The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Simone Primus - One of the best experts on this subject based on the ideXlab platform.
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Performance and Perception in the flipped classroom
Education and Information Technologies, 2016Co-Authors: Erik Blair, Chris Maharaj, Simone PrimusAbstract:Changes in the conceptualisation of higher education have led to instructional methods that embrace technology as a teaching medium. These changes have led to the flipped classroom phenomenon - where content is delivered outside class, through media such as video and podcast, and engagement with the content, through problem-solving and/or group work, occurs in class. Studies investigating the impact of the flipped classroom have mainly looked at the Student experience with little focus on whether exam outcomes are enhanced by flipping. An undergraduate Material Technology course at The University of the West Indies was taught in two formats over two successive years. The course was taught during the 2012/13 academic year in a ‘traditional’ format but, after reflecting on Student feedback and personal pedagogy, the lecturer restructured the class and taught it in a flipped format during the 2013/14 academic year. This research examines whether the flipped format improved the learning experience in relation to exam performance and Student Perception. Data was gathered through analysis of course grades and Student evaluation questionnaires. The lecturer’s reflective comments were also reviewed before and after the study. Analysis of the qualitative data shows that the flipped format led to a slight improvement in how Students perceived the course and the lecturer’s reflection shows that they are keen to continue with the flipped format as it allowed more time for them to work with Students at an individual level. While no significant change in relation to average cohort exam performance was found, fewer Students in the flipped classroom achieved marks at the highest level. It is therefore recommended that practitioners who intend to flip their classroom pay as much attention to Student performance as they do to Student Perception.
Katherine A Rawson - One of the best experts on this subject based on the ideXlab platform.
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the role of effort in understanding educational achievement objective effort as an explanatory construct versus effort as a Student Perception
Educational Psychology Review, 2020Co-Authors: John Dunlosky, Sabrina Badali, Michelle L Rivers, Katherine A RawsonAbstract:Almost anything worth doing takes effort, so it is no surprise that effort has played such a central role in how researchers, theoreticians, instructors, and even Students think about Student learning and achievement. In this special issue, the authors of the target articles explore the importance of effort to Students’ self-regulated learning within multiple domains. To further support research progress on effort, we distinguish between objective effort as a direct causal agent of learning gains and effort as a Student Perception. We argue that understanding effort as a Student Perception shows promise for discovering ways to improve self-regulated learning and Student achievement. In developing these arguments, we consider the contribution of the target articles to five themes relevant to metacognitively driven self-regulated learning, with the aim of fostering progressive research programs aimed at revealing the potential roles of effort in Student achievement.
Danielle Royer - One of the best experts on this subject based on the ideXlab platform.
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improved medical Student Perception of ultrasound using a paired anatomy teaching assistant and clinician teaching model
Anatomical Sciences Education, 2018Co-Authors: Jacob Smith, John L Kendall, Danielle RoyerAbstract:This study describes a new teaching model for ultrasound (US) training, and evaluates its effect on medical Student attitudes toward US. First year medical Students participated in hands-on US during human gross anatomy (2014 N = 183; 2015 N = 182). The sessions were facilitated by clinicians alone in 2014, and by anatomy teaching assistant (TA)-clinician pairs in 2015. Both cohorts completed course evaluations which included five US-related items on a four-point scale; cohort responses were compared using Mann-Whitney U tests with significance threshold set at 0.05. The 2015 survey also evaluated the TAs (three items, five-point scale). With the adoption of the TA-clinician teaching model, Student ratings increased significantly for four out of five US-items: "US advanced my ability to learn anatomy" increased from 2.91 ± 0.77 to 3.35 ± 0.68 (P < 0.0001), "Incorporating US increased my interest in anatomy" from 3.05 ± 0.84 to 3.50 ± 0.71 (P < 0.0001), "US is relevant to my current educational needs" from 3.36 ± 0.63 to 3.54 ± 0.53 (P = 0.015), and "US training should start in Phase I" from 3.36 ± 0.71 to 3.56 ± 0.59 (P = 0.010). Moreover, more than 84% of Students reported that TAs enhanced their understanding of anatomy (mean 4.18 ± 0.86), were a valuable part of US training (mean 4.23 ± 0.89), and deemed the TAs proficient in US (mean 4.24 ± 0.86). By using an anatomy TA-clinician teaching team, this study demonstrated significant improvements in Student Perceptions of the impact of US on anatomy education and the relevancy of US training to the early stages of medical education. Anat Sci Educ 11: 175-184. © 2017 American Association of Anatomists.
Samantha Lopez - One of the best experts on this subject based on the ideXlab platform.
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examining the relationship among Student Perception of support course satisfaction and learning outcomes in online learning
Internet and Higher Education, 2011Co-Authors: Sang Joon Lee, Sandhya Srinivasan, Trudian Trail, David Lewis, Samantha LopezAbstract:Abstract Support for Student learning is a key element in optimizing Student learning experiences in any learning environment and its importance has been widely discussed. This study looked at Student support, particularly in the course context, focusing mainly on guidance provided to Students within a course. Three categories of support were identified and used for the purpose of this study: instructional, peer, and technical support. A total of 110 Students completed an online survey on Students' Perceptions of support and course satisfaction in an undergraduate online course at a large southeastern university. The results showed perceived support was significantly related to their overall satisfaction of the online course. The findings of this study suggest that teachers should communicate what types of support are available to Students and provide an easy way of accessing and taking advantage of the support.
Erik Blair - One of the best experts on this subject based on the ideXlab platform.
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Performance and Perception in the flipped classroom
Education and Information Technologies, 2016Co-Authors: Erik Blair, Chris Maharaj, Simone PrimusAbstract:Changes in the conceptualisation of higher education have led to instructional methods that embrace technology as a teaching medium. These changes have led to the flipped classroom phenomenon - where content is delivered outside class, through media such as video and podcast, and engagement with the content, through problem-solving and/or group work, occurs in class. Studies investigating the impact of the flipped classroom have mainly looked at the Student experience with little focus on whether exam outcomes are enhanced by flipping. An undergraduate Material Technology course at The University of the West Indies was taught in two formats over two successive years. The course was taught during the 2012/13 academic year in a ‘traditional’ format but, after reflecting on Student feedback and personal pedagogy, the lecturer restructured the class and taught it in a flipped format during the 2013/14 academic year. This research examines whether the flipped format improved the learning experience in relation to exam performance and Student Perception. Data was gathered through analysis of course grades and Student evaluation questionnaires. The lecturer’s reflective comments were also reviewed before and after the study. Analysis of the qualitative data shows that the flipped format led to a slight improvement in how Students perceived the course and the lecturer’s reflection shows that they are keen to continue with the flipped format as it allowed more time for them to work with Students at an individual level. While no significant change in relation to average cohort exam performance was found, fewer Students in the flipped classroom achieved marks at the highest level. It is therefore recommended that practitioners who intend to flip their classroom pay as much attention to Student performance as they do to Student Perception.
