Study Participants

This chapter describes the effectiveness of a blended approach to teacher education through the use of the National Survey of Student Engagement (NSSE) framework. Data was collected from students and faculty involved in the program via online surveys, focus groups, and the use of an editable Google Doc. The study participants provided recommendations for improving the quality of the blended program through the use of digital technologies based on the five NSSE benchmarks. For example, student and faculty interactions outside of the classroom could be enhanced through the use of web-based synchronous conferencing tools (e.g., Skype) to establish ‘virtual' meetings and office hours.

scholarly journals Measuring Learner Satisfaction with Formative e-Assessment Strategies

2019 ◽  
Vol 14 (07) ◽  
pp. 61 ◽  
Author(s):  
Bernard Bahati ◽  
Uno Fors ◽  
Preben Hansen ◽  
Jalal Nouri ◽  
Evode Mukama
Keyword(s):  
Student Satisfaction ◽  
Learner Satisfaction ◽  
Hybrid Courses ◽  
Web Based ◽  
Online Student ◽  
Instructional Settings ◽  
Knowledge Survey ◽  
Assessment Strategies ◽  
Peer Responses

The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the results indicated that a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) should be used in the context of hybrid courses. The study also suggests further studies that would widen, diversify both the scope and research instruments to investigate learner satisfaction with formative e-assessment strategies.

Immunoferritin localization of intracellular antigens in positively stained frozen sections

1978 ◽  
Vol 36 (2) ◽  
pp. 168-169
Author(s):  
K. T. Tokuyasu
Keyword(s):  
Surface Tension ◽  
Water Surface ◽  
Thin Layers ◽  
The Other ◽  
Positive Staining ◽  
Frozen Sections ◽  
The Past ◽  
Ultrathin Frozen Sections ◽  
Definition Of

During the past investigations of immunoferritin localization of intracellular antigens in ultrathin frozen sections, we found that the degree of negative staining required to delineate u1trastructural details was often too dense for the recognition of ferritin particles. The quality of positive staining of ultrathin frozen sections, on the other hand, has generally been far inferior to that attainable in conventional plastic embedded sections, particularly in the definition of membranes. As we discussed before, a main cause of this difficulty seemed to be the vulnerability of frozen sections to the damaging effects of air-water surface tension at the time of drying of the sections.Indeed, we found that the quality of positive staining is greatly improved when positively stained frozen sections are protected against the effects of surface tension by embedding them in thin layers of mechanically stable materials at the time of drying (unpublished).

Lithography below 100 nm

1983 ◽  
Vol 41 ◽  
pp. 96-99
Author(s):  
L. D. Jackel
Keyword(s):  
Spatial Distribution ◽  
Electron Beam ◽  
Electron Scattering ◽  
Electron Beam Lithography ◽  
Substrate Material ◽  
Local Electron ◽  
Electron Dose ◽  
Positive Resist ◽  
Exposure Process

Most production electron beam lithography systems can pattern minimum features a few tenths of a micron across. Linewidth in these systems is usually limited by the quality of the exposing beam and by electron scattering in the resist and substrate. By using a smaller spot along with exposure techniques that minimize scattering and its effects, laboratory e-beam lithography systems can now make features hundredths of a micron wide on standard substrate material. This talk will outline sane of these high- resolution e-beam lithography techniques.We first consider parameters of the exposure process that limit resolution in organic resists. For concreteness suppose that we have a “positive” resist in which exposing electrons break bonds in the resist molecules thus increasing the exposed resist's solubility in a developer. Ihe attainable resolution is obviously limited by the overall width of the exposing beam, but the spatial distribution of the beam intensity, the beam “profile” , also contributes to the resolution. Depending on the local electron dose, more or less resist bonds are broken resulting in slower or faster dissolution in the developer.

Convergent Beam Electron Diffraction

1978 ◽  
Vol 36 (3) ◽  
pp. 304-315
Author(s):  
G. Lehmpfuhl
Keyword(s):  
Electron Diffraction ◽  
Diffraction Pattern ◽  
Crystal Surface ◽  
Diffraction Spot ◽  
Crystal Thickness ◽  
Large Area ◽  
Electron Microscopic ◽  
Additional Information ◽  
Microscopic Investigations

Introduction In electron microscopic investigations of crystalline specimens the direct observation of the electron diffraction pattern gives additional information about the specimen. The quality of this information depends on the quality of the crystals or the crystal area contributing to the diffraction pattern. By selected area diffraction in a conventional electron microscope, specimen areas as small as 1 µ in diameter can be investigated. It is well known that crystal areas of that size which must be thin enough (in the order of 1000 Å) for electron microscopic investigations are normally somewhat distorted by bending, or they are not homogeneous. Furthermore, the crystal surface is not well defined over such a large area. These are facts which cause reduction of information in the diffraction pattern. The intensity of a diffraction spot, for example, depends on the crystal thickness. If the thickness is not uniform over the investigated area, one observes an averaged intensity, so that the intensity distribution in the diffraction pattern cannot be used for an analysis unless additional information is available.

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