scholarly journals Higher Education Course Content: Paper-Based Online or Hybrid Course Delivery?

10.28945/2794 ◽  
2004 ◽  
Author(s):  
Glen Van Der Vyver ◽  
Michael Lane
Keyword(s):  
Distance Learning ◽  
Graduate Students ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Hybrid Models ◽  
Course Delivery ◽  
Education Programs ◽  
Hybrid Course ◽  
Course Content ◽  
Electronic Delivery

The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university.

scholarly journals Graduate Students as Independent Instructors: Seven Things to Know about Teaching Your Own Course while in Graduate School

2010 ◽  
Vol 43 (03) ◽  
pp. 557-560 ◽  
Author(s):  
Edward M. Burmila
Keyword(s):  
Graduate Students ◽  
Novice Teachers ◽  
Student Perceptions ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Graduate School ◽  
Teaching Assistants ◽  
Undergraduate Instruction ◽  
Graduate Instructors

AbstractDespite being responsible for a large percentage of undergraduate instruction, graduate students often receive little preparation for their first solo teaching assignments (J. D. Nyquist et al.,Change31 (3): 18, 1999). Furthermore, the existing literature on pedagogy fails to address the unique challenges faced by graduate students who are asked to serve as course instructors rather than teaching assistants. This article presents seven pieces of advice intended to better prepare the predoctoral graduate student to assume the role of the professor before assuming the title. By understanding the attitudes of undergraduate students toward graduate instructors, preparing in advance to handle the mistakes that novice teachers often make, and recognizing the correlation between outward confidence and student perceptions of instructor quality, graduate students can derive the most benefit from a stressful and time-consuming assignment. Most important, graduate instructors can learn to effectively manage the time spent on teaching duties to ensure that other responsibilities such as coursework, qualifying exams, and dissertation research do not suffer.

scholarly journals The influence of academic level and course delivery mode on the use of motivational regulation strategies and learning engagement

2020 ◽  
Vol 36 (3) ◽  
pp. 89-103
Author(s):  
Heoncheol Yun ◽  
Sanghoon Park ◽  
Dongho Kim ◽  
Eulho Jung ◽  
Meehyun Yoon
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Course Delivery ◽  
Delivery Mode ◽  
Delivery Modes ◽  
Academic Level ◽  
Motivational Support ◽  
Motivational Regulation ◽  
Regulation Strategies ◽  
Regulation Model

Motivational regulation strategies have been used as active forms of promoting motivation in online and classroom learning. Based on the motivational regulation model combining both contextual and individual factors, this study examined how students’ academic levels (undergraduate vs. graduate) and the type of course delivery mode (online vs. traditional face-to-face) influence their uses of eight motivational regulation strategies and three types of engagement. A total of 190 students consisting of 95 undergraduate students and 95 graduate students participated in this study. The results of two-way multivariate analysis of variance show that students use different sets of motivational regulation strategies depending upon their academic levels and course delivery modes. Also, graduate students showed significantly higher engagement in all three types than undergraduate students did. The findings provide practical implications for designing a customised motivational support system with specific sets of motivational regulation strategies for students in different academic levels and course delivery modes.

scholarly journals Asynchronizing with the Framework: Reflections on the process of creating an asynchronous library assignment for a first-year writing class

2020 ◽  
Vol 81 (11) ◽  
pp. 530
Author(s):  
B. Grantham Aldred
Keyword(s):  
Online Instruction ◽  
Course Delivery ◽  
First Year ◽  
Library Instruction ◽  
First Year Writing ◽  
University Of Illinois ◽  
Hybrid Course ◽  
Course Content ◽  
Writing Class ◽  
The University

As many of yours surely have, my institution, the University of Illinois-Chicago (UIC), moved at great speed to adapt to the need for online instruction this fall. This has proved a challenge for library instruction, to put it mildly. Our library instruction has almost exclusively been in-person, on-site, and live, and the switch to online and hybrid course delivery has made all of those aspects difficult, especially when it comes to courses offered asynchronously, where students engage with course content at different points in time within a given timeframe.

scholarly journals Using a personal response system as an in-class assessment tool in the teaching of basic college chemistry

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Tzy-Ling Chen ◽  
Yu-Li Lan
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Large Classes ◽  
Course Content ◽  
College Chemistry ◽  
Effective Use ◽  
Actual Learning

