scholarly journals Manikin-based simulation: online orientation and student anxiety

2016 ◽  
Vol 30 (2) ◽  
pp. 94-98 ◽  
Author(s):  
Dominic A. Giuliano ◽  
Marion McGregor ◽  
Loretta Howard ◽  
Rebecca Taylor ◽  
Rachel Statz ◽  
...  
Keyword(s):  
Student Orientation ◽  
Online Orientation ◽  
Online Module ◽  
Learning Content ◽  
Significant Difference ◽  
Orientation Method ◽  
Online Format ◽  
Introductory Phase ◽  
Online Group ◽  
Person Orientation

Objective: This study examined changes in anxiety associated with different modes of student orientation to a manikin-based simulation lab. It was purposed that the addition of an online orientation prior to the actual lab would save time for more learning content during the session. Methods: Anxiety scores were gathered from groups of interns, using a visual analog scale. Some students experienced a 30-minute in-person orientation while others completed an online module. One-way analysis of variance and the Kruskal-Wallis test were used for analysis. Results: Mean anxiety scores were not statistically different (χ2 = 2.51, p = .29) between the group that received a 30-minute in-person orientation and the online group. At the end of the entire introductory phase, there was a significant difference between year cohorts (F = 9.61, p < .001), indicating overall higher anxiety for one of the years receiving in-person orientation. However, when looking at the remaining in-person orientation year vs the online module year, there was no significant difference seen (p = .56). Conclusions: Successful transition, resulting in substantial gain to learning time, was observed by changing an in-person orientation to an online format. Anxiety levels were noted to fluctuate significantly from year to year regardless of orientation method.

Case Study

2018 ◽  
pp. 45-68
Author(s):  
Sophia Palahicky ◽  
Adrianna Andrews-Brown
Keyword(s):  
Online Instruction ◽  
Online Courses ◽  
Orientation Programs ◽  
Design Development ◽  
Student Orientation ◽  
Online Programs ◽  
Online Orientation ◽  
Instructor Presence ◽  
New Students

Student orientation programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, & McKenry, 2000). Furthermore, these programs can help students develop the basic technical skills they will need to be active learners. According to Dixson (2010), research into effective online instruction supports the argument that “online instruction can be as effective as traditional instruction, [and] to do so, online courses need cooperative/collaborative (active) learning, and strong instructor presence.” Likewise, online orientation programs for new students must provide opportunities for active engagement and strong facilitator presence to be effective. This chapter presents a case study that describes the design, development, implementation, and evaluation of the online orientation modules for new students at a Canadian postsecondary institution that offers primarily blended and online programs.

scholarly journals Comparing Conventional, Hybrid, and Distance Learning Courses in Horticulture

2016 ◽  
Vol 26 (5) ◽  
pp. 677-682
Author(s):  
William J. Sciarappa ◽  
Vivian Quinn ◽  
Daniel L. Ward
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Student Evaluation ◽  
Online Version ◽  
Conventional Instruction ◽  
Course Content ◽  
Conventional Curriculum ◽  
Significant Difference ◽  
Hybrid Format ◽  
Online Format

In a conventional sophomore level course entitled “Organic Farming and Gardening,” 114 undergraduate students registered from years 2007 to 2009. Due to high demand and insufficient classroom space, this conventional curriculum was reformatted with identical course content into both a hybrid and a fully online version in which 361 students registered from years 2010 to 2012 and 336 students from 2013 to 2015. In comparing conventional instruction with hybrid and fully online versions over a 9-year period, few significant differences were found in final grades involving 811 students. Final class grade averages of these three learning systems ranged from 85.5% to 89.6% over their first 3-year spans. Over their 6-year span, the conventional class average of 89.6% was higher compared with 88.3% for the hybrid format and 86.8% for the online format. Student evaluation surveys assessed faculty performance with eight evaluative questions on a 1 to 5 scale from years 2012 to 2014. No significant difference existed between teaching in person vs. remotely, averaging 4.35 for the hybrid and 4.17 for the online. An additional eight questions measured educational methodology, technology, student confidence, and class satisfaction. There were no significant differences in comparing the combined averages of 4.12 for the hybrid format and 4.00 for the online version. Student responses indicated a significant preference overall for hybrid and online course formats compared with conventional methods. Registration numbers indicated an overwhelming choice for online education with an average class enrollment of 91.0 students compared with 38.0 students for conventional classes and 25.2 students for the hybrid format.

scholarly journals New Student Orientation in Online Education

2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Sara Connolly
Keyword(s):  
Online Education ◽  
Degree Programs ◽  
Orientation Programs ◽  
Online Environment ◽  
Student Orientation ◽  
Online Orientation ◽  
New Student Orientation ◽  
Cas Standards ◽  
Online Schools ◽  
New Student

This study utilized the standards put forth by the Council for the Advancement of Standards in Higher Education (CAS) to assess orientation in online education. Two surveys were used to examine the oldest and largest online degree programs, as well as all-online schools. Descriptive statistics were employed to compare online orientation practices to the CAS Standards. Results suggest that online orientation programs are meeting the standards in some areas and missing them in others. The demographics and needs of online students must be closely examined in order to define engagement in the online environment.

