scholarly journals Distance Education versus Classroom Instruction in Horticulture—An Introduction to Fruit Crops—Case Study

2002 ◽  
Vol 12 (3) ◽  
pp. 513-515 ◽  
Author(s):  
Mark Rieger
Keyword(s):  
Distance Education ◽  
Student Performance ◽  
Classroom Instruction ◽  
Independent Study ◽  
Fruit Crops ◽  
Final Exam ◽  
Study Program ◽  
Course Grades ◽  
The University ◽  
Written Assignments

At the University of Georgia, HORT 3020 (Introduction to Fruit Crops) is a two-credit survey of the botanical characteristics, taxonomy, and production practices of the world's major fruit crops. It is offered via traditional classroom instruction, and as a distance education (DE) course through the University System of Georgia Independent Study program. The DE version of the course is designed to be identical in content, final exam, and grading scale. However, due to the nature of independent study, the end-of-topic evaluations are open-book, written assignments in the DE course, whereas students in the classroom version have closed-book quizzes at the end of each topic. Student performance in the two versions of the course was compared over a 3-year period (May 1998 to May 2001) by analyzing scores on end-of-topic evaluations, final exams, and overall course grades. Students in the DE version had higher scores on end-of-topic evaluations in all 3 years, higher scores on a comprehensive final exam in 2 of 3 years, and consequently higher overall course grades than classroom students in all 3 years. Better performance of DE over classroom students may have been related to 1) qualitative differences in end-of-topic evaluations (written assignments versus quizzes), 2) differences in student demographics (nontraditional students in DE, traditional undergraduates in classroom), 3) the elective (DE) versus required (classroom) nature of the courses, or 4) differences in course duration (1 year for DE, 15 weeks for classroom). Equal or better performance of DE students suggests that survey courses such as Introduction to Fruit Crops can be offered via distance education without compromising learning outcomes.

Factors contributing toward student performance in a distance education accounting degree

2014 ◽  
Vol 22 (2) ◽  
pp. 211-223 ◽  
Author(s):  
K. Papageorgiou ◽  
Abdel K. Halabi
Keyword(s):  
Distance Education ◽  
Student Performance ◽  
Financial Accounting ◽  
First Year ◽  
Content Type ◽  
Academic Aptitude ◽  
One Year ◽  
The University ◽  
Practical Implications ◽  
Measures Of Performance

Purpose – The purpose of this paper is to examine the effects of five determinates of performance in students (N = 677) who completed three years of financial accounting to obtain a Bachelor of Accounting Science (BCompt) degree by distance education through the University of South Africa. Design/methodology/approach – Regression analysis is used on three yearly measures of performance with five independent variables (age, gender, prior accounting knowledge, mathematics background and academic aptitude). Findings – Results show that mathematics background and academic aptitude are both significantly associated with student performance, throughout the financial accounting subjects. Prior accounting knowledge is also important in the first year of study but not thereafter. Research limitations/implications – Prior research has found that other factors may influence student performance, and future studies which include these variables will add to these findings. Practical implications – The results of this study have important implications for instructors, students and career advisers, particularly as research linking various factors with performance in accounting subjects over the length of a degree is limited. Originality/value – The current study considers the determinants of student performance over three financial accounting years (rather than one year or one subject) and from a distance education perspective. As distance education becomes a more important delivery method of study in the future, these results have important implications.

scholarly journals Kan relationel fagkoordinering styrke de studerendes præstationer?

2016 ◽  
Vol 11 (21) ◽  
pp. 219-229
Author(s):  
Janne Skakon
Keyword(s):  
Student Performance ◽  
Quantitative Data ◽  
High Performance ◽  
Qualitative Data ◽  
Positive Impact ◽  
Final Exam ◽  
Qualitative And Quantitative ◽  
Course Planning ◽  
And Performance ◽  
The University

Høj kvalitet og forskningsbaseret undervisning for at sikre studerendes engagement og præstation i den afsluttende eksamen er højt på universiteternes dagsorden. Formålet med dette interventionsstudie var at designe og teste en fag-koordineringsmodel, som aktivt integrerer de forskellige uddannelseselementer og dermed ideelt styrker muligheden for de studerendes dybdelæring og performance ved den afsluttende eksamen. Både kvalitative og kvantitative data indikerer positive virkninger af relationel koordinering i kursusplanlægningen. De kvalitative data påpeger overordnet tilfredshed blandt undervisere og studerende med indsatsen omkring relationel fagkoordinering, og kvalitative udsagn fra eksaminatorer samt kvantitative data peger på, at de studerende klarer sig bedre i deres afsluttende eksamen sammenlignet med studerende fra tidligere år. High-quality and research-based teaching that stimulates student commitment and performance in the final exam is high on the university agenda. The purpose of this intervention study was to design and test a course co-ordination model, which integrates the various/sub-course elements and thereby ideally strengthens the possibility of deep learning and high performance. Both qualitative and quantitative data provide indications of the positive impact of relational coordination in course planning. Qualitative data indicate overall satisfaction with the intervention among lecturers and students, and the qualitative data from examiners together with quantitative data show that the students perform better in their final exam as compared to student performance from previous years.

