To see the other types of publications on this topic, follow the link: Self evaluation of courses.
Journal articles on the topic 'Self evaluation of courses'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Self evaluation of courses.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Lishinski, Alex, and Aman Yadav. "Self-evaluation Interventions." ACM Transactions on Computing Education 21, no. 3 (June 2021): 1–28. http://dx.doi.org/10.1145/3447378.
Full textAbstract:
Research has repeatedly shown self-efficacy to be associated with course outcomes in CS and across other fields. CS education research has documented this and has developed CS-specific self-efficacy measurement instruments, but to date there have been only a few studies examining interventions intended to improve students’ self-efficacy in CS, and several types of self-efficacy interventions suggested by previous research remain to be tested in CS. This study attempts to address this lack of research by reporting on the results of a trial intervention intended to improve students’ self-efficacy in an introductory programming course. Students were recruited to complete a self-evaluation task, which previous research has suggested could have a beneficial impact on self-efficacy, which should in turn have a beneficial impact on course performance. Participating students’ course outcomes and self-efficacy were compared with those of the students who did not complete the self-evaluation task, using propensity score weighting adjustments to control for differences between the groups on entering characteristics and prior values of self-efficacy and course outcomes. We found that, whereas there was only marginal evidence for the self-evaluation intervention having a direct effect on self-efficacy, students who completed the self-evaluation task had significantly higher project scores during the weeks they were asked to complete it, compared to the students who did not participate. These findings suggest that there are potential benefits to incorporating self-evaluation tasks into introductory CS courses, although perhaps not by virtue of directly influencing self-efficacy.
2
Jordan, Jan, and Elaine Mossman. "“Get Out of My Home and Don’t Come Back!” Empowering Women Through Self-Defense." Violence Against Women 25, no. 3 (May 28, 2018): 313–36. http://dx.doi.org/10.1177/1077801218768712.
Full textAbstract:
Can self-defense courses empower those already victimized? This article explores the potential for self-defense courses to have specific efficacy in the prevention of intimate partner violence (IPV). It draws on interview ( n = 36) and pre- and postevaluation ( n = 44) data from two studies: (a) evaluation of a pilot study of a feminist empowerment self-defense course designed specifically for women’s refuge/shelter clients (Violence Prevention Project [VPP]) and (b) evaluation of women’s self-defense courses collected as part of a larger evaluation study (Skills for Safety). The overwhelmingly positive findings from both studies suggest greater consideration be offered to providing further collaborative refuge/self-defense courses for women victimized by IPV.
3
Begić, Jasna Šulentić, Amir Begić, and Tihana Škojo. "Attitudes of Students of Croatian Teacher Training Studies towards Music Courses and Self-evaluation of their Playing Skills." Journal of Education and Training Studies 5, no. 1 (December 30, 2016): 171. http://dx.doi.org/10.11114/jets.v5i1.2068.
Full textAbstract:
This paper shows a research, which comprised of 152 students of teacher training studies from the Faculty of Educational in Osijek in the Republic of Croatia. The research was conducted during the academic year 2011/2012 and the main aim was to explore students' attitudes towards the musical courses and a self-evaluation of their own singing and playing skills. The majority of participants were females between twenty and twenty-four years of age. Survey results indicate that participants are generally indifferent towards the musical courses Music theory and Music. This matter should be credited with the fact that the courses, as such, are abstract to anyone who does not have a particular prior knowledge of music. Regarding the course playing, the participants showed more positive attitudes with respect to the courses Music theory and Music. We believe that the reason for it lies in the fact that the students who enrolled the mentioned course acquire the skills of playing i.e. a procedural knowledge of music, and experience the course itself as more useful for them. Self-evaluations of students' playing and singing skills show some insecurity when it comes to playing on their own, as well as their singing, and students show uncertainty regarding their own music teaching competence, respectively.
4
Kim, Jooyoung, Tae Hyun Baek, and Daehyun Kim. "Quality of Work and Team Spirit as Drivers of Student Peer Evaluation on Advertising Group Project Performance." Journal of Advertising Education 15, no. 2 (November 2011): 14–24. http://dx.doi.org/10.1177/109804821101500204.
Full textAbstract:
Using the evaluation traits typically adopted by college instructors, this study investigates the dimensions of peer evaluation criteria used by college students in advertising management and campaigns courses and examines their effects on overall peer evaluation under the influence of three moderating self-related concepts: self-esteem, self-competence and goal orientations (i.e., learning goal orientation and performance goal orientation). The results, from Study 1 suggest Quality of Work and Team Spirit as two important factors for students’ evaluation of their peers. The moderating effects of self-related concepts from Study 2 indicate that students with high self-esteem and high self-competence use Quality of Work predominantly, while students with high learning goal orientation and performance goal orientation use both Quality of Work and Team Spirit for peer evaluations. Overall, the findings indicate that students use Quality of Work more strongly in evaluating their team peers, compared to Team Spirit.
5
Saad- Eddin Badrakhan, Sawsan, and Mohammed Ahmed Mbaydeen. "Evaluation of Self e-learning-Based Courses from the Perspectives of Learners and Academic Staff Members at Al-Ahliyya Amman University." Journal of Social Sciences Research, no. 512 (December 25, 2019): 1837–49. http://dx.doi.org/10.32861/jssr.512.1837.1849.
Full textAbstract:
The purpose of the study is to identify the degree of Al-Ahliyya Amman University (AAU) learners’ and academic staff members’ evaluation of self e-learning- based courses in terms of their educational content, the technical design of electronic techniques and activities, availability and accessibility. The sample of the study consisted of (353) learners who were selected by a simple random methodology involving learners taking the self e-learning- based courses. Five members were selected from the academic staff as coordinators of these courses. The researchers developed a 39-item tool divided into four domains, and they examined their validity and reliability. The study found that the degree of evaluation of the self e-learning-based courses from the perspective of both learners and academic staff members at AAU was high according to the assessment of the technical design of electronic techniques, activities and the evaluation of their availability and accessibility. The research paper also showed that there were no statistically significant differences according to its variables (profession, gender, faculty, and course).
6
Partlow, Charles G., Sharon A. Hearne, and Donald J. MacLaurin. "A “Critical” Look At Student Self Evaluation." Hospitality Education and Research Journal 12, no. 2 (February 1988): 47–55. http://dx.doi.org/10.1177/109634808801200206.
Full textAbstract:
The critical incident technique has proven to be an effective tool both in encouraging student self evaluation of performance and planning strategies for continued professional development. The technique is now being used in all professional courses involving a practicum component in the Department of Hotel, Restaurant, Institution Management and Dietetics at Kansas State University.
