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Neale, Anita, and Catherine Sidorenko. "STUDENT EVALUATION." NACADA Journal 8, no. 1 (March 1, 1988): 72–84. http://dx.doi.org/10.12930/0271-9517-8.1.72.
Повний текст джерелаАнотація:
The rationale for implementing a student evaluation of advising services was based on the premise that for advising services to be effective there must be evaluation. How can advising services and advisor performance be improved if students are not asked to rate their experiences in academic advising? After all, they are the consumers of the service! This article will explain the methodology used in a computerized student evaluation model that has been used for four years, identify the steps involved in designing a questionnaire and in implementing a student evaluation, and describe how advising services and advisor performance can be improved, based on student feedback.
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Abrejo, Sehrish, Hameedullah Kazi, Mutee U. Rahman, Ahsanullah Baloch, and Amber Baig. "Learning from Peer Mistakes: Collaborative UML-Based ITS with Peer Feedback Evaluation." Computers 11, no. 3 (February 22, 2022): 30. http://dx.doi.org/10.3390/computers11030030.
Повний текст джерелаАнотація:
Collaborative Intelligent Tutoring Systems (ITSs) use peer tutor assessment to give feedback to students in solving problems. Through this feedback, the students reflect on their thinking and try to improve it when they get similar questions. The accuracy of the feedback given by the peers is important because this helps students to improve their learning skills. If the student acting as a peer tutor is unclear about the topic, then they will probably provide incorrect feedback. There have been very few attempts in the literature that provide limited support to improve the accuracy and relevancy of peer feedback. This paper presents a collaborative ITS to teach Unified Modeling Language (UML), which is designed in such a way that it can detect erroneous feedback before it is delivered to the student. The evaluations conducted in this study indicate that receiving and sending incorrect feedback have negative impact on students’ learning skills. Furthermore, the results also show that the experimental group with peer feedback evaluation has significant learning gains compared to the control group.
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Nair, Chenicheri Sid. "Students’ Feedback." International Journal of Quality Assurance in Engineering and Technology Education 1, no. 1 (January 2011): 58–65. http://dx.doi.org/10.4018/ijqaete.2011010105.
Повний текст джерелаАнотація:
The collection of stakeholder feedback has been gradually increasing in universities around the world. The most common practice is the use of surveys to evaluate student perceptions of their units (subjects), courses, programs and overall learning experience. The elements of a good quality system involve not only collecting evaluation information but making improvements based on it. This article gives an overview of the importance of student evaluations, the research supporting such feedback and a case study that illustrates how evaluation and improvement enhance the learning and teaching environment.
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Brickman, Peggy, Cara Gormally, and Amedee Marchand Martella. "Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching." CBE—Life Sciences Education 15, no. 4 (December 2016): ar75. http://dx.doi.org/10.1187/cbe.15-12-0249.
Повний текст джерелаАнотація:
Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback.
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Devon, Jim, James H. Paterson, David C. Moffat, and June McCrae. "Evaluation Of Student Engagement With Peer Feedback Based On Student-Generated MCQs." Innovation in Teaching and Learning in Information and Computer Sciences 11, no. 1 (June 2012): 27–37. http://dx.doi.org/10.11120/ital.2012.11010027.
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Hussain, Sajjad, Kelum A. A. Gamage, Wasim Ahmad, and Muhammad A. Imran. "Assessment and Feedback for Large Classes in Transnational Engineering Education: Student–Staff Partnership-Based Innovative Approach." Education Sciences 9, no. 3 (August 23, 2019): 221. http://dx.doi.org/10.3390/educsci9030221.
Повний текст джерелаАнотація:
Assessment and feedback (A&F) are two major components of any educational program and must be properly in place to ensure student learning and quality of experience. However, these important components come under severe challenges of meeting student expectations in the large class size context. When the program delivery relates to a transnational educational (TNE) scenario, the additional constraints on staff–student physical interaction, regional time differences and cultural background gaps introduce additional challenges: Conducting proper assessments and provide timely and constructive feedback to the students. In this paper, the authors propose a novel assessment and feedback framework which exploits having a large student number as a positive factor by introducing staff–student partnership to implement efficient assessment and feedback strategies. Authors propose to use students for peer-review, assessment design, evaluation rubric design and tutorial-based feedback. The students also take part in preparing feedback clusters based on which the instructor provides pseudo-personalised video feedback. Through feedback clusters, authors introduce the trade-off between individual feedback and generic feedback. The results of the study are particularly promising in terms of student satisfaction and learning enhancement.
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Deo, SK. "Under graduate student feedback on teaching and evaluation method in clinical pharmacology." Journal of College of Medical Sciences-Nepal 9, no. 3 (April 15, 2014): 31–34. http://dx.doi.org/10.3126/jcmsn.v9i3.10220.
Повний текст джерелаАнотація:
Background Any teaching and evaluation method can be considered as effective once they are judged by students.Objective This study was designed to obtain feedback on teaching and evaluation methods in the subject of clinical pharmacology among under graduate studentsMethods Feedback on teaching and evaluation method was taken from undergraduate students of 2009 batch and various approaches to teaching and evaluation are identified. To know the effect of these novel approaches of teaching and evaluation, student feedback was taken from subsequent batch 2010 and 2011 using a written validated questionnaire covering various aspects of teaching and evaluation methods.Results Under graduate students were satisfied with all teaching methods like lecture and pharmacological exercises. They showed preference for tutorials, short answer questions and revision classes where as they were not satisfied with seminar method of learning. All students felt that there should be more time for clinical pharmacology and pharmacological problem based exercises.. The pass percentage of the subsequent batch in university examinations improved from 75 % to 90%.Conclusion Based upon the student’s feedback, incorporation of suggestion obtained from the students resulted in improvement in performance of the students. Hence, it is very essential to take regular feedback from the students to synchronize teaching and evaluation method of the students.Journal of College of Medical Sciences-Nepal, 2013, Vol-9, No-3, 31-34
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Morozova, Irina S., Aleksey A. Chusovlyankin, Elena A. Smolianina, and Tatyana M. Permyakova. "The Language of Praise in Russian Students’ Evaluation of Teaching." Journal of Language and Education 6, no. 3 (September 30, 2020): 94–107. http://dx.doi.org/10.17323/jle.2020.9833.
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Recent decades have seen a dramatic rise in student evaluation of teaching (SET). However, they have overwhelmingly focused on quantitative ratings, neglecting students’ written feedback. This study addresses the lack of qualitative research on SET by applying a semantic theory and computational methods for analysing the language of positive feedback comments provided by students of the Higher School of Economics (HSE) in Russia. Analysing a corpus of student commentary about teaching also contributes to the theory of pragmatics as the approach to analysing qualitative evaluations of teaching is based on the premise that students’ positive feedback can be treated as a sort of the compliment/praise speech act reflecting cultural specificity. Our findings showed that quantitatively the most common semantic pattern used by HSE students is ACTOR + (AUGMENTOR) EVALUATOR + PHYSICAL/MENTAL ACTION PERFORMED BY THE ACTOR + (AUGMENTOR) EVALUATOR. Thus, HSE students tend to praise the teacher more often than the other components of the teaching process and the teacher’s behaviour, thoughts, and feelings are viewed as more important than skills and speech.
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Teli, Shivayogappa S., M. Senthilvelou, K. Soundariya, Deepika Velusami, Senthamil selvi K, and Mangani Mangalavalli S. "Design, Implementation and Evaluation of Student-centric learning in Physiology." Research and Development in Medical Education 10, no. 1 (July 6, 2021): 12. http://dx.doi.org/10.34172/rdme.2021.012.
