USING ACTIVE LEARNING IN HYBRID LEARNING ENVIRONMENTS

In this paper, an innovative pedagogical approach relying on flipped classroom and offered in a hybrid learning environment combining on-site and off-site attendees is proposed. The set-up is furthermore tested on two short courses offered at Chalmers University of Technology and analyzed using student course evaluation questionnaires. Several elements constitute the backbone of the courses. Such elements are either offered in an asynchronous fashion or in a synchronous fashion. The asynchronous elements are made of textbooks specifically written for the respective courses, pre-recorded short webcasts explaining the key concepts of the textbooks and on-line quizzes giving formative feedback to the students. Such elements should thus be studied by the students before attending the synchronous sessions. Because of the preparatory work made by the students, the synchronous sessions can focus on much more active forms of learning under the teacher’s supervision. The success of the pedagogical approach entirely depends on the contents of the synchronous sessions, which need to be carefully planned and designed so that they promote student learning. Although the hybrid learning environment gives rise to some additional challenges from a teacher’s perspective, it also gives much more flexibility in attracting students from remote locations, without compromising the learning experience.

Flipping pharmacoepidemiology classes in a Saudi Doctor of Pharmacy program

Purpose: To examine student perceptions towards the flipped classroom approach and its impact on their learning and their course evaluation when compared to the traditional classroom method.Methods: Five classes of the pharmacoepidemiology course were delivered using the flipped classroom approach. Student perception towards the flipped teaching method was measured using a satisfaction survey. Measuring the impact of the flipped classroom on student learning and the student course evaluation was achieved by comparing the midterm grades and the results of the standard endof- course evaluations with the previous semester's cohort.Results: Students’ perceptions of the flipped classroom were mostly favourable. The course and its various components were viewed more favourably in the second semester than in the first semester. Statistically significant improvements were observed in the perception of the topics covered in the course (p = 0.045), fairness of the grade assessment (p = 0.004), and perception of course feedback (p = 0.021). No statistical difference was noted between the midterm examination scores of the first semester cohort (24.53 ± 3.80) and the second semester cohort (25.15 ± 3.00); [t (22.54) = 0.53, p =0.3].Conclusion: This study demonstrates that using the flipped classroom approach for teaching pharmacoepidemiology can improve student satisfaction, as well as maintain their academic performance. Keywords: Flipped classroom, Pharmacy education, Blended learning

In the Eye of the Beholder

As the use of information and communication technology (ICT) solutions become more embedded in our everyday lives, ICT graduates are required to design and develop solutions that are not only easy to use, but evoke overall positive user experiences. The incorporation of human-computer interaction (HCI) principles, such as user-centered design (UCD), usability, and user experience (UX) into the design of ICT solutions can positively influence the success of deployed solutions. However, developers of ICT solutions, especially those from developing countries, have been slow to apply these principles in their development practices. Some of the reasons for this slow pace include lack of experienced practitioners due to limited number of universities offering HCI courses, especially in African countries, lack of consensus on the measures of UCD effectiveness, and little appreciation of the benefits of incorporating these design principles into development processes. This challenge is compounded by ineffective teaching strategies, in situations where HCI courses are taught. The application of an experiential learning strategy can go a long way in addressing the gap between the concepts of HCI, UX, and UCD that is taught in the classroom and their application by ICT graduates in the work environment. In this chapter, the authors describe how they incorporate eye tracking technology in an HCI course that forms part of a postgraduate informatics degree. The focus is on an eye tracking assignment that involves student groups performing usability evaluation studies for real-world clients. They posit that eye tracking is a powerful technology to convince students of the importance of user centered design. They conducted a survey amongst HCI students and analyzed student course evaluation results over a period of 3 years. The findings confirm that students regard the eye tracking assignment as a mind-altering experience and that it is potentially an effective technology for convincing future ICT professionals of the importance of usability, UX, and UCD.

Increasing complexities: Teaching public policy in the age of discontent

This paper draws on nine years of undergraduate student course evaluation surveys to explore learning and teaching practices in an introductory public policy course in Australia. The paper situates student responses in terms of an increasingly complex teaching and learning environment. The student cohort includes a diverse group of arts, law, business and technology-based undergraduates. The paper explores both quantitative and qualitative survey data in order to draw out students’ perceptions and views on teaching, learning and their engagement with public policy. The paper considers some of the ways students grapple with increasing levels of complexity, their perceptions of interactive and participatory teaching strategies as tools for learning, and their views around enhancing university learning. The paper provides a set of reflections that may enhance student experiences in increasingly complex environments.

Using Eye Tracking as a Tool to Teach Informatics Students the Importance of User Centered Design

In this article the authors describe how they incorporate eye tracking in a human-computer interaction (HCI) course that forms part of a postgraduate Informatics degree. The focus is on an eye tracking assignment that involves student groups performing usability evaluation studies for real world clients. Over the past three years the authors have observed how this experience positively affected students' attitude towards usability and user experience (UX) evaluation. They therefore believe that eye tracking is a powerful tool to convince students of the importance of user centered design. To investigate the soundness of their informal observations, the authors conducted a survey amongst 2016 HCI students and analysed student course evaluation results from 2014 to 2016. The findings confirm that students regard the eye tracking assignment as a mind altering experience and that it is potentially an effective tool for convincing future IT professionals of the importance of usability, UX and user centered design.

Engineering Elective Course Re-design to Promote Student Engagement

Computational Fluid Dynamics (CFD) for Engineering Design, is a 4th year mechanical engineering elective course. The course goal is for course graduates to be able to effectively use computer simulation tools to select optimal engineering designs based on the analysis of fluid flow performance. After being well received for many years, over several course offerings the class attendance, the student engagement in lectures, the student demonstration of key course concepts in the final summative project, and the student course evaluation scores all dropped.From student feedback to specific questions during the student course evaluation it was found that the students believed that their existing understanding of engineering fluid mechanics was sufficient to make well-informed design decisions and that the emphasized course concepts were not relevant to the engineering design process. This feedback informed a course re-design.After briefly describing the course context and objectives and the motivation theory that guided this course re-design, the two major features of the course re-design, pre/post-test activities and authentic engineering assignments, are described in some detail. Finally the impact of the re-design on student performance and outcomes from three offerings of the re-designed course is presented.