7
van der Beek, Sophie, Henrik Bellhäuser, Yves Karlen, and Silke Hertel. "New ways in fostering self-regulated learning at university: How effective are web-based courses when compared to regular attendance-based courses?" Zeitschrift für Pädagogische Psychologie 34, no. 2 (March 2020): 117–29. http://dx.doi.org/10.1024/1010-0652/a000254.
Full textAbstract:
Abstract. Self-regulated learning is essential for studying successfully at university. However, students often show deficits in their ability to learn in a self-regulated way. Consequently, it has become crucial to foster students' self-regulated learning at university. The effectiveness of such courses has primarily been investigated in regular class contexts that require physical attendance. However, web-based course formats are currently gaining in importance. Web-based courses have several advantages (e. g., that students can decide when and where they want to study). The question of whether a web-based course is as effective as an attendance-based one has yet to be answered. In a randomized intervention study (N = 186 university students) with two different treatments (attendance-based and web-based courses), it was investigated whether students in the web-based format profited to the same extent as students in the attendance-based course. Kirkpatrick's model was implemented for evaluation. The results showed that the students were very satisfied with both course formats, self-regulated learning was considered useful for studying, and the subjective and objective increases in learning were high. Furthermore, the results showed that self-regulated learning can be fostered in the web-based course as effectively as in the attendance-based course.
8
Pullen, Darren L. "Online Continuing Professional Education: An Evaluative Case Study." Journal of Adult and Continuing Education 11, no. 2 (November 2005): 129–41. http://dx.doi.org/10.7227/jace.11.2.2.
Full textAbstract:
An evaluation study, assessing the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australasian CPE provider to health care professionals (HCPs). The study used a naturalistic theory approach in conjunction with a multilevel evaluation to examine the impact of Web-based learning on over 300 HCPs. Several evaluative criteria (participant satisfaction, learning achievement, self-reported practice performance change and e-pedagogical courseware characteristics) were assessed by various qualitative and quantitative data collection methods. The evaluation revealed that learning online was an effective means for increasing CPE knowledge (p < 0.05) and improving self-reported practice performance change (p < 0.05). Additionally the study revealed that of the 42 courses examined, those which included a pedagogically scaffolded clinical or diagnostic learning support tool (57 per cent) resulted in an increased self-reported practice performance change compared with those courses which did not include the scaffolded support tool (Zobs 3.757). Participants were very satisfied with the self-paced instruction, timing of both the facilitator and server-generated course comments and the amount of learning content which could be undertaken in a learning sitting.
9
Ebn Ahmady, Arezoo, Megan Barker, Rosa Dragonetti, Myra Fahim, and Peter Selby. "A Qualitative Evaluation of an Online Expert-Facilitated Course on Tobacco Dependence Treatment." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 54 (January 1, 2017): 004695801773296. http://dx.doi.org/10.1177/0046958017732967.
Full textAbstract:
Qualitative evaluations of courses prove difficult due to low response rates. Online courses may permit the analysis of qualitative feedback provided by health care providers (HCPs) during and after the course is completed. This study describes the use of qualitative methods for an online continuing medical education (CME) course through the analysis of HCP feedback for the purpose of quality improvement. We used formative and summative feedback from HCPs about their self-reported experiences of completing an online expert-facilitated course on tobacco dependence treatment (the Training Enhancement in Applied Cessation Counselling and Health [TEACH] Project). Phenomenological, inductive, and deductive approaches were applied to develop themes. QSR NVivo 11 was used to analyze the themes derived from free-text comments and responses to open-ended questions. A total of 277 out of 287 participants (96.5%) completed the course evaluations and provided 690 comments focused on how to improve the program. Five themes emerged from the formative evaluations: overall quality, content, delivery method, support, and time. The majority of comments (22.6%) in the formative evaluation expressed satisfaction with overall course quality. Suggestions for improvement were mostly for course content and delivery method (20.4% and 17.8%, respectively). Five themes emerged from the summative evaluation: feedback related to learning objectives, interprofessional collaboration, future topics of relevance, overall modifications, and overall satisfaction. Comments on course content, website function, timing, and support were the identified areas for improvement. This study provides a model to evaluate the effectiveness of online educational interventions. Significantly, this constructive approach to evaluation allows CME providers to take rapid corrective action.
10
Reese, Denice, Mary A. Dolansky, Shirley M. Moore, Heather Bolden, and Mamta K. Singh. "Quality improvement education innovation: evaluation of Coursera MOOC ‘Take the Lead on Healthcare Quality Improvement’." Journal of Research in Nursing 26, no. 1-2 (March 2021): 62–78. http://dx.doi.org/10.1177/1744987120982644.
Full textAbstract:
Background Massive open online courses have the potential to enable dissemination of essential components of quality improvement learning. Subsequent to conducting the massive open online course ‘Take the Lead on Healthcare Quality Improvement’, this paper is a report of the evaluation of the course’s effectiveness in increasing healthcare professionals’ quality improvement knowledge, attitudes, self-efficacy and systems thinking. Methods Using the Kirkpatrick model for evaluation, a pretest–posttest design was employed to measure quality improvement knowledge, attitude, self-efficacy and systems thinking. Interprofessional learners across the globe enrolled in the 5-week online course that consisted of 10 modules (short theory bursts, assignments and assessments). The objective of the course was to facilitate learners’ completion of a personal or clinical project. Of the 5751 learners enrolled, 1415 completed the demographic survey, and 88 completed all the surveys, assignments and assessments. This paper focuses on the 88 who completed the course. Results There was a significant 14% increase in knowledge, a 3.5% increase in positive attitude, a 3.9% increase in systems thinking and a 21% increase in self-efficacy. Learners were very satisfied with the course (8.9/10). Conclusions Learners who completed the course ‘Take the Lead on Healthcare Quality Improvement’ had significant gains in learner outcomes: quality improvement knowledge, attitude, self-efficacy and systems thinking supporting this course format’s efficacy in improving key components of students’ quality improvement capabilities.
11
Lin, Weiliang. "Human Resources Management of Track and Field Web Course in College Physical Education." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (April 5, 2016): 95. http://dx.doi.org/10.3991/ijet.v11i04.5463.
Full textAbstract:
This research aims is to improve the human resources management of track and field (T&F) web courses and its application effects. Methods: The research methods include literature, expert interview, questionnaire survey, mathematical statistics, system settings, software editing etc. Results: The results show that Course Guidance includes basic network technical course and training, Member and Class includes effective setting of students and groups (class, grade and team), which improve the collective management mode of the course teaching activity, Student Evaluation consists of self-study, co-created resources, teaching task and practice course level, which are representative, effective certification of directors, administrators and technicians and effective management of continuous training and co-created resources help the updating of the web course resources. Conclusion: Human resources management of T&F web courses effectively improves the management of students, directors, chief instructors and assistants; it enhances not only the participants' teaching and evaluating organization form, but also helps administrators set courses and create resources.
