scholarly journals Organizing the Organizational Communication Course: Content and Pedagogical Recommendations

2019 ◽  
Vol 2 ◽  
pp. 7-11
Author(s):  
Sarah Riforgiate ◽  
Ali Gattoni ◽  
Erika Kirby
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Organizational Communication ◽  
Organizational Context ◽  
Communication Theory ◽  
Content Areas ◽  
Communication Course ◽  
Classroom Strategies ◽  
Course Content ◽  
Communication Pedagogy

Organizational communication extends beyond communication that takes place in an organizational context to the ways communication is used to organize and facilitate activity. This article is designed to enhance organizational communication pedagogy practices by highlighting foundational concepts and content areas that should be included in undergraduate organizational communication courses. Additionally, four active learning assignments, including case studies, applied organizational communication theory papers, organizational audits, and media assignments, are described to enhance student engagement with class material and to assess student learning. Finally, the article includes common issues to help educators anticipate concerns and plan effective classroom strategies.

scholarly journals Game-Based Learning in Pharmacy Education

Pharmacy ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 11
Author(s):  
Julie H. Oestreich ◽  
Jason W. Guy
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Outcomes ◽  
Content Knowledge ◽  
Student Learning Outcomes ◽  
Pharmacy Education ◽  
Game Based Learning ◽  
Content Areas ◽  
Use Of Technology ◽  
Game Elements

Game-based learning (GBL) involves adding game elements to non-game activities to encourage engagement. Pharmacy curricula are required to incorporate active learning to meet accreditation standards. The literature supports that well-designed GBL holds the attention of students and improves knowledge in some instances. Furthermore, these adaptable experiences can be leveraged for a variety of content areas in pharmacy education. Some activities utilized by educators require large amounts of technological expertise, while others involve minimal use of technology. The incorporation of technology can create highly immersive experiences for learners; however, there are barriers (e.g., financial and technology prowess) to implementation compared to simpler designs. One area of GBL that is not well defined in the literature is how to adequately assess student learning outcomes. Most current studies describe subjective attitudes and confidence or assess content knowledge through objective pre- and post-tests. In the future, more defined and connected methods for assessment—such as active demonstrations within the game—will be needed to better incorporate GBL into pharmacy curricula. Based on the collective evidence in the literature, some GBL activities may serve as useful tools to improve pharmacy student engagement and learning.

Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

2017 ◽  
Vol 18 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Alison S Burke ◽  
Brian Fedorek
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Environment ◽  
Knowledge Building ◽  
Course Content ◽  
Face To Face ◽  
Class Time ◽  
Online Lectures ◽  
Inverted Classrooms ◽  
Flipped Classrooms

“Flipped” or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students’ time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The purpose of this study is to compare self-reported student engagement in three separate course modalities: traditional face-to-face lecture class, flipped class, and an online class. It is hypothesized that the flipped class will report higher levels of student engagement because of the nature of the active learning environment.

scholarly journals Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness

2019 ◽  
Vol 9 (4) ◽  
pp. 63
Author(s):  
Laurie O Campbell ◽  
Samantha Heller ◽  
Ronald F DeMara
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Learning Approach ◽  
Course Content ◽  
Exam Preparation ◽  
Innovative Method ◽  
Extra Credit

In this case study, an active learning approach to exam preparation in engineering was investigated. The Learner Video Thumbnailing (LVT) strategy incorporated video blogs (vlogs) to reinforce course content. In this innovative method, students voluntarily choose one of two roles as either the role of a spectator (watching the vlogs) n=69 or the role of a vlogger (creating the vlogs) n=8 to earn extra credit on a formative exam. Data collected in this study included the vlogs, scores on the achievement questions, and a post-interview of the vloggers. Differences in video development by gender were identified. The use of the LVT approach promoted improved achievement and student engagement.

scholarly journals A comparison of three interactive examination designs in active learning classrooms for nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Linda Ahlstrom ◽  
Christopher Holmberg
Keyword(s):  
Nursing Education ◽  
Mixed Methods ◽  
Nursing Students ◽  
Active Learning ◽  
Online Education ◽  
Learning Strategies ◽  
Free Text ◽  
Course Content ◽  
Undergraduate Nursing ◽  
Chi Squared