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Background: The quality of teaching and learning in health education determines the competency of doctors produced and ultimately the patient care. Realizing the necessity of active learning at the undergraduate level, curricular reforms are crucial to ensure that students play an active role in their learning process and absorb the prerequisite qualities of a competent health professional. The current study aimed to implement and evaluate case-based learning in a physiology curriculum. Methods: The study included 150 first-year MBBS students using a mixed methods research design. A short lecture on anemia was followed by two sessions of case-based learning with a gap of one week. A structured questionnaire usinga 5-point Likert scale was used to collect students’ perceptions. The internal consistency of the questionnaire had a Cronbach’s alpha of 0.8. Faculty feedback was collected using a Focus Group Discussion. Results: Of 145 participants, 117 provided feedback. Students perceived that the case-based learning method promoted meaningful learning (83%); helped in the future application of knowledge (81%);helped to understand physiology concepts better (72%); improved studentteacher relationships (72%); was effective in understanding the anemia topic (71%); led to the development of problem-solving abilities (70%); encouraged teamwork (69%); motivated selfdirected learning (66%); and improved communication skills (65%). Faculty members suggested developing an assessment plan for future case-based learning sessions. Conclusion: According to student and faculty feedback, case-based learning is an effective, active teaching-learning tool that improves students’ understanding of basic concepts, clinical knowledge, problem-solving abilities, teamwork, communication skills, student-teacher relationship, and self-directed learning.
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Burke, Róisín M., and Pauline Danaher. "Assessment and Evaluation of Student Learning Through a Project-Based Assignment on Note by Note Cooking." International Journal of Food Studies 9, no. 2 (October 18, 2020): 282–94. http://dx.doi.org/10.7455/ijfs/9.2.2020.a2.
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Many innovative teaching and learning methods are used in higher level education including project-based learning (PBL). Since 2012 a PBL assignment project has been undertaken by master students of the Advanced Molecular Gastronomy module at Technological University Dublin (TU Dublin). The aim is to stimulate student learning and creativity by using Note by Note cooking in a PBL assignment while at the same time complying with the requirements of the annual International Note by Note contest which is held in Paris, France. Direct and indirect assessment methods were used to assign individual grades and to gather student feedback about the module. The direct methods were both formative and summative. The indirect method used was a student feedback questionnaire. Results to date (2012-2019) showed that 92% of learners successfully passed the module. However, further evaluation of individual assessment results revealed that most students achieved higher scores for finding and using resources, asking further questions and developing their own answers than for analysing, synthesising and evaluating information (P≤0.01). Overall students were happy with the module content and said that they learnt about Note by Note cooking, chemical compounds, researching, independent-thinking and perseverance. In future students should carry out a more in-depth analysis, synthesis and evaluation of information.
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Fan, Ning, and Yingying Ma. "The Effects of Automated Writing Evaluation (AWE) Feedback on Students’ English Writing Quality: A Systematic Literature Review." Language Teaching Research Quarterly 28 (August 2022): 53–73. http://dx.doi.org/10.32038/ltrq.2022.28.03.
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The purpose of this review is to examine the effects of automated writing evaluation (AWE) feedback on students’ English writing performance. We systematically reviewed studies that have empirically focused on this purpose. This review uses several combinations of key words to search in the databases of JSTOR, SSCI, and ERIC for peer-reviewed articles published from 2005 to April 2020. The systematic review produced 22 eligible studies categorized as within-group and between group studies based on Stevenson and Phakiti’s (2014) categorization. The results indicated that AWE feedback might be helpful for student writing under certain conditions. Specifically, the feedback was helpful when it was provided for one single group of students. The feedback was also helpful when the writing performance of a group of students receiving the feedback was compared to the writing performance of the other group of students receiving no such feedback. Moreover, AWE feedback should be continuously offered to help students benefit most from it. This review is an update about the effects of AWE feedback on student writing and may serve as a guide for researchers and instructional practitioners through informing them of the latest research on AWE feedback.
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Penn, P., and I. Wells. "Enhancing feedback and feed–forward via integrated virtual learning environment based evaluation and support." Psychology Teaching Review 23, no. 2 (2017): 60–65. http://dx.doi.org/10.53841/bpsptr.2017.23.2.60.
Повний текст джерелаАнотація:
Over the last 15 years, the subject of feedback on assessment has come under considerable scrutiny in the literature, with a particular focus on the utility of feedback for subsequent assessment (i.e. feed–forward). Organisations such as the Higher Education Academy (HEA) have synthesised research on this topic into guidance for tutors through the Student Enhanced Learning through Effective Feedback (SENLEF) project (Juwah et al., 2004). However, the provision of advice on good practice in feedback for tutors faces a parallel challenge to the provision of feedback to students: ‘it’s only useful if it’s used’. Creativeuse of technology has the potential to reconcile the requirements of high value feedback for students with university resource constraints. This paper outlines the use of the Grademark functionality within the Turnitin© software package to createa series of standardised feedback items, informed by principles of good practice advocated by SENLEF, that facilitate the process of feed-forward by web-linked integration into a custom on-line repository of constructively aligned skills based material.
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Palmer, Sue. "Enquiry-Based Learning Can Maximise a Student's Potential." Psychology Learning & Teaching 2, no. 2 (June 2002): 82–86. http://dx.doi.org/10.2304/plat.2002.2.2.82.
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This study evaluates an innovative method of delivery and assessment in psychology, using enquiry-based learning as a method of delivery, and student-led seminars that are peer-assessed as part of the assessment. Students' grades in a first semester developmental psychology module were found to be significantly higher than a conventionally delivered and assessed module in the second semester. The results of this evaluation are discussed in terms of student benefit and feedback.
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Gormally, Cara, Mara Evans, and Peggy Brickman. "Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change." CBE—Life Sciences Education 13, no. 2 (June 2014): 187–99. http://dx.doi.org/10.1187/cbe.13-12-0235.
Повний текст джерелаАнотація:
Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged.
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Ali, Hakim, and Bashir Hussain. "Student Evaluations of Teaching in Universities of Pakistan: Analysis from the Perspective of Closing the Feedback Loop." Review of Economics and Development Studies 4, no. 2 (December 30, 2018): 179–87. http://dx.doi.org/10.26710/reads.v4i2.402.
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Internationally, centralized systems for collecting students’ feedback have become an increasingly common practice in higher education institutions [HEIs] for monitoring quality of teaching as well as for professional development of faculty members. The collection, analysis and reporting of evaluation results are carried out systematically in many HEIs across the globe. However, how to effectively close the feedback loop with students as well as teachers on the results of student evaluations of teaching [SETs] remain an issue to be addressed. Consistent with global trend, HEIs in Pakistan are also supposed to conduct SETs. In this context, the main intention of this study was to determine whether the cycle of teaching evaluation process is completed, and feedback loop proceeds effectively towards closing around the SETs or not in Pakistani HEIs. To achieve the objective, the triangulation design was used in which an online search was carried out in 130 Pakistani HEIs’ official websites to collect qualitative data. Concurrently, a questionnaire comprising 13 close-ended items, with “yes-and-no” scale, was administered in online format to collect quantitative data from a sample of 507 faculty members and 110 administrators from 130 Pakistani HEIs. Based on content analysis of documents and descriptive analysis of participants’ responses, this paper concludes that universities in Pakistan are bound by HEC to collect feedback from students using central system of Quality Enhancement Cells, but limited attention has been placed to close the feedback loop with students and teachers to inform improvements. Finally, this paper recommends the need for universities in Pakistan to genuinely listen to students’ voices and to act on their feedback as part of quality assurance.
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Barbaric, Lidija, Bailey MacInnis, and Kashif A. Ahmad. "Quality culture in action for a respiratory course: A dynamic CQI process at an engineering based allopathic medical school." Advances in Educational Research and Evaluation 2, no. 2 (2021): 146–52. http://dx.doi.org/10.25082/aere.2021.02.001.