12
Ugalde-Hernández, Daniela, and Julia Pérez-Chaverri. "LA AUTORREGULACIÓN Y LA AUTOEVALUACIÓN COMO PARTE DE LA ESTRATEGIA DE APRENDIZAJE EN LOS CURSOS OBLIGATORIOS QUE OFRECE EL CENTRO DE CAPACITACIÓN EN EDUCACIÓN A DISTANCIA. SELF-REGULATION AND SELF-EVALUATION AS PART OF THE LEARNING STRATEGY IN THE CORE CO." Revista Electrónica Calidad en la Educación Superior 5, no. 2 (November 3, 2014): 68–102. http://dx.doi.org/10.22458/caes.v5i2.684.
Full textAbstract:
Desde hace tres años el Centro de Capacitación en Educación a Distancia (CECED) empezó a implementar acciones dentro de los cursos que ofrece, con el fin de potenciar la autorregulación y la autoevaluación como estrategias que promuevan y evidencien la centralidad del estudiantado, tal como se menciona en el Modelo Pedagógico de la Universidad Estatal a Distancia (UNED).En ese sentido, esta ponencia pretende exponer la sistematización de la experiencia vivida en dos cursos ofertados en el I cuatrimestre de 2014 (Pedagogía Universitaria y Organización y Diseño de Cursos en Línea), en los cuales se han realizado ajustes metodológicos para promover procesos de aprendizaje a través de la autorregulación y la autoevaluación por parte de las personas participantes, de manera que estas personas, a su vez, puedan implementarlas en sus propios cursos o asignaturas. Dichos ajustes metodológicos se pueden evidenciar en diferentes componentes del curso y no solo en el instrumento de autoevaluación.Palabras clave: autorregulación, autoevaluación, estrategia de aprendizaje, cursos virtuales, modalidad a distancia AbstractThree years ago, the Distance Education Training Center (CECED) began to implement actions to improve self-regulation and self-assessment strategies on its courses and following the student centered orientation indicated in UNED´s Teaching Model.In that sense, this paper aims to describe the systematization of the experience of implementing self-regulation and self-assessment strategies on two courses offered in the first quarter of 2014. The courses Pedagogy for Distance Education and Organization and Design of Online Courses have been modified in terms of methodology, to promote learning processes by using self-regulation and self-assessment procedures. Also, course participants are encouraged to implement these strategies in the courses they teach. These strategies and the methodological adjustments will be evident in different course components of the training sessions not only in the self-assessment instrument.Keywords: self-regulation, self-assessment, learning strategy, online courses, distance mode.
13
Neber, Heinz, and Kurt A. Heller. "Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy." European Journal of Psychological Assessment 18, no. 3 (September 2002): 214–28. http://dx.doi.org/10.1027//1015-5759.18.3.214.
Full textAbstract:
Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.
14
Cohen, Judith L., Suzanne van Houten Sauter, Robert F. Devellis, and Brenda Mcevoy DeVellis. "Evaluation of arthritis self-management courses led by laypersons and by professionals." Arthritis & Rheumatism 29, no. 3 (March 1986): 388–93. http://dx.doi.org/10.1002/art.1780290312.
Full text
15
Drews, David R., W. Jeffrey Burroughs, and DeeAnn Nokovich. "Teacher Self-Ratings as a Validity Criterion for Student Evaluations." Teaching of Psychology 14, no. 1 (February 1987): 23–25. http://dx.doi.org/10.1207/s15328023top1401_5.
Full textAbstract:
Student ratings were validated against instructor self-ratings by assessing student—faculty agreement concerning day-to-day variability within courses. For 15 days, students and instructors in each of four courses made daily evaluations. Analysis showed that student ratings and instructor self-ratings were significantly correlated in three areas: material covered, instructor performance, and overall impressions of the success of the class. These results are consistent with those of other studies that have argued for the ability of students to provide valid course evaluations. In addition, they avoid some of the interpretive problems of other criterion measures that have been used to validate student evaluations.
16
Bai, Jieru, Susan Larimer, and Mary E. Riner. "Cross-Cultural Pedagogy: Practical Strategies for a Successful Interprofessional Study Abroad Course." Journal of the Scholarship of Teaching and Learning 16, no. 3 (June 17, 2016): 72–81. http://dx.doi.org/10.14434/josotl.v16i3.19332.
Full textAbstract:
This article discusses some practical strategies for designing and implementing a cross-cultural interprofessional study abroad course, including pre-departure preparation, facilitating small groups with local students, establishing a weekly theme, utilizing role-play and reflective assignments, and implementing meaningful evaluation strategies. These strategies were based on three years of experience and were found to effectively increase students’ cultural competence and self-confidence, as evidenced by student evaluations and results from a focus group conducted one year after the course. Short term study abroad courses with appropriate pedagogical design are significant strategies for health profession programs in the face of growing diversity and globalization.
17
Heller, Niels, and Francois Bry. "Organizing Peer Correction in Tertiary STEM Education: An Approach and its Evaluation." International Journal of Engineering Pedagogy (iJEP) 9, no. 4 (August 29, 2019): 16. http://dx.doi.org/10.3991/ijep.v9i4.10201.
Full textAbstract:
This article reports on a novel higher-education course format exploiting choreographed peer reviews and self-corrections using an online learning platform. The novel course format aims to reduce teachers' workload as it was motivated by the necessity to run examinations for all courses during all terms, even though almost all courses can only be offered every second term. As a consequence, and because of a very high students-to-teacher ratio, many students have to prepare for examinations without sufficient assistance. This article describes the novel course format and reports on its evaluation in a case study. The evaluation indicates that most students benefit from the novel course format but that it is less efficient than traditional formats based on a higher teachers' involvement. The major weakness of the novel format is the insufficient participation of some students to their peer-reviewing. The article suggests and discusses possible measures to address that weakness. This article extends previous work by the same authors by providing an extended evaluation of the students' attitudes towards the course format, their behavior on the platform and their peer reviews. The course format and the learning platform are described in greater detail and the integration into related work has been expanded.
18
Czajka, Ewa. "ANALIZA UMIEJĘTNOŚCI REFLEKSYJNYCH PRZYSZŁYCH NAUCZYCIELI JĘZYKA ANGIELSKIEGO." Neofilolog 1, no. 43/1 (September 4, 2019): 55–65. http://dx.doi.org/10.14746/n.2014.43.1.5.
Full textAbstract:
The fact that a successful language instructor has to be a reflective practitioner is undeniable. However, observations made during teacher training courses reveal trainees’ reluctance to self-evaluate their conduct and poorly-developed reflective thinking skills. In an attempt to aid the future teachers’ progress in this area, a series of written tasks was introduced during a course. These included: self-evaluation of one’s strengths and weaknesses, pre and post-microteaching reflections. The analysis of these narratives provides an insight into the trainees’ self-evaluation processes and demonstrates a gradual progress in their abilities from descriptive to productive reflective thinking. Thus the results seem to confirm the positive influence of the intervention.
