Factors Affecting Student\u27s Performance and Intention to Use Hybrid Mode Learning

The central question in this paper is: How to be more effective and efficient in H-mode Learning. Specifically, this paper proposes that various designs (Student\u27s location, software, and contents at students\u27 screens) in H mode Learning will affect the students\u27 perceived resource availability, interaction and attention, which then impact students\u27 academic performance and their intention to use H-mode. The research is in progress. The Memorial University of Newfoundland has currently adapted the H-mode Learning for the fall semester, September 2021. We intend to collect data from our university and plan to observe and analyze it. Researching on H-mode would give the students and the universities a better alternative to focus on and could help better the course structure and student academic outcomes. The research would pave its way for researchers in MIS to learn and explore more about the evolving method of learning

Methodology and Necessary Equipment to Mitigate Capacity Limitations Caused by COVID-19 in Teaching Laboratories

[EN] The reduction of the space available for students in the classrooms of teaching laboratories, due to the pandemic caused by the SARS-CoV-2, requires the provision of the laboratories with additional equipment, as well as the application of procedures or protocols that guarantee that all students receive practical education with levels of quality similar to those existing in face-to-face classes, prior to the arrival of the coronavirus. This paper describes the methodology and resources used to teach practical classes in one of the Electrical Engineering teaching laboratories, at the Polytechnic University of Valencia. The use of web cameras, complemented with the use of the Microsoft Teams platform, has allowed all students actively attend laboratory classes in real time, within the established schedule, some in person and others in online modePeñalvo-López, E.; León-Martínez, V.; Montañana-Romeu, J.; Cárcel-Carrasco, J. (2021). Methodology and Necessary Equipment to Mitigate Capacity Limitations Caused by COVID-19 in Teaching Laboratories. IATED. 6671-6676. https://doi.org/10.21125/inted.2021.1330S6671667

The Effects of Test Mode and Contiguity of Material on Geometry Test Scores, Cognitive Load, and Self-Efficacy

In recent years, the development and usage of computer-based tests for educational assessment has grown. The computer-based tests are typically derived from paper-based tests, with the assumption the tests being administered in different modes are equivalent. Studies examining this test mode effect have mainly focused on the test scores, but few have examined other factors important to test performance. The current study examines the test mode effect for geometry test problems, while also putting in perspective the factors of self-efficacy and cognitive load as both are significant components in performance. The results suggest test scores and cognitive load for geometry problems are similar across the test modes, however learners’ self-efficacy significantly decreases when performing the geometry test problems in computer-based test mode. The findings provide insight into the test mode literature and give direction for future lines of research. Keywords: Computer-based testing, Self-efficacy, Test mode effect, Geometry, Cognitive load DOI: 10.7176/JEP/11-12-03 Publication date: April 30th 202

Reducing Cheating Opportunities in Online Test

Abstract This paper focuses on reducing cheating opportunities of online test assessment. Increasing use of online test in all course presentation formats (online, blended/hybrid or facilitated) has elevated faculty concerns of cheating. Efforts by educators to reduce cheating have been ongoing and with some success but, as the results of a study reported here more is needed. Two sections of a course, one online and one onsite were offered the same semester, with the same instructor, syllabus, textbook and tests. The online students took all tests online. The onsite students took all exams online except the last two tests and final exam which were paper and pencil taken in the classroom. Online students scored higher than onsite students on all tests with one exception were significantly higher when the onsite students took the paper and pencil tests. Online testing introduces a new testing environment that requires more thought and care to reduce cheating and uphold academic integrity