scholarly journals COMPARISON OF STUDENT PERFORMANCE WHEN SOLVING A THERMODYNAMIC CYCLE AFTER IMPLEMENTING AN ALTERNATIVE TEACHING METHOD

2018 ◽  
Author(s):  
Juan Abelló ◽  
Douglas Ruth
Keyword(s):  
Student Performance ◽  
Engineering Students ◽  
Teaching Method ◽  
Thermodynamic Cycle ◽  
First Year ◽  
Similar Question ◽  
Final Exam ◽  
Alternative Teaching ◽  
The Difference ◽  
The University

Abstract –First-year engineering students at the University of Manitoba take a thermodynamics course.  The summer instructor taught the course differently from the fall and winter terms. He combined tutorials with lectures to introduce active learning to the course, implemented an online problem library and increased the number of term tests. Students in the summer 2016 term were given a similar thermodynamic cycle question in their final exam as students in the winter 2016 term. Student performance inthe cycle question was compared in order to evaluate the effectiveness of the new teaching method. Both groups had similar question averages with generally similar question score histograms. However, winter students scored an average of 10% below their GPA, while summer students scored an average of 1% below their GPA. The difference between these averages is statistically significant (97.5% confidence). These results suggest that the new teaching approach leads to better student performance when solving thermodynamic cycles.  

scholarly journals Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

2020 ◽  
Author(s):  
Jack Eichler ◽  
Grace Henbest ◽  
Kiana Mortezaei ◽  
Teresa Alvelais ◽  
Courtney Murphy
Keyword(s):  
General Chemistry ◽  
Student Performance ◽  
Research University ◽  
Online Course ◽  
Final Exam ◽  
Course Grades ◽  
Large Populations ◽  
Course Experience ◽  
Exam Scores ◽  
Post Hoc

<p>In an ongoing effort to increase student retention and success in the undergraduate general chemistry course sequence, a fully online preparatory chemistry course was developed and implemented at a large public research university. To gain insight about the efficacy of the online course, post-hoc analyses were carried out in which student performance on final exams, and performance in the subsequent general chemistry course were compared between the online cohort and a previous student cohort who completed the preparatory chemistry course in a traditional lecture format. Because the retention of less academically prepared students in STEM majors is a historical problem at the institution in which the online preparatory chemistry course was implemented, post-hoc analyses were also carried out to determine if this at-risk group demonstrated similar achievement relative to the population at large. Multiple linear regression analyses were used to compare final exam scores and general chemistry course grades between the online and in-person student cohorts, while statistically controlling for incoming student academic achievement. Results from these analyses suggest the fully online course led to increased final exam scores in the preparatory course (unstandardized <i>B</i> = 8.648, <i>p</i> < 0.001) and higher grades in the subsequent general chemistry course (unstandardized <i>B</i> = 0.269, <i>p</i> < 0.001). Notably, students from the lowest quartile of incoming academic preparation appear to have been more positively impacted by the online course experience (preparatory chemistry final exam scores: unstandardized <i>B</i> = 11.103, <i>p</i> < 0.001; general chemistry course grades: unstandardized <i>B</i> = 0.323, <i>p</i> = 0.002). These results suggest a fully online course can help improve student preparation for large populations of students, without resulting in a negative achievement gap for less academically prepared students. The structure and implementation of the online course, and the results from the post-hoc analyses will be described herein. </p>

scholarly journals Teaching Design in Computer Engineering

2013 ◽  
Author(s):  
Ken Ferens
Keyword(s):  
Embedded Systems ◽  
Student Performance ◽  
Systems Engineering ◽  
Systems Design ◽  
Project Based Learning ◽  
Computer Engineering ◽  
Final Exam ◽  
Hands On ◽  
Assessment Approach ◽  
The University