19
Grossman, Sheila, and Jaclyn Conelius. "Simulation Pedagogy With Nurse Practitioner Students: Impact of Receiving Immediate Individualized Faculty Feedback." Creative Nursing 21, no. 2 (2015): 100–109. http://dx.doi.org/10.1891/1078-4535.21.2.100.
Full textAbstract:
Family nurse practitioner (FNP) students must achieve basic competency in managing patients’ primary care needs across the lifespan. Students in the FNP program have simulations integrated throughout their clinical theory courses to increase practice time with various patient cases. Students who received individualized faculty feedback immediately after self-evaluation of simulation performance showed statistically significantly increased knowledge (as evidenced by higher grades in course examinations and preceptor evaluations) than a control group of students who received feedback in a group class via a rubric grading guide 2–4 weeks after all students completed their individual simulations.
20
Dahal, Niroj, and Shesha Kanta Pangeni. "Workshopping in Online Courses." International Journal of Multidisciplinary Perspectives in Higher Education 4, no. 1 (December 26, 2019): 89–110. http://dx.doi.org/10.32674/jimphe.v4i1.1275.
Full textAbstract:
Designed to explore effective pedagogical uses of the Workshop activity tool, which is native to Moodle learning management system, the study reported in this article was an action research. Using the standard steps of planning, intervening, assessing effectiveness, and information sharing, the study sought to identify the best ways to engage students in the process of learning and peer assessment by using Workshop as a learning and assessment tool. After identifying some challenges against students learning during the submission and peer review process, this article highlights some key strengths of the Workshop activity application, based on our study. Then it discusses the application’s key affordances for conducting peer and self-assessment, for enhanced engagement in learning, and for the development of higher-order skills such as analysis and evaluation. We conclude by noting that effective use of the tool demands teachers' careful attention to issues such as time provided, peer allocation, and students’ skills for effective tool use.
21
Amadio, William J. "Self Expression In Technical Courses: Making It Happen." American Journal of Business Education (AJBE) 2, no. 5 (August 1, 2009): 7–14. http://dx.doi.org/10.19030/ajbe.v2i5.4065.
Full textAbstract:
This paper examines how Team Learning allows students to express themselves through their work. I define expression to include taking ownership of ones work, i.e. working through self-motivation rather than through the dictates of a teacher, and participating in a community of workers. This participation includes working with colleagues on projects of interest to the community, submitting ones work to the scrutiny of the team and the larger community, and evaluating colleagues work in the same manner. I present the results of my use of Team Learning in four computer programming classes.
22
Kalyoncu, Derya, Nafiye Urganci, and Seda Geylani Gulec. "Hepatitis A in children: evaluation of atypical manifestations." Paediatrica Indonesiana 60, no. 5 (August 3, 2020): 239–43. http://dx.doi.org/10.14238/pi60.5.2020.239-43.
Full textAbstract:
Background Although hepatitis A infection is known as a benign, self-limited disease without chronicity, the rate of complications increases over time.
Objective To evaluate atypical manifestations of hepatitis A infection in children.
Methods A total of 130 children with hepatitis A infection were reviewed. Subjects’ demographic and clinical characteristics, laboratory examinations, and clinical courses were evaluated retrospectively.
Results Twenty-one subjects had atypical manifestations of disease as follows: immune thrombocytopenic purpura (1 patient), pleural effusion (1), autoimmune hepatitis and hemolytic anemia (1), nephrotic syndrome (2), meningoencephalitis (2), autoimmune hepatitis (2), acalculous cholecystitis (3), relapsing hepatitis (4), and fulminant hepatitis (5). Only gender was significantly different, with males having more atypical manifestations than females (P=0.03). Mortality rate was 3% (3 patients with fulminant hepatitis and 1 with meningoencephalitis died in the intensive care unit).
Conclusion Although hepatitis A virus infection has a benign, self-limited course without chronicity, recognition of atypical cases which carry mortality risk is important.
23
Tuckman, Bruce W. "Relations of Academic Procrastination, Rationalizations, and Performance in a Web Course with Deadlines." Psychological Reports 96, no. 3_suppl (June 2005): 1015–21. http://dx.doi.org/10.2466/pr0.96.3c.1015-1021.
Full textAbstract:
This study compared students' academic procrastination tendency with the (1) frequency and nature of rationalizations used to justify procrastination, (2) self-regulation, and (3) performance in a web-based study strategies course with frequent performance deadlines. 106 college students completed the 16-item Tuckman Procrastination Scale, a measure of tendency to procrastinate, the Frequency of Use Self-survey of Rationalizations for Procrastination, and a 9-item self-regulation scale. Students' subsequent course performance was measured by total points earned. A linear regression with Academic Procrastination as the criterion variable and Rationalization score and Course Points as the predictor variables suggested academic procrastinators support procrastinating by rationalizing, not self-regulating, and thus put themselves at a disadvantage, with respect to evaluation in highly structured courses with frequent enforced deadlines.
24
Braun, Edith, and Bernhard Leidner. "Academic Course Evaluation." European Psychologist 14, no. 4 (January 2009): 297–306. http://dx.doi.org/10.1027/1016-9040.14.4.297.
Full textAbstract:
This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .
25
Al Mortadi, Noor, Saed S. Al-Houry, Karem H. Alzoubi, and Omar F. Khabour. "Effectiveness of Peer Evaluation in Learning Process: A Case from Dental Technology Students." Open Dentistry Journal 14, no. 1 (December 31, 2020): 692–97. http://dx.doi.org/10.2174/1874210602014010692.
Full textAbstract:
Background: Peer assessment or evaluation has been shown to play an important role in several learning processes. However, the effectiveness of this educational evaluation method has yet to be studied among students in different specialties. Objective: The study aimed to assess the effectiveness of peer evaluation as a method of student assessments in dental technology courses. Methods: The study sample (n=130 students) was randomly divided into 5 groups, then the effectiveness of peer evaluation was measured and correlated with student’s Grade Point Average (GPA) and gender. Results: The results showed the ability of students to evaluate their peers in a certain course. As per students’ perspective, scores ranged from 3.79-4.24 (out of 5), with a high degree of practice in all fields, ranked as follows: psychological stress, teamwork, self-efficacy, and, finally, the use of social media for learning. The mean score of all the categories in the peer assessment of students was 4.005 with a high degree of practice according to Scheffe's Test. Female gender was associated with significantly higher scores in the fields of psychosocial pressure, use of social media and overall scores. In addition, students achieving a GPA of 68 and more had significantly higher overall scores compared to students with lower GPAs. Conclusion: Peer evaluation seems to be a valid tool for students’ assessment; thus, it can be recommended as part of the course grading system in dental technology courses and can be applied to other dental or medical courses that involve practical sessions.