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Carle Illinois College of Medicine (CIMED) opened its doors in 2018 as an allopathic medical school under provisional accreditation by the Liaison Committee of Medical Education (LCME) and in 2014, the LCME mandated that all U.S. medical schools implement the process of internal continuous quality improvement (CQI). Here, the authors take a retrospective look at how CIMED utilized frequent and granular student feedback to contribute to continuous quality improvement (CQI) during the school’s Respiratory course, by citing specific examples of changes and student satisfaction outcomes from the inaugural class (2018) to the second class (2019). The authors outline how this cycle of evaluation and action can effectively incorporate students into the CQI process to enhance student success via faculty-student partnership. Furthermore, the authors discuss the nuance of feedback interpretation by the involved faculty and advocate for CQI based on a deeper understanding of the student experience such that change initiated by CQI may extend beyond benchmark data collection. The authors discuss how dynamic feedback may be helpful in achieving equipoise between long-standing principles of medical pedagogy and newer trends in medical education, while still maintaining student satisfaction and continuing to develop a culture of quality improvement.
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Misztal-Okońska, Patrycja, Krzysztof Goniewicz, Mariusz Goniewicz, Jamie Ranse, Attila J. Hertelendy, Lesley Gray, Eric Carlström, Jarle Løwe Sørensen, and Amir Khorram-Manesh. "Importance of Immediate Electronic-Based Feedback to Enhance Feedback for First-Time CPR Trainees." International Journal of Environmental Research and Public Health 18, no. 8 (April 7, 2021): 3885. http://dx.doi.org/10.3390/ijerph18083885.
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Sudden cardiac arrest is one of the leading causes of death globally. The recommended clinical management in out-of-hospital cardiac arrest cases is the immediate initiation of high-quality cardiopulmonary resuscitation (CPR). Training mannequins should be combined with technology that provides students with detailed immediate feedback on the quality of CPR performance. This study aimed to verify the impacts of the type of feedback (basic or detailed) the responders receive from the device while learning CPR and how it influences the quality of their performance and the motivation to improve their skills. The study was conducted at the Medical University of Lublin among 694 multi-professional health students during first aid classes on basic life support (BLS). The students first practiced on an adult mannequin with a basic control panel; afterward, the same mannequin was connected to a laptop, ensuring a detailed record of the performed activities through a projector. Next, the participants expressed their subjective opinion on how the feedback provided during the classes, basic vs. detailed, motivated them to improve the quality of their CPR performance. Additionally, during the classes, the instructor conducted an extended observation of students’ work and behavior. In the students’ opinion, the CPR training with detailed feedback devices provided motivation for learning and improving CPR proficiency than that with a basic control panel. Furthermore, the comments given from devices seemed to be more acceptable to the students, who did not see any bias in the device’s evaluation compared to that of the instructor. Detailed device feedback motivates student health practitioners to learn and improve the overall quality of CPR. The use of mannequins that provide detailed feedback during BLS courses can improve survival in out-of-hospital cardiac arrest.
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Ali Rostaminezhad, Mohammad. "Students’ Perceptions of the Strengths and Limitations of Electronic Tests Focusing on Instant Feedback." Journal of Information Technology Education: Research 18 (2019): 059–71. http://dx.doi.org/10.28945/4175.
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Aim/Purpose: Students’ perceptions about feedback in e-tests have not been studied using qualitative methods. Therefore, the objective of this study was to investigate the students' attitude towards electronic tests, focusing on the feedback. Background: Despite the advantages of electronic tests, it is one of the neglected technologies in the students’ evaluation process. Based on the technology acceptance model, users' attitudes have a significant impact on the acceptance of each technology. There is a paucity of qualitative research regarding the examination of students’ attitudes towards e-testing and instant feedback. Methodology: A pilot study was used to achieve the aims of the study. Using purposeful sampling, the attitudes of 40 students from the University of Birjand who participated in the electronic test were examined. Contribution: This study suggests interventions to improve the acceptance of electronic tests and reduce resistance to them. It provides insight into understanding the nature of immediate feedback in electronic tests, puts forth suggestions for the successful implementation of e-tests in the students' evaluation process, and further provides information on the relationship between immediate feedback and student test anxiety Findings: Among the various features of electronic tests, instant feedback has attracted students' attention more than others. Students’ perceptions about instant feedback were contradictory, because some felt instant feedback is stressful, while others considered it desirable. Based on the results, feedback on electronic tests: opportunity or challenge was selected as a main theme. Recommendations for Practitioners: Practitioners should consider student attitude toward feedback in e-tests and they should personalize e-test feedback according to students’ preferences. Recommendation for Researchers: Researchers can examine quantitative and qualitative variables such as personality type, study approaches, exam anxiety and other factors in studying student’s attitudes towards feedback. Impact on Society: Teachers can use these finding in designing and developing e-tests in their formative and summative assessments, where they select the optimal feedback strategy for their assessments. Future Research: This study highlights that instant feedback is not necessarily acceptable to students. Further study is necessary to find when it is good and when it is not, for whom it is good or bad, how we can reduce the negative effects of instant feedback, and whether it increases exam anxiety or not.
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Konda, Vijaya Chandra Reddy, G. Bhanu Prakash, K. R. Subash, and K. Umamaheswara Rao. "Second year medical students’ feedback on teaching-learning methodologies and evaluation methods in Pharmacology: a questionnaire based study." International Journal of Basic & Clinical Pharmacology 6, no. 6 (May 23, 2017): 1311. http://dx.doi.org/10.18203/2319-2003.ijbcp20172082.
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Background: Pharmacology enables medical students with the art of rational prescriptions of drugs. It is one of the rapidly evolving subjects in medical sciences. The purpose of the study was to assess whether teaching-learning methodologies and evaluation methods are supporting the curriculum goals and what modifications can be made for the benefit of medical students.Methods: After approval by the Institutional Ethics Committee the study was carried out in January-February 2017. A total of 128 students of 2nd MBBS were administered a pre-validated questionnaire after explaining the purpose of the study. Descriptive statistics were used for analysis of data. Frequency was expressed as percentage.Results: A total response rate of 93.75% was observed. Most of the students mentioned cardiovascular system (20.8%) as the most interesting topic. 78.3% preferred teaching by use of combination of both audio-visual aids and chalk and board. Majority of the students rated practical classes as similar to theory (34.2%). 91.7% students mentioned that seminars are useful to them. 95% of students are interested in continuation of the integrated classes conducted at the end of each chapter. 98.3% of students for written tests and 90% for viva voce responded positively for the need of such periodic evaluation in addition to university prescribed evaluations. 95% students mentioned that field visits helps them in better understanding of pharmacology.Conclusions: The present study helped us to elicit student preferences regarding teaching and evaluation methods in pharmacology. Implementation of the same would be helpful for better outcome of students.
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Johnston, Sasha, Gary Strong, and Steve Knowles. "PP41 Simulated ambulance shifts using virtual reality: a service evaluation." Emergency Medicine Journal 39, no. 9 (August 23, 2022): e5.36. http://dx.doi.org/10.1136/emermed-2022-999.41.
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BackgroundOne of the consequences of delivering the frontline response during the COVID-19 pandemic has been the reduced capacity of UK Ambulance organisations to provide practical placement opportunities for undergraduate paramedic students. In lieu of traditional ambulance shifts, Virtual Reality (VR) can be used to simulate experiences without the student going through the real event. This service evaluation explores student feedback to understand whether VR technology could bridge the gap.MethodsFramed by the Plan, Do, Study, Act [PDSA] improvement cycle a series of VR simulated scenarios, related to mapped learning outcomes, supplemented practical ambulance placements for undergraduate paramedic students in south west England during the COVID-19 pandemic. Following simulated sessions, participating students were asked to voluntarily complete feedback questionnaires. Using Likert-scale questions, students were asked to rate the quality of tutors and the session content. Collated comments were entered into an Excel spreadsheet and content analysis was used to code and categorise responses based upon frequency.ResultsResults are based on eighty-eight nodes systematically generated from free-text feedback comments provided by fifty-three students who undertook a simulated practice placement utilising VR during April and May 2021. Nodes were reduced to fourteen categories and then condensed into nine themes relating to three domains of learning; affective, psychomotor and cognitive. An overarching theme of ‘enthusiasm for VR learning’ was identified.ConclusionsOverall, the utilisation of VR during simulated scenarios for undergraduate paramedic students appears to be a useful and acceptable adjunct to traditional ambulance shifts. The VR approach appears to be particularly useful for supporting the affective domain of learning with several students reporting increased self-confidence, positive interactions with course facilitators and the opportunity to put classroom knowledge into practice. We recommend that future use of VR should pay particular attention to the quality of simulations and the equipment used.
