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Broeckelman-Post, Melissa A., and Brenda L. MacArthur. "Are We Violating Student Expectations? Availability, Workload, Class Time Use, and Technology Policies in Undergraduate Courses." Journalism & Mass Communication Educator 73, no. 4 (2017): 439–53. http://dx.doi.org/10.1177/1077695817736687.
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The goal of this study was to better understand what students expect from their college instructors in four areas: availability for out-of-class communication (OCC), student workload, in-class time use, and technology policies. Data from 606 participants were collected using an online survey design. Results showed that students’ expectations for OCC are being met, but that expectations for workload are being violated. Results also suggest that students prefer engaging in instructor-led activities during class time and want to be able to use their technological devices for educational purposes during class, but not for social purposes.
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Pagoto, Sherry, Kathrine A. Lewis, Laurie Groshon, et al. "STEM undergraduates’ perspectives of instructor and university responses to the COVID-19 pandemic in Spring 2020." PLOS ONE 16, no. 8 (2021): e0256213. http://dx.doi.org/10.1371/journal.pone.0256213.
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Objectives We examined undergraduate STEM students’ experiences during Spring 2020 when universities switched to remote instruction due to the COVID-19 pandemic. Specifically, we sought to understand actions by universities and instructors that students found effective or ineffective, as well as instructor behaviors that conveyed a sense of caring or not caring about their students’ success. Methods In July 2020 we conducted 16 focus groups with STEM undergraduate students enrolled in US colleges and universities (N = 59). Focus groups were stratified by gender, race/ethnicity, and socioeconomic status. Content analyses were performed using a data-driven inductive approach. Results Participants (N = 59; 51% female) were racially/ethnically diverse (76% race/ethnicity other than non-Hispanic white) and from 32 colleges and universities. The most common effective instructor strategies mentioned included hybrid instruction (35%) and use of multiple tools for learning and student engagement (27%). The most common ineffective strategies mentioned were increasing the course workload or difficulty level (18%) and use of pre-recorded lectures (15%). The most common behaviors cited as making students feel the instructor cared about their success were exhibiting leniency and/or flexibility regarding course policies or assessments (29%) and being responsive and accessible to students (25%). The most common behaviors cited as conveying the instructors did not care included poor communication skills (28%) and increasing the difficulty of the course (15%). University actions students found helpful included flexible policies (41%) and moving key services online (e.g., tutoring, counseling; 24%). Students felt universities should have created policies for faculty and departments to increase consistency (26%) and ensured communication strategies were honest, prompt, and transparent (23%). Conclusions To be prepared for future emergencies, universities should devise evidence-based policies for remote operations and all instructors should be trained in best practices for remote instruction. Research is needed to identify and ameliorate negative impacts of the pandemic on STEM education.
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Stellmack, Mark A., Rita R. Sandidge, Amy L. Sippl, and Danneka J. Miller. "Incentivizing Multiple Revisions Improves Student Writing Without Increasing Instructor Workload." Teaching of Psychology 42, no. 4 (2015): 293–98. http://dx.doi.org/10.1177/0098628315603060.
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Mottet, Timothy P., Jessica Parker-Raley, Steven A. Beebe, and Cory Cunningham. "Instructors Who Resist “College Lite”: The Neutralizing Effect of Instructor Immediacy on Students’ Course-Workload Violations and Perceptions of Instructor Credibility and Affective Learning." Communication Education 56, no. 2 (2007): 145–67. http://dx.doi.org/10.1080/03634520601164259.
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Deshpande, Anant. "A Qualitative Examination of Challenges Influencing Doctoral Students in an Online Doctoral Program." International Education Studies 9, no. 6 (2016): 139. http://dx.doi.org/10.5539/ies.v9n6p139.
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<p class="apa">The main purpose of the study was to investigate the challenges faced by students in completion of an online doctoral program at the University of Liverpool, Online Doctoral Business Administration program. We analyse the responses of 91 doctoral students in an online DBA program. Based on the exploratory qualitative study themes were developed based on student perceptions. Various themes identified were course structure and workload, resources, absence of human interaction, technological challenges, support systems, and satisfaction with instructor and quality of instruction. Discussion, Implications and avenues for future research are presented.</p>
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Mottet, Timothy P., Jessica Parker-Raley, Cory Cunningham, Steven A. Beebe, and Paul C. Raffeld. "Testing the Neutralizing Effect of Instructor Immediacy on Student Course Workload Expectancy Violations and Tolerance for Instructor Unavailability." Communication Education 55, no. 2 (2006): 147–66. http://dx.doi.org/10.1080/03634520600565886.
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Wunch, James S. "What Should Undergraduate Internships Do?" News for Teachers of Political Science 46 (1985): 8–19. http://dx.doi.org/10.1017/s019790190000180x.
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Internships are “ in.” During an era of lagging liberal arts enrollments, deans. Admission Office personnel, students, and their families, are demanding education they believe will help the undergraduate get a job on graduation. For the instructor however, usually trained in conventional academic roles, the off-campus internship program is a rather new challenge. Rather than mastering a definable body of knowledge, the student is expected to master an “experience.” Rather than controlling student workload and specific tasks, the instructor only sets general parameters, which he must depend on others to follow. Rather than containing student personalities, styles and demeanors on campus, the instructor must send them off-campus to reflect well (or ill) on the college, their program and themselves.
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Lenz, Thomas L. "Instructor Workload of a Campus-Based versus a Web-Based Pharmacy Course." Journal of Pharmacy Teaching 12, no. 2 (2005): 97–106. http://dx.doi.org/10.1300/j060v12n02_07.
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Tolosa, Mr Mihiretu Wakwoya. "Action Research on Exploring the Effectiveness of Continuous Assessment on English Common Course in a Case of Plant Science Year I Students Aksum University Shire Campus." IJOHMN (International Journal online of Humanities) 5, no. 4 (2019): 1–14. http://dx.doi.org/10.24113/ijohmn.v5i4.112.
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This action research was aimed mainly to investigate the effectiveness of continuous assessment in English common course in case of students of plant science first year program at shire campus. The study involved 55 (M =15, F= 40) students and 1 male English common course instructor as participant of the study. It also employed three data gathering tools: questionnaire, interview and document analysis. Data obtained from these multisources were analyzed quantitatively and qualitatively in which case percentage and verbal description were used respectively. Hence, the finding indicates that there were no bolded theoretical and practical implementation gaps of CA among instructors and students. However, many impressing factors were found, which impede the implementation of CA. Among these, large number of students in a section, instructors’ workload, students’ attitudes toward CA, lack of specific criteria for checking subjective form of students’ assignment and project work were some. Generally, the study attempts to forward action to be taken to tackle the problem, such as lessen teachers’ workload, minimizing number of students in one section accordance with MEO policy, proposing clear-cut criteria for checking and giving feedback for subjective case assignments. Moreover, instructors need to motivate students to work or involve in CA as well as committed themselves to implement effectively that contributed to prove quality of education. Key words: Continuous assessment, effectiveness, exploring.
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Papadakis, Nikos, Eirini Filiopoulou, Kostas Papadakis, and Ilias Chatzakis. "A Tool for Digital Education." International Journal of Semantic Computing 12, no. 04 (2018): 579–93. http://dx.doi.org/10.1142/s1793351x1850006x.
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A method for enhancing the communication between instructor and student is to automate the procedure of replying to the student’s questions. In order to achieve that, techniques of textual case-based reasoning are used, benefiting both the instructor and the student. The automation of this procedure significantly decreases the workload and involvement required by the tutor. In addition to that, the time required for the students to receive an answer is greatly decreased. In this paper we present such a system, based on pre-existing knowledge, in order to provide answers quickly, for the questions asked by the students.
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Carayannopoulos, Sofy. "Using chatbots to aid transition." International Journal of Information and Learning Technology 35, no. 2 (2018): 118–29. http://dx.doi.org/10.1108/ijilt-10-2017-0097.