26
Adarkwah, Michael Agyemang, and Yu Zeyuan. "Perceptions of the Effect of an EAP Course on English Self-efficacy and English Proficiency: Voices of International Students in China." World Journal of English Language 10, no. 2 (April 28, 2020): 1. http://dx.doi.org/10.5430/wjel.v10n2p1.
Full textAbstract:
The English language has become an essential means for communication and studies for international students globally. With the increasing number of international students trooping to China to study diverse courses which are taught in the English medium, there is a need to address challenges faced by international students from non-native English speaking countries. The study adopted an embedded mixed-method approach where face-to-face interviews and focus group discussions were conducted on freshmen international students taking English for Academic Purposes (EAP) in a specific faculty of a university in China. The interviews were supplemented by the Questionnaire of English Self-Efficacy (QESE) to measure their perceived English self-efficacy after the course. An online questionnaire on English Course Evaluation (ECE) was used to measure the students’ assessment of the course. The findings of the study offer insights into the effect of the intervention, challenges faced by students during the course, and suggestions on things to consider during the implementation of English courses for non-native English students in the future.
27
Sun, Tiannan. "Research on College English Online Teaching Design Based on Self-built Corpus." SHS Web of Conferences 123 (2021): 01024. http://dx.doi.org/10.1051/shsconf/202112301024.
Full textAbstract:
Based on the self-developed English language corpus and a series of College English micro courses, this study constructs College English online teaching platform, focus on a innovative design of college English online courses and try to test its teaching effectiveness. The results show that the corpus-based College English online curriculum design changes the traditional classroom teaching mode and teaching evaluation mode, promoting students’ English level and autonomous learning ability, providing practical basis for the exploration of College English online teaching mode.
28
Klimova, Blanka Frydrychova. "Self-reflection in the Course Evaluation." Procedia - Social and Behavioral Sciences 141 (August 2014): 119–23. http://dx.doi.org/10.1016/j.sbspro.2014.05.022.
Full text
29
Deck, Stacy M., Phyllis A. Platt, and Laneshia McCord. "Engaged Teaching-Learning: Outcome Evaluation for Social Work Students in a Graduate-Level Service Learning Research Course." Advances in Social Work 16, no. 2 (February 8, 2016): 233–48. http://dx.doi.org/10.18060/18302.
Full textAbstract:
The challenges of engaging social work students in the research curriculum are well-documented, and the literature supports the use of service learning to increase engagement. This study explores self-efficacy as one measure of learning outcomes. Changes in students’ (N=88) assessment of their ability to perform research and program evaluation tasks skillfully were measured by administering the Evaluation Self-Efficacy Scale (ESE) on the first and last days of a graduate-level advanced research class that included a service learning project. ESE scores on the last day of class were significantly higher than on the first day of class. The effect size was larger than in prior similar studies, suggesting that service learning contributed to students’ sense of mastery of course content. These results support the use of an engaged-learning model such as a service learning project in advanced social work research courses to improve students’ evaluation self-efficacy.
30
Widerman, Eileen. "Performance Evaluation Using a Rubric: Grading Student Performance in Practice Courses." Journal of Baccalaureate Social Work 8, no. 2 (March 1, 2003): 109–25. http://dx.doi.org/10.18084/1084-7219.8.2.109.
Full textAbstract:
This article promotes performance evaluation using a rubric as a useful approach to assessing the extent to which social work students meet the complex learning objectives of practice courses. This approach permits assessment of qualitative competencies, such as use-of-self, and facilitates the reduction of multiple evaluation criteria to a single grade. It guides students in completing assignments, details performance expectations, and provides meaningful feedback to both student and instructor. Using a process recording as an example, the article describes how to construct, introduce, apply, and evaluate a rubric. The importance of grounding the rubric in the knowledge base of the course and submitting its content for student and peer input are stressed as a means to enhance its validity and address some of the disadvantages associated with its use. The author encourages social work educators to develop, explore, and empirically assess this, and other, nontraditional approaches to assessment.
31
TSYBUL’SKA, V. V. "Self-appraisal adequacy of students’ physical abilities of pedagogical specialties involved in various forms of education." Physical education of students 18, no. 5 (October 28, 2014): 48–52. http://dx.doi.org/10.15561/20755279.2014.0509.
Full textAbstract:
Purpose : considered self-appraisal adequacy of students’ physical abilities of students of pedagogical specialties involved in various forms of education. Material : the study was conducted with students of II and IV courses of the Faculty of Primary Education stationary and correspondence courses (total 120 people.). Used a technique of self-appraisal of physical development, technique of rapid assessment of physical health, motor tests. Results : set the direction for the development of the values of physical culture and self-improvement of physical abilities that depend on the adequacy of the self-assessment of their physical development and physical fitness. The comparison of subjective and objective indicators for assessing physical health and physical fitness of students. Highlighted significant differences in the direction of re-evaluation of their physical abilities in students of correspondence courses. Conclusions : It is recommended to use the self-appraisal methodology of physical development to determine the degree of objectivity of self-confidence, which determines the motivation for self-improvement.
32
Ravitz, Paula, Robert G. Cooke, Scott Mitchell, Scott Reeves, John Teshima, Bhadra Lokuge, Andrea Lawson, et al. "Continuing Education to Go: Capacity Building in Psychotherapies for Front-Line Mental Health Workers in Underserviced Communities." Canadian Journal of Psychiatry 58, no. 6 (June 2013): 335–43. http://dx.doi.org/10.1177/070674371305800605.
Full textAbstract:
Objective: To address the gaps between need and access, and between treatment guidelines and their implementation for mental illness, through capacity building of front-line health workers. Methods: Following a learning needs assessment, work-based continuing education courses in evidence-supported psychotherapies were developed for front-line workers in underserviced community settings. The 5-hour courses on the fundamentals of cognitive-behavioural therapy, interpersonal psychotherapy, motivational interviewing, and dialectical behaviour therapy each included videotaped captioned simulations, interactive lesson plans, and clinical practice behaviour reminders. Two courses, sequentially offered in 7 underserviced settings, were subjected to a mixed methods evaluation. Ninety-three nonmedical front-line workers enrolled in the program. Repeated measures analysis of variance was used to assess pre- and postintervention changes in knowledge and self-efficacy. Qualitative data from 5 se mi structured focus groups with 25 participants were also analyzed. Results: Significant pre- and postintervention changes in knowledge (P < 0.001) were found in course completers. Counselling self-efficacy improved in participants who took the first course offered (P = 0.001). Dropouts were much less frequent in peer-led, small-group learning than in a self-directed format. Qualitative analysis revealed improved confidence, morale, self-reported practice behaviour changes, and increased comfort in working with difficult clients. Conclusion: This work-based, multimodal, interactive, interprofessional curriculum for knowledge translation of psychotherapeutic techniques is feasible and helpful. A peer-led group format is preferred over self-directed learning. Its application can build capacity of front-line health workers in helping patients who suffer from common mental disorders.