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Modi, Salisu, Hanan Abdulrahman Taher, and Hoger Mahmud. "A Tool to Automate Student UML diagram Evaluation." Academic Journal of Nawroz University 10, no. 2 (June 12, 2021): 189–98. http://dx.doi.org/10.25007/ajnu.v10n2a1035.
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Unified modelling language (UML) is the accepted standard and modelling language for modeling in software development process. UML is widely used by most course tutors in teaching modules of software engineering and system analysis and design. Students taking such courses do submit assignments with UML diagrams such as use case, class, sequence, activity and so on. Different versions of such diagrams produced by the students for a given problem have to be assessed by the course tutor which is a challenging and time-consuming task. This paper presents a java-based tool which is developed based on a simple yet effective algorithm developed by the authors that will read student and tutors solution diagrams as inputs and evaluate and grade the diagrams automatically. The output of the tool is the score of the student diagram in respect of lecturer’s final solution. The output is presented in two feedback files, one containing students’ score for the lecturers and the other to be send to the student to note the areas that were incorrect. The tool has been tested and evaluated using a simple and assumed UML class diagram. The result shows that the tool functions effectively and can produce detail feedbacks for both students and tutors. The outcome of this paper contributes towards automating UML diagram evaluations.
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Darwin, Stephen. "The emergence of contesting motives for student feedback-based evaluation in Australian higher education." Higher Education Research & Development 35, no. 3 (November 18, 2015): 419–32. http://dx.doi.org/10.1080/07294360.2015.1107879.
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Kay, Robin H. "Exploring Applications for Using Video Podcasts in Online Learning." International Journal of Online Pedagogy and Course Design 4, no. 2 (April 2014): 64–77. http://dx.doi.org/10.4018/ijopcd.2014040105.
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The purpose of this paper was to explore research-based applications for using video podcasts in an online learning environment. Five key video podcast uses were examined including administration, instruction, student assignments, feedback, and community. Administrative video podcasts provide course information on areas such as learning goals, lesson plan instructions, course policies, and homework or assignment expectations. Instruction-based video podcasts present short summaries or worked examples for teaching specific concepts. Student assignment video podcasts offer a creative way for students to demonstrate a variety of skills in a wide range of subject areas. Feedback-based video podcasts provide formative guidance to students about their progress or summative evaluation for assignments they complete. Finally, community-based video podcasts help build instructor-to-peer and peer-to-peer connections within an online learning course. Future exploration on the design of video podcasts, regardless of the application used, is discussed.
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Ashcroft, James, Patrick Warren, Thomas Weatherby, Stephen Barclay, Laurence Kemp, Richard Justin Davies, Catherine Elizabeth Hook, Elizabeth Fistein, and Elizabeth Soilleux. "Using a Scenario-Based Approach to Teaching Professionalism to Medical Students: Course Description and Evaluation." JMIR Medical Education 7, no. 2 (June 24, 2021): e26667. http://dx.doi.org/10.2196/26667.
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Background Doctors play a key role in individuals’ lives undergoing a holistic integration into local communities. To maintain public trust, it is essential that professional values are upheld by both doctors and medical students. We aimed to ensure that students appreciated these professional obligations during the 3-year science-based, preclinical course with limited patient contact. Objective We developed a short scenario-based approach to teaching professionalism to first-year students undertaking a medical course with a 3-year science-based, preclinical component. We aimed to evaluate, both quantitatively and qualitatively, student perceptions of the experience and impact of the course. Methods An interactive professionalism course entitled Entry to the Profession was designed for preclinical first-year medical students. Two scenario-based sessions were created and evaluated using established professionalism guidance and expert consensus. Quantitative and qualitative feedback on course implementation and development of professionalism were gathered using Likert-type 5-point scales and debrief following course completion. Results A total of 70 students completed the Entry to the Profession course over a 2-year period. Feedback regarding session materials and logistics ranged from 4.16 (SD 0.93; appropriateness of scenarios) to 4.66 (SD 0.61; environment of sessions). Feedback pertaining to professionalism knowledge and behaviors ranged from 3.11 (SD 0.99; need for professionalism) to 4.78 (SD 0.42; relevance of professionalism). Qualitative feedback revealed that a small group format in a relaxed, open environment facilitated discussion of the major concepts of professionalism. Conclusions Entry to the Profession employed an innovative approach to introducing first-year medical students to complex professionalism concepts. Future longitudinal investigations should aim to explore its impact at various stages of preclinical, clinical, and postgraduate training.
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Rodgers, Shelly, Ze Wang, Melissa A. Maras, Suzanne Burgoyne, Bimal Balakrishnan, Jon Stemmle, and Jack C. Schultz. "Decoding Science: Development and Evaluation of a Science Communication Training Program Using a Triangulated Framework." Science Communication 40, no. 1 (January 12, 2018): 3–32. http://dx.doi.org/10.1177/1075547017747285.
Повний текст джерелаАнотація:
The authors describe a science communication training called “Decoding Science” and the steps taken to develop and assess program effectiveness. Evaluation is based on a triangulated framework involving feedback from graduate student trainees, faculty trainers, and ordinary citizens who are not specialists in the field. Three cohorts of graduate STEM (science, technology, engineering, math) students participated in the training in Spring 2016 ( N = 18), Fall 2016 ( N = 11), and Spring 2017 ( N = 14). Analysis of these evaluations indicates significant improvements in trainees’ communication of science. We conclude that our triangulated approach can be useful in science communication training.
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Solomon-Rice, Patti, and Nancy Robinson. "Clinical Supervision and the Use of a Three-Tiered Hierarchical Approach to Evaluate Student Clinician Performance." Perspectives on Administration and Supervision 25, no. 1 (June 2015): 31–41. http://dx.doi.org/10.1044/aas25.1.31.
Повний текст джерелаАнотація:
Effective university clinical supervision requires the clinical instructor to modify supervisory style based on the student clinician's skill level, experience, and learning style. In addition, clinical education programs provide clinical instructors with an evaluation tool to assess the supervisee's clinical performance. This article reviews the supervisory process and models for modifying supervisory styles and describes various evaluation tools that can be used to evaluate clinical skills. A clinical evaluation tool is then introduced that emphasizes clinical proficiency rather than type of clinical supervision. The tool incorporates hierarchical expectations when evaluating student clinician practicum knowledge and skills across three levels of student clinicians: beginning, intermediate, and advanced. Information is provided about the content of the three-tiered hierarchical evaluation tool and the process used to assess clinical performance. Qualitative feedback from surveys completed by clinical instructors and student clinicians about the tool is reviewed.
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Jung, Byongsam. "Teaching-Learning Activities that Significantly Influence the Academic Achievement of High School Students in the Pandemic Situation: Multilevel Structural Equation Modeling." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 167–83. http://dx.doi.org/10.22251/jlcci.2022.22.22.167.
Повний текст джерелаАнотація:
Objectives The purpose of this study is to analyze the effect of teaching-learning activities of teachers and students on academic achievement of high school students at the student level and the teacher level in the COVID-19 pandemic situation. To this end, two research hypotheses were established based on previous studies, and first, at the student level, self-regulated learning and subject value recognition will have a significant effect on academic achievement through academic efforts. Second, at the school level, remote class preparation, feedback provision, learning data provision, and communication efforts will have a significant effect on self-regulated learning, subject value recognition, academic effort, and academic achievement.
Methods To this end, the data of 10,526 students from 212 high schools who took the national level academic achievement evaluation were analyzed using a multi-layered structural equation model. Based on Brookhart's classroom evaluation model, the model used self-regulated learning, learning attitude, and subject value recognition as predictive variables at the student level, and academic achievement as dependent variables. At the school level, remote class preparation, feedback, learning material provision, and communication effort were used as independent variables, and self-regulated learning, subject value recognition, academic effort, and academic achievement were used as dependent variables.