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Purpose The purpose of this paper is to examine how chatbots can be used to address two key struggles that students face in first year – a sense of being disconnected from the instructor, and information overload. The authors propose that chatbots can be a useful tool for helping students navigate the volumes of information that confront them as they begin attending university, while at the same time feeling somewhat personally connected with the instructor. This is achieved without increasing instructor time commitment, and perhaps reducing it in large classes. The paper reveals the results of applying this tool in a large first year class and proposes improvements for future iterations. Design/methodology/approach A tool was designed and implemented and tested against research insights. Findings Chatbots are an effective means to reduce student transition challenges. Research limitations/implications Technology which feels social and personal as well as functioning on a tool that students use will make the student feel more connected to the course and the instructor. Practical implications Tools aiding transition should be easy to use and allow customizable information access. Originality/value Chatbots are an unexplored tool. They have the benefit of addressing information overload as well as making the student feel socially connected without increasing instructor workload.
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Dekker, H., D. Marlin, L. Alexander, R. Bishop, and P. Harris. "A pilot study investigating the relationship between perceived and actual workload and estimated energy intake in riding centre horses." Equine and Comparative Exercise Physiology 4, no. 1 (2007): 7–14. http://dx.doi.org/10.1017/s1478061507708253.
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AbstractFeeding regimens for horses are usually based on perceived workload (PW) together with body condition. This can lead to inappropriate energy intake and, in particular, excess weight. Therefore, a more detailed understanding of the factors influencing individual energy needs under practical field conditions would be valuable. The purpose of this study was to evaluate to what extent the variations in actual versus PW may influence the estimated energy intake required to maintain body weight (BW) in individual animals. Eight mature, experienced riding school horses, chosen at random and maintaining a constant BW, were observed in standard flat work lessons with four different instructors at an equine training college. Heart rate (HR) and the structure of the lessons were recorded. Relative workload (RW) was determined for each horse by dividing its average HR per lesson by its estimated maximum HR (HRmax). PW was estimated by each instructor for each horse using a scale of 1–5. One-way ANOVA and t-test were used to determine the differences and Spearman's and Pearson's correlations were used to determine the correlations. The mean estimated RW was 39.1% of the estimated HRmax ( ± 5.7%) and was not significantly different between instructors (P>0.05). Rider weight as a percentage of BW showed a weak but statistically significant positive correlation with mean HR (r2 = 0.14, P < 0.05). Estimated energy intake was negatively correlated with BCS (r2 = 0.65, P < 0.001) and differed significantly (P < 0.05) between light (BW = 455–532 kg) horses (mean 0.18 ± 0.04 MJ kg− 1 BW) and heavy (BW = 622–660 kg) horses (mean 0.15 ± 0.03 MJ kg− 1 BW). No difference was found in estimated energy intake between different workloads (flat work only or flat work and jumping) (P>0.05). When BW was compared with estimated energy intake, no relation was found either (P>0.05). These results suggest that the amount of energy needed to maintain BW in individual horses cannot necessarily be estimated simply on the basis of the intensity and the duration of structured exercise. Other factors including age, individual digestive and metabolic efficiency, body condition and possibly the energy utilized through non-structured activity (e.g. box walking) may need to be taken into account.
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Maki, Ruth H., and William S. Maki. "Prediction of Learning and Satisfaction in Web-Based and Lecture Courses." Journal of Educational Computing Research 28, no. 3 (2003): 197–219. http://dx.doi.org/10.2190/dxju-7hgj-1rvp-q5f2.
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We investigated variables that affect learning and satisfaction in Web-based and lecture versions of introductory psychology courses. Student characteristics, including year in college, college major, and personality characteristics, predicted performance equally well in Web-based and lecture courses. Differences among instructors predicted performance more strongly in lecture courses than in Web-based courses. Enjoyment of class discussion was negatively related to performance in Web-based courses. Several variables increased course satisfaction in both course formats, including lower workload, better scores on examinations, preference for working independently, and knowing what to expect on tests. Instructor and enjoyment of class discussion influenced satisfaction with lecture courses but not Web-based courses. None of the variables that we studied influenced satisfaction in Web-based but not lecture courses. These results suggest that commonly-used readiness questionnaires may not be useful in selecting students who will do well in and be satisfied with technology-mediated courses.
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Didicher, Nicky. "Bento and Buffet: Two Approaches to Flexible Summative Assessment." Collected Essays on Learning and Teaching 9 (June 20, 2016): 167. http://dx.doi.org/10.22329/celt.v9i0.4435.
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This practice-sharing piece outlines two main approaches to flexible summative assessment schemes, including for each approach one example from my practice and another from a published study. The bento approach offers the same assessments to all students but a variety of grade weighting schemes, allowing students to change weighting during the term. The buffet approach offers students choice of individualized assessments from a menu of possibilities and individualized grade weighting. I outline some (dis)advantages of each approach, exploring the dilemma of balance between instructor workload and high-value student learning experiences.
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Dwivedi, Shivangi, John Hayes, Isabella Pedron, et al. "Comparing the efficacy of AR-based training with video-based training." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 66, no. 1 (2022): 1862–66. http://dx.doi.org/10.1177/1071181322661289.
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In recent years, US Emergency Medical Services (EMS) have faced a massive shortage of EMS workers. The sudden outbreak of the pandemic has further exacerbated this issue by limiting in-person training. Additionally, current training modalities for first responders are costly and time-consuming, further limiting training opportunities. To overcome these challenges, this paper compares the efficacy of augmented reality (AR), an emerging training modality, and video-based training to address many of these issues without compromising the quality of the training with reduced instructor interaction. We examined performance, subjective, and physiological data to better understand workload, user engagement, and cognitive load distribution of 51 participants during training. The statistical analysis of physiological data and subjective responses indicate that performance during AR and video-based training and retention phases depended on gender perception of workload and cognitive load (intrinsic, germane, extraneous). However, user engagement was higher in AR-based training for both genders during training.
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Wyse, Sara A., and Paula A. G. Soneral. "“Is This Class Hard?” Defining and Analyzing Academic Rigor from a Learner’s Perspective." CBE—Life Sciences Education 17, no. 4 (2018): ar59. http://dx.doi.org/10.1187/cbe.17-12-0278.
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Despite its value in higher education, academic rigor is a challenging construct to define for instructor and students alike. How do students perceive academic rigor in their biology course work? Using qualitative surveys, we asked students to identify “easy” or “hard” courses and define which aspects of these learning experiences contributed to their perceptions of academic rigor. The 100-level students defined hard courses primarily in affective terms, responding to stressors such as fast pacing, high workload, unclear relevance to their life or careers, and low faculty support. In contrast, 300-level students identified cognitive complexity as a contributor to course rigor, but course design elements—alignment between instruction and assessments, faculty support, active pedagogy—contributed to the ease of the learning process. Overwhelmingly, all students identified high faculty support, learner-centered course design, adequate prior knowledge, and active, well-scaffolded pedagogy as significant contributors to a course feeling easy. Active-learning courses in this study were identified as both easy and hard for the very reasons they are effective: they simultaneously challenge and support student learning. Implications for the design and instruction of rigorous active-learning college biology experiences are discussed.
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Li, Zhiyong, and Jiaying Li. "Using the Flipped Classroom to Promote Learner Engagement for the Sustainable Development of Language Skills: A Mixed-Methods Study." Sustainability 14, no. 10 (2022): 5983. http://dx.doi.org/10.3390/su14105983.
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In second language education, the flipped classroom has been widely researched and increasingly applied as a teaching approach to improve the academic performance and engagement of English as a foreign language learners. However, learner engagement is a multidimensional construct, and not much empirical evidence exists about whether the flipped classroom can lead to a significant improvement in learners’ behavioural, emotional, cognitive, and social engagement in the EFL class. To fill this gap, this study adopted a mixed-methods research approach to evaluate the impact of the flipped College English Listening and Speaking class on four-dimension learner engagement in a mainland China context. After an eight-week intervention we compared the experimental group (the flipped class, N = 34) and the control group (the non-flipped class, N = 35). Findings demonstrate that after eight weeks of flipped instruction, students in the flipped class achieved higher mean scores on the post-test engagement questionnaires in behavioural, emotional, cognitive, and social engagement. However, the difference in emotional engagement between the flipped and non-flipped classes was not statistically significant. Semi-structured interviews revealed several factors responsible for learner engagement in the flipped EFL classroom. Positive influencing factors were learning environment, instructor presence, learning content, and learner presence, whereas negative aspects included the excessive workload on learners, lack of learning preparedness, lengthy videos, and technical challenges. Based on the findings, we would argue that the instructor and other educational stakeholders should provide more support to cater to learners’ emotional engagement and help learners cope with the challenges encountered throughout the flipped learning process. The study may assist teaching professionals and researchers obtain a clearer understanding of flipped instruction in the EFL context and design and implement the flipped class by considering the positive and negative elements affecting learner engagement.
