Student Group Project Work: A Pioneering Experiment in Interactive Engagement

Fully half of the curriculum of Roskilde University, Denmark(RUC), is student-driven group research project work, often interdisciplinary. I shall describe the practice of group project work in the sciences at RUC, and evaluate implications for educational practice in the U.S.     

Group Projects: Student Perceptions of the Relationship Between Social Tasks and a Sense of Community in Online Group Work

Abstract

This study explored the relationship between specific social tasks and student perceptions of a sense of community during online group work. A survey instrument was developed, piloted, and deployed to 125 students in six different online classes. Results revealed few significant relationships between each of the five social tasks examined and student perceptions of a sense of community during online group work; however, students reported that some social tasks were important. Students seemed to focus more on completing a task for a grade than seeing group projects as part of developing community to enhance learning. This might reflect a lack of understanding by the students of the importance of social tasks to successful group project completion.     

Investigating Flipped Learning: Student Self-Regulated Learning,Perceptions, and Achievement in an Introductory Biology Course

In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student’s desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students’ perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students’ perceptions of the flipped model positively predict students’ use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them.     

Integrating a Facebook Group and a Course Website: The Effect on Participation and Perceptions on Learning

This study examined the effects of an instructor's use of video casting as a nonverbal emotional cue in synchronous discussion sessions on students' social presence, satisfaction, and learning achievement. A quasi-experimental design was used to evaluate the effect of video casting in a synchronous virtual classroom. The research setting was a 100% online master's degree program within a university located in the midwestern United States. Thirty-three students participated in the experiment. The results showed a significant positive effect of the video casting on students' feeling of instructor copresence. No significant effect of video casting was found on either students' satisfaction or learning achievement.     

A Qualitative Student Evaluation of Group Learning in Higher Education

The importance of group learning has increased significantly in higher education in the past two decades (Houldsworth and Mathews, 2000 Houldsworth, C. and Mathews, B. P. 2000. “Teaching Group Process Skills to MBA Students: A Short Workshop”. Education + Training, 42(1): 40–53.  [Google Scholar]). The primary focus of this study is to explore the feelings and experience of students regarding group work and group assessment in higher education. The study is exploratory based on a qualitative focus group approach. Interestingly, students felt that group work is a significant method to foster the development of critical thinking through discussion, clarification of ideas, and evaluation of others' ideas. Students consider “poor communication” and “poor attendance at group meetings” as the main challenges they face when working within a group. Also, students identified “dedicated assignment seminars” as the most effective tool, which could be used to enhance the effectiveness of group work. This study reinforces the findings of previous research into group work suggesting that the experience is a generally positive one for students. Results are discussed in the context of current theoretical and empirical work on group‐based learning, education implications and areas for further research are discussed.     

Student Perceptions of a Secondary Postgraduate Certificate in Education Course

ABSTRACT

Recent proposals by the British government to radically reform initial teacher education have generated responses from both higher education and schools. The views of student teachers concerning their levels of satisfaction with current training have not been widely reported. This paper redresses the balance by collecting information from 122 Postgraduate Certificate of Education students who trained at the University of Birmingham, United Kingdom, in 1989 and 1990. Their responses are analysed in the context of the proposals for secondary courses which have moved from a recommendation that 80% should be school‐based to one which requires students to spend 24 out of 36 weeks in school. There is also reflection upon the arguments for reform put forward by various right wing institutions and individuals.     

Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies

In society, there is a growing need for graduates who possess competencies consistent with deep learning. This means that, amongst other competencies, graduates should be capable of dealing with the complexity of the tasks in which they will engage in professional situations. We tried to increase the depth of students learning by changing the format of a so-called assignment-based learning to a problem-based learning course. The goals of this research were to determine if students, firstly, perceived the redesigned course as being more challenging and, secondly, adjusted their learning strategies towards deeper learning. Participants were two groups of second-year International Business Studies students attending the International Business Strategy course in consecutive years. Students perceptions of the learning environment and their learning strategies were measured in both the original (n = 406 students) and the redesigned course (n = 312 students) using the Ramsden Course Experiences Questionnaire and the Biggs Study Processes Questionnaire. In contrast to our expectations, the results indicated that the students from the redesigned course showed a higher degree of surface learning and a lower level of deep learning than the students from the assignment-based learning course. Additionally, the students perceived the new learning environment to be less positive in terms of the clarity of its goals, the usefulness of the textbook and the workload. Improvement in terms of students perceptions of the learning environment and their learning strategies could be expected to be fostered by the implementation of a more advanced staff development program, focusing the curricular assessment system on problem-solving skills, supporting the students in the development of the skills necessary to cope with the demands of the redesigned course, and giving them more opportunities to experience this instructional approach.     