Results As a result of the analysis, both research hypotheses were statistically supported, and first, self-regulated learning and subject value recognition at the student level had a significantly positive effect on academic achievement through academic effort. Second, at the school level, providing feedback and providing learning materials had a significantly positive effect on self-regulated learning, subject value recognition, academic effort, and academic achievement.
Conclusions In the situation of COVID-19 Pendemic remote classes, self-regulated learning and subject value recognition at the student level have a significant impact on academic achievement through academic efforts. Second, at the school level, providing feedback from teachers and providing learning materials have a significant effect on self-regulated learning, subject value recognition, academic effort, and academic achievement.
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R, Zubaidah, Dona Fitriawan, Edy Yusmin, Asep Nursangaji, and Ade Mirza. "Corrective Feedback, Self-Esteem and Mathematics Learning Outcomes." Al-Jabar : Jurnal Pendidikan Matematika 12, no. 1 (June 15, 2021): 121–32. http://dx.doi.org/10.24042/ajpm.v12i1.8659.
Повний текст джерелаАнотація:
One of the strategies to respond the formative assessment results is corrective feedback. Through corrective feedback, it can be verified and elaborated the part of each items where an error occurs which must be reviewed and corrected by students based on the signs given. The purpose of this research is to review the effect of corrective feedback on formative evaluation and mathematics self-esteem on student’s mathematics learning outcome on junior high school by controlling the prior mathematics knowledge of students. The samples were 120 seventh grade students in junior high school on first semester chosen by using random sampling. The method in this research is quasi experiment by using the design of treatment by level 2 × 2. Data were analyzed by using analysis of covariance (ANCOVA). After controlling the prior mathematics knowledge of students, in general, direct corrective feedback was more suited to increase mathematics learning outcomes on junior high school student than indirect corrective feedback. There was an interaction effect on providing corrective feedback and self-esteem on the mathematics learning outcomes. For the student who have high self-esteem, indirect corrective feedback is more suitable to increase mathematics learning outcomes while for the students who have low self-esteem, direct corrective feedback is more suitable to increase mathematics learning outcomes. It is recommended to the mathematics teachers to provide corrective feedback after provision of formative assessment in their class.
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Roth, Christine G., William Huang, Navdeep Sekhon, Andrew Caruso, Doris Kung, Jocelyn Greely, Joel Purkiss, and Nadia Ismail. "Teaching Laboratory Stewardship in the Medical Student Core Clerkships Pathology-Teaches." Archives of Pathology & Laboratory Medicine 144, no. 7 (December 11, 2019): 883–87. http://dx.doi.org/10.5858/arpa.2019-0329-oa.
Повний текст джерелаАнотація:
Context.— Current health care spending is unsustainable, and there is a need to teach high-value care principles to future physicians. Pathology-Teaches is an educational intervention designed to teach laboratory stewardship early in clinical training, at the level of the medical student in their core clinical clerkships. Objective.— To assess the pilot implementation of case-based educational modules in 5 required core clerkships at our institution. Design.— The online cases were developed by using a multidisciplinary approach. In the Pathology-Teaches educational module, students make decisions regarding the ordering or interpretation of laboratory testing within the context of a clinical scenario and receive immediate feedback during the case. The intervention was assessed by using pretest and posttest. Student feedback was also collected from end-of-rotation evaluations. Results.— A total of 203 students completed the Pathology-Teaches pilot, including 72 in Family Medicine, 72 in Emergency Medicine, 24 in Internal Medicine, 24 in Neurology, and 11 in Obstetrics-Gynecology (OB-GYN). Pathology-Teaches utility was demonstrated by significantly increased improvement between pretest and posttest scores (mean, 63.1% versus 83.5%; P < .001; Hedge g effect size = 0.93). Of the 494 students who completed the Pathology-Teaches questions on the end-of-rotation evaluation, 251 provided specific feedback, with 38.6% (97 of 251) rating the activity as “extremely valuable” or “very valuable,” and 41.4% (104 of 251) as “some/moderate value.” Qualitative feedback included 17 positive comments with 6 requests to scale up or include more cases, 16 constructive comments for improvement mainly regarding the technical aspects, and 5 negative comments. Conclusions.— Pathology-Teaches effectively teaches stewardship concepts, and most students perceived value in this educational intervention.
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Stojanović, Buba. "MONITORING AND EVALUATION IN SERBIAN LANGUAGE TEACHING." Facta Universitatis, Series: Teaching, Learning and Teacher Education, no. 1 (January 23, 2020): 183. http://dx.doi.org/10.22190/futlte1902183s.
Повний текст джерелаАнотація:
The importance of Serbian language teaching for the proper development and education of primary school students requires the teachers to act responsibly both regarding the learning goals and learning objectives, and regarding the contents used in the classroom to achieve these goals, but especially concerning the student activities that need to be properly assessed. The learning goals for Serbian language lessons and the final learning objectives depend on carefully designed activities that will help to develop students’ linguistic and speaking skills, and also to constantly monitor and assess the overall engagement both in and outside of the classroom. Classroom experience worldwide shows that the results of the teaching process in general, and in particular language teaching, are perceived through the students’ knowledge acquired and their behavior, their linguistic and speaking skills, interaction with each other, individual traits, interests, which all imposes the need for both formative and summative assessment in primary school, in order for student performance to be observed in a thorough and objective manner. Contrary to this, evaluation in Serbia is mostly numerical, except in the first grade of primary school where it is descriptive. This paper, among other things, explains how the fourth grade students perceive their teachers’ attitude towards evaluation, which contents of the Serbian language lessons he/she most often evaluates, the feedback he/she provides or does not provide and the importance that he/she does or does not give to feedback, as well as the “self-image” that students create based on the assessment and the grade given to them by their teacher.
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Stanger-Hall, Kathrin F., Floyd W. Shockley, and Rachel E. Wilson. "Teaching Students How to Study: A Workshop on Information Processing and Self-Testing Helps Students Learn." CBE—Life Sciences Education 10, no. 2 (June 2011): 187–98. http://dx.doi.org/10.1187/cbe.10-11-0142.
Повний текст джерелаАнотація:
We implemented a “how to study” workshop for small groups of students (6–12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students’ reactions (based on the workshop instructors’ experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this “how to study” workshop as a study support for introductory biology (and other science) students.
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Maulana, Hutomo Atman. "Pengembangan Media Pembelajaran Interaktif dengan Menggunakan Software Swishmax pada Materi Segiempat Kelas VII SMP." Math Educa Journal 1, no. 1 (June 7, 2020): 37–50. http://dx.doi.org/10.15548/mej.v1i1.1540.
Повний текст джерелаАнотація:
This study wa research and development. This study aimed to develop an interactive learning media for rectangular in 7 th grade by using Swishmax and to know the effect of the media on the student learning outcomes. This study adapted ADDIE development model that consist of five steps: analysis, design, development, implementation, and evaluation. The instruments used in the form of media evaluation that were given to a lecturer as material expert, an IT practioner as media expert, and questionnaire sheet for knowing student’s feedback. The implementation stage was conducted for 35 students of class VII.1 SMP Negeri 10 Jambi. As a result in evaluation stage obtained 93.93% students passed the 65 minimum passing grade which based on analysis of the final test and 78.78% students gave positive feedback to the application of the development product.
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ALLUM, PAUL. "Evaluation of CALL: Initial vocabulary learning." ReCALL 16, no. 2 (November 2004): 488–501. http://dx.doi.org/10.1017/s0958344004001624.