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Sohn, So Young, and Yong Kwan Jo. "A study on the student pilot's mental workload due to personality types of both instructor and student." Ergonomics 46, no. 15 (2003): 1566–77. http://dx.doi.org/10.1080/0014013031000121633.
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Kölbel, Julian, and Erik Jentges. "The Six-Sentence Argument: Training Critical Thinking Skills Using Peer Review." Management Teaching Review 3, no. 2 (2017): 118–28. http://dx.doi.org/10.1177/2379298117739856.
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The six-sentence argument (6SA) is an exercise to train critical thinking skills. Faced with a decision situation, students argue for their preferred course of action using a logical structure of exactly six sentences. Through a guided peer review, students engage critically with other students’ arguments and receive detailed feedback on their own arguments. This exercise helps students craft convincing arguments and reflect on their reasoning in a format that can be applied in real-world situations. A key strength of the six-sentence argument exercise is that it can be administered online and is scalable for large courses with little additional workload for the instructor.
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Souabi, Sonia, Asmaâ Retbi, Mohammed Khalidi Idrissi, and Samir Bennani. "Towards an Evolution of E-Learning Recommendation Systems: From 2000 to Nowadays." International Journal of Emerging Technologies in Learning (iJET) 16, no. 06 (2021): 286. http://dx.doi.org/10.3991/ijet.v16i06.18159.
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In e-learning, recommendation systems have proven to be highly efficient for improving learners' performance and knowledge. They can manage the different pedagogical resources and simplify the workload for the instructor and learners as well. Throughout the years, recommendation systems in e-learning have wit-nessed a major evolution since the 2000s. Several aspects have been developed, including techniques involved, test data (...). In this respect, this paper analyses the evolution of recommendation systems in e-learning since 2000 with a focus on the evolution sides. It furthermore addresses areas not fully addressed to date. A set of recommendation systems is identified and then analysed in order to define techniques used, as well as algorithms deployed.
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Van Horn, Kyle R. "Design for a Literature and Film Course Using a Mixed (Learner and Teacher-Centered) Approach." STEM Journal 23, no. 4 (2022): 26–46. http://dx.doi.org/10.16875/stem.2022.23.4.26.
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This study aims to mitigate the difficulties (e.g., lack of clarity, confusion, and resistance) of implementing a studentcentered learning course in a traditionally teacher-centered context (Kim, 2015) by adding elements of direct instruction to the student-centered curriculum. In this mixed-method (student and teacher-centered) elective course, thirty Korean intermediate university EFL students from multiple disciplines chose the class materials–the novel <i>Charlie and the Chocolate Factory</i> (Dahl & Schindelman, 1964) and its two film adaptations (Burton, 2005; Stuart, 1971). The participants then designed and implemented project-based activities as well as the means of assessment while the instructor facilitated the activities and delivered lectures and mini lessons based on students’ needs. To analyze student and teacher perceptions of the mixed-method approach as well as students’ description of their selfefficacy, the researcher applied a qualitative analysis of student and teacher journals as well as post-course interviews. The results showed that the mixed-method approach can lead to several benefits including authentic direct instruction and an improved sense of self-efficacy in teachers and students. One unexpected result was student satisfaction with the low-stakes atmosphere created by background music played during group activities. Some limitations such as teacher workload, assessment accuracy, and small sample size are described.
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Knecht, Chiara P., Celine M. Muehlethaler, and Achim Elfering. "Nontechnical Skills Training in Air Traffic Management Including Computer-Based Simulation Methods." Aviation Psychology and Applied Human Factors 6, no. 2 (2016): 91–100. http://dx.doi.org/10.1027/2192-0923/a000103.
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Abstract. The aim of the present paper is to introduce a simulation-based nontechnical skills training for air traffic controllers, by presenting the scientific analyses for the training development as well as the prototype training. The training combines theoretical background about human factors (situation awareness, decision making, stress and workload management, communication, team work, threat and error management, and fatigue management) with the training of scenarios in a simulation. Furthermore, the training comprises support material for briefings and debriefings as well as an instructor training. The use of simulation-based methods allows for an active learning environment that reinforces transfer processes from training to real work settings of controllers, an adaptation to changing training contents, and thus guarantees an innovative approach to flight safety.
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Colwell, Joy L. "Experiences With A Hybrid Class: Tips And Pitfalls." College Teaching Methods & Styles Journal (CTMS) 2, no. 2 (2011): 9. http://dx.doi.org/10.19030/ctms.v2i2.5254.
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This paper will discuss the authors experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in out of class time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructors assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more customizable for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
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Garmendia, Mikel, Zaloa Aginako, Xabier Garikano, and Eneko Solaberrieta. "Engineering instructor perception of problem- and project- based learning: Learning, success factors and difficulties." Journal of Technology and Science Education 11, no. 2 (2021): 315. http://dx.doi.org/10.3926/jotse.1044.
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This work considers three research objectives: to analyze the perception of instructors of the incidence of PBL/PrBL on content learning and skill development; to identify the success factors that they believe promote learning when using them, as well as their importance; and to identify the difficulties they face, and the frequency with which they occur. The responses to a questionnaire administered to 50 instructors who participated in a specific training program were analyzed. The results show that the instructors’ perception is that both models contribute to a better understanding of the contents with regard to their practical application, and to a high level of skill development in their students, with the most favored being group work, decision-making, autonomous learning and problem solving. The instructors consider important success factors to be student involvement in their own learning from the very beginning, feedback from the professor, the tasks having been well-designed and team work and cooperation among students. The most common difficulties identified in our study correspond to the excessive workload associated with monitoring the students, and managing and developing within the established time the planning of their tasks and activities, although there is a medium level of incidence in this regard, and it may be due to the characteristics of the training program received. Exploring these aspects in greater depth in future investigations could facilitate the development of more effective teaching practices.
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Johnston, Ian C. "Myth Conceptions of Academic Work." Canadian Journal of Higher Education 21, no. 2 (1991): 108–16. http://dx.doi.org/10.47678/cjhe.v21i2.183104.
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The creation of the new university-colleges in British Columbia provides an opportunity for a reassessment of the professor's workload. How relevant are research and publication to the quality of undergraduate instruction? Universities have traditionally maintained that such research and publication are essential to excellent teaching. However, research studies for many years have consistently revealed that such a claim has no apparent basis in fact, and a number of other commentators have complained about the deleterious effect of research and publication on instruction. Thus, in the new university-colleges the instructors' workloads should not be based upon the models common in universities.
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Hew, Khe Foon. "Unpacking the Strategies of Ten Highly Rated MOOCs: Implications for Engaging Students in Large Online Courses." Teachers College Record: The Voice of Scholarship in Education 120, no. 1 (2018): 1–40. http://dx.doi.org/10.1177/016146811812000107.