Abstract Background Despite the advantages of using active learning strategies in nursing education, researchers have rarely investigated how such pedagogic approaches can be used to assess students or how interactive examinations can be modified depending on circumstances of practice (e.g., in online education). Aims The aim was to compare three interactive examination designs, all based on active learning pedagogy, in terms of nursing students’ engagement and preparedness, their learning achievement, and instructional aspects. Methods A comparative research design was used including final-year undergraduate nursing students. All students were enrolled in a quality improvement course at a metropolitan university in Sweden. In this comparative study to evaluate three course layouts, participants (Cohort 1, n = 89; Cohort 2, n = 97; Cohort 3, n = 60) completed different examinations assessing the same course content and learning objectives, after which they evaluated the examinations on a questionnaire in numerical and free-text responses. Chi-squared tests were conducted to compare background variables between the cohorts and Kruskal–Wallis H tests to assess numerical differences in experiences between cohorts. Following the guidelines of the Good Reporting of a Mixed Methods Study (GRAMMS), a sequential mixed-methods analysis was performed on the quantitative findings, and the qualitative findings were used complementary to support the interpretation of the quantitative results. Results The 246 students who completed the questionnaire generally appreciated the interactive examination in active learning classrooms. Among significant differences in the results, Cohort 2 (e.g., conducted the examination on campus) scored highest for overall positive experience and engagement, whereas Cohort 3 (e.g., conducted the examination online) scored the lowest. Students in Cohort 3 generally commended the online examination’s chat function available for use during the examination. Conclusions Interactive examinations for nursing students succeed when they are campus-based, focus on student preparation, and provide the necessary time to be completed.

Multimedia as a Teaching Tool in Business Communication Course Delivery

1997 ◽  
Vol 60 (2) ◽  
pp. 51-66 ◽  
Author(s):  
David Liu ◽  
Linda Beamer
Keyword(s):  
Software Design ◽  
Business Communication ◽  
Course Delivery ◽  
Teaching Tool ◽  
Multimedia Software ◽  
Communication Course ◽  
Course Content ◽  
Communication Program ◽  
Design Program ◽  
Time Required

The two authors created a multimedia intercultural business communication program. Multimedia is an effective instructional tool because of its ability to capture the attention of the learner and offer interactivity so the learner con trols the learning process. An appeal is made to the learner's imagination. Two constraints are the computer requirements to operate it and the length of time required to learn a multimedia software design program. The course content is described and the seven steps in developing the multimedia hypertext are detailed. The authors recommend the process with advice about what charac teristics the authors of multimedia programs need to develop.

scholarly journals In Defense of the Populist Lecture

2010 ◽  
Vol 43 (04) ◽  
pp. 759-765 ◽  
Author(s):  
Mark Lawrence Schrad
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Full Advantage ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Lecture Hall ◽  
Large Lecture ◽  
Information And Communication ◽  
Visual Variety

AbstractInformation and communication technology (ICT) programs like Microsoft PowerPoint and Apple Keynote have become the norm for large university lecture classes, but their record in terms of student engagement and active learning is mixed at best. Here, the author presents the merits of a “populist” lecture style that takes full advantage of the variety of features available from the latest generation of ICT programs. Based on visual variety, audio and visual sound bites, and the incorporation of humor and pop-cultural references, this populist approach not only facilitates greater student attention and engagement with the class materials, but also offers unmatched opportunities for extending student learning beyond the confines of the large lecture hall.

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals A Study of Anecdotal Student Response to Virtual Art Museums in Online History Courses

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Adam Attwood
Keyword(s):  
United States ◽  
Community College ◽  
Student Engagement ◽  
Online Discussion ◽  
Art Museum ◽  
Art Museums ◽  
Student Response ◽  
Online Instructors ◽  
Course Content

This anecdotal pilot case study of practice addresses the question: How can technology be used to make online history courses more engaging with museums? Findings from this case study suggest that virtual art museums via the Google Cultural Institute (now Google Arts & Culture) were an effective way to encourage students to do more than the minimum required for the online forum response assignment in a survey (100-level) history course at a community college in the northwest United States. The instructor designed an assignment that was posted in the learning management system as a PDF. Implications for practice are that online instructors of history, as well as online instructors of humanities, can assign virtual art museum visits with an online discussion component to encourage student engagement centered on course content.

Sign in / Sign up

Export Citation Format

Share Document