Повний текст джерелаАнотація:
Vocabulary learning theory suggests that productive recall should strengthen learning of new vocabulary items (Nation, 2001). CALL can provide both the opportunities for productive recall and the feedback to motivate repeated efforts to reproduce new items. The latter capability appears to give CALL some advantages over paper-based exercises, in particular when such learning is done out of class time without immediate teacher feedback. Three experiments are reported. In the first two, a comparison is made of CALL exercises that encourage productive recall with those that encourage passive recall. Initially productive recall appears to give greater learning gains, supporting theory. Over time, the results are comparable. Both groups make substantial gains. Observation suggests that students apply their own strategies to enhance recall, to some extent independently of the exercise type. The advantages and disadvantages of incorporating productive recall into the design of CALL exercises need to be considered together with those of students applying their own strategies to enhance recall. Based on the outcome of this assessment, a sequence of exercises to introduce new vocabulary is designed that encourages passive and active recall as well as other strategies thought to help initial vocabulary learning. In the third experiment, these exercises are delivered over the Web for a whole semester as preparatory materials for in-class work. Outcomes are reported in terms of learning gains but particular attention is paid to evaluating maintenance of student motivation. It is suggested that CALL is an effective way to introduce new vocabulary, that such effectiveness is enhanced by designing exercises based on theory, and that it works well for sustained periods, even in circumstances where student motivation is not necessarily high, when there is close integration with classroom work.
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Berglund, Anders, Johannes Blackne, and Niklas Jansson. "Proposing a Feedback System to Enhance Learning Based on Key Performance Indicators." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 1 (January 2014): 1–14. http://dx.doi.org/10.4018/ijqaete.2014010101.
Повний текст джерелаАнотація:
This paper proposes a feedback system that is based on the self-evaluation of perceived productivity as a mechanism for detecting deviations in an engineering design student project. By monitoring key performance indicators, project members used feedback loops to recognize alarming patterns and act accordingly. The study is based on descriptive survey data that addressed three factors of influence: perceived productivity, perception of stage completion, and work-activity distribution. The productivity data was analysed by detecting patterns in the form of peaks and lows and by combining the patterns with qualitative data from observations and documented work activities. Measurements were taken every time the project team got together; 33 occasions during the course of the project, resulting in a total of 280 student responses for productivity (P) and completion (C) and 115 student replies for work activity distribution. The findings provide an extraction of peak values and low values that enables tracking of critical incidents. Through an in-depth activity log, each value was enriched with lessons learned about what took place and the consequences for the project, thus enhancing learning from past activities through systematic feedback sessions. The accumulated set of data provided distinguishable patterns for the project team to interpret. Over time this made student actions more proactive, activity execution more distinct and purposeful, and resource allocation in combination with feedback reflections more refined.
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Van Raalte, Judy L., Staci R. Andrews, Allen E. Cornelius, Britton W. Brewer, and Albert J. Petitpas. "Student-Athlete Career Self-Efficacy: Workshop Development and Evaluation." Journal of Clinical Sport Psychology 11, no. 1 (March 2017): 1–13. http://dx.doi.org/10.1123/jcsp.2016-0015.
Повний текст джерелаАнотація:
Although graduation rates for intercollegiate student-athletes in the United States have hit record highs in recent years, many student-athletes lag behind their nonathlete peers in terms of career readiness. The purpose of this research was to create and evaluate a theoretically grounded, evidence-based career development workshop for student-athletes. In Study 1, 28 college and university professionals reviewed the Career Self-Exploration for Student-Athletes Workshop Presenter’s Guide and online training videos. Workshop materials were revised based on feedback received. In Study 2, a national sample of 158 student-athletes participated in a controlled field trial. Results indicated that participating in the Career Self-Exploration for Student-Athletes Workshop enhanced student-athletes’ career self-efficacy relative to a control group. These findings suggest that the Career Self-Exploration for Student-Athletes Workshop, available online for free, can be used by campus professionals to enhance career development opportunities for student-athletes across geographic regions and resource availability levels.
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Christensen, Erin, Kara Webber, Janet L. Kelly, Stanley S. Weber, and Teresa A. O'Sullivan. "Evaluation of a Longitudinal Institutional Advanced Pharmacy Practice Model." INNOVATIONS in pharmacy 9, no. 3 (October 12, 2018): 2. http://dx.doi.org/10.24926/iip.v9i3.992.
Повний текст джерелаАнотація:
Objective: To evaluate a longitudinal experiential training model for advanced pharmacy practice experiences (APPEs).
Innovation: A six-month longitudinal pilot program named the Focused Institutional Longitudinal Experience (FILE) program was developed at two academic medical centers to maximize active participation of the student and minimize the time spent orienting and onboarding students to each APPE experience. A unique component of the FILE program is the longitudinal service project, which involved a medication use evaluation, including a review of published literature and drug policy recommendations to medical center quality committees.
Analysis: Student ratings regarding the quality and value of the FILE student experience was compared to the traditional APPE model. Nine quality measures were compared (e.g. amount of opportunity for direct patient care experience, learning, integration into healthcare team, and accountability for patient outcomes) between students from the FILE program to peers completing similar APPEs outside the FILE program. FILE students and APPE preceptors also completed surveys regarding the value of several program aspects.
Key Findings: There was no difference between FILE and non-FILE student self-rated measures of APPE quality, and thus the decision to participate in a longitudinal APPE program should be based on the personal preference of the student. Students in the FILE program agreed or strongly agreed (mean score 4.3) that they felt prepared for post-graduate training at the completion of the program. The potential value that students in a longitudinal program might bring to the site is reinforced by the general agreement by preceptors in the end of year survey that FILE students take less of their time to orient to their service and the trend toward perception that FILE students are more likely to independently participate in patient care activities.
Next Steps: To address feedback on preceptor-mentor role and the desire for more interaction with pharmacy residents, students are now paired with a pharmacy resident, and the student and resident work together on the service project with a clinical pharmacist as an advisor. Updated standards of practice clearly delineate the roles and responsibilities of students, residents, and the clinical pharmacist preceptor. Annual surveys of FILE students and preceptors provide necessary feedback to continuously improve the quality of the program.
Article Type: Note
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Siyaswati, Siyaswati, and Dyah Rochmawati. "Developing Module for Entrepreneurship Based Translation and Interpreting Skills Course in English Language Teacher Education." JET ADI BUANA 4, no. 1 (April 30, 2019): 81–91. http://dx.doi.org/10.36456/j.v4i1.1886.
Повний текст джерелаАнотація:
The present study describes the development of a course module on Entrepreneurship-Based Translation and Interpretation Skills for the students of English Language Teacher Education Department. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and refined during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded positively to the course module. The students stated that the module was interesting, relevant and valuable for their later profession. They also emphasized that they now felt more competent in the area of Translation and Interpretation Skills and entrepreneurship.
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Siyaswati, Siyaswati, and Dyah Rochmawati. "Developing Module for Entrepreneurship Based Translation and Interpreting Skills Course in English Language Teacher Education." JET ADI BUANA 4, no. 1 (April 30, 2019): 81–91. http://dx.doi.org/10.36456/jet.v4.n1.2019.1886.
Повний текст джерелаАнотація:
The present study describes the development of a course module on Entrepreneurship-Based Translation and Interpretation Skills for the students of English Language Teacher Education Department. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and refined during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded positively to the course module. The students stated that the module was interesting, relevant and valuable for their later profession. They also emphasized that they now felt more competent in the area of Translation and Interpretation Skills and entrepreneurship.
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Anyaehie, U. S. B., E. Nwobodo, G. Oze, U. I. Nwagha, I. Orizu, T. Okeke, and G. E. Anyanwu. "Medical students' evaluation of physiology learning environments in two Nigerian medical schools." Advances in Physiology Education 35, no. 2 (June 2011): 146–48. http://dx.doi.org/10.1152/advan.00106.2010.
Повний текст джерелаАнотація:
The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomings, and prescriptions for improvements. The results confirm declining interest in didactic lectures and practical sessions with preferences for peer-tutored discussion classes, which were considered more interactive and interesting. This study recommends more emphasis on student-centered learning with alternatives to passive lecture formats and repetitive cookbook practical sessions. The institutionalization of student feedback processes in Nigerian medical schools is also highly recommended.