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Background/Context The advent of massive open online courses (MOOCs) has fueled much attention among educators. However, despite the high interest they generate, we still understand little about student engagement in these large-scale online courses. Existing studies tend to focus on how MOOCs affect higher education institutions in terms of faculty identity, workload, responsibilities, and policy. Other studies have mostly employed clickstream data analysis to predict student dropout or completion. Although studies such as these are useful, they fall short of explaining the reasons why participants find the activities or course engaging. Research Questions Unlike many previous studies, this study seeks to uncover what factors related to MOOC pedagogy or to the individual instructor may encourage or discourage student engagement. This study explores the following questions: What elements related to the course design or the teaching staff did students find enjoyable, beneficial in helping them learn the materials, or motivate them to participate in the activities? What elements did students wish to improve? What elements related to the course design or teaching staff did students find frustrating? Participants The sample consisted of 4,466 learners who participated in one or more of 10 highly rated MOOCs. Highly rated MOOCs were sampled because they were likely to exemplify good practice or teaching strategies. Research Design Qualitative research methods were used in this study. More specifically, detailed observations of the 10 MOOCs’ course features and grounded analyses of the 4,466 learners’ course review data were conducted. Findings Findings suggest six key factors that can engage online students and nine reasons for student disaffection. The four most frequently mentioned engagement factors were (a) problem-centric learning, (b) active learning supported by timely feedback, (c) course resources that cater to participants’ learnings need or preferences, and (d) instructor attributes such as enthusiasm or humor. The two most commonly reported student disaffections across the 10 MOOCs were due to forum- and peer-related issues. Conclusion This article ends with five main implications that could provide practical guidelines to other instructors of large online courses. The findings may also offer tips for instructors of traditional e-learning courses. Although we cannot generalize the findings of this study to traditional e-learning courses, it is possible that at the very least, the information presented here may suggest probable solutions for traditional e-learning courses that might otherwise be overlooked.
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Bots, Pieter, Els Van Daalen, and Sofia Dopper. "The PRESTO Project relay: Open, Asynchronous Learning in Virtual Peer Groups." EDEN Conference Proceedings, no. 1 (June 16, 2019): 451–59. http://dx.doi.org/10.38069/edenconf-2019-ac-0050.
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Academic education entails that students engage in open-ended assignments. Global education entails that students interact in projects with peers world-wide. The logistic challenge of offering academic project work to a large, heterogeneous student body, while keeping instructor workload manageable, is daunting. Project relays on the PRESTO software platform meet this challenge. In a project relay, students work in a virtual peer group on assignments that are organized in successive steps, where each step is peer reviewed. Unlike a regular peer review, the reviewing students revise the work they have reviewed. They then add the next step to it, and pass the improved-and-extended work on to another student. The PRESTO software fully automates the relay workflow, facilitates defining, monitoring, and grading projects, and has been adapted for use in LTI-compliant MOOCs. Since 2013, over 20 project relays have run in several courses at Delft University of Technology. Evaluations show that a project relay realizes the intended learning outcomes, but can at times be stressful for students. This prompts ideas for further pedagogical and technical improve¬ments.
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Wilson, Justin C., Suku Nair, Sandro Scielzo, and Eric C. Larson. "Objective Measures of Cognitive Load Using Deep Multi-Modal Learning." Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 5, no. 1 (2021): 1–35. http://dx.doi.org/10.1145/3448111.
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The capability of measuring human performance objectively is hard to overstate, especially in the context of the instructor and student relationship within the process of learning. In this work, we investigate the automated classification of cognitive load leveraging the aviation domain as a surrogate for complex task workload induction. We use a mixed virtual and physical flight environment, given a suite of biometric sensors utilizing the HTC Vive Pro Eye and the E4 Empatica. We create and evaluate multiple models. And we have taken advantage of advancements in deep learning such as generative learning, multi-modal learning, multi-task learning, and x-vector architectures to classify multiple tasks across 40 subjects inclusive of three subject types --- pilots, operators, and novices. Our cognitive load model can automate the evaluation of cognitive load agnostic to subject, subject type, and flight maneuver (task) with an accuracy of over 80%. Further, this approach is validated with real-flight data from five test pilots collected over two test and evaluation flights on a C-17 aircraft.
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Wang, Xiaoqing, Yu Han, Runyu Chai, and Rong Chai. "Stressors of Nursing Interns and Their Influencing Factors: A Cross-Sectional Study." Journal of Healthcare Engineering 2021 (October 14, 2021): 1–6. http://dx.doi.org/10.1155/2021/3561628.
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Objective. It is still unknown whether the stress level and stressors in Chinese nursing interns are influenced by teacher-related factors. This research was carried out for better understanding of the stress in nursing interns and distribution of stressors during their clinical practice and targeted measures to unwind the stress of nursing interns. Methods. A questionnaire survey, titled Questionnaire on Stressors of Nursing Interns during Clinical Practice, was conducted on nursing interns at a 3A Grade Hospital in Shandong Province. Characteristics of the nursing interns and stressors of nursing interns were collected. A multiple-linear regression model was used to explore the influencing factors of nursing interns’ scores. Results. A total of 132 nursing interns were investigated in this study, and the overall stress scores were calculated. The stressors during the internship include the nature and content of the job, role orientation, workload, conflict between study and work, practice preparation, and interpersonal relationships. Gender, education level, instructor encouragement, and parents engaged in the medical industry were adjusted in the multiple-linear regression model as covariates. All of these factors had significant impacts on the scores of stressors ( P < 0.05), with the partial regression coefficient values of 13.38, −10.52, −5.02, 3.4, −9.89, −14.77, and −15.83 for factors like female, undergraduates, graduate students, never obtained encouragement from teachers, obtained encouragement from teachers occasionally, obtained encouragement from teachers frequently, and parents engaged in the medical industry, respectively. Conclusion. The stressors of nursing interns are mostly work-wise, and teachers’ encouragement is an important protective factor for nursing interns to reduce stress. Therefore, clinical instructors should take targeted measures in teaching methods and work arrangements according to the needs of interns.
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Karunanayaka, S. P., J. C. N. Rajendra, H. U. W. Ratnayake, and Som Naidu. "Peer-facilitated discussions to enhance OER-based e-learning." Asian Association of Open Universities Journal 11, no. 1 (2016): 90–104. http://dx.doi.org/10.1108/aaouj-07-2016-0022.
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Purpose The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based learning (SBL) design within the constructivist pedagogy. It was designed to facilitate knowledge construction in a collaborative manner with the support of open educational resource (OER), mainly through peer-facilitated discussion forum activities. The purpose of this paper is to present a case study on how peer-facilitated discussions affected the OEReL process, what factors supported and hindered peer-facilitated discussions, and what challenges were faced during the process. Design/methodology/approach The OEReL course consisted of five modules with 14 discussion forum activities. Content analysis of the threaded forum discussions was the key data collection and analysis strategy based on the community of inquiry (CoI) framework (Garrison and Arbaugh, 2007). It was supplemented with participants’ reflections and focus group discussions. Findings The three elements of CoI – cognitive presence, social presence and teaching presence played a major role in knowledge construction in the OEReL process. A complementary relationship between cognitive presence, social presence and teaching presence was observed, where the three elements have interacted in supporting knowledge construction. Overall, the findings reaffirm the significant of role of instructors in cultivating the three presences within a peer-facilitated environment, by enabling learners to engage with the content in a meaningful manner through appropriate course design, structure and leadership. Practical implications Forum discussions created an opportunity for participants to engage in meaning making through social negotiation, where facilitation became a shared responsibility among instructors and learners. Peer-facilitation was the key strength that promoted critical, analytical and reflective thinking, as well as self-regulated learning. The SBL design, learning tasks with OER integration, and instructor guidance were the most supportive factors, while time constraints due to the participants’ workload was challenging. Originality/value Through carefully orchestrated, well-structured and pedagogically sound OEReL environments, peer-facilitated forum discussions can be designed creatively and implemented in a meaningful manner to enhance knowledge construction.
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Dehais, Frédéric, Alban Duprès, Sarah Blum, et al. "Monitoring Pilot’s Mental Workload Using ERPs and Spectral Power with a Six-Dry-Electrode EEG System in Real Flight Conditions." Sensors 19, no. 6 (2019): 1324. http://dx.doi.org/10.3390/s19061324.
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Recent technological progress has allowed the development of low-cost and highly portable brain sensors such as pre-amplified dry-electrodes to measure cognitive activity out of the laboratory. This technology opens promising perspectives to monitor the “brain at work” in complex real-life situations such as while operating aircraft. However, there is a need to benchmark these sensors in real operational conditions. We therefore designed a scenario in which twenty-two pilots equipped with a six-dry-electrode EEG system had to perform one low load and one high load traffic pattern along with a passive auditory oddball. In the low load condition, the participants were monitoring the flight handled by a flight instructor, whereas they were flying the aircraft in the high load condition. At the group level, statistical analyses disclosed higher P300 amplitude for the auditory target (Pz, P4 and Oz electrodes) along with higher alpha band power (Pz electrode), and higher theta band power (Oz electrode) in the low load condition as compared to the high load one. Single trial classification accuracy using both event-related potentials and event-related frequency features at the same time did not exceed chance level to discriminate the two load conditions. However, when considering only the frequency features computed over the continuous signal, classification accuracy reached around 70% on average. This study demonstrates the potential of dry-EEG to monitor cognition in a highly ecological and noisy environment, but also reveals that hardware improvement is still needed before it can be used for everyday flight operations.