scholarly journals The effectiveness of online metacognitive versus face-to-face counseling on anxiety and metaworry in women with a history of spontaneous miscarriage: A Randomized clinical trial

2020 ◽  
Author(s):  
Mina Ghiasi shaham Abadi ◽  
Tahmineh Farajkhoda ◽  
Hassan Zareei Mahmoodabadi
Keyword(s):  
Clinical Trial ◽  
Randomized Clinical Trial ◽  
Secondary Outcome ◽  
Base Line ◽  
Satisfaction Scale ◽  
Face To Face ◽  
Group I ◽  
Significant Difference ◽  
History Of ◽  
Online Group

Abstract BackgroundOnline and face-to-face counseling interventions can be performed on women with a history of miscarriage, which causes their anxiety and metaworry.The aim of this study was to compare effectiveness of metacognitive counseling methods, online and face-to-face, on anxiety and metaworry of women with miscarriage.MethodsIn this parallel randomized clinical trial, 40 women with a history of miscarriage, anxiety and metaworry were randomly assigned to two groups (n = 20/each): group I receiving metacognitive counseling via online network and software, and group II (control) receiving face-to-face metacognitive counseling with same content and time, 90-minute sessions. Data were collected demographic form, Beck Anxiety Inventory, Wellz metaworry questionnaire and satisfaction scale. Primary outcomes included changes in the scores of anxiety, metaworry were measured in both groups in three times including at the base line, and at the end of week eight and twelve of the intervention initiation. Satisfaction with counseling method was assessed as secondary outcome at the end of week eight and twelve of the intervention beginning in both groups.ResultsIn both groups, mean score of anxiety in 12th week was significantly different from before the intervention; difference was more significant in online group (p = 0.04). In both groups, the mean score of metaworry in 12th week had a statistically significant difference compared to the beginning of the study, and the decrease was again more significant in the online group (p = 0.03). Satisfaction with the counseling method had statistically significant difference between the two groups in week eight and twelve (respectively p ≈ 0.00).ConclusionsMetacognitive counseling both online and face-to-face improves anxiety and metaworry in women with miscarriage. Online counseling was more effective, satisfying, and longer compared with face-to-face counseling method, especially in corona virus19 outbreak.Trial registration: ISRCTN, IRCT20181120041707N1, Prospectively registered, Registered 23 May 2019, https://en.irct.ir/trial/35643/ IRCT20181120041707N1

scholarly journals PCC Cascade START Lab

2019 ◽  
Vol 19 (2) ◽  
Author(s):  
Roberto B. Suarez
Keyword(s):  
Community College ◽  
Future Development ◽  
Pilot Program ◽  
Student Orientation ◽  
New Model ◽  
Online Orientation ◽  
Future Assessment ◽  
New Students ◽  
Student Training ◽  
Initial Impressions

In Summer 2009, a new model for student orientation was proposed and deployed as a pilot program at the Cascade Camus of Portland Community College. Traditional orientation models such as in-person sessions and online presentations had nto be fully effective in meeting the needs of new students coming to Cascade. The Student Training, Advising, Registration, and Troubleshooting (START) Lab sought to reconcile these problems by merging the best aspects of the in-person and online orientation models in order to provide a more comprehensive and flexible orientation experience. This article describes the START Lab pilot program and presents evidence from literature and research to support the model. Current and future assessment protocols are discussed and initial impressions of the pilot program shared. Lastly, suggestions for future development are considered.

scholarly journals PERBEDAAN PEMAHAMAN BELAJAR ANAK USIA PRASEKOLAH DAN USIA SEKOLAH

2014 ◽  
Vol 9 (1) ◽  
pp. 10-20
Author(s):  
Della Raymena Jovanka
Keyword(s):  
Theory Of Mind ◽  
Learning Process ◽  
Secondary Data ◽  
School Aged Children ◽  
Learning Content ◽  
Language Analysis ◽  
Significant Difference ◽  
Spontaneous Expression

This research measured the understanding of learning based on the theory of mind in the groups of pre-school aged and school aged children in two studies. Study 1 measured the spontaneous expression of 8 children from the two groups using the categories of resource, process, and learning content and intention, desire, and attention through secondary data in the language analysis CHILDES. The research conducted in March 2011 through May 2012 discovered at “tempat kursus membaca & menulis GAFA Tebet and SDN Gunung 05 (Mexico) South of Jakarta, the spontaneous expression about intention decreased. The expression of attention did not change. The second study measured the responds of 130 children to the story containing intention, desire, and attention. The result was a significant difference in the understanding of learning process based on the theory of mind in both groups. The pre-school aged children understood learning process and intention, while the school aged children understood learning process based on desire.