33
Fernández-Samacá, Liliana, José Miguel Ramírez, and Martha L. Orozco-Gutiérrez. "Project-based learning approach for control system courses." Sba: Controle & Automação Sociedade Brasileira de Automatica 23, no. 1 (February 2012): 94–107. http://dx.doi.org/10.1590/s0103-17592012000100008.
Full textAbstract:
This paper introduces the design and development of control system courses in an undergraduate program by using Project-Based Learning (PBL) when the curriculum uses Traditional Education. The paper presents a complete outline of control courses that takes into account the problem definition, project duration, support resources and student evaluation. In this approach, students are organized into teams to develop a project seeking to find the solution to a control problem. The approach is devoted to placing a professional challenge into the course, so students learn the topics while they solve the problem, and develop the transversal skills needed to face the new challenges of control. The approach uses the peer-assessment and self-assessment activities to evaluate abilities, knowledge, and observe the development of transversal skills. The impact of the proposed approach is evaluated by using a survey and observing the student performance. Aspects about the survey design and survey results are presented analyzing the contribution of the proposed approach to develop skills like teamwork, self-learning, problem solving and communication abilities.
34
Schellhase, Kristen C. "The Relationship Between Student Evaluation of Instruction Scores and Faculty Formal Educational Coursework." Athletic Training Education Journal 5, no. 4 (October 1, 2010): 156–64. http://dx.doi.org/10.4085/1947-380x-5.4.156.
Full textAbstract:
Context: Emphasis is placed on athletic training educators' content area expertise and not on their formal training in educational concepts. Objective: The purposes of this study were to identify the amount of educational coursework completed by ATEP faculty and investigate the relationship between ATEP instructors' student evaluation of instruction scores and their formal educational coursework completed. Design: Survey design that included demographic and questionnaire components. Setting: Self-administered questionnaires Participants: The population for the study was athletic trainers working as full-time faculty in Florida ATEPs (n = 19; mean age 39.2 ± 8.03; mean teaching experience 8.84 ± 5.79 years). Data Collection: Faculty participants completed a demographic questionnaire. Students in a non-laboratory based and non-clinical education course taught by the faculty member completed the Students' Evaluation of Educational Quality questionnaire. Analysis: Correlations and independent samples t-tests were analyzed. Results: Faculty completed 9.25 ± 7.39 education courses. The study found positive correlations of moderate/large effect sizes between 7 of the 9 Student Evaluation of Educational Quality (SEEQ) subscales as well as the total SEEQ score, and the number of education courses taken by faculty. The positive correlation between the “Assignments/Readings” subscale and the number of education courses taken by faculty was significant. Independent samples t-tests demonstrated that when faculty had taken more than 10 courses related to education, their students rated them significantly higher on the “Learning/Academic Value” and “Assignments/Readings” subscales than faculty who have taken 10 or fewer courses. Conclusion(s): There is a lack of uniformity among ATEP faculty regarding the quantity of formal educational coursework. The results of this study provide some evidence that a positive relationship exists between educational coursework and some student evaluation of instruction subscale scores.
35
Min, Hye-Ree. "A Study on Suggesting Directions for Course Improvement at College of Engineering Based on Comparison of Instructors’ Self Evaluation and Students’ Evaluation of Courses." Journal of Engineering Education Research 19, no. 3 (May 2016): 35–43. http://dx.doi.org/10.18108/jeer.2016.19.3.35.
Full text
36
Bliss, James P., Beth M. Hartzler, Jennifer Winner, and Douglas Hodge. "Assessment and Comparative Evaluation of Self-Efficacy as a Function of Training Style." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 9, no. 1 (September 2020): 188–92. http://dx.doi.org/10.1177/2327857920091005.
Full textAbstract:
As with civilian medicine, the Military Health System relies on medical manikins to supplement didactic training. Analyses of transfer-of-training and the calibration between self-efficacy (SE) and competence offer a robust look at training effectiveness; however, the logistics of collecting these data are complex. Self-reported SE is commonly used as a starting point to look at training effectiveness, and prior research has used it to compare didactic against simulation-based training options. Military medical training courses, however, often combine didactic and experiential (simulation-based) training. Little or no work has documented how SE is differentially affected in courses using both training approaches. Results reported here represent SE data from enlisted medical technicians completing pre-deployment readiness training. These data illustrate that SE gained through didactic training was maintained throughout the simulation training. We discuss possible reasons why this sample did not demonstrate further significant gains following simulation and we identify challenges associated with the study of individual constructs such as SE in the context of team-based training environments.
37
Gurung, Regan A. R., David B. Daniel, and R. Eric Landrum. "A Multisite Study of Learning in Introductory Psychology Courses." Teaching of Psychology 39, no. 3 (June 21, 2012): 170–75. http://dx.doi.org/10.1177/0098628312450428.
Full textAbstract:
Four hundred and fifty-four students enrolled in introductory psychology at different institutions across the nation participated in a study of factors related to learning. Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning, self-report of learning, and a measure of quiz performance using biopsychology and learning chapter questions from a College Board Advanced Placement exam. The authors found significant predictors of both self-reported learning (deep approach, less surface approach, instructor ratings, student self-evaluations, and study behaviors) and quiz performance (grade point average, study time, metacognitive activity, and less use of a surface approach to learning). These results are discussed in the context of optimizing student learning and providing a foundation for future research.
38
Sarikaya, Ozlem, Sibel Kalaca, Berrak Ç. Yeğen, and Sanda Cali. "The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines." Advances in Physiology Education 34, no. 2 (June 2010): 35–40. http://dx.doi.org/10.1152/advan.00024.2010.
Full textAbstract:
Self-assessment tools have previously been used to assess the impact of a faculty development program on the teaching skills of medical educators. In this study, we aimed to assess the impact of a faculty development program on the teaching performances of faculty members in relation to their medical disciplines and academic positions. A faculty-training program consisted of “training skills” and “student assessment instruments” courses. The impact of the program was evaluated by self-reporting of faculty members (a total of 225 reports) 1–2 yr after the program. Both courses were found to be beneficial by nearly all of the attendants. Clinicians benefited more from some topics in the student assessment course and could apply the structured learning and assessment guides, structured oral examination, and objective structured clinical examination more efficiently than their peers from preclinical departments. In conclusion, the results demonstrated that the participants of the faculty development program modified their teaching activities according to the demands of their clinical practice. The correlations between the benefits and behavioral changes were statistically significant.