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Antony, Bryce. "Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment." Pacific Journal of Technology Enhanced Learning 2, no. 1 (2020): 41. http://dx.doi.org/10.24135/pjtel.v2i1.48.
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Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment 
 Context and motivation:
 Containers are transforming modern application infrastructure, providing advantages for accessibility and allow many instances of existing legacy applications to be run at the same time on the latest operating systems. This can implement an ideal virtual learning environment which offers a dynamic learning space where instructors upload activities and resources to enhance learning. The goal is to provide a structured learning environment suited to both the student and the instructor, where materials are easily accessed, and that many files can be transferred at one time. The system should cope with the demands of many students occupying the same virtual learning space, providing each student with individual learning experiences. There are challenges when instructors attempt to adapt the learning environment to meet the learning objectives. Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016; Puvaneswary & Siew Hwa, 2019).
 
 What will be demonstrated in this presentation?
 The use of containers provides the ability to supply many instances of the same application running on a single machine. Each instance is isolated, along with any associated dependencies, allowing efficient utilisation of system resources, such as processing and memory. The presentation will demonstrate how many instances of the same application can be activated and the resource advantages gained. The presentation will show a system that has been used to provide a complex structured virtual learning environment to level 7 students and discuss how the system was utilised to provide a positive, individualised learning experience to the students. Security and confidentiality is maintained within each containerized instance. The presentation will show how the system can be configured to be self-healing, respond to scheduling, and to automatically restart single instances as required.
 
 The implications for future practice
 The presentation will show how the advantages of containerization can be integrated at many levels of the virtual learning environment, providing many separate and individual instances of the same application. The number of instances can be easily adjusted as required, and resources are automatically allocated, reducing support overhead and cost of infrastructure. The implications are that each instance can provide a unique experience to each student, whilst reducing the workload of the instructor, and minimizing the cost to the education provider.
 
 
 References
 Katz, P. M., & Council of Independent, C. (2016). High-Tech or High-Touch? Online Learning and Independent Higher Education. Innovations in Teaching and Learning. Research Brief 5: Council of Independent Colleges. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED569215&site=eds-live
 Puvaneswary, M., & Siew Hwa, Y. (2019). Navigating the Shortcomings of Virtual Learning Environments Via Social Media. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 1-14. https://doi.org/10.4018/IJVPLE.2019070101
 
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Martínez-García, Rebeca, Fernando J. Fraile-Fernández, Gabriel Búrdalo-Salcedo, Ana María Castañón-García, María Fernández-Raga, and Covadonga Palencia. "Satisfaction Level of Engineering Students in Face-to-Face and Online Modalities under COVID-19—Case: School of Engineering of the University of León, Spain." Sustainability 14, no. 10 (2022): 6269. http://dx.doi.org/10.3390/su14106269.
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University education in times of COVID-19 was forced to seek alternative teaching/learning methods to the traditional ones, having to abruptly migrate to the online modality, changes that have repercussions on student satisfaction. That is why this study aims to compare the level of student satisfaction in face-to-face and “forced” online modalities under COVID-19. A quantitative, cross-sectional methodology was applied to two groups of students: Under a face-to-face modality (n = 116) and under an online modality (n = 120), to which a questionnaire was applied under a Likert scale, with four dimensions: Course design structure, content, resources, and instructor. Non-parametric statistics, specifically the Mann–Whitney U-test, were used to compare the groups. The results showed that there are significant differences in the level of satisfaction of students in the face-to-face and online “forced” modalities (p = 0.01984 < 0.05), and the dimensions of the level of satisfaction that presented significant differences were course design structure (p = 0.04523 < 0.05) and content (p = 0.00841 < 0.05). The research shows that students in the face-to-face modality express a higher level of satisfaction, which is reflected in the dimension design structure of the course, specifically in its workload indicator, as well as in the dimension content, in its indicators, overlapping with other courses and materials.
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Truta, Teodora Sorana, Irina Ban, Cristian Boeriu, Marius Petrisor, Diana Aniela Moldovan, and Sanda Maria Copotoiu. "Impact of a One Day Crisis Resource Management Training on the Work Satisfaction among Emergency Department Healthcare Staff." Acta Medica Marisiensis 64, no. 3 (2018): 97–102. http://dx.doi.org/10.2478/amma-2018-0019.
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AbstractObjective: To evaluate the impact of a single day Crisis Resource Management (CRM) oriented team training, combining didactic and simulation sessions, on work satisfaction of the healthcare staff working in an Emergency Department. Methods: Seventy health professionals with different qualifications, working in an emergency department, were enrolled in the study. After enrollment, participants were asked to complete a work satisfaction questionnaire and to choose a day for the training session according to their availability. Each training session took place in the simulation center and consisted of several elements: didactic session and simulation session, followed by instructor facilitated debriefing. The lecture was focused on medical errors and CRM principles. Two months after, they were asked to complete again the work satisfaction questionnaire. Results: There were no significant improvements on the items evaluated through the work satisfaction questionnaire for none of the professional categories involved, except for ‘the possibility to refer the patient to a specialist whenever was considered necessary’ for the doctors. Improvements were seen for the same professional category on the following items: workload, leisure time, level of stress at work, time and energy spent on administrative tasks. Conclusions: The findings of this study do not support the effectiveness of a single day CRM training as a tool to improve the work satisfaction among medical staff in ED. Further research is necessary.
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Reid, Scott A. "A flipped classroom redesign in general chemistry." Chemistry Education Research and Practice 17, no. 4 (2016): 914–22. http://dx.doi.org/10.1039/c6rp00129g.
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The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course (J. Chem. Educ., 2016, 93, 13–23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while keeping discussion sizes small (i.e., <30 students), and maintaining equivalent contact hour load for faculty and workload for students. To that end, the course format featured lecture contact pushed outside of the classroom in the form of video lectures (mean duration 13 minutes) paired with online homework sets, and three parallel weekly one-hour discussion sections were held in adjoining lab rooms immediately prior to the three-hour laboratory session. As in our previous design, the discussion sections were led by teaching assistants; however, the weekly discussion meeting was shortened from 75 minutes to 50 minutes, and the primary instructor “floated” between the three parallel sessions. Two such sessions were held each week, affording a possible enrollment of 144; initial enrollment was 141, with students self-selecting into the course. We examine student performance in and satisfaction with the course using: (1) a pre-test/post-test design based on the paired questions American Chemical Society (ACS) first-term and second-term exams, (2) data on DFW (D, F, withdrawal) rates, and (3) student evaluations.
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Rizal, Daviq. "Hybrid Learning of Daviq.com in the Subject of Teaching Listening and Speaking." Vision: Journal for Language and Foreign Language Learning 6, no. 2 (2018): 194. http://dx.doi.org/10.21580/vjv6i21980.
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<p>The term hybrid learning was used to describe online learning combined with face-to-face interaction in the classroom. There are two research questions the first question is how the development of hybrid learning in http://daviqr.com/ is. The second one is how the moodle-based hybrid learning of http://daviqr.com/ as a teaching model in the subject of teaching listening and speaking to the students of English Department of IAIN Walisongo Semarang in the academic year of 2013/2014 is. This research is a research and development, which has the population of all fourth semester English department students of the Faculty of Teachers' Training and Education, IAIN Walisongo Semarang that takes the subject of Teaching Listening and Speaking in the academic year 2013/2014, which consists of three classes. The number of population is 120 students. Regarding the research findings that there are some main reasons why most students agree that the hybrid learning course is an exciting course and why they prefer the hybrid online course or the combination between online and traditional classroom. First, the course outline and objectives were made clear. Second, they learned a lot from this hybrid course. Third, the reading materials were clear and informative. Fourth, the level of this hybrid course is just right. Fifth, the total study load of this hybrid course is in proportion to the number of semester credits is just right. Sixth, the amount of their interaction with other students is a little better. Seventh, the quality of their interaction with other students is a little better. Eighth, the amount of their interaction with the instructor is a little better. Ninth, the quality of their interaction with the instructor is a little better and about the same. Tenth, compared to a face-to-face (traditional) class of equal credits, the workload of this online course is somewhat more. There are some recommendations I should give. First, UIN Walisongo Semarang must design e-learning for lecturers as many students like hybrid courses. Second, the faculty must improve the quality of Wi-Fi hotspots.</p>
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Davis, B. H., S. E. M. Hill, P. Fisher, T. Nick, and Wendy L. Ward. "Faculty burnout in a large department of pediatrics." Journal of Hospital Administration 4, no. 2 (2015): 74. http://dx.doi.org/10.5430/jha.v4n2p74.
