scholarly journals Student Perceptions of Accelerated Course Delivery Format for Teacher Preparation Coursework

2018 ◽  
Vol 59 (3) ◽  
pp. 58-74 ◽  
Author(s):  
Blake Colclasure ◽  
Sarah LaRose ◽  
Anna Warner ◽  
Taylor Ruth ◽  
J. C. Bunch ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Student Perceptions ◽  
Course Delivery ◽  
Delivery Format ◽  
Course Delivery Format

The Experience of Participating in an 8-Week Mindfulness Based Stress Reduction plus Sleep Retraining Course among Women Living with Multiple Sclerosis

2020 ◽  
pp. 105477382095812
Author(s):  
Loralee Sessanna ◽  
Patricia Nisbet ◽  
Nouf Alanazi ◽  
Deborah Lorissaint ◽  
Samantha L. Auerbach ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Stress Reduction ◽  
Daily Basis ◽  
Course Delivery ◽  
Online Course ◽  
Adult Women ◽  
Analysis Method ◽  
Delivery Format ◽  
Qualitative Descriptive ◽  
Course Delivery Format

Adult women with multiple sclerosis (MS) can benefit from innovative mindfulness-based interventions designed and structured with understanding and consideration of the multifaceted challenges these women face on a daily basis. The purpose of this qualitative descriptive study was to explore the experience of participating in an online or traditional onsite 8-week, once a week, Mind Body Stress Reduction combined with Sleep Retraining course among women living with MS to establish online course acceptability. Braun and Clarke’s Reflexive Thematic Analysis method was used to analyze focus group interview data. Time and length for both courses was found acceptable, camaraderie and interconnectedness were essential, having choice regarding course delivery format was important, and being provided with organized learning materials at the course start in a binder or packet was considered imperative. Acceptability was established for both the online and onsite formats.

scholarly journals Course Delivery Format and Exam Performance Stratified by Question Difficulty

2019 ◽  
Vol 33 (S1) ◽  
Author(s):  
Jennifer Rogers ◽  
Anna M Smith ◽  
Yeajin Ham ◽  
Jae‐eun M Russell
Keyword(s):  
Course Delivery ◽  
Exam Performance ◽  
Delivery Format ◽  
Question Difficulty ◽  
Course Delivery Format

scholarly journals Statistical Literacy as a Function of Online Versus Hybrid Course Delivery Format for an Introductory Graduate Statistics Course

2017 ◽  
Vol 25 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Debbie L. Hahs-Vaughn ◽  
Hannah Acquaye ◽  
Matthew D. Griffith ◽  
Hang Jo ◽  
Ken Matthews ◽  
...  
Keyword(s):  
Course Delivery ◽  
Statistical Literacy ◽  
Hybrid Course ◽  
Statistics Course ◽  
Delivery Format ◽  
Course Delivery Format

scholarly journals Proposing an Expanded Measure for Comparing Online/Hybrid to Face-to-face Courses

2018 ◽  
Vol 2 (2) ◽  
pp. 1 ◽  
Author(s):  
Gary Blau ◽  
Sherry Jarrell ◽  
Anthony Seeton ◽  
Tim Young ◽  
Kelly Grace ◽  
...  
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Course Delivery ◽  
Hybrid Courses ◽  
Relevant Item ◽  
Face To Face ◽  
Three Samples ◽  
Delivery Format ◽  
Business Undergraduates ◽  
Course Delivery Format

Online education continues to increase. With increased online offerings, it is important to evaluate the integrity or equivalence of online/hybrid courses relative to face-to-face (F2F) courses. This study used three separate samples of business undergraduates taking both online/hybrid and F2F courses in the same semester (i.e., mixed course delivery format), across summer, fall and spring semesters. Eight items were used to assess students’ perceived favorability of online courses (PFoOC) compared to F2F courses. Across all three samples, two related but distinct sources for course comparison consistently emerged, instructor-related and peer related. An eight-item measure represents a necessary improvement over a previously developed four-item PFoOC measure, because it allows for additional relevant item comparisons between online/hybrid versus F2F courses. It is hoped that this measure can be used to further research evaluating online education. 

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 A structured method for innovating in entrepreneurship pedagogies

2018 ◽  
Vol 60 (7/8) ◽  
pp. 819-840 ◽  
Author(s):  
Peter Balan ◽  
Alex Maritz ◽  
Matthew McKinlay
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Continuous Process ◽  
Entrepreneurship Education ◽  
Practical Method ◽  
Research Strategy ◽  
Course Delivery ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
Rich Data

PurposeThe purpose of this paper is to describe a dynamic and continuous process for evaluating entrepreneurship pedagogies to implement continuous improvement of entrepreneurship education in order to achieve increased student engagement in face-to-face classes. Pedagogy is argued to be a significant contributor to entrepreneurship education programmes, consisting of dynamic activities and initiatives within the scope of defined entrepreneurship education ecosystems.Design/methodology/approachA “minute paper” was used as a quick and convenient method to obtain qualitative data on student perceptions of different pedagogies. The research adopted an action-research strategy where data were analysed using concept mapping to identify key themes that the educator can use to further develop or modify the pedagogy during course delivery.FindingsThe research identified student perceptions of the nature of engagement with pedagogies, and of possible improvements that were used by the educator to increase student engagement during course delivery. Different pedagogies were found to have varying outcomes on students’ engagement with entrepreneurship learning, and as such, contextual and spatial factors have to be taken into account when implementing new and/or adjusted pedagogies.Research limitations/implicationsRepeated application of the research method to different pedagogies was carried out in several deliveries of an undergraduate entrepreneurship foundation course in one university. As such, further research requires testing in various institutional and delivery contexts as well as comparisons of learning and other outcomes including entrepreneurial intentions between classes where particular pedagogies may or may not be used.Practical implicationsThe approach described is relatively straightforward to implement, with marginal resource and time. It provides rich data that gives insights into student perceptions of engagement with an individual pedagogy that the educator can use to modify to modify in order to increase student engagement.Originality/valueThe paper describes a practical method for educators to evaluate and develop optimal pedagogies for a particular class or group of students. This method can be applied to small as well as large class sizes, and data analysis can be carried out in real time to make improvements during course delivery. Although this method is described in the context of entrepreneurship education, it can be applied to other fields of instruction.

Peer Mentoring in a University Music Methods Class

2017 ◽  
Vol 27 (2) ◽  
pp. 23-38 ◽  
Author(s):  
Andrew Goodrich ◽  
Elizabeth Bucura ◽  
Sandra Stauffer
Keyword(s):  
Teacher Preparation ◽  
Student Perceptions ◽  
Peer Mentoring ◽  
Music Teacher ◽  
Teaching Experiences ◽  
Teaching Knowledge ◽  
Comfort Levels ◽  
Music Methods ◽  
Music Teacher Preparation ◽  
The Impact

The purpose of this study was to investigate undergraduates’ perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the peer mentoring experiences? How do the students benefit, if at all, from peer mentoring experiences? Students participated in four planned peer mentoring experiences; an unanticipated, informal mode of peer mentoring emerged during large-group teaching experiences. Analysis revealed that student perceptions of and comfort levels with peer mentoring varied as their roles as teacher or learner changed. Findings suggest that students use prior music and teaching knowledge when engaged in peer mentoring and their enactment of teaching roles varied depending on the structure of peer mentoring episodes. Benefits to students included increased awareness of themselves as teachers and enhanced comfort with providing and receiving critique.

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