THE EFFECTIVENESS OF IMPLEMENTING INQUIRY ACTIVITIES INTO THE TEACHING PROCESS IN THE PHASE OF REVISING AND DEEPENING THE LEARNING CONTENT

2019 ◽  
Author(s):  
Ivana Sotáková ◽  
◽  
Mária Ganajová ◽  
Mária Babinčáková ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Control Group ◽  
Traditional Teaching ◽  
School Students ◽  
Teaching Process ◽  
Learning Content ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
Level Of Knowledge ◽  
Teaching Learning

The aim of research was to verify the effectiveness of implementing the inquiry-based teaching (IBT) into the teaching process of chemistry in secondary school in the phase of revising and deepening the previous-year learning content. The results of the research confirmed a significant difference on the level of knowledge and skills between the experimental group students (N=143) where the IBT was implemented and the control group students (N=149) where traditional teaching methods were implied. Keywords: changes in chemical reactions, inquiry-based teaching, learning content, secondary school students.

Engaging Students in a Research Methods Writing Lab Online

2020 ◽  
Vol 48 (1) ◽  
pp. 18-25
Author(s):  
Lindsay Rice ◽  
Jessica L. Alquist ◽  
Michael Penuliar ◽  
Francesco V. Donato ◽  
Mindi M. Price
Keyword(s):  
Research Methods ◽  
American Psychological Association ◽  
Online Research ◽  
Student Knowledge ◽  
American Psychological ◽  
Face To Face ◽  
Learning Content ◽  
Term Papers ◽  
Online Format

Courses including lab- or experiential-based learning may shy away from an online lab format. Using an empirically driven approach, an online research methods in psychology lab section was developed and compared to a face-to-face lab section. Results indicated that there were no differences in student knowledge regarding the American Psychological Association style and in the quality of the term papers (as evaluated by independent coders). Although students did not know whether they would be in a face-to-face or online lab when they enrolled, at the end of the semester, students expressed a preference for the style of lab in which they were enrolled. Recommendations for presenting labs or experiential learning content in an online format are discussed.

Troubleshooting to Learn via Scaffolds: Effect on Students’ Ability and Cognitive Load in a Robotics Course

2020 ◽  
pp. 073563312095187
Author(s):  
Baichang Zhong ◽  
Qiuju Si
Keyword(s):  
Cognitive Load ◽  
Lower Order ◽  
Higher Order ◽  
Process Information ◽  
Reversal Effect ◽  
Learning Content ◽  
Significant Difference ◽  
New Finding ◽  
Set Up ◽  
Problem Solving Process

Studies have indicated the importance of scaffolding in the problem-solving process, as well as the potential of integrating learning content into the troubleshooting tasks. However, few have explored in depth the learning process during troubleshooting via scaffolds while also taking students' cognitive load into account. To address this issue, four kinds of scaffolds (with/without process information plus with/without solution) were set up during three learning phases (Introductory, Mastery, Applicable) in a robotics course. A total of 171 seventh graders participated in the course and learned by troubleshooting with different scaffolds. An experiment with 4 × 3 mixed design was employed to evaluate students' troubleshooting performance (higher-order ability), cognitive load and programming skill (lower-order ability). Across the three learning phases, the scaffold with process information while without solution, was always more effective for students’ higher-order ability compared to the other scaffolds. However, there was no significant difference in the low-order ability among the four scaffolds in the Applicable Phase. Results confirmed that the expertise-reversal effect of learning scaffold would appear in the students’ lower-order ability cultivation, but not the higher-order ability. This is a new finding for deeper insights into learning scaffolds with process information.

scholarly journals To frame or not to frame: creating a metaliteracy course for online Ed.D. students

2020 ◽  
Vol 37 (3) ◽  
pp. 7-13
Author(s):  
Melissa D. Atkinson
Keyword(s):  
Information Literacy ◽  
Design Methodology ◽  
Library Instruction ◽  
Content Type ◽  
Significant Difference ◽  
Video Tutorials ◽  
Literacy Knowledge ◽  
Quasi Experimental ◽  
Online Format ◽  
Goals And Objectives

Purpose The purpose of this study is to create a course in a learning management system (LMS), Canvas, for online Ed.D. students and determine if the course can improve scores measuring metaliteracy concepts from pretest to posttest. The course assessed knowledge of metaliteracy goals and objectives instead of using the ACRL Framework. This paper reports on the creation of the course, results of the pretest-posttest, a mapping of metaliteracy goals and objectives with the ACRL Framework and recommendations for including metacognitive practices in library instruction. Design/methodology/approach The researcher used a quantitative, quasi-experimental, exploratory design and developed a metaliteracy course in the Canvas LMS using a pretest-posttest design, creating video tutorials as the treatment for each module (five total) using Adobe Spark. Findings According to a t-test run in SPSS, there was a significant difference between the metaliteracy pretest and metaliteracy posttest. Using metaliteracy goals and objectives as a method for assessing information literacy knowledge can be useful. Using the ACRL Framework along with metaliteracy goals and objectives can be effective for presenting and assessing information literacy knowledge and skills. Research limitations/implications One limitation of this study was the use of one population of online Ed.D. students at one institution. One implication of this study is the need for metaliteracy goals and objectives to be used in connection with the ACRL Framework. Originality/value This research adds to the limited knowledge of how metaliteracy goals and objectives can be used to assess information literacy and other literacies using a pretest-posttest format in an online format.

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