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Background: Physician stress is at a heightened level in the midst of a changing health care environment and limited research funding conditions. Burnout of physicians has an impact on their personal health, related institutional health care costs, retention of quality faculty, and patient care and safety. The present study was designed to assess levels of burnout and sources of stress in clinical, educational, and research faculty working in a Department of Pediatrics and a large Children’s Hospital setting.Methods: The self-report Maslach Burnout Inventory was given to the 240 faculty members in a large Department of Pediatrics based at a Children’s Hospital as part of a larger faculty development needs survey designed to inform faculty development programming. Participation in the survey was voluntarily, and was presented during a mandatory faculty meeting and then emailed to all faculty so those who were unable to attend could participate. A brief survey on sources of stress, stress-related illness, and wellness programming needs was also administered.Results: Out of the 240 faculty members, 86 surveys were collected and analyzed (36% response rate). 52% were female, 84% were Caucasian. Rank of respondents appeared fairly consistent with overall Departmental distribution (40% Assistant, 22% Associate, 34% Full, 4% Instructor). 48% of respondents were Clinical Educators, with 18% Basic Scientists, 17% Clinical Attendings, and 16% Clinical Scientists, also fairly consistent with overall Departmental distributions. Results suggest 65% of faculty endorse high levels of emotional exhaustion, 56% high levels of depersonalization, and 100% felt low levels of personal accomplishment. According to Maslach Burnout Inventory (MBI) cutoff criteria, 94% of respondents were above the cutoff for Burnout, much higher than recent, published national norms. The most frequently identified top stressors were: lack of connectedness to the institution, administrative responsibilities, time conflicts, clinical workload and general workload. The most frequently identified top stress symptoms experienced were: mood issues, health-related behaviors, and psychosomatic symptoms.Conclusions: Burnout rates at this institution are higher than national norms. From the data collected, faculty development programs to address coping with burnout and prevention such as strategies to promote resilience to stress will be provided. Faculty will be periodically provided with currently available sources of individual and group support and these will be easily available on the internal website. Institutional changes that may affect burnout rates should also be considered.
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Boyko, O. "The state of legal regulation of home care by police in Ukraine." Uzhhorod National University Herald. Series: Law, no. 68 (March 24, 2022): 137–41. http://dx.doi.org/10.24144/2307-3322.2021.68.22.
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The article is devoted to the problematic issues of the quality of the police’s statutory tasks of protecting human life and ensuring their own safety.
 The article clarifies the normative origins of the police officer’s duty to provide home care to the victim at the scene, identifies some shortcomings in the legal regulation of police activities related to health care. Although a police officer is a person who does not usually have a medical education, the law requires him or her to acquire and use some kind of medical knowledge at work at the scene of the accident. There is a need to ensure the quality of relevant educational services to the subjects of relevant relations.
 Based on the analysis of relevant legislation, scientific and theoretical framework and educational practice on the research topic, a number of problematic aspects were identified, including: debatable application of the term “medical care” to non-medical education, internal inconsistency of legislation and regulations. The article focuses on some shortcomings of the normative content of police training programs under the First on the Event Program, which lead to irrational calculation of students’ training and instructor workload, and thus reduce its quality and efficiency, as well as inadequate organization of training. Critical assessment concerns the lack of a departmental police training program for home care, taking into account service needs and internationally recognized TESS standards. There are a number of recommendations and proposals to address these shortcomings that can be used in legislative activities.
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TRANCOSO, PEDRO. "WATT MATTERS MOST? DESIGN SPACE EXPLORATION OF HIGH-PERFORMANCE MICROPROCESSORS FOR POWER-PERFORMANCE EFFICIENCY." Journal of Circuits, Systems and Computers 16, no. 03 (2007): 357–78. http://dx.doi.org/10.1142/s0218126607003721.
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Computer systems have evolved significantly in the last years leading to high-performance systems. This, however, has come with a cost of large power dissipation. As such, power-awareness has become a major factor in processor design. Therefore, it is important to have a complete understanding of the power and performance behavior of all processor components. In order to achieve this, the current work presents a comprehensive analysis of power-performance efficiency for different high-end microarchitecture configurations using three different workloads: multimedia, scientific, and database. The objectives of this work are: (1) to analyze and compare the power-performance efficiency for different workloads; (2) to present a sensitivity analysis for the microarchitecture parameters in order to identify which ones are more sensitive to changes in terms of power-performance efficiency; and (3) to propose power-performance efficient configurations for each workload. The simulation results show that the multimedia workload is the one achieving the highest efficiency but the database workload is the most sensitive to parameter changes. In addition, the results also show that the parameter sensitivity depends significantly on the workload. While the issue width and clock frequency present very high sensitivity across all workloads (approximately 100%), for the database workload, the first-level instruction cache size shows an even higher sensitivity (149%). The correct configuration of these microarchitecture parameters is essential. A careless configuration of a single parameter from a baseline setup may result in a loss of the power-performance efficiency of up to 99%. Finally, carefully tuning multiple parameters simultaneously may result in gains up to 154% over the power-performance efficiency of the baseline configuration.
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Hess, Kimberly, Erin L. McAuliffe, Miriam Gleckman-Krut, and Shoshana Shapiro. "Learning from 2020: How the Challenges of Remote Teaching Reinforce the Need for Care-Informed Pedagogy." Teaching Sociology 50, no. 1 (2021): 3–16. http://dx.doi.org/10.1177/0092055x211060344.
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How did instructors design their sociology courses for remote teaching during the 2020–2021 academic year, and what challenges did they face in teaching those courses? To answer these questions, we surveyed lead instructors and graduate teaching assistants (n = 77) in the Sociology Department at the University of Michigan, supplemented by interviews with students and our experiences as remote course consultants. Through this case study, we found that instructors cited increased workload and lack of connection as challenges with remote teaching, in addition to pandemic-related struggles. Most instructors reported using either synchronous or a mix of synchronous and asynchronous instruction in course design, incorporating both formative and summative assessments, and implementing communication and community-building strategies to establish connections with and among students. We argue that these challenges and course designs highlight the importance of care-informed pedagogy to not only remote teaching in 2020–2021 but also sociology instruction in general.
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Egea, Gregorio, Antonio Rodríguez-Lizana, Luis Pérez-Urrestarazu, Manuel Pérez-Ruiz, Pilar Rallo, and María Paz Suárez. "Assessment of Actual Workload and Student Performance in the Agricultural Engineering Final Degree Project in a Spanish Higher Education Context." Education Sciences 12, no. 6 (2022): 418. http://dx.doi.org/10.3390/educsci12060418.
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Twenty years after the Bologna Declaration and a decade after Spanish university engineering degrees were updated to comply with the European Credit Transfer System (ECTS), there is still uncertainty on the degree of adaptation to the ECTS system of the final degree project (FDP) course in engineering programs, especially in terms of the workloads allocated to students. The inherent characteristics of the FDP course, with all the learning activities of an unstructured nature, make the real student workload as well as that of the FDP teachers very uncertain. This study addresses this issue by (1) identifying the nature of the unstructured student learning activities related to the FDP course, (2) measuring the time spent by students in the different FDP learning activities throughout the course, and (3) measuring the workload of FDP teachers. A user-friendly smartphone application was configured so that students and teachers in the agricultural engineering degree program at the University of Seville registered the time spent daily on each of the identified FDP learning (students) and supervising (instructors) activities. The results showed that the reported FDP workloads by students who passed the FDP course in either of the two exam periods of the academic year were not significantly higher than the nominal ECTS credit hours stipulated for the FDP course. The FDP teachers reported notably higher workloads than those stipulated by the university regulations. No significant correlation was found between student workload and FDP scores.