Student Perceptions of the Use of Writing in a Differential Equations Course

The use of writing to learn mathematics at the university-level is a pedagogical tool that has been gaining momentum. The setting of this study is a second-year differential equations class where written assignments have been incorporated into the course. By analyzing survey results and students' written work, we examine the extent to which students view writing as an effective learning strategy, as well as their beliefs about the relationship between mathematical writing and communication. We also discuss what students' narratives reveal about their past mathematical experiences.     

Teacher-as-Researcher Reform: Student Achievement and Perceptions of Learning Environment

This study reports the results of a research project conducted as part of high school teachers' efforts to bring about reform of science education in their school. Two classes of Grade 8 students (N = 43) taught by the same teacher were monitored in terms of students' perceptions of their learning environment, achievement levels, and conceptual understanding of research. Quantitative methods (questionnaire, tests and examinations, GPA) and qualitative methods (interviews, videotaped lessons, artifacts) were combined while the learning environment was changed to a student-centered open inquiry format. Not unexpectedly, relationships between the Autonomy and Student-Centeredness scales of the Constructivist Learning Environment Survey (CLES) and immediate (unit test) and delays post-tests (examination subsection) were detected. On the other hand, although student-student interactions in small-groups and whole-class sessions were a significant part of the learning environment, the Negotiation scale was not related to achievement. Three case studies of representative students (in terms of achievement and perceptions of the learning environment) are featured, further underscoring the importance of monitoring reform of teaching at the classroom level.     

"微生物学"课程双语教学课堂实践及评估

本对“微生物学”双语教学的课堂实践进行了总结,探讨了教学手段和方法的改革,指出了双语教学目前所存在的问题。学生以无记名方式进行的教学效果调查评估显示,认为课程总评达良好及以上等级的学生占99％,表明在四川大学进行的“微生物学”双语教学活动中所采用的教学方法和手段基本适合我院学生目前的英语和专业知识水平,“微生物学”双语教学改革实践是基本成功的。     

Student Collaboration in Group Work: Inclusion as Participation

Group work is an educational mode that promotes learning and socialisation among students. In this study, we focused on the inclusive processes when students work in small groups. The aim was to investigate and describe students’ inclusive and collaborative processes in group work and how the teacher supported or impeded these transactions. Social Interdependence Theory was utilised as the theoretical perspective overarching the study. The observational data employed were collected by video-recording group work. A part of Black-Hawkins framework of participation was used to define inclusion and for the analysis of inclusive and collaborative processes. The results suggest that students’ active participation in the discussions around the group work structures and analytical discussions, together with the teacher’s more defined feedback and avoidance of the traditional authoritative role, are examples of prerequisites for group work to be enacted in an inclusive manner.     

Student–authored Hypermedia in Veterinary Anatomy: Teaching and Learning Outcomes of Group Project Work

The Directed–Self Education programme (DSE) in the first year undergraduate course in veterinary anatomy seeks to support students in developing personal study and information technology skills. It also aims to move computer–assisted learning (CAL) towards offering tools for students to create a variety of computer–based materials of their own which subsequently can be repurposed by staff as teaching resources. This aspect addresses the issue that many British academics have little incentive to devote time to improving teaching through CAL methods, as innovation and excellence in teaching is not rewarded in career terms on par with excellence in research. The programme seeks to integrate a modest type of "problem–based learning" (PBL) methodology without demanding the total integration of pre–clinical with clinical teaching advocated by full–scale PBL. Since 1993 the outcomes of the programme have been that lectures in the first year veterinary anatomy course have been reduced by a third, with a slight change in the mean value of the final grades in the first year final examination in veterinary anatomy during 1994–5, as compared to the years 1991–3. Other benefits have included the rapid creation of a library of student–produced CAL which is recycled by staff into other forms of computer–based teaching. It has also led to involvement in the use of CAL by lecturers hitherto resistant to applying technology to teaching, and the vacation employment of current BVSc undergraduates from the programme in university and national projects producing CAL for medical teaching.     

Focusing Teaching on Students: Examining Student Perceptions of Learning Strategies

This study examined undergraduate and graduate students’ perceptions of the impact of in-class learning activities, out-of-class learning activities, and instructional materials on their learning. Using survey methodology, students anonymously assessed their perceptions of in-class activities, out-of-class activities, and instructional materials as most impactful, helpful, and enjoyable to their learning. Undergraduate college students found Jeopardy games, PowerPoint slides, and checking for understanding/review questions to be most helpful, while 50% often perceived Jeopardy games, Poll Everywhere, videos, and PowerPoint slides as enjoyable active learning strategies. Graduate students perceived small groups, out-of-class writing assignments, and Lino as most helpful to their learning. Additionally, an analysis of student comments about why these strategies were impactful, helpful, and enjoyable revealed 4 themes: fun, learning collaboratively, challenging but helpful, and variety in how students learn. Creating a learner-centered environment that is engaging as well as enjoyable for students positively impacts perceptions of students’ learning, which should encourage teachers to adopt this approach in their own college classrooms.     

