Designing and implementing online assessment in the clinical workplace

Peer reviewe

Digital assessment in the clinical workplace : Design, implementation, opportunities, challenges

Peer reviewe

Scholarship is not just research : Nurturing scholarship in health professions education

Peer reviewe

The Effectiveness of Computer-Assisted Instruction in Developmental Mathematics

This quasiexperimental study compared academic performance of students enrolled in a developmental mathematics course using traditional instruction (i.e., lecture) and traditional instruction supplemented with computer-assisted instruction. In addition, gender differences in mathematical performance were also investigated. There was no statistically significant difference in the posttest scores of students receiving traditional instruction and traditional instruction supplemented with computer-assisted instruction. There was a significant difference in the posttest scores of females and males, with females outperforming males in both modes of instruction

Social and Cultural Diversity in Distance Education

With the expansion of global telecommunication networks and the worldwide demand for higher education, distance education has the potential to reach out internationally to enhance learning for diverse learners and increase intercultural awareness and communication. By definition, distance education is borderless (Latchem, 2005), although differences in sociocultural contexts, values and expectations of diverse educational systems and learners may prove to be its greatest challenge (Hanna, 2000). While distance education programs proclaim an international focus with international content and learners, instructional design and methods frequently carry Eurocentric Western bias. Distance educators need to be sensitive to social, cultural and educational differences, cultural assumptions embedded in courses, and “the imposition of cultural values and practices” (Latchem, 2005, p. 189)

Assessment of Students’ Response to and Perception of Structural Analysis as a Course of Study in Tertiary Institutions

When the purpose of a thing is not known, abuse becomes an inevitability. Education for Sustainability, as promoted by the United Nations is an essential tool for achieving sustainable development. This method of education is expected to foster creative thinking that will provide solutions to exiting societal problems. For sustainable development to occur, there has to be the proper transfer of knowledge and technology through teaching and other classroom activities. In the teaching of structural analysis, one of the encountered challenges has to do with the students’ poor performance in the course in the first place. This study sought to identify the response and perception of students of structural analysis. A survey of three institutions was carried out and data was obtained through the distribution of well-structured questionnaires to students that offered structural analysis from Covenant University, University of Lagos and Yaba College of Technology. Data obtained from this survey were analyzed using SPSS, and then the agreement ranking of responses and perceptions were determined. The results were presented in form of frequency tables using relative importance index to get a clearer view of the most significant factors. The result showed in the response of students to structural analysis, that they acknowledge the importance of the course, despite any difficulty they might be facing, and also, they approach the course with fear and anxiety. The results also showed that even though the students understand the importance of the course, they are not interested in it. It was recommended that teaching methods that build interest in the students should be adopted such as the use of software and other technologies. This will demystify the learning of structural analysis. Problem based methods of learning should be adopted to as to build up interest and problem-solving capabilities in the students