Multidisciplinary Conversations on Successes and Challenges of E-Learning

E learning is technology driven and has contributed to differing perceptions of what it can or cannot do. There is ongoing debate in its exact impact on the present and future of education systems. Some practitioners express satisfaction in its gains, while others feel that there is perpetual failure within most E learning projects. This paper is based on an analysis of information contributed by E learning practitioners on an online discussion forum. The study design is qualitative using narrative methods. The objective of this study was to discuss what practitioners perceive as failures and possible recommendations for best practice, thereby contribute to the discourse of E learning projects/courses. Twelve (12) members from eight (8) countries; Africa, Finland, Kuwait, United Kingdom and Australia participated. Contributions were informed by members’ professional backgrounds demonstrating diversity, proportion and scale of capacities/experiences in E learning. The format mirrored that of a focus group discussion with the initiator acting as the moderator. For three (3) weeks members conducted discussions with each logging their contributions into the forum. Results illustrated the need for continued global discussions to benchmark and improve E learning courses. Key Words: E learning, E learning practices, distance education, ICT, ICT users, universities

The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction

Previous research on blended course offerings focuses on the addition of asynchronous online content to an existing course. While some explore synchronous communication, few control for differences between treatment groups. This study investigates the impact of teaching a blended course, using a virtual, interactive, real-time, instructor-led (VIRI) classroom, on student engagement, performance, and satisfaction. We use an experimental design with both a control group and a treatment group. Up to 90 students in a large urban university are randomly assigned by the registrar into two sections of an introductory marketing course. Using a pre- and post-semester questionnaire, the study measures student engagement, performance, and satisfaction. There are no statistical differences in student performance between the control and treatment groups. The only student engagement factor with a statistically significant difference between groups is student interest in their courses. Compared with the control group, the treatment group appears to be more interested (+10%) in their courses at the end of the semester. Finally, fewer than 2 in 10 students express dissatisfaction with their participation in a VIRI course. Blended course offerings are increasing in importance in marketing and business education. The study provides guidance for fine-tuning the features of those course offerings by demonstrating how a VIRI classroom leverages the capabilities of technology without compromising learning outcomes.  Des recherches antérieures portant sur l’offre de cours mixtes ciblent l’ajout de contenu en ligne asynchrone, à un cours existant. Tandis que certains explorent la communication synchrone, d’aucuns tiennent compte des différences entre les groupes de traitement. La présente étude examine l’effet de l’enseignement d’un cours mixte sur l’engagement, la performance et la satisfaction des étudiants, en utilisant, en temps réel, une classe virtuelle et interactive dirigée par un instructeur ou une instructrice (VIRI). Nous utilisons un modèle expérimental avec un groupe de contrôle et un groupe de traitement. Dans une grande université urbaine, des étudiants dont le nombre peut atteindre 90 sont aléatoirement répartis par le registraire en deux sections d’un même cours d’introduction au marketing. À l’aide d’un questionnaire pré- et post-semestriel, l’étude mesure l’engagement, la performance et la satisfaction des étudiants. Il n’existe pas de différences statistiques liées à la performance des étudiants entre les groupes de contrôle et de traitement. Le seul facteur d’engagement des étudiants ayant une différence statistiquement importante entre les groupes constitue leur intérêt envers leurs cours. Ainsi, comparativement aux étudiants du groupe de contrôle, les étudiants du groupe de traitement semble être plus intéressés (+10 %) à leurs cours à la fin du semestre. Enfin, moins de 2 étudiants sur 10 expriment leur insatisfaction à l’égard de leur participation à un cours VIRI. Les cours mixtes gagnent en importance, notamment dans les domaines de l’étude commerciale et du marketing. L’étude fournit des directives pour affiner les caractéristiques de ces offres de cours en démontrant comment une classe VIRI optimise les capacités de la technologie sans compromettre les résultats d’apprentissage

Reactions, Reflections and Responsibility: A \u27Responsive Evaluation\u27 of an Emerging Blended eLearning Subject

This paper discusses the findings of a qualitative investigation that sought to illuminate the perceived benefits of undertaking a blended learning subject at one tertiary institution. While there are several studies detailing the benefits of online learning, this study focussed on the student’s perceptions. What emerged from the analysis process were a series of themes related to the notion of authentic learning. Key processes of this perceived optimal learning site and space were the elements of group and individual reflection, and risk taking. Thus a heightened sense of ownership was developed. While the students believed that this form of tertiary learning had a ‘goodness of fit’ with how they used the Internet in their everyday lives, it would appear that they also required more explicit foci and instructions. Hence there is a need for further refinement and research in order to develop greater optimal learning spaces