A Study of a Vocational Group Learning Project

Tightening resources and increased student admissions need innovative learning strategies to ensure students continue to receive a high standard of education. This is particularly difficult for those working in vocational subjects. Simulated environments can be one way of allowing students to develop transferable skills and exercise professional and practical judgement without significant risk. This paper examines such a simulated environment, in this case a newspaper, and examines whether the students benefit from such an environment.     

Change in Student Perceptions of Course and Instructor Following Curriculum Change

Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students’ course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students’ motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students’ perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm.     

Investigating Student Perceptions of a Dissection-Based Undergraduate Gross Anatomy Course Using Q Methodology

The demand for upper-level undergraduate dissection-based anatomy courses is growing, as professional programs require more advanced anatomy training prior to matriculation. To address this need, Indiana University School of Medicine (IUSM) partnered with Indiana University-Purdue University Indianapolis—a large, urban, life science-focused campus nearby to IUSM—to offer an undergraduate, dissection-based course in regional gross anatomy. Because this is a new course, a deeper post-course evaluation of student perceptions was conducted using Q methodology. In this study, Q methodology was used to evaluate student views of the overall course structure, pre-laboratory materials and activities, assessments, and quality of instruction. Of the 15 students in the spring semester 2018 cohort, 80% (n = 12) participated in the evaluation, and 10 of those students followed up with written explanations for their rationale in selecting the four statements with which they most strongly agreed and disagreed. The Q methodology sorted the students into one of three statistically significant groups: Motivated Dissectors (n = 6), Traditional Students (n = 3), and Inspired Learners (n = 3). Motivated Dissectors and Inspired Learners felt strongly that the course did not encourage self-directed learning and that the pre-laboratory materials were not adequate to prepare them for quizzes. Traditional Students, however, disagreed, having a favorable opinion of the pre-laboratory materials, even though this group felt most strongly that the amount of material covered in the course was overwhelming. This study demonstrates the utility of Q methodology to evaluate courses to elucidate student perspectives and inform future course modifications.     

以学生为中心的教学法在《食品检验工作岗位综合技能实训》课程中的应用

本文介绍了以学生为中心教学法的概念及国外的研究成果,同时就教师和学生在该教学法中的体现进行了简介,并以《食品检验工作岗位综合技能实训》课程为例对"以学生为中心"教学法的应用进行了具体阐述。     

Academic Factors Related to Student Achievement in a Capstone Food Chemistry Course

The 1st step in successfully intervening with students who may fail a course is to identify them as early as possible in the semester. The objective of this study was to create a model to predict student performance in FDSC 4304, the required capstone Food Chemistry class, using academic performance in prerequisite courses as potential predictors. We analyzed data for 116 undergraduates who completed Food Chemistry (FDSC 4304) between 2008 and 2015. Data included semester of enrollment and grade earned in FDSC 4304; transfer status; grades in prerequisite classes in science, math, and statistics courses and an introductory Food Science course, FDSC 1103; and the students’ university GPA at the time of enrollment in FDSC 4304. Cumulative GPA had the strongest significant (P < 0.001) positive correlation with FDSC 4304 grade (r = 0.64), followed by grade in statistics GPA (r = 0.52), FDSC 1103 grade (r = 0.45), pre‐requisite chemistry GPA (r = 0.44), and biology GPA (r = 0.42). When using partial correlations to control for cumulative GPA, only grades in FDSC 1103 (completed by 62.9% of students) were significantly correlated with grades in FDSC 4304. Linear regression indicated cumulative GPA and FDSC 1103 grades explained 35.5% of the variance in FDSC 4304 grades. When cumulative GPA (available for 91.6% of students) alone was regressed on FDSC 4304, it explained 40.6% of the variance for the larger group. Lower cumulative GPAs and FDSC 1103 grades are suggestive but not determinative of potential student struggles in FDSC 4304. Instructors should use cumulative GPAs and introductory food science course grades (either alone or in combination) with actual early course performance measures to identify students in need of additional help.     

Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom

Advocates of educational reform often describe classroom instruction as inauthentic. That is, most classroom learning activities are structured around artificial contexts for learning, and students only engage in tasks and remember information at superficial levels. Some teachers are attempting to break traditional classroom practices by creating authentic contexts for learning. To date, most of the research on authentic classrooms has described the processes teachers have used to develop the classroom environment (learning activities, resources, etc.); however, few have examined authentic classrooms from the students' perspective: “What do students think about authentic classrooms?” The purpose of this qualitative study was to examine a unique learning environment at a large, Midwest high school to understand how students perceived that environment. Most of the students reported a positive experience and described the classroom as fun and exciting with real-world relevance. However, there were several students who did not share these views, and many students were not successful.