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Nysse, Richard. "Managing Online Instructor Workload: Strategies for Finding Balance and Success. By Simone C. Conceição and Rosemary M. Lehman. San Francisco, Calif.: Jossey-Bass, 2011. 144 pages. ISBN 0-470-888423. $26.05." Teaching Theology & Religion 17, no. 3 (2014): 272–73. http://dx.doi.org/10.1111/teth.12212.
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Akram, Shoaib. "Performance Evaluation of Intel Optane Memory for Managed Workloads." ACM Transactions on Architecture and Code Optimization 18, no. 3 (2021): 1–26. http://dx.doi.org/10.1145/3451342.
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Intel Optane memory offers non-volatility, byte addressability, and high capacity. It suits managed workloads that prefer large main memory heaps. We investigate Optane as the main memory for managed (Java) workloads, focusing on performance scalability. As the workload (core count) increases, we note Optane’s performance relative to DRAM. A few workloads incur a slight slowdown on Optane memory, which helps conserve limited DRAM capacity. Unfortunately, other workloads scale poorly beyond a few core counts. This article investigates scaling bottlenecks for Java workloads on Optane memory, analyzing the application, runtime, and microarchitectural interactions. Poorly scaling workloads allocate objects rapidly and access objects in Optane memory frequently. These characteristics slow down the mutator and substantially slow down garbage collection (GC). At the microarchitecture level, load, store, and instruction miss penalties rise. To regain performance, we partition heaps across DRAM and Optane memory, a hybrid that scales considerably better than Optane alone. We exploit state-of-the-art GC approaches to partition heaps. Unfortunately, existing GC approaches needlessly waste DRAM capacity because they ignore runtime behavior. This article also introduces performance impact-guided memory allocation (PIMA) for hybrid memories. PIMA maximizes Optane utilization, allocating in DRAM only if it improves performance. It estimates the performance impact of allocating heaps in either memory type by sampling. We target PIMA at graph analytics workloads, offering a novel performance estimation method and detailed evaluation. PIMA identifies workload phases that benefit from DRAM with high (94.33%) accuracy, incurring only a 2% sampling overhead. PIMA operates stand-alone or combines with prior approaches to offer new performance versus DRAM capacity trade-offs. This work opens up Optane memory to a real-life role as the main memory for Java workloads.
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Ibrahim, Said, and Fauziah Ismail. "University ESL Instructors’ Reflections on the Use of Blended Learning in their Classrooms." TESOL and Technology Studies 2, no. 1 (2021): 25–35. http://dx.doi.org/10.48185/tts.v2i1.117.
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Blended learning has been adopted in many universities worldwide since it combines the advantages of both online learning and face to face instruction. In this paper, the researcher reports on the quantitative segment of a mixed-methods case study that was conducted in a public university in Malaysia with the aim of investigating the ESL instructors’ reflections on the implementation of blended learning in their English language classrooms. More specifically, the researcher was interested in identifying the factors that enhance the implementation of blended learning and the challenges that seem to hinder an effective blended learning environment. The quantitative data of the study were collected by a survey questionnaire, which was distributed to at least 30 English language instructors. Nineteen instructors responded to the questionnaire, and the data were analyzed by descriptive statistics via the statistical package for social science (SPSS). Findings show that while experience with technology and positive attitudes towards technology were identified as main factors enhancing the implementation of blended learning; workload and technological infrastructure were found to be the major challenges. The study signifies the need to address technology and workload related issues in order to effectively implement blended learning to promote ELT at tertiary level.
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Parizeau, Kate. "Uneven Learning Landscapes Ahead: Instructor Perspectives on Undergraduate Student Mental Health." Canadian Journal of Higher Education 52, no. 2 (2022): 67–80. http://dx.doi.org/10.47678/cjhe.v52i2.189391.
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This study investigates instructor perspectives on undergraduate student mental health in a mid-sized comprehensive univer-sity in southwestern Ontario. Through a survey (n = 190) and two focus group discussions (n = 8), instructors reported differ-ent perspectives toward student mental health (some inclusive, some tolerant, and some discriminatory); changing workloads and pressures associated with addressing student mental health; and a predominant framing of mental health conditions as biomedical concerns. Using the conceptual framework of learning landscapes (Noyes, 2004), I argue that students with mental health concerns experience uneven and sometimes inequitable learning environments across their post-secondary education due to the differing microclimates created by individual instructors. While institutional policies and advocacy efforts to support mental health on campus may help to shift the learning landscape, they are unlikely to change the biases exhibited by some instructors that represent barriers to accessible post-secondary education.
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Smith, Glenn Gordon, David Ferguson, and Mieke Caris. "Teaching on-Line versus Face-to-Face." Journal of Educational Technology Systems 30, no. 4 (2002): 337–64. http://dx.doi.org/10.2190/ffwx-tjje-5afq-gmft.
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This study investigates and describes the current instructor experience of teaching college courses over the Web (versus in face-to-face formats) in terms of the teaching strategies, social issues, and emergent issues such as media effects. We interviewed 22 college instructors who had taught in both formats. Four of the interviews were made by telephone and eighteen by e-mail. Interview fragments were categorized and counted for frequency to highlight emerging trends. Results indicate that Web-based classes have a profoundly different communication style than face-to-face classes. This has far-reaching consequences for on-line classes in terms of greater equality between students and instructors, greater explicitness of written instructions required, greater workloads for instructors and deeper thinking manifested in discussions, initial feelings of anonymity giving way later to emerging on-line identities. Authors propose a model with two competing systems, isolation effects versus community effects.
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Alphen, Jane van, and James Duffin. "Entrained Breathing and Oxygen Consumption During Treadmill Walking." Canadian Journal of Applied Physiology 19, no. 4 (1994): 432–40. http://dx.doi.org/10.1139/h94-035.
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Entrainment of the breathing rhythm to that of the rhythm of limb movement during exercise has been shown to decrease oxygen consumption for cycling at a moderate workload. This study examined the effect of entrainment on oxygen consumption during treadmill walking at two workloads. For each workload, 8 subjects performed two exercise protocols consisting of walking on a treadmill for 8 min. For the first protocol they received no instructions, but for the second protocol they were instructed to coordinate one breath per auditory cue which was provided during the last 4 min of exercise. The auditory cue was transmitted as a click via headphones. It was derived from a foot switch and was designed to synchronize breathing to the walking pace at a respiratory frequency close to that observed in the first protocol. Entrainment and oxygen consumption were compared between the protocols for the last 4-min segments for each workload. These comparisons showed that the presence of the auditory cue significantly increased entrainment from 29 to 74%, but oxygen consumption was not significantly changed. Key words: breathing pattern, entrainment, exercise, locomotor-respiratory coupling, ventilation
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Counselman Carpenter, Elisabeth, and Alex Redcay. "Understanding the Role of the Brick-and-Mortar Classroom in Course Design and Implementation of the “Flipped” Classroom: An Exploratory Case Study." Journal of Teaching and Learning with Technology 8, no. 1 (2019): 42–59. http://dx.doi.org/10.14434/jotlt.v8i1.26806.
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This article shares the results of a two-year exploratory case study on the impact of flipped classroom design on generalist and advanced practice social work skills in a large urban graduate university setting. The flipped classroom was chosen due to its’ emphasis on physical space as an active learning, skills-oriented, activity-based environment, rather than traditional lecture-based learning. This two-year study gathered quantitative data on the flipped classroom format, which featured weekly lectures recorded and posted through the Canvas learning platform, with information outcome and learning retention quizzes also taken in Canvas, followed by in-class live experiential lab sessions in which students were paired up or placed into small groups to develop and strengthen their clinical skills. Students then completed reflection journals following these activities, which were compared to Educational Policy and Accreditation Standards to further assess for additional data and learning outcomes.