Reactions, Reflections, and Responsibility: A Responsive Evaluation of an Emerging Blended E-learning Subject

In the decade since Schrum and Hong’s comment that “online learning has rapidly become a popular method of edu - cation for traditional and non-traditional students,” this approach to tertiary learning has morphed through several generational forms and platforms to the point where it has become firmly entrenched in the Australian tertiary landscape. As a broad generalization, e-learning, online, or flexible learning in many universities represents a spectrum of “information communications technology” (hereafter referred to as ICT) usage that ranges from little or no actual real-time interaction or “face-to-face” contact with associated viewing linkages such as YouTube through to teaching attempts at fully interactive programs. However, despite the numerous studies purporting the benefits of this form of study, a few voices have argued that this rapid shift has been “accepted uncritically.” Of late, there has also been a gathering chorus of research which suggests that the research base has been skewed, as it has not fully taken into account the understandings of the front-line users: the students themselves. This leads to the rationale of this article that what actually constitutes authentic “flexible learning,” its actual efficacy, and effects remain unclear. Emerging out of the context of standard online delivery is the notion of “blended learning” or “mixed mode learning.” In this learning mode, the ideal is that students retain some of the benefits of constant face-to-face interaction with peers and tutors, as well as the flexibility and less-restrictive nature of learning through technological access. However, blended learning in the Australian context has itself become situated across an ICT spectrum that ranges from the “provision of twoway communication so that the student may benefit from or even initiate dialogue” to the attempt at quasi-virtual situations of the “ClassSim” project

Strategies to Enhance Learning in a Large Engineering Economics Course: Including Students’ Perceived Values in the Instructional Redesign Process

Purposeful implementation of technology in instructional design presents opportunities to increase institutional efficiency while simultaneously improving instructional quality. This paper presents findings from the implementation of a hybrid/buffet approach in an undergraduate Engineering Economics large course. A Design-Based Research (DBR) approach informed the instructional redesign and measured its effectiveness through multiple iterations, or macro-cycles, of implementation. Overall, pedagogical structure and specific technology solutions applied to each course component are described, as well as preliminary measures of effectiveness and student perception from a pilot offering of the hybrid/buffet course. Encouraged by positive preliminary results, a second implementation informed further study of students’ perceived usefulness, value, and overall impact on their learning of WileyPLUS online tools and their predictive power on students’ overall course performance. These two DBR macro-cycles created a baseline to analyze the impact of future strategies to improve student learning in this course

Computer-based and paper-and-pencil tests: A study in calculus for STEM majors

Computer-based testing is an expanding use of technology offering advantages to teachers and students. We studied Calculus II classes for STEM majors using different testing modes. Three sections with 324 students employed: Paper-and-pencil testing, computer-based testing, and both. Computer tests gave immediate feedback, allowed multiple submissions, and pooling. Paper-and-pencil tests required work and explanation allowing inspection of high cognitive demand tasks. Each test mode used the strength of its method. Students were given the same lecture by the same instructor on the same day and the same homework assignments and due dates. The design is quasi-experimental, but students were not aware of the testing mode at registration. Two basic questions examined were: (1) Do paper-and-pencil and computer-based tests measure knowledge and skill in STEM Calculus II in a consistent manner? (2) How does the knowledge and skill gained by students in a fully computer-based Calculus II class compare to students in a class requiring pencil-and-paper tests and hence some paper-and-pencil work. These results indicate that computer-based tests are as consistent with paper-and-pencil tests as computer-based tests are with themselves. Results are also consistent with classes using paper-and-pencil tests having slightly better outcomes than fully computer-based classes using only computer assessments.Comment: 33 pages, 1 figure, 9 table