39
Tu, Jui-Che, Xu Zhang, and Xiu-Yue Zhang. "Basic Courses of Design Major Based on the ADDIE Model: Shed Light on Response to Social Trends and Needs." Sustainability 13, no. 8 (April 15, 2021): 4414. http://dx.doi.org/10.3390/su13084414.
Full textAbstract:
Social innovation leads to more diverse methods for design education, which helps design education response to social trends and needs. Social change has brought about the transformation of teaching objects for design education courses, which can provide the public with more opportunities to recognise and understand design. Through the introduction of the ADDIE (analysis, design, development, implementation, evaluation) model in teaching design pattern through social innovation, this paper explores the system design construction of a design education course. Using the teaching practice for the course “Three-dimensional Composition” in the product design major at Tianjin University of Technology as an example and relying on a process of analysing, designing, developing, implementing and evaluating, this paper launches a design plan for design education courses. Students’ learning satisfaction is used to measure the course design, and the latest course works of applied research results in 2020 will be displayed to show students’ self-confidence and satisfaction after class. The research described in this paper attempts to construct the teaching design of design courses based on the ADDIE model. It is intended to analyse the multi-dimensional connection of design education: meeting the expectations of college students seeking to acquire design knowledge and social experience, cultivating students’ interest, and enhancing their design achievement and confidence. Moreover, this paper seeks to shed light on ways to reform design course teaching so that the design education results are more in line with the needs and expectations of the times and society.
40
Blamey, Avril, Jacki Gordon, Kim Newstead, and Jacqueline McDowell. "Strengthening adult community-based cooking skills interventions using realist principles." British Food Journal 119, no. 5 (May 2, 2017): 1130–46. http://dx.doi.org/10.1108/bfj-09-2016-0432.
Full textAbstract:
Purpose The purpose of this paper is to present learning on the strategies used by cooking skills practitioners and the programme theories, behaviour change mechanisms/contexts and intended outcomes associated with these in varied contexts. Design/methodology/approach Grey literature from Scottish cooking skills courses were reviewed using realist principles. Intervention implementation variables were identified and iteratively coded to uncover intended intervention strategies and programme theories. The lack of robust evaluation processes and outcome data in the grey literature prevented the testing of intended programme theories against outcomes. Alternatively, implementation strategies were aligned against behavioural-theory constructs contained in national guidance. Prioritised theories were further clarified/refined using practitioner and participant focus group data. Learning was used to inform future practice/evaluation. Findings Courses targeted and reached vulnerable individuals. Practitioners articulated multiple theories and assumptions about how strategies may work. Numerous strategies and behaviour constructs were used to target, tailor and reinforce cooking/food and wider social outcomes. Mechanisms were assumed to be triggered by different contexts and lead to varied outcomes. Strategies used were consistent with evidenced behaviour change constructs and guidelines. Interventions aimed to achieve non-cooking/social outcomes as well as cooking ones – including potential mediators of cooking behaviour, e.g. self-confidence. Contexts facilitated/limited the use of certain strategies. Limitations in course design, reporting and self-evaluation need to be addressed. Practical implications Recommendations for improving intervention commissioning, design and evaluation using realist principles are provided. Originality/value Learning addresses gaps in knowledge about the implementation of cooking skills interventions identified from systematic reviews and can improve course design and evaluation.
41
Effendi, Leo Adhar, and Sindi Amelia. "Validity of The Abtract Algebra Teaching Book." Mathematics Research and Education Journal 4, no. 1 (August 24, 2020): 17–23. http://dx.doi.org/10.25299/mrej.2020.vol4(1).4204.
Full textAbstract:
The Abstract Algebra is one of the most difficult subjects for students. In this course, students are required to have several textbooks as their reading source. However, the existing textbooks do not guide students in carrying out the process of preparing evidence and tend to speak non-Indonesian languages. The purpose of this research is to design and develop textbooks on abstract algebra courses which contain proofs in full step by step that can improve the ability to organize evidence. This type of research is development research with formative evaluation design consisting of self-evaluation, prototyping (expert reviews, one-to-one, and small groups), and field tests. The validity of the development of abstract algebra textbook is passed through the stages of self-evaluation and expert reviews. The results showed that the prototype of abstract algebra teaching books had a very high level of validity (89.29%).
42
Sagar, Helena, and Hanne Mehli. "Authentic and entrepreneurial teaching practice in science and technology – variation and diversity in outcomes from professional development courses for teachers." Nordic Studies in Science Education 9, no. 2 (November 7, 2013): 171–86. http://dx.doi.org/10.5617/nordina.555.
Full textAbstract:
This qualitative study describes the variation and diversity in science and technology teachers’ self-expressed outcomes from two CPD courses with the same major aim, however with different designs and foci. The aim was to increase teachers’ knowledge of authentic and entrepreneurial learning environments in school science and technology. The CPD evaluation model presented by Harland and Kinder (1997 was used for analysis). Both courses resulted in outcomes in all eight typologies as well as in impact on practice. The teachers’ expressed experiences reflect the different foci; general reflections on changes in teaching strategies for a more authentic and entrepreneurial learning environment from one course to concrete examples of subject specific activities from the other course. This suggests that a CPD course, including teaching strategies with the content knowledge as a point of departure, thus providing concrete examples of subject related changes in teaching practice, might provide a more effective CPD.
43
Jordan, Jan, and Elaine Mossman. "“Back Off Buddy, This Is My Body, Not Yours”: Empowering Girls Through Self-Defense." Violence Against Women 24, no. 13 (December 7, 2017): 1591–613. http://dx.doi.org/10.1177/1077801217741217.
Full textAbstract:
Although growing recognition is being given to the benefits of teaching self-defense skills to college women, very little research attention has considered the impacts of providing such courses to school-aged girls. This article presents the findings from a large-scale evaluation of self-defense programs provided to three different age groups of schoolgirls from diverse backgrounds in New Zealand, drawing on survey responses from the girls themselves, supplemented by qualitative data provided by key informant interviews with their school and self-defense teachers. The findings provide clear evidence of the many positive benefits that can result for girls of all ages who participate in feminist self-defense courses taught by carefully trained instructors with a strong empowerment focus.
44
Tezer, Murat, Celalettin Özden, and Ramazan Atasoy. "Developing a technology and design course self-effiancy scale: A validity and reabilithy study." World Journal on Educational Technology: Current Issues 11, no. 3 (July 31, 2019): 186–97. http://dx.doi.org/10.18844/wjet.v11i3.4247.