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Qudsi, Jihadil, and Anthony Anggrawan. "Evaluasi Produk Pembelajaran Multimedia (Pelin) Evaluation Of Learning Multimedia Product (Pelin)." Jurnal Matrik 16, no. 1 (July 26, 2017): 87. http://dx.doi.org/10.30812/matrik.v16i1.22.
Повний текст джерелаАнотація:
This paper purpose is to discover shortcomings of multimedia product of Pelin and to conduct asurvey to users of multimedia Pelin . Pelin is an online e-learning multimedia for students of Sekolah Tinggi Manajemen Informatika dan Komputer (STMIK) Bumigora Mataram, which is able the students to upload task file and download learning material. Pelin system is based on restful webservice that can provide distant learning. There are four levels of evaluation, those are reaction, learning, behavior and result. The formative evaluations result show: the Pelin multimedia disadvantages are: not supports interactive face to face learning, not facilitates audio communication, not be fully user friendly, could not upload graphic and image files, not be provided by feedback facility of test result and also not have help menus. The summative evaluation result found that the Pelin Multimedia is supports independent learning, provides web-client application, improves reaction of student to learn, increases student knowledge comprehension, increaseslearning behavior, and gives good learning result. Statistical comparison tests found there aresignificant differences influence the implementation of Pelin and there is no difference in terms of the level of reaction, learning and behavior towards the use of Pelin for S1 and D3 students.
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Mapp, Lucy, and Simon Coles. "Delivering practical crystallography experience to undergraduate students." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C1276. http://dx.doi.org/10.1107/s2053273314087233.
Повний текст джерелаАнотація:
Teaching of laboratory-based chemistry in universities has barely evolved since its inception. Practical work is generally conducted in a highly structured, dedicated teaching laboratory environment or on a `student-as-apprentice' basis in an active research laboratory. Exposure to crystallography as an undergraduate is generally limited to theoretical lecture-based courses, with little or no practical experience, despite the fact that training in the use of expensive research-based instruments is becoming a necessity of modern science. We present a course based around the solid-state structural chemistry of a molecular polymorphic system, delivered to third year undergraduates (70 students) at the University of Southampton which contains numerous novel features: 1) Students work in pairs (maximum group size of 8). 2) It is a `hands-on' experience for every participant, involving single crystal and powder diffractometers (Rigaku XtaLab mini and MiniFlex benchtop systems) dedicated to educational activities. 3) It is a student-led activity, designed as an `advanced practical' providing a taste of the research experience. 4) Laboratory manuals are available to students via an Electronic Laboratory Notebook (ELN) system. 5) Plans, experimental enactments, observations and conclusions are recorded by students in the ELN (directly linked to the manual sections). 6) Feedback and assessment is delivered through the ELN by directly linking instructor comments to the student ELN record. The experiment comprises about 15 manual sections in the LabTrove ELN system, which has a similar design to a blog, enabling student comments and assessor feedback to be linked to these sections. This talk will outline the design of the experiment and instruments involved, the mode and logistics of delivery, and will discuss the evaluation of its impact on student learning by analysis of feedback questionnaires.
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Gueldenzoph, Lisa E., and Gary L. May. "Collaborative Peer Evaluation: Best Practices for Group Member Assessments." Business Communication Quarterly 65, no. 1 (March 2002): 9–20. http://dx.doi.org/10.1177/108056990206500102.
Повний текст джерелаАнотація:
As collaborative or team-based projects become more popular in both secondary and post-secondary classrooms, instructors are looking for ways for group mem bers to effectively evaluate one another. Constructing effective evaluation tools can be a daunting task. As shown by a review of literature, best practices include (1) building a foundation in the classroom that supports collaborative evaluation, (2) creating effective evaluation tools by articulating specific criteria and ensuring honest student participation (3) implementing formative feedback during the col laborative experience, (4) formulating summative feedback at the conclusion of the experience, and (5) assessing the collaborative evaluation process.
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Yue, Tianxiang, and Yebing Zou. "Online Teaching System of Sports Training Based on Mobile Multimedia Communication Platform." International Journal of Mobile Computing and Multimedia Communications 10, no. 1 (January 2019): 32–48. http://dx.doi.org/10.4018/ijmcmc.2019010103.
Повний текст джерелаАнотація:
At present, most of the sports training and teaching systems are not effective because of relatively narrow scope of teaching content, lack of communication between teachers and students, and long response time of the system. Therefore, an online sports training teaching system based on mobile multimedia communication platform is proposed. Demand analysis and overall structure of the online sports training teaching system is carried out and established. On this basis, the corresponding functional modules are designed. Second, SQL server database is used to store, protect, and manage large amounts of data. BP neural network-based student evaluation module is analyzed to ensure real-time feedback of student learning results. Finally, taking the students of a college that select basketball elective course as an empirical research object. The online sports training teaching system realizes networked student learning and teacher-student exchange. Moreover, response time of the system is tested. Experimental results show the proposed method verified effectiveness of the system and achieved the purpose of this article.
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Lv, Haidong. "Feedback Delay of Sports Intelligent Learning System Based on Model Predictive Control." Computational Intelligence and Neuroscience 2022 (May 31, 2022): 1–10. http://dx.doi.org/10.1155/2022/5939421.
Повний текст джерелаАнотація:
In this paper, a trajectory tracking controller based on linear time-varying model prediction is developed, and the model predictive control theory based on the six degrees of freedom dynamic model and tire model is applied. Combined with the soft constraint of turning angle and the control algorithm to ensure the stability, the trajectory tracking is realized. The terminal node is a wearable device. The terminal node is equipped with a pressure sensor and attitude sensor network to collect human data, and then the terminal node sends the data to the ZigBee network. The data in the sensor network will be received by the gateway, and the data will be processed and displayed on the PC software after being received by the gateway. Finally, the data is saved to the remote server for archiving. The application of intelligent learning systems in sports makes up for many shortcomings of traditional sports. The teaching of the course consists of seven types of intelligent courses, which not only conform to the spirit of high-quality education but also combine the shortcomings of traditional physical education learning and combines several intelligent theories and the need for time development. The purpose is to develop a new sports model suitable for students’ all-round development. Under the guidance of the theory of intelligent learning system, this paper establishes a new and diverse movement model, including various educational models, educational contents, educational methods, student-based learning model, and multidimensional evaluation. By comparing and analyzing the results of the two groups, the multiple intelligences physical education is more suitable for the development of modern students’ various intelligences. According to the physical education learning questionnaire, students also learn more methods and contents and accept diversified teaching evaluation, which expands the development direction of students.
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Khodier, Nabila, Hanan Elazhary, and Nayer Wanas. "Rule-based Cognitive Modeling and Model Tracing in a Math Story Problem Tutor." International Journal of Emerging Technologies in Learning (iJET) 12, no. 04 (April 28, 2017): 111. http://dx.doi.org/10.3991/ijet.v12i04.6592.
Повний текст джерелаАнотація:
Intelligent Tutoring Systems (ITSs) are intended to help in tutoring the students in specific domains typically by improving their problem solving skills. An important aspect of such ITSs is their ability to solve the generated problems in the same way that the student would in addition to interpreting the student actions to provide relevant feedback and help. Cognitive models that mimic the way knowledge is represented in human minds are excellent means toward achieving this goal. This paper discusses cognitive modelling in the MAth Story problem Tutor (MAST). MAST is a Web-based ITS that can generate probability story problems of different contexts, types and difficulty levels. The paper also discusses the model tracing approach of MAST to interpret the student actions in symbolizing the word problems and estimating the required probabilities to provide relevant feedback and help. A major contribution of the paper is in considering the symbolization of the probability word problems to convert them to the symbolic form and tracing the students errors in this process. As an example, the paper considers the context of rolling a die and tossing a coin. Evaluation results have shown the ability of MAST to considerably improve the probability story problem solving skills of the students.
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Dantas, Arianne M., and Robert E. Kemm. "A blended approach to active learning in a physiology laboratory-based subject facilitated by an e-learning component." Advances in Physiology Education 32, no. 1 (March 2008): 65–75. http://dx.doi.org/10.1152/advan.00006.2007.