This paper reports on a project based learning approach taken to teach the ECE 3740 Systems Engineering Principles and ECE 3730 Principles ofEmbedded Systems Design courses at the University of Manitoba. These courses were 100% hands-on, and each student was given development hardware and software in a lunch box to take home and work on projects throughout the course. Industry representative projects were chosen based on the author’s 5 years of experience working in the embedded systems industry. The courses were given in a company-like setting, where the lectures and laboratories were organized as product requirements gathering and analysis, design modeling and review, test plan and procedures, engineering change request and management, documentation, and product deployment meetings and events. The test and final exam were performed by students in the laboratory; they brought their embedded systems hardware in the lunch box,solved the given hands-on problems of the test/exam, and demonstrated their solutions, in real-time. This novel methodology allowed the examiner to directly assess student performance in the CEAB attributes of Design, Analysis, Investigation, and Tools, because their designsand solutions were actually demonstrated in actual hardware and software, not just on paper, like the conventional assessment approach for tests and exams.

scholarly journals Efficacy of an Asynchronous Online Preparatory Chemistry Course: A Post-hoc Analysis

2020 ◽  
Author(s):  
Jack Eichler ◽  
Grace Henbest ◽  
Kiana Mortezaei ◽  
Teresa Alvelais ◽  
Courtney Murphy
Keyword(s):  
General Chemistry ◽  
Student Performance ◽  
Research University ◽  
Online Course ◽  
Final Exam ◽  
Course Grades ◽  
Large Populations ◽  
Course Experience ◽  
Exam Scores ◽  
Post Hoc

<p>In an ongoing effort to increase student retention and success in the undergraduate general chemistry course sequence, a fully online preparatory chemistry course was developed and implemented at a large public research university. To gain insight about the efficacy of the online course, post-hoc analyses were carried out in which student performance on final exams, and performance in the subsequent general chemistry course were compared between the online cohort and a previous student cohort who completed the preparatory chemistry course in a traditional lecture format. Because the retention of less academically prepared students in STEM majors is a historical problem at the institution in which the online preparatory chemistry course was implemented, post-hoc analyses were also carried out to determine if this at-risk group demonstrated similar achievement relative to the population at large. Multiple linear regression analyses were used to compare final exam scores and general chemistry course grades between the online and in-person student cohorts, while statistically controlling for incoming student academic achievement. Results from these analyses suggest the fully online course led to increased final exam scores in the preparatory course (unstandardized <i>B</i> = 8.648, <i>p</i> < 0.001) and higher grades in the subsequent general chemistry course (unstandardized <i>B</i> = 0.269, <i>p</i> < 0.001). Notably, students from the lowest quartile of incoming academic preparation appear to have been more positively impacted by the online course experience (preparatory chemistry final exam scores: unstandardized <i>B</i> = 11.103, <i>p</i> < 0.001; general chemistry course grades: unstandardized <i>B</i> = 0.323, <i>p</i> = 0.002). These results suggest a fully online course can help improve student preparation for large populations of students, without resulting in a negative achievement gap for less academically prepared students. The structure and implementation of the online course, and the results from the post-hoc analyses will be described herein. </p>

scholarly journals Effect Of Continuous Assessment Tests On Overall Student Performance In The Case Of The Spanish National Distance Education University (UNED)

2014 ◽  
Vol 10 (1.5) ◽  
pp. 61-68
Author(s):  
Maria Dolorez Reina-Paz ◽  
Ainhoa Rodriguez-Oromendia ◽  
Claudia Sevilla-Sevilla
Keyword(s):  
Distance Education ◽  
Student Performance ◽  
Scoring Systems ◽  
First Year ◽  
Continuous Assessment ◽  
Final Exam ◽  
Assessment Tests ◽  
Different Types ◽  
Overall Performance ◽  
Second Year

This study aims to analyze the effect of the use of different types of continuous assessment tests on students participation, performance and final grades. To this end, it examines the case of a second-year course from the degree program in Business Administration and Management offered by the Faculty of Economics at the Universidad Nacional de Educaci a Distancia (National Distance Education University, UNED) in Spain during the first two academic years it was available (2011/12 and 2012/13). This period offered two distinct scenarios, with a total of 1,450 students participating the first year and 1,809 in the second, due to the use of two online continuous assessment tests with different scoring systems. The goal was to analyze the influence of each of the continuous assessment systems used on student participation in both the continuous assessment test itself and the final exam, as well as on the grades earned on these tests, and students overall performance in the course. As a result of this research, conclusions were reached regarding the educational nature of these tests and their suitability as a true tool for monitoring and assessment at a distance university.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

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