Full textAbstract:
The aim of this study was to develop a valid and reliable assessment and evaluation instrument to specify the efficacy of the students in technology and design courses. The assessment instrument was composed of an item pool, experts’ views about the validity scope, pre-application, analysis of structure validity and reliability analysis steps. This study was carried out with the 7th grade students in State secondary schools in Northern Cyprus. A scale with 38 items and seven-factors was determined through an exploratory factor analysis. The scale consisted of synthesis, basic application, evaluation, formal analysis, further analysis, advanced application and comprehension dimensions. The confirmatory factor analysis and the factor structures were tested. At the end of the confirmatory analysis, it was noted that the variables had acceptable goodness of fit values. A valid and reliable technology and design course self-efficacy scale was developed at the end of the study.
Keywords: Technology and design, self-efficacy, secondary school, scale development
45
Pelton, Tim, Leslee Francis Pelton, and Mary Sanseverino. "15. Clicker Lessons: Assessing and Addressing Student Responses to Audience Response Systems." Collected Essays on Learning and Teaching 1 (July 1, 2011): 85. http://dx.doi.org/10.22329/celt.v1i0.3184.
Full textAbstract:
This project began in response to a perceived need to assess students’ perceptions with respect to the emerging use of audience response systems (clickers) in several mid- to large-size undergraduate courses at the University of Victoria. We developed and validated a “Clicker Use Survey” to gather students’ opinions with respect to clicker utility and the impact of clicker use on their learning. With the collected data we generated a set of baseline distributions to support assessment of various clicker use protocols and created a self-evaluation tool to share with instructors to support teacher reflection on the efficacy of their clicker practices. We also provided a sample self-evaluation to model the use of the tool. Links to the survey instrument, baseline data and self-evaluation tool, and sample self-evaluation are provided.
46
Bianchi, Serena, Sara Bernardi, Enrico Perilli, Claudia Cipollone, Jasmine Di Biasi, and Guido Macchiarelli. "Evaluation of Effectiveness of Digital Technologies During Anatomy Learning in Nursing School." Applied Sciences 10, no. 7 (March 30, 2020): 2357. http://dx.doi.org/10.3390/app10072357.
Full textAbstract:
The disciplines of biosciences included in the curricula of a nursing degree represent a daunting but crucial type of knowledge that a well-prepared nurse should acquire. Given the importance and the objective difficulties of these courses, nursing students experience anxiety, especially for the anatomy course. This anxiety and the related rate of exam failures lead professors to analyze their teaching approach, by diversifying the lecturing methods. The aim of our study was to test the use of a virtual dissection table (DT) during the anatomy lectures of a nursing course, evaluating the anxiety level before the exam and evaluating the exam score. The feedback of the evaluated student population was positive overall. The integration of the DT in anatomy lectures improved the learning performance and mostly enhanced the self-confidence of the first year nursing students.
47
Colwell, Cynthia M. "Effect of Teaching Setting and Self-Evaluation on Teacher Intensity Behaviors." Journal of Research in Music Education 43, no. 1 (April 1995): 6–21. http://dx.doi.org/10.2307/3345788.
Full textAbstract:
The purpose of this study was to examine the effect of teaching setting [peer versus practicum] and self-evaluation tools [Continuous Response Digital Interface (general) versus behavioral checklist (specific)] on the development of teacher intensity behaviors among preservice elementary education majors enrolled in a music methods course. Subjects were divided into four treatment groups and completed a pretest and posttest and four treatment lessons. Analyses indicated that teaching setting and self-evaluation did not have a differential effect on teacher intensity. All subjects made significant gains from pretest to posttest, with differences among lessons. Comparative analyses indicated subjects rated themselves higher than did experts. An attitude survey indicated that subjects who taught children rated the course higher than subjects who taught their peers, whereas subjects who completed general self-evaluations rated the course higher than did subjects who completed specific self-evaluations.
48
Oskineegish, Melissa. "The Role of Self-Reflection in an Indigenous Education Course for Teacher Candidates." in education 25, no. 1 (June 13, 2019): 77–95. http://dx.doi.org/10.37119/ojs2019.v25i1.390.
Full textAbstract:
This paper explores the role of self-reflection in a teacher education program. In a mandatory Aboriginal Education course in northwestern Ontario, teacher candidates participated in a variety of self-reflection activities that included two reflection papers, non-traditional sharing circles, and lectures, and classroom discussions that challenged common myths, stereotypes, and prejudices about Indigenous peoples. In a survey with open-ended questions administered at the end of the course, 36 teacher candidates shared their perspectives about self-reflection at the end of the course. Findings from the survey were correlated with seven teacher candidates’ reflection papers and with my personal reflections as a participant-as-observer in two of the mandatory courses. The themes that emerged from analysis were placed into three categories; these categories described the role of self-reflection as a process of (1) self-evaluation, (2) establishing personal connections with course theory, and, (3) developing a culturally inclusive pedagogy. The findings suggest that self-reflection in an Indigenous Education course can provide teacher candidates with an effective approach to uncover, identify, and examine internal biases that impact their understanding of teaching Indigenous students and integrating Indigenous content into the curriculum.Keywords: Indigenous Education; self-reflection; teacher education
49
Mazohl, Peter, and Harald Makl. "Self-Evaluation Mandalas – An Innovative and Motivating Tool in Distance Learning Courses (Results from the VTT-Project)." EDEN Conference Proceedings, no. 1 (June 16, 2019): 213–21. http://dx.doi.org/10.38069/edenconf-2019-ac-0024.
Full textAbstract:
This paper refers to the ERASMUS+ Project 2017-1-ES01-KA201-038199 (School Education). The project aims to develop a toolbox to assist teachers to develop and create high quality distance learning courses.The innovation in the project is the self-evaluation mandala. This is a newly developed tool used in distance learning courses and in blended learning.
50
Padilla-Petry, Paulo, and Jennifer A. Vadeboncoeur. "Students’ Perspectives on Engagement, Learning, and Pedagogy: Self-Evaluations of University Students in Spain." SAGE Open 10, no. 2 (April 2020): 215824402092406. http://dx.doi.org/10.1177/2158244020924063.
Full textAbstract:
Student engagement in higher education has been studied from different theoretical perspectives and in different countries. Current issues include both concerns regarding students’ attitudes and ambivalence and, in addition, the definition of the concept of student engagement and how various pedagogical approaches may contribute to contrasting definitions. The present study thematically analyzed self-evaluations of 46 students attending two pedagogy courses of the University of Barcelona; both courses included lectures and discussions. Special attention was given to how participants described their engagement and related it to their learning, the teacher’s pedagogy, and the course content. Different forms of engagement emerged, both with the lecture and discussion sessions of the classes, that suggest some aspects of student engagement may (a) be invisible to the teacher and (b) follow an independent decision-making process that may favor passing over learning.