Повний текст джерелаАнотація:
Learning via online activities (e-learning) was introduced to facilitate existing face-to-face teaching to encourage more effective student preparation and then informed participation in an undergraduate physiology laboratory-based course. Active learning was encouraged by hypothesis formation and predictions prior to classes, with opportunities for students to amend their e-learning submissions after classes. Automatic or tutor feedback was provided on student submissions. Evaluation of the course was conducted via student questionnaires, individual student interviews, and analysis of student marks in examinations and of the e-learning component. Student feedback on this entire subject in the university-wide quality of teaching survey was very high by University of Melbourne standards and most encouraging for the first implementation of such a curriculum modification. Results from further detailed surveys of student interactions and engagement and correlation analysis between student responses were also very supportive of the effectiveness of the course. There were no significant differences between examination marks in the new course with e-learning and the previous year without e-learning. However, there was a significant correlation between assessment of student e-learning work and their final examination mark. Correlation analysis between various survey responses helped interpret results and strengthened arguments for e-learning and suggested future improvements for student use of e-learning. This mode of e-learning used to support face-to-face learning activities in the laboratory can be adapted for other disciplines and may assist students in developing a greater appreciation and a deeper approach for learning from their practical class experiences.
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Sarkar, Nurul I., and Krassie Petrova. "Design and Evaluation of a Web-Based Tool for Teaching Computer Network Design to Undergraduates." International Journal of Web-Based Learning and Teaching Technologies 6, no. 4 (October 2011): 39–59. http://dx.doi.org/10.4018/jwltt.2011100103.
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Previous studies have shown that motivating students to learn about local area network (LAN) design can be difficult when presented in the traditional lecture format. To overcome this problem, a Web-based tool (“WebLan-Designer”) was developed as an aid in teaching and learning of LAN design at the introductory level. A WebLan-Designer provides a set of learning resources (tutorials, quizzes, network modeling, network design scenarios, key terms and definitions, and review questions and answers) and assists undergraduate students in learning the basics of both wired and wireless LAN design. The tool is Internet-based and can be accessed at any time so that students can study LAN design at their own pace and convenience. This flexible learning approach contributes positively to distance education and e-learning. The effectiveness of WebLan-Designer is evaluated both formally and informally; positive student and peer feedback indicates that the design and implementation of the tool has been successful and that using WebLan-Designer may have a positive impact on student learning and comprehension.
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Yang, Xiaoxian, Ri-Hua Xie, Si Chen, Wei Yu, Yan Liao, Daniel Krewski, and Shi Wu Wen. "Using Video Feedback Through Smartphone Instant Messaging in Fundamental Nursing Skills Teaching: Observational Study." JMIR mHealth and uHealth 7, no. 9 (September 5, 2019): e15386. http://dx.doi.org/10.2196/15386.
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Background Video feedback has been shown to be an effective teaching tool that can improve student learning when having them view their own performance. However, the literature on the effect of integrating smartphones with video feedback in fundamental nursing skills teaching is sparse. Objective This study aimed to explore the potential effects of video feedback through smartphone-based instant messaging on teaching undergraduate nursing students fundamental nursing skills. Methods We conducted a study on teaching fundamental nursing skills to 6 classes of second-year undergraduate nursing students. In 2 classes (the intervention group), the instructor elected to use smartphone-based video feedback to facilitate teaching; instructors in the other 4 classes (the control group) elected to use routine methods of teaching without video feedback. Scores from the final examination, in-class assignments, and the General Self-Efficacy Scale questionnaire were collected and compared between the two groups. Multiple linear regression analysis was performed to estimate the independent effect of video feedback after adjusting for gender, age, and prior experience in the use of WeChat/QQ in learning applications. An ad hoc questionnaire was used for student evaluation of the novel smartphone-based video feedback teaching method. Results A total of 195 nursing students (65 in the video feedback group and 130 in the control group) completed the study and were included in the final analysis. Mean and standard deviation of scores on the final examination, bed making, aseptic procedure, vital signs measurement, and oxygen therapy were 91.29 (SD 2.36), 90.52 (SD 3.18), 93.23 (SD 3.16), 91.65 (SD 4.21), and 92.06 (SD 3.58), respectively, in the video feedback group and 89.99 (SD 3.12), 81.71 (SD 8.63), 87.12 (SD 5.50), 87.45 (SD 8.00), and 90.37 (SD 6.36), respectively, in the control group (differences were statistically significant). The mean and standard deviation of scores for assignments in catheterization and enema and General Self-Efficacy Scale were 89.69 (SD 3.22), 91.14 (SD 3.15), and 24.52 (SD 5.35), respectively, in the video feedback group and 88.82 (SD 7.48), 90.79 (SD 6.08), and 24.50 (SD 6.16), respectively, in the control group (differences were not statistically significant). The majority (over 98%) of nursing students were satisfied with this smartphone-based video feedback teaching method. Conclusions Video feedback through smartphone-based instant messaging may be an effective way to improve nursing students’ academic performance and professional skills.
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Jain, Shraddha, Sunil Kumar, and Neelima Tankhiwale. "Team based objective formative assessment method for postgraduate students: Evaluation of students’ clinical performance and perceptions." Journal of Medical Research 2, no. 2 (April 25, 2016): 47–52. http://dx.doi.org/10.31254/jmr.2016.2209.
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Background- Team Objective Structured Bedside Assessment (TOSBA) is a ward based, directly observed group assessment tool. The present study was undertaken to assess the impact of TOSBA in improving clinical competence of postgraduate students and also to assess student and staff perceptions of this method of formative assessment. Material and Methods- To study the impact of TOSBA, the students were divided into 2 groups. Group A was taken as ‘study group’ and Group B as ‘control group’, both groups comprising of three students each. Consecutive students in each group were given ten minutes for performing one of three different standardized clinical tasks. The students were directly observed performing the tasks and were graded on their performance in each group. Group A students were provided with educational feedback by the examiner at the end of the session, whereas Group B did not receive any feedback, but were shown their grades at the end of each TOSBA session. A pre-test in first session and post –test at the end of total 3 TOSBA sessions, was conducted on both groups. Feedback was taken from both, the students and staff members, regarding their view about this method of assessment in the form of a questionnaire, on various points on a Likert scale. Results and conclusion- The mean score for post-test in the study group was (7.51 ± 0.67) whereas the mean post-test score in the control group, which was not subjected to feedback, was (6. 34 ± 0.12), for which P value of <0.0001 was obtained, which was statistically highly significant. The present study showed that TOSBA, as a formative method of assessment, improves all the three major domains of the learner and reinforces team communication skills.
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Skinner, Kay Lesley, Sarah J. Hyde, Kerstin B. A. McPherson, and Maree D. Simpson. "Improving students’ interpersonal skills through experiential small group learning." Journal of Learning Design 9, no. 1 (April 3, 2016): 21. http://dx.doi.org/10.5204/jld.v9i1.232.
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<p>Health professional students must be equipped with the skills necessary to interact with patients. Effective interpersonal skills are difficult to both learn and teach, requiring development, practise and evaluation in both educational and clinical settings. In professions such as physiotherapy, there have traditionally been two approaches to teaching these skills: clinical modelling, and stand-alone didactic teaching of the theory behind communication. These approaches provide limited opportunity for students to practise and receive feedback on their interpersonal and communication skills. This paper describes the implementation of an experiential small group learning approach in an undergraduate physiotherapy program and discusses outcomes and challenges from both student and staff perspectives. Implications for practice are that: experientially based small group learning with opportunities for practise, reflection, self-evaluation and feedback, can improve students’ interpersonal skills; consistent and scaffolded participation in experiential learning opportunities and assessment across the program is key to this approach; a small group experiential learning approach can contribute to increased student satisfaction with the support they receive; and interpersonal skills still remain a challenge for new graduates. Support and mentoring in this domain may enhance the transition to work.</p>