<p>Since the introduction of personal response systems (PRS) (also referred to as "clickers") nearly a decade ago, their use has been extensively adopted on college campuses, and they are particularly popular with lecturers of large classes. Available evidence supports that PRS offers a promising avenue for future developments in pedagogy, although findings on the advantages of its effective use related to improving or enhancing student learning remain inconclusive. This study examines the degree to which students perceive that using PRS in class as an assessment tool effects their understanding of course content, engagement in classroom learning, and test preparation. Multiple, student-performance evaluation data was used to explore correlations between student perceptions of PRS and their actual learning outcomes. This paper presents the learning experiences of 151 undergraduate students taking basic chemistry classes and incorporating PRS as an in-class assessment tool at the National Chung Hsing University in Taiwan. While the research revealed positive student perceived benefits and effectiveness of PRS use, it also indicated the need for further studies to discover what specific contribution PRS can make to certain learning outcomes of a large chemistry class in higher education.</p><br />

Influence of Distance Learning Format on the Motivation of Undergraduate Students

2020 ◽  
pp. 65-69
Author(s):  
A. S. Terekhin
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Undergraduate Students ◽  
Student Motivation ◽  
Negative Influence ◽  
Scientific Discourse ◽  
Education Programs ◽  
Characteristic Features ◽  
Further Development

The article examines the features of the influence of the distance learning format on the motivation of undergraduate students to study in higher education programs. The analysis of scientific discourse on the topic of student motivation is carried out. The studies of distance education have been analyzed. An empirical study aimed at identifying changes in the motivation of students and the characteristic features of these changes has been carried out. The negative influence of distance education on the motivation of students to study has been revealed. A forecast of the further development of distance education and its role in the development of the institution of higher education in general has been made.

scholarly journals “When I saw my peers annotating:” Student perceptions of social annotation for learning in multiple courses

2020 ◽  
Author(s):  
Jeremiah (Remi) Kalir ◽  
Esteban Morales ◽  
Alice Fleerackers ◽  
Juan Pablo Alperin
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Student Perception ◽  
Perceived Value ◽  
Learning Technology ◽  
Digital Resources ◽  
Course Content ◽  
Social Annotation ◽  
Upper Level

Purpose: Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction, and knowledge production. This case study examines the perceived value of SA in multiple undergraduate courses.Design/methodology/approach: Fifty-nine students in three upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community.Findings: A majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged, and how widely SA was used during course activities. While findings about the perceived value of SA as contributing to course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas, and engagement with diverse perspectives.Research limitations/implications: Studies about the relationships among SA, learning, and student perception should continue to engage learners from multiple courses and multiple disciplines, with indicators of perception measured using reliable instrumentation.Practical implications: Researchers and faculty should carefully consider how the technical, instructional, and social aspects of SA may be used to enable course-specific, personal, and peer-supported learning.Originality/value: This study found greater variance in how undergraduate students perceived SA as contributing to course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students.

scholarly journals Effectiveness of a Hybrid Classroom in the Delivery of Medical Terminology Course Content Relative to a Traditional Classroom Format

2015 ◽  
Vol 15 (5) ◽  
pp. 72-81
Author(s):  
Jeffrey S Martin ◽  
Joan E Kreiger ◽  
Amy L Apicerno
Keyword(s):  
Student Satisfaction ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Course Design ◽  
Course Delivery ◽  
Medical Terminology ◽  
Hybrid Courses ◽  
Hybrid Course ◽  
Course Content ◽  
Hybrid Course Design

Hybrid courses are emerging as a viable option for content delivery across college campuses. In an attempt to maximize learning outcomes while leveraging resources, one institution used several sections of a Medical Terminology course as a pilot. Traditional and hybrid course delivery were compared utilizing a quantitative research method to evaluate the effectiveness of a hybrid course design in meeting and/or exceeding course objectives, as determined by student satisfaction and perceptions. Both hybrid and traditional class groups agreed that Medical Terminology has potential to be delivered in a hybrid format, but the hybrid group’s agreement was significant stronger (+0.38 points on 5-point scale, P=0.008). Key words: hybrid course, flipped classroom, SOTL, STEM

Aboriginal and Islander Tertiary Students as Creators of Culture

1987 ◽  
Vol 15 (5) ◽  
pp. 34-44
Author(s):  
Helen McDonald
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Action Program ◽  
Education Programs ◽  
James Cook ◽  
Similar Program ◽  
The University

James Cook University of North Queensland currently offers an affirmative action program enabling Aboriginal and Islander people to enter teacher education programs. This program - the Aboriginal and Islander Teacher Education Program (AITEP) - began in 1977 at Townsville College of Advanced Education, now amalgamated with the university. In July 1987, there were about 130 undergraduate students enrolled in teacher education programs, having entered the university through AITEP. A similar program in community welfare now operates with over 20 students enrolled. Currently there are possibly around seven Aboriginal or Islander undergraduates who gained direct entry to university and four graduate students, including three who began their undergraduate studies through AITEP.

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