 This article will present the findings of the study, which revealed statistical significance in overall general practice skills scores and in specific advanced practice clinical skills. Additionally, the article will discuss student-generated feedback on the physical learning environment, instructor workload demands, and required preparatory work. Further discussion will include expected and unexpected limitations of the space, expansion of the classroom through digital platforms, inclusion of differently-abled students in the flipped laboratory space, as well as recommendations for future research and iterations of the course. This study is the first to use the Play Therapy Attitude Knowledge Skills Survey (PTAKSS) and Practice Skills Inventory (PSI) to measure the outcome of play therapy classes for MSW students and to specifically measure the effectiveness of the flipped classroom model to teach play therapy skills. This study shows promising outcomes for the use of the flipped model as a way of delivering practice content to students and explores the role and specific impact that weekly sessions in the physical learning environment had on student outcomes.
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Kizer, Carol. "Internships: A Two Year Community College Perspective From Ohio." Hospitality Education and Research Journal 12, no. 2 (1988): 484–86. http://dx.doi.org/10.1177/109634808801200261.
Full textAbstract:
Internships, externships, field experiences, cooperative work experiences, apprenticeships, practicums—There are probably as many combinations and adaptations of these terms in educational institutions as there are states and provinces in the United States and Canadal Yet all exist for the same purpose: to provide students opportunities to apply knowledge and skills learned in those educational institutions to the real world of work in the hospitality industry and to find out first-hand what a job in this industry really entails. Whether at entry level or supervisory level, students and industry benefit from this sometimes misunderstood, and often mismanaged, practical on-the-job experience. The Ohio Board of Regents, as with other state governing bodies, issues definitions and guidelines for a variety of industry work experiences. These give some uniformity within Ohio two year colleges, but even with this the structure and effectiveness of these experiences differ from college to college. The following chart summarizes the Ohio guidelines: The Columbus State Community College curriculum for Hospitality Management students includes two courses, Hospitality Management Cooperative Work Experiences I and II, requiring a minimum of 20 hours per week in employment during each of two 10-week academic quarters. The student receives two credits for each course. Ninety percent of the hospitality students have worked in the industry, so it is recommended they do not enroll in these courses until their last two quarters. Therefore, they can receive maximum opportunity to apply principles learned in previous coursework and work experience. Until two years ago, our hospitality co-op experiences were loosely structured with varying degrees of benefit to students. It was left almost totally to industry personnel to determine the jobs students would perform. Even though graduate follow-up surveys indicated that graduates felt their required work experiences were among the more valuable aspects of their courses of study, we felt we needed to make some changes to assure that all students were able to grow professionally as a result of the experiences. Our industry advisory committee reached impasse after impasse on essentials such as payment or non-payment, actual jobs to be performed, qualifications of the work site, and critical skills of graduates. It was commonly accepted, however, that there must be some opportunity to sharpen skills in human relations, communication skills, and problem solving if students are to become effective first-line supervisors. It was reinforced that the college cannot teach everything in two years and that we should rely on applied work experience to supplement the formal education. The community colleges offer open access, and the profile of the student differs from the traditional college student in the baccalaureate program. This must be considered in outlining requirements for an industry work experience. The student is usually from the local area and commutes within a 30 mile radius, is an adult learner who averages 27 years of age, is likely to have a family and financial responsibilities, and is already employed at least part-time and probably full-time. It is unrealistic to assume one can take this student away from a job necessary to pay the bills and require a non-paid or lower paid experience strictly for the educational benefits to be derived. A compromise was finally reached with our advisory group and it has worked well for students and for industry. A student already employed in a hospitality job may stay at that site—even continue to perform the same job duties at the current rate of pay, but additional opportunities are created. At the beginning of each quarter the instructor, student, and job supervisor together examine a set of expected educational program outcomes or competencies and evaluate the current strengths and weaknesses of that student. An individualized learning contract is negotiated to supplement and reinforce the expected outcomes based upon each student's career objective. Training objectives for the student are then established which can be achieved either within the current job, by transfer to another department within the organization, or by allowing the student to gain additional experience at the same site on a non-paid basis over and above the regular job for which the student would normally be paid. This assures that there will be career growth, and the student maintains the planned income. At the same time it does not place an unrealistic expectation upon the employer. Industry personnel are most cooperative, and rarely would a student need relocation. The instructor has weekly contact with each student in a seminar accompanying the co-op experience. In this seminar students discuss experiences and observations and there is further opportunity to participate in case studies and supervisory skill development. Unless problems develop, the instructor often makes interim follow-ups by telephone only, and will return to the site only for the final evaluation session with the student and supervisor. A grade is determined jointly by the instructor and supervisor including scores for job performance, achievement of established training objectives, and seminar participation. In those infrequent instances where a student was not already employed, job seeking skills are part of the co-op grade determination. Assistance is given by the instructor and college job placement personnel, but the student is ultimately responsible for obtaining employment. A student does have the option for a non-paid experience, arranged by the college, in which case there will be a set rotation of job stations within an organization. This required a more specific work schedule and a formal agreement outlining responsibilities of the student, college, and work site because of the liability involved. Instructor workload for coordinating work experiences is calculated by assigning one contact hour per week for the seminar and one quarter contact hour per week for each student enrolled in the co-op course. The college full-time faculty workload is 20 contact hours per week. One faculty person is assigned organizational responsibility for the seminars, but the student follow-up is completed by each student's faculty advisor. This works well because it gives all faculty the opportunity for interaction with industry personnel and provides variety in the teaching experience. And, of course, the advisor who has worked closely with the student through his or her academic career knows that student's abilities and needs best. What is the future of internships? Whether credit or not-for-credit, whether paid or non-paid, whether tightly, loosely or non-structured, industry internships are her to stay. Graduate surveys reinforce the fact that students find them invaluable. Industry personnel agree that applied work experience should supplement and reinforce classroom learning. There is no doubt that the experiences could often be better structured and executed, but they cannot be replaced! For the past several years, college educators have participated in serious discussions and conducted studies about the quality of American higher education. The American Association of Community and Junior Colleges (AACJC) has assumed leadership in the focus on assessment and outcomes of students' educational experiences. The emphasis on “value-added” education and assessment programs has pervaded our campuses. It is crucial that the education experience adequately prepare students for the workplace and for career mobility. The question arises as to how to measure whether a program actually meets this objective. An AACJC Policy Statementon Student Assessment suggests that colleges will be better able to meet diverse population needs and improve the overall rate of student success if they provide a comprehensive assessment program for all students using effective measures and tools. It suggests that traditional testing alone is inadequate and other appropriate measurements of program strengths and weaknesses must be developed. It is possible that at least one industry work experience or internship course, if taken during a student's last academic term and based on agreed upon objectives and mastery standards, could serve as a summative assessment measure to determine the effectiveness of learning that has taken place over the student's entire program. It could perhaps serve as the “capstone” course. As we grapple with this and other issues, perhaps the CHRIE Internship Technical Committee can delve into how we can more effectively make the industry internships an integral part of the teaching and learning process.
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Sarıgül, Haşmet, and Hakan Eren Şengelen. "A comparative analysis of the first cycle degree programmes in business in Turkey in terms of the number of course units and the student workloads." Tuning Journal for Higher Education 9, no. 2 (2022): 121–50. http://dx.doi.org/10.18543/tjhe.1889.
Full textAbstract:
This comparative study aims to determine the differences between the curricula of the first cycle degree programmes in business in Turkey in terms of the number of course units and the student workloads. In this context, (1) the courses included in the Bologna course information packages of business schools on their web sites have been examined; (2) course units have been gathered together in content–related groups, (3) the numbers of course units in each content–related group have been determined, (4) total student workload of each content–related group has been determined by means of the institutionally allocated ECTS credits, (5) the differences between public and foundation business schools have been tested for each content–related group in terms of total number of course units and total student workload, and (6) the differences between the business schools using Turkish and those using a foreign language as the medium of instruction have been tested for each content–related group in terms of total number of courses and total student workload. The methods used in the research are document review and multivariate analysis. The data of 147 business schools has been used in the study and the outputs of the research reveal that there are significant differences in most of the content–related groups between both the business school groupings described above at points (5) and (6) in terms of the number of course units and student workload.
 Received: 9 October 2020Accepted: 22 April 2022